Perplexing Paradigms

Hi Sheila,

I have decided to entitle my post "Perplexing Paradigms" since I have just spent the last 3 1/2 hours learning about them. When I read the information from Patricia, I was rather confused but certainly not ready to give up. I was going to check your latest post, to see if that would clarify things for me, but decided to look at the posts of others first. When I entered the first discussion question, regarding the "critical research paradigm", I found that Patricia had given an explanation, in everyday language, and included some examples. Whew! What a difference that made to my understanding. From there, I began reading the different questions posed by our peers. This really helped also, as did the comments and/or suggestions Patricia made. That being said, I feel much more confident in my understanding of the three paradigms and hope the questions I created and posted fit the criteria for each paradigm.

Since the critical research paradigm deals with improving a practice of some kind, your question, to me, appears to be fine since the research would be discovering ways in which how something can be used (authentic experiences) to improve something else. (problem solving skills)

The second paradigm, interpretive research concerns itself with understanding/determining current conditions, how things are, or is a description of what is at the present time. I think the question you have created, "In Mathematics, how do we move students forward to be able to explain their mathematical thinking in words?", may need to be tweaked slightly. Since this research wants to know what is happening now, your question might be better stated as, "What strategies are being used to move students forward in their ability to explain their mathematical thinking in words?"

Your third question for the empirical analytic paradigm, which deals with cause-and-effect scenerios looks good to me since you are delving into how using manipulatives affects the understanding of concepts, in other words the cause being manipulatives and the effect being the understanding of concepts.

The questions I came up with for each paradigm are stated below. Please tell me what you think of mine and if you believe I am on my way to understanding each of them

Critical Research - (I made up 2 for this one.)

"How do I improve parental support of struggling students with their home reading program?"
"How can I help parents understand the value and necessity of practicing math facts, at home, with their child?"

Interpretive Research -

"What remedial strategies are in place, at school level, to assist students with anger issues?" After further reflection, I wondered if the question should be, "How are students with anger problems assisted at the school level?"

Empirical Analytical -

"Has the implementation of the Breakfast Program resulted in stronger academic achievement of low functioning students?"

Like I said earlier Sheila, I would really like your feedback to move me along this learning curve.

I want to add, before I end this post, that including your students in our blog is an amazing idea, for them, for us and for any of those who view our blog. What a fabulous method in which to engage students, a real life situation and one they are involved in creating, as well as for educators to see how easy it can be to improve student involvement and interest. Kudos to you, Sheila!

Looking forward to hearing from you and getting your feedback.