1. STEPS IN THE RESEARCH PROCESS and FOCUS ON MAJOR PARADIGMS IN RESEARCH
Wong-Wylie, G. adapted from:
Mertens, D. M. (1998). Research methods in education and psychology. Thousand Oaks, CA: Sage.

2. Identify your worldview and preferred research paradigm
STEP 1
Identify your worldview and preferred research paradigm

3. MAJOR PARADIGMS IN RESEARCH
Paradigm: A way of looking at the world.
Guba & Lincoln (1994) identify three questions that help define a paradigm:
1. Ontology: What is the nature of reality?
2. Epistemology: What is the nature of knowledge and the relationship between the knower and the would-be-known?
3. Methodology: How can the knower go about obtaining the desired knowledge and understandings?

4. MAJOR PARADIGMS IN RESEARCH
Three different research paradigms:
Positivism/Postpositivism – often referred to as experimental, quasi-experimental, correlational, causal comparative, quantitative types of research
Interpretive/Constructivist – often referred to as naturalistic, phenomenological, hermeneutic, symbolic interaction, ethnographic, qualitative
Emancipatory – often referred to as critical theory, neo-Marxist, feminist, race specific. Freirean, participatory, transformative

5. Positivism/Postpositivism Assumptions
ONTOLOGY: One reality; knowable within probability.
EPISTEMOLOGY: Objectivity is important; researcher manipulates and observes in dispassionate, objective manner.
METHODOLOGY: Quantitative (primarily), interventionist, decontextualized.
Adapted from Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research.
In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp ). Thousand Oaks, CA: Sage.

6. Interpretive/Constructivist Assumptions
ONTOLOGY: Multiple, socially constructed realities
EPISTEMOLOGY: Interactive link between the researcher and participants, values are made explicit, created findings
METHODOLOGY: Qualitative (primarily), hermeneutical, dialectical, contextual factors are described
Adapted from Guba, E.G., & Lincoln, Y.S. (1994). Competing paradigms in qualitative research.
In N.K. Denzin & Y.S. Lincoln (Eds.), Handbook of qualitative research (pp ). CA: Newbury Park

7. Emancipatory Assumptions
ONTOLOGY: Multiple realities shaped by social, political, and cultural, economic, ethnic, gender, and disability values
EPISTEMOLOGY: Interactive link between researcher and participants, knowledge is socially and historically situated
METHODOLOGY: More emphasis on qualitative (dialogic) by quantitative design could be used; contextual and historical factors are described, especially as they relate to oppression
Adapted from Guba, E.G., & Lincoln, Y.S. (1994). Competing paradigms in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp ). Thousand Oaks, CA: Sage.

8. STEP 2 Identify the problem Identify worldview and research paradigm
Develop literature review and research question(s)
Identify research design
Identify and select sources of data
Identify and select data collection methods and instruments
Ensure ethical issues of research are addressed
Consider credibility of research
Data analysis reporting, dissemination, and utilization of research
Future directions

9. Develop a literature review and research question(s)
STEP 3
Develop a literature review and research question(s)

10. Identify research design (quantitative / qualitative / mixed method)
STEP 4
Identify research design (quantitative / qualitative / mixed method)

11. Identify and select sources of data (sampling)
STEP 5
Identify and select sources of data (sampling)

12. Identify and select data collection methods and instruments
STEP 6
Identify and select data collection methods and instruments

13. Ensure ethical issues of research are addressed
STEP 7
Ensure ethical issues of research are addressed

14. Consider credibility of research
STEP 8
Consider credibility of research

15. STEP 9
Data analysis, reporting, dissemination, and utilization (consider relevance and practical significance)

16. Identify future directions
STEP 10
Identify future directions

17. BEGIN AGAIN…