Please complete question number one and one of the following questions. This will give you a total of two responses. Your completed exam should be three to four double-spaced pages, if done individually, five to seven pages if done with a partner. Please list both partners’ names on final submitted midterm. Your responses should be typewritten. Please make sure that your responses are clearly labeled with the question number you are responding to.
Evaluation criteria for the exam- degree to which responses:
1. Concisely synthesize central ideas from reading and class discussion,
2. Demonstrate some hard thought and creativity on your part in regards to wrestling with questions that have no definitive answers, and
3. APA or MLA guidelines are followed (reference your readings or in class work).
1. Based on our survey of the many ways of conceptualizing quantitative and qualitative research paradigms develop a graphic display of the differences in qualitative research traditions (paradigms). You may use the paradigm names as cited in class (positivist, critical and so on) or develop your own. Please include their assumptions, methodologies, and purposes in your display. Add to your display a rationale for why you feel it captures your thinking. (20 points possible)
Choose one of the following questions, each are worth 20 points. Be sure to address each of the questions in your response.
2. In terms of your epistemology and philosophies of research, how has the course worked to help you learn to analyze the discourses (research) available to you? How has your past teaching and learning affected the way you look at research? How have you begun to change as a result of course activities and readings? How will this change the types of research you plan for the future?
3. What is science (research)? Who decides? What might a post positivist (qualitative) science look like? What “turns you on” about this reformulation of science? What worries you? What are the possibilities and limits of mixing qualitative and quantitative methods? Why is it or is it not important to extend the definition of science to post positive work anyway?
4. What is data? How do you know? How would you convince others that your definition of “data” is correct? How do different ways of thinking influence the definition of data?