Paradigm Wars Revisited: A Cartography of Graduate Research in the Field of Education (1980-2010)

Autor/inn/en	Munoz-Najar Galvez, Sebastian; Heiberger, Raphael; McFarland, Daniel
Titel	Paradigm Wars Revisited: A Cartography of Graduate Research in the Field of Education (1980-2010)
Quelle	In: American Educational Research Journal, 57 (2020) 2, S.612-652 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831219860511
Schlagwörter	Higher Education; Educational History; Educational Research; Educational Sociology; Educational Trends; Trend Analysis; Educational Quality; Research Problems; Educational Theories; Doctoral Dissertations; Graduate Students; Student Research; Research Methodology; Cognitive Processes; Measurement; Social Environment; Educational Practices + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; History of education; Bildungsgeschichte; Bildungsforschung; Pädagogische Forschung; Bildungssoziologie; Erziehungssoziologie; Bildungsentwicklung; Trendanalyse; Quality of education; Bildungsqualität; Forschungskritik; Educational theory; Theory of education; Bildungstheorie; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Studentenforschung; Research method; Forschungsmethode; Cognitive process; Kognitiver Prozess; Messverfahren; Soziales Umfeld; Bildungspraxis
Abstract	Education entails conflicting perspectives about its subject matter. In the late 1980s, the conflict developed into a war between interpretive and causal paradigms. Did the confrontation result in a balance between these warring sides? We use text analysis to identify research trends in 137,024 dissertation abstracts from 1980 to 2010 and relate these to students' academic employment outcomes. Topics associated with the interpretive approach rose in popularity, while the outcomes-oriented paradigm declined. Academic employment remained stably associated with topics in the interpretive approach, but their effect is moderated by the prestige of the students' institutions. The relation between topic popularity and employability provides insight into field change and how the benefits of cultural shifts fall along the lines of institutional power. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01