The role of theory in research Theoretical and conceptual frameworks Three ways of thinking about theory • That which underpins research design – Theory as paradigm • That which may inform our understanding of the phenomenon under investigation – Theory as a ‘lens’ • That which may emerge from our study – Theory as new knowledge Theory as paradigm • Philosophical assumptions about what constitutes social reality (ontology) • What we accept as valid evidence of that reality (epistemology) • The means by which we investigate that context (methodology) • The means by which we gather evidence (methods) 4 key ‘paradigm’ questions 1. What do we believe exists? (Ontology) – Fundamental beliefs that someone holds about the nature of the social world and its relationship to individual social actors. • Social reality exists independent of the observer • Social reality is constructed by people in particular social, cultural and historical contexts 2. What constitutes reliable & valid knowledge? (Epistemology) • Causal relationships between observable phenomena • Interpretations of meaning 4 key ‘paradigm questions (contd.) • How we produce reliable and valid knowledge? (Methodology) – What ‘Strategies of inquiry’ (Creswell) are appropriate to our ontological/epistemological position – (descriptive/confirmatory <-> explanatory/exploratory) (‘Flat world’ theory <-> Exploring other cultures) • How can we collect data to test our theories or describe social phenomena? (Methods) – What data collection approaches/tools are appropriate to the the methodology Models of social research 1. Qualitative study • An inquiry which seeks to understand social phenomena through the exploration and interpretation of the meanings people attach to, and make sense of, their experiences of the social world “ • Associated with the Interpretive paradigm • Key principle: Subjectivity/interpretation • Theory developed: during and/or after (‘a posteriori’) the study (theory generation) • Process: Inductive Models of social research 2. Quantitative study • An inquiry based on testing a theory composed of variables, measured with numbers and analysed with statistical procedures, in order to determine whether the predictive generalisations of the theory hold true • Associated with: Post/positivist paradigm • Key principle: Objectivity • Theory stated: before (‘a priori’) the study (theory verification) • Process: Deductive Models of social research 3. Mixed-method study • Qualitative and quantitative strategies used in a single study Concurrent: Quantitative and qualitative strategies employed in parallel Sequential: Qualitative informs quantitative (or vice versa) Brannen Denscombe Denzin Johnson & Onwuegbuzie Teddlie & Tashakkori Theory as a lens • Existing theory(s) which seek to explain how aspects of social reality ‘work’ (models). E.g. – Models of learning • Behaviourist (Skinner); Constructivist (Piaget); Social constructivist (Vygotsky); Deep learning (Anderson) – Models of professional/expertise development • Situated learning; Communities of practice (Lave; Wenger) – Models of second language acquisition • Krashen’s SLA theory; Oxford’s S2R; Theory as new knowledge • Adaptation, revision or confirmation of existing theory • Generation of new theory • Relates to conceptual framework Conceptual framework • A written or visual presentation that: –“explains either graphically, or in narrative form, the main things to be studied – the key factors, concepts or variables - and the presumed relationship among them” (Miles and Huberman, 1994, P18) Conceptual framework • Quantitative research • Typically developed after literature review • Provides the structure/content for the whole study based on literature and personal experience • Revisited at the conclusion of the study • Qualitative research • Initial framework after literature review • Further developed as participants’ views and issues are gathered and analysed.