Instructional technologists have traditionally used the scientific or rationalistic paradigm to study the instructional potential of pictures. Naturalistic and rationalistic inquiry differ in their views of reality and truth, the relationship between the investigator and the subject, the goals of inquiry, and the role of values in inquiry.…

The proceedings of a July 1989 conference of directors of research grants and research-based contracts funded by the Division of Innovation and Development of the Office of Special Education Programs are presented. The meeting featured a combination of general sessions, small-group discussions on research issues and content areas, and a panel…

The revolution in hard sciences is explored, from the Cartesian-Newtonian worldview to the Heisenbergian universe, and consideration is given to whether the conventional, Cartesian model is a serviceable one for research in the social/applied sciences. Five axioms comprising the existing paradigm of logical positivism are outlined (reality,…

Ethnographic research (1) observes human behavior in its natural setting over a substantial period of time, (2) claims that classes of events are better understood through intensive examination of carefully selected particular cases, (3) incorporates as many of the complexities and variables into a setting as possible, and (4) is usually comprised…

This paper describes the practical steps employed in controlling interview data generated from a research project investigating teachers' perspectives on the worth of a sex equity educational demonstration project. These perspectives were then considered as value frameworks that might be used to formulate and interpret a naturalistic-responsive…