Teaching Statistics to Doctoral Students with Lonergan's Insight-Based Critical Realism

    Research output: Contribution to journalJournal articleResearchpeer-review

    Abstract

    The authors report on the development, implementation, and evaluation of a doctoral level intensive quantitative methods course featuring an integrated orientation to, and practicum in, statistics competence for qualitative researchers. A feature of this integrated approach is the inclusive point of course departure: the general empirical method offered by the insight-based critical realism of Bernard J.F. Lonergan. This epistemology grounds curriculum design, wherein key statistical concepts are presented in the very first session and reinforced throughout the intensive. The practicum component offers guided study in the statistical use of SPSS using a common EU data set. Course evaluations indicate students who had previously felt disinterested or unaware of the significance and role of quantitative studies emerged from the three day intensive with a better understanding and sense of empowerment in both the basic use of statistics as well as the complementary nature of quantitative and qualitative research methods.
    Original languageEnglish
    JournalInternational Journal of Management in Education
    Volume8
    Issue number1
    Pages (from-to)1-21
    Number of pages21
    ISSN1750-385X
    DOIs
    Publication statusPublished - 2014

    Cite this

    @article{07c9406fb1774fe68d20091d1b97a175,
    title = "Teaching Statistics to Doctoral Students with Lonergan's Insight-Based Critical Realism",
    abstract = "The authors report on the development, implementation, and evaluation of a doctoral level intensive quantitative methods course featuring an integrated orientation to, and practicum in, statistics competence for qualitative researchers. A feature of this integrated approach is the inclusive point of course departure: the general empirical method offered by the insight-based critical realism of Bernard J.F. Lonergan. This epistemology grounds curriculum design, wherein key statistical concepts are presented in the very first session and reinforced throughout the intensive. The practicum component offers guided study in the statistical use of SPSS using a common EU data set. Course evaluations indicate students who had previously felt disinterested or unaware of the significance and role of quantitative studies emerged from the three day intensive with a better understanding and sense of empowerment in both the basic use of statistics as well as the complementary nature of quantitative and qualitative research methods.",
    keywords = "statistics instruction , Higher education, doctoral curriculum, Curriculum design, Qualitative research, quantitative research, statistics education, Epistemology, insight-based critical realism, Research methods",
    author = "Tackney, {Charles T.} and Wencke Gwozdz",
    year = "2014",
    doi = "10.1504/IJMIE.2014.058748",
    language = "English",
    volume = "8",
    pages = "1--21",
    journal = "International Journal of Management in Education",
    issn = "1750-385X",
    publisher = "Inderscience Publishers",
    number = "1",

    }

    Teaching Statistics to Doctoral Students with Lonergan's Insight-Based Critical Realism. / Tackney, Charles T.; Gwozdz, Wencke.

    In: International Journal of Management in Education, Vol. 8, No. 1, 2014, p. 1-21.

    Research output: Contribution to journalJournal articleResearchpeer-review

    TY - JOUR

    T1 - Teaching Statistics to Doctoral Students with Lonergan's Insight-Based Critical Realism

    AU - Tackney, Charles T.

    AU - Gwozdz, Wencke

    PY - 2014

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    N2 - The authors report on the development, implementation, and evaluation of a doctoral level intensive quantitative methods course featuring an integrated orientation to, and practicum in, statistics competence for qualitative researchers. A feature of this integrated approach is the inclusive point of course departure: the general empirical method offered by the insight-based critical realism of Bernard J.F. Lonergan. This epistemology grounds curriculum design, wherein key statistical concepts are presented in the very first session and reinforced throughout the intensive. The practicum component offers guided study in the statistical use of SPSS using a common EU data set. Course evaluations indicate students who had previously felt disinterested or unaware of the significance and role of quantitative studies emerged from the three day intensive with a better understanding and sense of empowerment in both the basic use of statistics as well as the complementary nature of quantitative and qualitative research methods.

    AB - The authors report on the development, implementation, and evaluation of a doctoral level intensive quantitative methods course featuring an integrated orientation to, and practicum in, statistics competence for qualitative researchers. A feature of this integrated approach is the inclusive point of course departure: the general empirical method offered by the insight-based critical realism of Bernard J.F. Lonergan. This epistemology grounds curriculum design, wherein key statistical concepts are presented in the very first session and reinforced throughout the intensive. The practicum component offers guided study in the statistical use of SPSS using a common EU data set. Course evaluations indicate students who had previously felt disinterested or unaware of the significance and role of quantitative studies emerged from the three day intensive with a better understanding and sense of empowerment in both the basic use of statistics as well as the complementary nature of quantitative and qualitative research methods.

    KW - statistics instruction

    KW - Higher education

    KW - doctoral curriculum

    KW - Curriculum design

    KW - Qualitative research

    KW - quantitative research

    KW - statistics education

    KW - Epistemology

    KW - insight-based critical realism

    KW - Research methods

    U2 - 10.1504/IJMIE.2014.058748

    DO - 10.1504/IJMIE.2014.058748

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    JF - International Journal of Management in Education

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