INTRODUCTION

There are many educational research approaches or paradigms. A research paradigm is generally considered to consist of an underlying epistemology and theoretical perspective supported by a research methodology and research methods (Crotty, 1998) or consideration of the basic beliefs of a related ontology, epistemology and methodology (Guba & Lincoln, 2005).

As outlined in the table below, Herron and Reason (1997) extended Guba & Lincoln's (1994) competing paradigms of research with the inclusion of a Participatory paradigm [subsequently endorsed by (Guba & Lincoln (2005)]. O'Brien 1998 uses the term Paradigm of Praxis to position Action Research relative to the Positivist and Interpretivist paradigms. 02/16/07

RESEARCH METHODOLOGY
The term ‘methodology’ has many meanings. In the broadest context the terms quantitative or qualitative methodologies could be cited. Generally, the term research methodology refers to the techniques, measures and procedures used to conduct research. Guba and Lincoln (2005) use terms such as experimental/manipulative; dialogic/dialetical; heremeutical and poilictical participation when describing methodologies associated with the various research paradigms. Crotty (1998) uses the term methodology to describe the strategy or plan of action of the research and cites examples such as experimental research, survey research, feminist standpoint research and action research.

dialogic = being informed by prior research and informing prior reseacrh

dialetical = contradictory or opposing views explored

hermemeutical = concerned with interpretation