This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in Web of Science Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Web of Science (7) Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Borland, J. H. Search for Related Content Social Bookmarking                         What's this?

Postpositivist Inquiry: Implications of the "New Philosophy of Science" for the Field of the Education of the Gifted

Teachers College, Columbia University

In this paper I sketch the outlines of an emerging postpositivist paradigm for inquiry and research. This new paradigm is the product of recent thinking in philosophy, the natural sciences, and the social sciences—the so-called "new philosophy of science" (Phillips, 1987)— and has been embraced primarily, but not exclusively, by investigators using qualitative methods. Drawing heavily upon the work of Lincoln and Guba (Lincoln & Guba, 1985; Guba & Lincoln, 1989), I delineate the axioms (basic beliefs) underlying this approach and then consider the methodological implications that follow logically from the axioms. Finally, I suggest some applications of postpositivist inquiry in the field of the education of the gifted.

Gifted Child Quarterly, Vol. 34, No. 4, 161-167 (1990)
DOI: 10.1177/001698629003400406


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				R. A. Schultz Understanding Giftedness and Underachievement: At the Edge of Possibility Gifted Child Quarterly, July 1, 2002; 46(3): 193 - 208. [Abstract] [PDF]

				J. H. Borland, R. Schnur, and L. Wright Economically Disadvantaged Students in a School for the Academically Gifted: A Postpositivist Inquiry into Individual and Family Adjustment Gifted Child Quarterly, January 1, 2000; 44(1): 13 - 32. [Abstract] [PDF]

				B. A. Grant and M. M. Piechowski Theories and the Good: Toward Child-Centered Gifted Education Gifted Child Quarterly, January 1, 1999; 43(1): 4 - 12. [Abstract] [PDF]

				S. M. Moon, J. F. Feldhusen, and D. R. Dillon Long-Term Effects of an Enrichment Program Based on the Purdue Three-Stage Model Gifted Child Quarterly, January 1, 1994; 38(1): 38 - 48. [PDF]