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ǀȺ9Egbert, J., & Sanden, S. (2013). Foundations of education research. 8Ôŀ3

Mertens, D. M. (2014). Research and evaluation in education and psychology (4th ed). 8�2ʹ

ȠȬȼ6/�1ʗLIL1�KɆƂOA3D+E82�KEgbert and Sanden20139

2013 œř Ɂ 3 Ě LET ˨ʍ �js�f�Ȭȼ˚´¯��jȬ61 ʮȀO˻�+

ƾÎȔ� ʎƥȎ3#1ɘª!L+E82�Kƾ2014 �jȬ29ˠȠȬ

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Keywords: ʹȠȬȼEgbert & Sanden2013Mertens2014MAXQDA

1. ��



ȠȬȼ6/�1ʗLIL1�KɆƂOA3Dʃɰɹʿ8ʏʖOè�+E82�K

Egbert and Sanden20139 2013œř Ɂ 3Ě LET˨ʍ �js�f�Ȭȼ˚´¯�

�jȬ61 ʮȀO˻�+ƾÎȔ� ȟʉ8�2ɘª!L+ ʎƥȎ2�Kƾ

2014 ƾÎȔ8 ȟʉ8Ôŀ9įğʥơɲȬȼ6��KʹȠȬȼ8·ɨOƤȒ#

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Egbert and Sanden20139¯�8 7/8ȿ2ǗŽ!L1�K

1. Foundations of Research: Conceptual Framework

2. Influences on the Research and the Researchers: Episte-what?

3. Research Paradigms


43

4. Research and Theory: just a Hunch or Something More?

5. Theoretical Frameworks: You Can’t Have a How Without a Why

6. Research Methodologies and Methods: Ingredients for Research Success

7. Myths and Misconceptions About Research

ǀȺ29Ɂ 7 ȿOˬ�Ɂ 6 ȿA26/�1A3D+Ɂ 1 ȿ29Ȭȼɰ�¨;3J

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Ɂ 4 ȿ29Ȓʬ6/�1Ɂ 5 ȿ29ȒʬǊɚBȒʬ8£ʴ?8˔Ų6/�1Ɂ 6

ȿ29Ȭȼƃǯ3q�kþ˱�ÙǇ6/�1Ʒ�L1�KEgbert and Sanden20139

¯�8 6/Oɝć#1ƾ3ʂ8�k~Q�O½�¯�8H�6ĝȮ#1�K

Mertens20146/�19Egbert and Sanden20138Ôŀ3˨ˏ%KɁ 1 ȿ3Ɂ

8 ȿOA3D+A+ʹȠȬȼ6˨%K 5 /8ʡÀƏǙ6/�1Eɘª%KɁ 4 ȉ3

5.+ Mertens201469ʹȠȬȼ8i^e��è�IL+�L9ı�5Įî2

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ǀȺ29Egbert and Sanden20133 Mertens20148ʹȠȬȼ6˨%KɆƂ8A

3D8¬6EʹȠȬȼOļ˰6ʇ��3OŸĻ#Grounded Theory Approach¯�

GTA6/�1Eɍô6ʗL1�KA+2014 œ 2 ƺ6ȟʉ!LGTA 542ʘʥq

�k8a�qS�_Oʇ�+D6ÁÝ5 Mac ȉ8 MAXQDA 11 8½�ƨ6/�1Eɍô

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ĝ 1. Ȭȼ8ǖŴĝ


44

2. Egbert and Sanden�2013�

Egbert and Sanden20138ȤȠ9ˠȠȬȼ�H<ʹȠȬȼ8üƨ6ˍ$KÒˍȒ

ʖOƤÉ%K�32�KÖ˾69¯�8H�6Ʒ�L1�K

… Joy Egbert and Sherry Sanden address central components of research in order to

give both novice and experienced researchers common ground [emphasis added] from

which to learn and grow. (p. ⅸ)

Egbert and Sanden20139ıĮÙ�JF%�ɿƥ2Ʒ�L1�KA+İƣ8ʬ

ƥOŐƿ6Ɩ˄%K�32ʳł5Ȭȼ£¾Eɘª#1�Kʧɰ9Ȭȼ6˨%KȒʖO

ǶDÓº¾2ȭʤ%K�3�2�KȬȼƃǯFȬȼŅʴ�ʌ˲î%K�2Ȭȼ8W

ni�gOÙ�JF%�A3D+ɽƷ2�Kıĸ˫Ȕ69ư˷ƃ63.1EI�+�

2.1 Conceptual Framework

Ɂ 1 ȿ29ˠȠȬȼ�ʹȠȬȼOĕN&Ȭȼ6˨NK%@18ėȃ8ǏŗOŽ%

E83#1 conceptual framework 6/�1Ʒ�L1�KEgbert and Sanden20139

�LOɞȘ8\��yg6¾�1ʦƭ#1�Kp. 5 ɞȘ9p��FŅʴOʝĻ#

Ǭɞ2�L:Ǭɞ8ÓFǿäO½.1Ɨ�LKɞȘ69İȸİǘ5ǗĝFɾţ�½N

LK�%@18ɞ9\��zg8�2Ăɵ35K/AJɞ6˨NK%@18ǗŽʎ

ɕ�ʇȃOɝć#1/8ʉȑŢŻ3#1ķȾ!'1�K89\��zg2�K

Ĉǘ8�39ž�8ƪŒȔǴ2EʔŃĂɵ2�K3ǀƷ9Əƛ%Kž�9ȋ6Ź

ʯ%K�35�ƪŒȔǴOʇ.1�K�ž��ƪŒȠ6%KE8ȨKE8ĴCE

8��#+ȔǴÐɼ8%@18ǗŽʎɕ�ʇȃ9conceptual framework 6H.1ʐĻ

!L1�K�8 conceptual framework 9ĝ 1 29ġĪGround8˚Ù6�+J

Ȭȼɰ�¨;3J8 overall worldview 3E��K1� ǀƷ29¯�8H�6Əƛ!L1

�K

We consider a conceptual framework as an overall worldview [emphasis in original].

It is an individual perspective defined not only by values and perceptions (Northcutt &

McCoy, 2004), but also by the sum of one’s experiences, beliefs, and knowledge from

every facet of life, including, for example, gender, religious, family, political, social,

academic, and environmental arenas. (p. 5)


45

2.2 Epistemology

Ɂ 2 ȿ29�ș8ʏƨ�ʏ�ƨ6˨NKʤʯʬepistemology6/�1Ʒ�L1�

Kepistemology 9Ɂ 1 ȿ8 conceptual framework 8�·ǖŴ6�+Kĝ 1 29Ǐ

Roots8˚Ù6�+KEgbert and Sanden20139Ȭȼɰ�¨;3J��8�șA

+9ȬȼŅʴOʏK��h6ʤʯʬO¾�¯�8H�6Ļɫ#1�K

…we define epistemology as the individual lens, created through our worldview, that we

use to understand knowledge in the world [emphasis in original]. (p. 17)

�ʜ8Ļɫ6ɡ�1ǀƷ69ɻĎǶ�ʜˉ��K

You are both looking at the same mountains and trees and animals, but the picture for that

person is not the same as the one you are seeing. (p. 17)

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20139A!6�8Ȃ6/�1ÒˍȒʖOƤÉ%K�32Ʌ�H�3#1�K

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�8ȓ�ș6��Kʘʂ6HK�ŹĎ0�ʇȃ úȇmeaning-makingȴȖ2007, p.

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2.3 Paradigm

Ɂ 3 ȿ29ȬȼqdT�FȬȼƃǯ8˖ƈ6/5�Kz�lT�6/�1Ʒ�L1

�Kparadigm 9Ɂ 2 ȿ8 epistemology 8�·ǖŴ6�+KEgbert and Sanden

20139Ɂ 1 ȿ8 conceptual framework O world view 6¾�Ɂ 2 ȿ8

epistemology O the individual lens 6¾�Ɂ 3ȿ8 paradigm O how we think that Truth

(or truths) can be uncovered (if they can) p. 333#1�K�8 paradigm 9ĝ 129

ŔTrunk8˚Ù6�+K

ǀƷ29�ʜ8z�lT�8ʦƭ6ɡ�1ʌƣ8z�lT�Oɘª#1�KȬ

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2 ȿĈǘ6ĆȬȼɰ8ʸ²6��1ȒʖO%Kůʎ��K3ź$Kĸ´542z�lT

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ʹĕOʏɱ�%K�3��K�L9�Òɒ�ĂɵŶ A+9ˍɒ�ĂɵŶ

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49

2.4 Theory, Theoretical Framework, and Methodology and Method

Ɂ 4ȿ29Ȓʬtheory6/�1Ʒ�L1�Ktheory 9Ɂ 3ȿ8 paradigm 8

�·ǖŴ6�+Ktheory 9¯�8H�6Ļɫ!Lĝ 1 29ǉBranches8˚Ù6

�+K

We define theory, for the purposes of research, as a reasonable, systematic,

investigable, modifiable explanation of certain facts or phenomena that may help to

predict an outcome. (p. 47)

Ɂ 5ȿ29ȒʬǊɚBȒʬ8£ʴ?8˔Ų theoretical framework6/�1Ʒ�

L1�Ktheoretical framework 9Ɂ 4ȿ8 theory 8�·ǖŴ6�+Jtheory OȬȼ

Ņʴ6ćN'1HJÓºî#+E83��KǀƷ69ȬȼʩOȒʬǊɚB6ǭ.1

ȂǓ�2�KÁÝ5ĝ�Ɩ˄!L1�Kp. 64Figure 5.1 Theoretical framework 9

¯�8H�6ǀƥ29Ļɫ!Lĝ 129ņǉTwigs8˚Ù6�+K

… a theoretical framework can be defined as an integration of the theoretical

concepts that apply to the problem under investigation [emphasis in original].

(p. 60)

Ɂ 6ȿ29Ȭȼƃǯ3q�kþ˱�ÙǇmethodology and method6/�1Ʒ�L

1�Kmethodology and method 9¯�8H�6Ļɫ!Lĝ 129ʂLeaves8˚

Ù6�+K

We define methodology, then, as a reasonable plan for gathering and analyzing

information that responds to a line of research inquiry. Methods can be defined as

the specific procedures that accomplish the task of gathering and analyzing the

data in a research study [emphasis in original] (p. 75)

3. Mertens (2014)

Mertens20146/�19Egbert and Sanden20138Ôŀ3˨ˏ%KɁ 1 ȿ3Ɂ

8 ȿOA3D+A+Mertens20142ʗLIL1�KʹȠȬȼ6˨%K 5 /8ʡÀ

ƏǙ6/�1Eɘª%K


50

3.1 Chapter 1: An Introduction to Research

Ɂ 4 ȉ35.+ Mertens201469ʹȠȬȼ8i^e��è�IL+�L9

ı�5Įî2�KǀƷ8âƷ�8˚Ù2)8ŮĩOʃɰ9¯�8H�6ƑJˈ.1�K

As I began conducting research studies myself in the messier world of people and

educational and psychological phenomena, I found that a piece of the puzzle was

missing. I felt compelled to study the principles of qualitative approaches to research

to get a more complete understanding of the phenomena that I was researching.

(p. xvii)

)#1ʹȠȬȼ6˨%Ki^e��OǀƷ6ˊè#+�3OʾA�Egbert and

Sanden20138Ôŀ3E˨ˏ#1Ɂ 1ȿ29¯�8H�6ˉ@1�K

In the spirit of full disclosure of values held by researchers, it is my position as

author of this text that a researcher’s philosophical orientation has implications for

every decision made in the research process, including the choice of method. (p. 7)

Ɂ 1 ȿ29 ʎ5z�lT�8Į˕3Ćz�lT�8ȋŭȬȼŅʴ35Kȯ´

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3.2 Chapter 8: Qualitative Methods

ǀƷ29ʹȠȬȼ6/�1¯�8H�6A3DIL1�KʹȠȬȼ8ȋŭ�Ù�

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Qualitative research is a situated activity that locates the observer in the world. It

consists of a set of interpretive, material practices that make the world visible. These

practices transform the world. They turn the world into a series of representations,

including field notes, interviews, conversations, photographs, recordings, and memos

to the self. … This means that qualitative researchers study thing in their natural

settings, attempting to make sense of or to interpret phenomena in terms of the

meanings people bring to them. (p. 236)


51

ǀƷ29 ʎ5ʹȠȬȼ3#1¯�8 5 /O��ĆȋŭOA3D1�Kp. 242

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1. Ethnographic research

2. Case study

3. Phenomenological research

4. Grounded theory

5. Participatory action research

ʹȠȬȼ8�ʹ OÄʠ#Ȭȼa��upS�6ʶȎ%K+D6 � to engage

meaningfully in the debates in the research community” p. xviii ʹȠȬȼ�ǥO/�K@�Ȃ

6/�1EƷ�L1�K¸2014ap. 252 �ʹȠȬȼ6ǧDILKʎ± EćN'1

úɯ6#1˻�+�

Quality indicators for qualitative research are dependent on the approach and

purpose of the study. Standard for evidence and quality in qualitative inquiries

requires careful documentation of how the research was conducted and the

associated data analysis and interpretation processes, as well as the thinking

processes of the researcher. (p. 267)

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1. Credibility

2. Transferability

3. Dependability

4. Confirmability


52

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