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I learned a lot today but i am still skeptical about the participatory paradigm and need more explanation of that.

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I learned that I can position my project in more than one paradigm. I can use my position as an opportunity.

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I learned that I can position my project in more than one paradigm. I can use my position as an opportunity.

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My challenge is my own place within my research.

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In a postpositivist stance, what are the boundaries of the 'reality'? Under which circumstances/conditions/context does it hold?

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In a postpositivist stance, what are the boundaries of the 'reality'? Under which circumstances/conditions/context does it hold?

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How do you choose the best approaches/methods for your research given limited time?

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I consider myself a constructivist but act as a posivist.
Q: what would be a really meaningful way to combine qualitative data with a study on effectiveness.

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I focus on analysing classroom discourse. I learned/became aware that there are many levels of generalizability that influence whether you hold one truth or there can be multiple ones.
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My question is: how can I fit in a qualitative case study in my quantitative, effect-orientated overall study?

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My question is: how can I fit in a qualitative case study in my quantitative, effect-orientated overall study?

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I have a better understanding of the different paradigms and know I know that one can shift from one paradigm to another.

I would like to have some practical examples (maybe articles?) of the different approaches and paradigms.

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I still am standing at the constructivism stance.

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I still am standing at the constructivism stance.

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I became more conscious about my 'paradigmatic stance'

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How do we position Design Research in the paradigms and the methodologies?

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I am still having trouble to think beyond positivisme.

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I am still having trouble to think beyond positivisme.

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Is it easier to conduct quantitative research (compared to qualitative)?

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I learned that the paradigms and approaches can be more blended than I thought

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I learnt to describe my stance with solid explanations. I think that it is important to that as a start before explaining your research and methodology.

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I experience a conflict between doing justice to participants voice and the abstraction of data, which is crucial for a better understanding of a phenomenon. May be we can discuss this a next day.

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I experience a conflict between doing justice to participants voice and the abstraction of data, which is crucial for a better understanding of a phenomenon. May be we can discuss this a next day.

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I enjoyed discussing today and developing a more nuanced stance.

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I learned that the more you learn, the more you know what you don't know.

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Multiple realities exist

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I experience confusion regarding the different paradigm and my own stance

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I experience confusion regarding the different paradigm and my own stance

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My teachers might be suffering from a paradigm shift as wel....

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What research set-up could help me shifting from the postpositivistic to constructivistic paradigm so that teachers (directly) profit from my research instead of the research being catched up by practice?

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I realised that
- it's possible to shift from one paradigm to another
- I'm more constructivist than I thought -> I started out thinking I would find one reality with my research, but I realised I've found multiple realities that are all equally true
- there's still a lot to discover.

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Statement:
I realised how little i know about qualitative research.

Question:
How do i write a strong qualitative research piece that has a reasonable chance of getting respected by quantitative reviewers?

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I am much more quantitative than I thought.

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I am much more quantitative than I thought.

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Most qualitative research seems to focus on interviews. What about different methods for data collection?