Philosophical and methodological beliefs of instructional design faculty and professionals

Educational Technology Research and Development

Volumn 60, Issue 1, 2012, Pages 131-153

  Sheehan, Michael D ^a   Johnson, R Burke ^a  

^a UNIVERSITY OF SOUTH ALABAMA   (United States)

Author keywords

Epistemological beliefs; Instructional design; Methodological beliefs; Philosophical beliefs

Indexed keywords

EID: 84856223916     PISSN: 10421629     EISSN: 15566501     Source Type: Journal    
DOI: 10.1007/s11423-011-9220-7     Document Type: Article

References (45)

1. Alexander, H. A. (2006). A view from somewhere: Explaining the paradigms of educational research. Journal of Philosophy of Education, 40, 205-221.
2. Arredondo, D. E., & Rucinski, T. T. (1996, November). Epistemological beliefs of Chilean educators and school reform efforts. Paper presented at the Tercer Encuentro National de Enfoques Cognitivos Actuales en Educacion, Santiago, Chile.
3. Association for Educational Communications and Technology. (2005). Retrieved January 18, 2008, from http://aect. org/curricula.
4. Baert, P. (2003). Pragmatism, realism, and hermeneutics. Foundations of Science, 8, 89-106.
5. Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women's ways of knowing: The development of self, voice, and mind. New York, NY: Basic Books.
6. Bridges, D. (2003). Fiction written under oath? Essays in philosophy and educational research. Dordrecht: Kluwer Academic Press.
7. Bryman, A. (2006). Paradigm peace and the implications for quality. International Journal of Social Research Methodology, 9, 111-126.
8. Buehl, M. M., & Alexander, P. A. (2001). Beliefs about academic knowledge. Educational Psychology Review, 13, 385-418.
9. Clinchy, B. (2002). Revisiting women's ways of knowing. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 63-87). Mahwah, NJ: Lawrence Erlbaum.
10. Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications. Journal of Applied Psychology, 78, 98-104.
11. Coyne, R. (1995). Designing information technology in the postmodern age. Cambridge, MA: The MIT Press.
12. Cristensen, T. K., & Osguthorpe, R. T. (2004). How do instructional design practitioners make instructional strategy decisions? Performance Improvement Quarterly, 17(3), 45-65.
13. Dills, C. R., & Romiszowski, A. J. (1997). The instructional development paradigm: An introduction. In C. R. Dills & A. J. Romiszowski (Eds.), Instructional development paradigms (pp. 5-30). Englewood, NJ: Educational Technology Publications.
14. Duell, O. K., & Schommer-Aikins, M. (2001). Measures of people's beliefs about knowledge and learning. Educational Psychology Review, 13, 419-449.
15. Elias, J. L. (1982). The theory-practice split. New Directions for Adult and Continuing Education, 1982, 3-11.
16. Greene, J. C. (2006). Toward a methodology of mixed methods social inquiry. Research in the Schools, 13, 93-99.
17. Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (pp. 105-117). Thousand Oaks, CA: Sage.
18. Guba, E. G., & Lincoln, Y. S. (2005). Paradigmatic controversies, contradictions, and emerging confluences. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (pp. 191-215). Thousand Oaks, CA: Sage.
19. Hair, J. F., Tatham, R. L., Anderson, R. E., & Black, W. (1998). Multivariate data analysis (5th ed.). Upper Saddle River, NJ: Prentice Hall.
20. Hofer, B. K. (2001). Personal epistemology research: Implications for learning and teaching. Educational Psychology Review, 13, 353-382.
21. Johnson, R. B., & Christensen, L. B. (2011). Educational research methods: Quantitative, qualitative, and mixed approaches (4th ed.). Los Angeles: Sage.
22. Johnson, R. B., & Gray, R. (2010). A history of philosophical and theoretical issues for mixed methods research. In A. Tashakkori & C. Teddlie (Eds.), The Sage handbook of mixed methods in social, behavioral research (2nd ed.). Thousand Oaks, CA: Sage.
23. Johnson, B., Meeker, K. M., Loomis, E. J., & Onwuegbuzie, A. J. (2004, April). Development of the philosophical and methodological beliefs inventory. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
24. Johnson, B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33, 14-26.
25. King, P. M., & Kitchener, K. S. (2004). Reflective judgment: Theory and research on the development of epistemic assumptions through adulthood. Educational Psychologist, 39, 5-18.
26. Kuhn, T. S. (1962). The structure of scientific revolutions. Chicago: The University of Chicago Press.
27. Magolda, M. B. (2002). Epistemological reflection: The evolution of epistemological assumptions from age 18 to 30. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 89-102). Mahwah, NJ: Lawrence Erlbaum.
28. McCarthy, C. L. (2005). Knowing truth: Peirce's epistemology in an educational context. Educational Philosophy and Theory, 37, 157-176.
29. Moore, R. (2000). For knowledge: Tradition, progressivism, and progress in education-reconstructing the curriculum debate. Cambridge Journal of Education, 30, 17-36.
30. Morgan, D. (2007). Paradigms lost and pragmatism regained: Methodological implications of combining qualitative and quantitative methods. Journal of Mixed Methods Research, 1, 48-76.
31. Onwuegbuzie, A. J. (2002). Positivists, post-positivists, post-structuralists, and post-modernists: Why can't we all get along? Towards a framework for unifying research paradigms. Education, 122, 518-530.
32. Onwuegbuzie, A. J., & Leech, N. L. (2005). Taking the "Q" out of research: Teaching research methodology courses without the divide between quantitative and qualitative paradigms. Quality & Quantity, 39, 267-296.
33. Perry, W. G., Jr. (1999). Forms of intellectual and ethical development in the college years: A scheme. San Francisco, CA: Jossey-Bass.
34. Popkewitz, T. S. (1997). The production of reason and power: Curriculum history and intellectual traditions. Journal of Curriculum Studies, 29, 131-164.
35. Sasso, G. M. (2001). The retreat from inquiry and knowledge in special education. Journal of Special Education, 34, 178-193.
36. Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 28, 498-504.
37. Schommer, M. (1994). Synthesizing epistemological belief research: Tentative understandings and provocative confusions. Educational Psychology Review, 6, 293-319.
38. Schommer-Aikins, M. (2002). An evolving theoretical framework for an epistemological belief system. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 103-117). Mahwah, NJ: Lawrence Erlbaum.
39. Schommer-Aikins, M. (2004). Explaining the epistemological belief system: Introducing the embedded systemic model and coordinated research approach. Educational Psychologist, 39, 19-29.
40. Schraw, G. (2001). Current themes and future directions in epistemological research: A commentary. Educational Psychology Review, 13, 451-464.
41. Shank, G. (1993, January). Qualitative research? Quantitative research? What's the problem? Resolving the dilemma via a postconstructivist approach. Paper presented at the convention of the Association for Educational Communications and Technology, New Orleans, LA.
42. Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches. Thousand Oaks, CA: Sage.
43. Teddlie, C., & Tashakkori, A. (2003). Major issues and controversies in the use of mixed methods in the social and behavioral sciences. In A. Tashakkori & C. Teddlie (Eds.), The Sage handbook of mixed methods in social & behavioral research (pp. 3-50). Thousand Oaks, CA: Sage.
44. Yanchar, S. C., & Gabbitas, B. W. (2011). Between eclecticism and orthodoxy in instructional design. Educational Technology Research and Development, 59, 383-398.
45. Yanchar, S. C., South, J. B., Williams, D. D., Allen, S., & Wilson, B. G. (2010). Struggling with theory? A qualitative investigation of conceptual tool use in instructional design. Educational Technology Research and Development, 58, 39-60.