International Portal of Teacher Education
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Search results for: Suri Harsh
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Every effort of synthesizing research is inevitably premised on certain epistemological assumptions. The literature on research synthesis methods is dominated by publications premised on positivist assumptions. Contesting the hegemony of positivist research syntheses, this article makes a case for research syntheses that are informed by diverse epistemological orientations. The article illuminates how research syntheses with distinct epistemological orientations can serve complementary, equally worthwhile, purposes.
Published: 2013
Updated: Jan. 20, 2014
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The paper highlights methodologically inclusive advancements in research synthesis methods. Salient features of a methodologically inclusive research synthesis (MIRS) framework are described. Rather than prescribe how a research synthesis should be conducted or evaluated, this paper attempts to open spaces, raise questions, explore possibilities, and contest taken-for-granted practices.
Published: 2009
Updated: May. 20, 2009