Week 4 - Models

Ummm.... Here's a summary of the different paradigms and how i see them relating to my practice and evaluation methods in general.

1. Analytic Empirical Positive Quantitative Paradigm (could they come up with a longer title???) reflectst the traditional rational scientific type approach where we use experiment and experience to explain things. This is a fairly objective (rather than subjective) view of the world! Evaluation methods that fall under this paradigm would be fairly rational - scientific and classical experimental in their approach. A lot of science type education has traditionally been consistent with this thought paradigm. In my practice I would employ evaluation methods that are consistent with this paradigm if i wanted to test a specific element of a programme using an experimental type approach. Whilst it can be handy - from a big picture how you view the world perspective this seems a fairly dry and unimaginative way to view your world! Not a very empowering way to view the world in the sense that it seems we are at the mercy of external stimulii and environments.

2. Constructivist Hermeneutic Interpretivisit Qualitative Paradigm (another succinct title!) is slightly more empowering type view of the world we humans actually construct their reality! More subjective than (1). Interestingly the researcher is more likely to be immersed in the subjects world rather than detached from the subject as in (1). Evaluating from this perspective i would immerse myself in teh world of the subject and try and understand how they had learnt and how the course had affected their construction and interpretation of reality! In my practice I think i use this informally a lot of the time when i try to get inside the head and the world of a client or institution or target group of students.

3. Critical Theory Neomarxist post modern praxis paradigm (ummmm) seems to me to add a political / social justice type bent on (2) - being concerned with who will benefit! And doing lots of deconstruction to determine who will benefit. This paradigm does make you consider underlying and sometimes hidden assumptions that might exist. Could become a bit depressing and 'conspirator' theory like if you viewed your world too much from this perspective i suspect! Ummm - have used this approach when studying and reflecting on things but can't say i have employed it in evaluating any of my own education creations. Have used it when looking critically at education resources from a Treaty / Bicultural perspective though.

4. Eclectic mixed methods pragmatic paradigm (another great title) is concerned with practical problems and has a fairly realistic view of the world as complex! Evaluating things from this perspective can get fairly complex as unlike (1) there will be multiple variables acting all at once and how do you isolate them? or do you even try? I have used this perspective to evaluate environmental education or education for sustainability programmes - i would be looking to see that they reflected thought consistent with this paradigm. In environmental education or education for sustainability we tend to view the world as interconnected and complex. I guess creating an evaluation model from this perspective would be complicated but at least it would be reasonably realistic!!!!

Ummmm - well that's it for this week! R :]