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Journal articles on the topic 'Postpositivist'

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Published: 4 June 2021
Last updated: 11 February 2022

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1

Fisher, Celia B. "Postpositivist depression." Contemporary Psychology 40, no. 5 (1995): 454–55. http://dx.doi.org/10.1037/003651.

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2

Colomy, Paul. "Metatheorizing in a Postpositivist Frame." Sociological Perspectives 34, no. 3 (September 1991): 269–86. http://dx.doi.org/10.2307/1389511.

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3

McConachie, Bruce A. "Towards a Postpositivist Theatre History." Theatre Journal 37, no. 4 (December 1985): 465. http://dx.doi.org/10.2307/3207520.

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4

McConachie, Bruce A. "Realizing a Postpositivist Theatre History." New Theatre Quarterly 10, no. 39 (August 1994): 217–22. http://dx.doi.org/10.1017/s0266464x0000052x.

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Bruce McConachie teaches in the Theatre Department at the College of William and Mary in Virginia. He is one of the leading theatre historians in the United States, who has, as David Mayer put it in his review of McConachie's most recent book, Melodramatic Formations: American Theatre and Society, 1820–1870, ‘been examining, criticizing, and improving the practice of theatre historiography’ for many years. McConachie's re-examination of how history is researched, analyzed, and written has its origins in an article, ‘Towards a Postpositivist Theatre History’, which he published in Theatre Journal in 1985, criticizing scholars who limit their theatre histories to events in the theatre. He called for historians to realize that theatre is only one part of a much larger socio-cultural complex, and that it is the historian's job to analyze theatre in terms of that complex. this article was the point of departure for the following interview, which Ian Watson conducted with McConachie in Philadelphia in January 1993.
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5

Bruni, Nina. "Reshaping ethnography: contemporary postpositivist possibilities." Nursing Inquiry 2, no. 1 (March 1995): 44–52. http://dx.doi.org/10.1111/j.1440-1800.1995.tb00062.x.

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6

Holliday, Adrian, and Malcolm N. Macdonald. "Researching the Intercultural: Intersubjectivity and the Problem with Postpositivism." Applied Linguistics 41, no. 5 (March 6, 2019): 621–39. http://dx.doi.org/10.1093/applin/amz006.

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Abstract In intercultural communication studies, the positivist preoccupation with objectivist, essentialist, solid large cultures has been replaced by a postmodern recognition that the intercultural is liquid and ideologically constructed. However, a postpositivist resistance to this paradigm change, while recognizing the dangers of essentialism, continues to be objectivist and fails to address the intersubjective nature of the ideological construction of culture. This results in a soft essentialism. This methodological failure of postpositivism is driven by a neoliberal technicalized commodification of quantitative and qualitative methods that does not address the subjective implicatedness of researchers. It therefore prevents an understanding of the liquid nature of the intercultural and sustains the neo-racist implications of essentialism. An example of this is commodifying international students as culturally problematic to serve a quantifiable notion of intercultural competence. The methodological flaws of postpositivism can only be avoided by means of an approach to researching cultural groups in which large culture concepts such as nation are viewed as one of many possible, emergent, ideologically constructed variables rather than as the starting point for research.
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7

McEvoy, John. "Postpositivist Interpretations of the Chemical Revolution." Canadian Journal of History 36, no. 3 (December 2001): 453–70. http://dx.doi.org/10.3138/cjh.36.3.453.

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8

Fischer, Frank. "Reconstructing policy analysis: A postpositivist perspective." Policy Sciences 25, no. 3 (August 1992): 333–39. http://dx.doi.org/10.1007/bf00138788.

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9

Harding, Sandra. "Multiculturalism and Postcolonialism." Science & Technology Studies 14, no. 1 (January 1, 2001): 45–54. http://dx.doi.org/10.23987/sts.55140.

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Science and technology studies have emerged from distinctive intellectual and political histories and interests in the last half of the Twentieth Century. Here I look at some central concerns in multicultural and postcolonial science and technology studies, and try to identify some of the issues that these raise for conventional postpositivist philosophies of Western modern sciences and technologies. In some respects the former provide additional evidence for postpositivist revisions of philosophy of science; in other respects they raise new issues. In both respects they can motivate critical re-evaluations of modernity, enlightenment and the Liberal political philosophy embedded in Western philosophies of science.
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10

Shadnam, Masoud. "A Postpositivist Commentary on Self-Fulfilling Theories." Academy of Management Review 44, no. 3 (July 2019): 684–86. http://dx.doi.org/10.5465/amr.2017.0460.

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11

Glenn, J. E. "Towards a postpositivist approach to policy evaluation?" Research Evaluation 4, no. 1 (April 1, 1994): 45–54. http://dx.doi.org/10.1093/rev/4.1.45.

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12

Gilpin, Lorraine S. "Postpositivist Realist Theory: Identity and Representation Revisited." Multicultural Perspectives 8, no. 4 (November 2006): 10–16. http://dx.doi.org/10.1207/s15327892mcp0804_3.

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13

Donmoyer, Robert. "Postpositivist Evaluation: Give me a for Instance." Educational Administration Quarterly 27, no. 3 (August 1991): 265–96. http://dx.doi.org/10.1177/0013161x91027003003.

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14

Evers, Colin W., and Gabriele Lakomski. "Science in Educational Administration: A Postpositivist Conception." Educational Administration Quarterly 32, no. 3 (August 1996): 379–402. http://dx.doi.org/10.1177/0013161x96032003005.

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15

McWilliam, Erica. "Educative research in initial teacher education: postpositivist possibilities." Journal of Curriculum Studies 27, no. 1 (January 1995): 55–66. http://dx.doi.org/10.1080/0022027950270105.

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16

Tanlaka, Eric F., Carol Ewashen, and Kathryn King‐Shier. "Postpositivist critical multiplism: Its value for nursing research." Nursing Open 6, no. 3 (May 30, 2019): 740–44. http://dx.doi.org/10.1002/nop2.306.

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17

Ponticelli, Christy M. "The Spiritual Warfare of Exodus: A Postpositivist Research Adventure." Qualitative Inquiry 2, no. 2 (June 1996): 198–219. http://dx.doi.org/10.1177/107780049600200204.

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18

Reed, Isaac Ariail. "Epistemology Contextualized: Social-Scientific Knowledge in a Postpositivist Era." Sociological Theory 28, no. 1 (March 2010): 20–39. http://dx.doi.org/10.1111/j.1467-9558.2009.01365.x.

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19

Evers, Colin W., and Gabriele Lakomski. "Postpositivist Conceptions of Science in Educational Administration: An Introduction." Educational Administration Quarterly 32, no. 3 (August 1996): 341–43. http://dx.doi.org/10.1177/0013161x96032003002.

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20

Gronn, Peter, and Peter Ribbins. "Leaders in Context: Postpositivist Approaches to Understanding Educational Leadership." Educational Administration Quarterly 32, no. 3 (August 1996): 452–73. http://dx.doi.org/10.1177/0013161x96032003008.

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21

Gillman, Laura. "Narrative as a Resource for Feminist Practices of Socially Engaged Inquiry: Mayra Montero's In the Palm of Darkness." Hypatia 28, no. 3 (2013): 646–62. http://dx.doi.org/10.1111/j.1527-2001.2012.01312.x.

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Against the view that the physical sciences should be the privileged source of reliable knowledge within the academy in general, and in philosophy in particular, this essay argues that an interdisciplinary approach to knowledge‐production, one that includes social and psychological assessment as well as narrative analysis, can better capture the diverse range of human epistemic activities as they occur in their natural settings. Postpositivist epistemologies, including Lorraine Code's social naturalism, Satya Mohanty's and Paula Moya's postpositivist literary and pedagogical projects, and Linda Alcoff's dialogical template for knowledge form the basis of a revised naturalized epistemology that is more accountable to a socially engaged inquiry. This revised naturalism shifts orientation from the idealized setting of the laboratory and its a priori conditions for knowledge to localized settings, where knowledge emerges out of diverse contextualized interpretations of the natural and social world that interlocutors produce as they dialogue with one another. Mayra Montero's neocolonial narrative thematizes the spatial shift of scientific activity, showing how epistemic authority, aligned with North American interests and regional identity, is established, withheld from others, and contested.
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22

Sinead Ryan, Gemma. "Postpositivist critical realism: philosophy, methodology and method for nursing research." Nurse Researcher 27, no. 3 (September 16, 2019): 20–26. http://dx.doi.org/10.7748/nr.2019.e1598.

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23

Ninnes, Peter, and Sonia Mehta. "Postpositivist Theorizing and Research: Challenges and Opportunities for Comparative Education." Comparative Education Review 44, no. 2 (May 2000): 205–12. http://dx.doi.org/10.1086/447603.

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24

Alexander, Jeffrey C. "Beyond the epistemological dilemma: General theory in a postpositivist mode." Sociological Forum 5, no. 4 (December 1990): 531–44. http://dx.doi.org/10.1007/bf01115390.

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25

Clegg, Stewart R., and Anne Ross-Smith. "Revising the Boundaries: Management Education and Learning in a Postpositivist World." Academy of Management Learning & Education 2, no. 1 (March 2003): 85–98. http://dx.doi.org/10.5465/amle.2003.9324049.

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26

Gillman, Laura. "Critical Realist and Postpositivist Realist Feminisms: Towards a Feminist Dialectical Realism." Journal of Critical Realism 15, no. 5 (August 23, 2016): 458–75. http://dx.doi.org/10.1080/14767430.2016.1191005.

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27

Parry, O. "Principles in practice: reflections on a `postpositivist' approach to evaluation research." Health Education Research 16, no. 2 (April 1, 2001): 215–26. http://dx.doi.org/10.1093/her/16.2.215.

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28

Carpiano, R. M. "A guide and glossary on postpositivist theory building for population health." Journal of Epidemiology & Community Health 60, no. 7 (July 1, 2006): 564–70. http://dx.doi.org/10.1136/jech.2004.031534.

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29

Hoover, Stewart M. "Media and the Moral Order in Postpositivist Approaches to Media Studies." Journal of Communication 45, no. 1 (March 1, 1995): 136–46. http://dx.doi.org/10.1111/j.1460-2466.1995.tb00719.x.

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30

Stoliarova, Olga E. "Can We Talk about the Fall of Science?" Epistemology & Philosophy of Science 56, no. 3 (2019): 45–50. http://dx.doi.org/10.5840/eps201956346.

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The article analyzes the pessimistic scenario in relation to science, which characterizes contemporary science as regressing. It is shown that pessimism in relation to contemporary science is largely based on the formal-logical positivist image of science, which does not correspond to real scientific practice. It is shown, that postpositivist studies of science testifies in favor of the fact that science has never been “pure”. This approach allows us to rehabilitate technoscience and revise the pessimistic scenario.
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31

Mcevoy, John G. "Modernism, postmodernism and the historiography of science." Historical Studies in the Physical and Biological Sciences 37, no. 2 (March 1, 2007): 383–408. http://dx.doi.org/10.1525/hsps.2007.37.2.383.

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Since its inception in the 18th century, the discipline of the history of science has served a motley collection of extrinsic disciplinary interests, philosophical ideas, and cultural movements. This paper examines the historiographical implications of modernism and postmodernism and shows how they in.uenced positivist, postpositivist, and sociological interpretations of the Chemical Revolution. It also shows how these interpretations served the disciplinary interests of science, phi-losophy, and sociology, respectively, and it points toward a model of the history of science as history.
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32

Gudalov, Nikolay N. "(Ir-)rationality and Ethical Relativism in Realist and Postpositivist International Relations Paradigms." Vestnik of Saint Petersburg University. International relations 10, no. 2 (2017): 186–97. http://dx.doi.org/10.21638/11701/spbu06.2017.207.

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33

Karatas-Ozkan, Mine, Alistair R. Anderson, Alain Fayolle, Jeremy Howells, and Roland Condor. "Understanding Entrepreneurship: Challenging Dominant Perspectives and Theorizing Entrepreneurship through New Postpositivist Epistemologies." Journal of Small Business Management 52, no. 4 (September 5, 2014): 589–93. http://dx.doi.org/10.1111/jsbm.12124.

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34

Durning, Dan. "The transition from traditional to postpositivist policy analysis: A role for Q-methodology." Journal of Policy Analysis and Management 18, no. 3 (1999): 389–410. http://dx.doi.org/10.1002/(sici)1520-6688(199922)18:3<389::aid-pam4>3.0.co;2-s.

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35

Grobman, Laurie. "Postpositivist Realism in the Multicultural Writing Classroom: Beyond the Paralysis of Cultural Relativism." Pedagogy 3, no. 2 (April 1, 2003): 205–26. http://dx.doi.org/10.1215/15314200-3-2-205.

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36

Saaritsa, Sakari. "Deconstructing Oral Histories of Family Strategies through Record Linkage: Comparing Interview, Tax, Welfare, and Parish Sources from Early Twentieth-century Finland." Journal of Family History 44, no. 2 (January 1, 2019): 159–80. http://dx.doi.org/10.1177/0363199018820487.

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This article demonstrates empirically how triangulation with other sources can alter the interpretation of oral histories of family strategies. While the interests of oral historians have shifted to postpositivist approaches, basic facts about material context and family events still tend to be drawn from the same narratives. Oral histories of two worker households in early twentieth-century Helsinki are linked with detailed Finnish tax, parish, and poor relief records. The findings point to a number of significant omissions, turn seemingly innocuous factual statements into meaningful strategic representations, and suggest systematic biases in describing livelihoods and sources of income.
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37

Ovchinnikov, Stepan. "THE CONCEPT OF OBJECTIVITY IN THE PHILOSOPHY OF K.POPPER." Respublica literaria, no. 1 (December 25, 2020): 44–46. http://dx.doi.org/10.47850/s.2020.1.12.

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The work examines two main interpretations of the objectivity of knowledge in the philosophy of K. Popper. The first includes an assessment of the properties of theories, namely, belief in their meaningfulness and/or truth. The second refers to the role of the subject and the scientific community in the process of cognition, with the subject viewed as asource of errors and the community as a source of objectivity. Criticism of the postpositivist direction of the philosophy of science shows the inconsistency of such an approach, therefore, this work proposes an under-standing of the objectivity of knowledge through an appeal to the mechanisms of the subject's perception.
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38

Walton, David M., and Paul Phares. "The potential and perils of prognosticating persistent post-traumatic problems from a postpositivist perspective." Spine Journal 18, no. 8 (August 2018): 1483–88. http://dx.doi.org/10.1016/j.spinee.2018.01.015.

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39

Williams, Michael C. "Hobbes and international relations: a reconsideration." International Organization 50, no. 2 (1996): 213–36. http://dx.doi.org/10.1017/s002081830002854x.

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Hobbes has long been a central figure in the theory of international relations. He has also been a badly misunderstood one. While often invoked to support contemporary theories of international politics, Hobbes's thinking actually challenges rational-choice theories, the structural realism of Kenneth Waltz, and the “rationalist” approach of the English school. Indeed, the skeptical foundations of his political vision place him closer to contemporary postpositivist positions, though here, too, his views raise difficult and important questions for such a stance. In general, Hobbes's theory of international relations focuses not upon the determinations of anarchy in any conventional sense but upon issues of knowledge, ideology, and legitimacy in the construction of political orders both domestically and internationally.
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40

Perrone-McGovern, Kristin M., Tracy M. Ksiazak, Stephen L. Wright, Aarika Vannatter, Claudine C. Hyatt, Dustin Shepler, and Philip A. Perrone. "Major Life Decisions of Gifted Adults in Relation to Overall Life Satisfaction." Journal for the Education of the Gifted 34, no. 6 (October 23, 2011): 817–38. http://dx.doi.org/10.1177/0162353211425101.

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In this study, major life decisions of gifted adults were examined in relation to life satisfaction. Participants were 57 gifted adults who have been participating in a longitudinal study over the last two decades. Qualitative data were collected via written and online surveys, and were analyzed by a research team using phenomenological, postpositivist, consensus-seeking methods. Participants’ decisions were categorized according to their developmental stage at the time of the decision. Their perspectives regarding major life decisions, life satisfaction, career, romantic relationships, family relationships, and personal well-being are described and discussed in relation to existing knowledge and literature on gifted adults. Suggestions for counselors and educators are provided, based on the findings of this study.
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41

Fern, Annette. "What Have They Done to the Evidence?" Theatre Survey 45, no. 2 (November 2004): 195–201. http://dx.doi.org/10.1017/s0040557404000146.

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Some years ago, during a discussion in the ASTR Executive Committee about the relevance of the Theatre Library Association's participation in ASTR, a scholar on the cutting edge of contemporary theory is reported to have asked a TLA representative exactly what it was that libraries were doing to support postpositivist research. No one remembers what the answer was (it was evidently satisfactory), but I recall thinking that if I had been asked the question, my own reply would have been that libraries weren't doing anything at all; that the business of the library was to preserve the evidence as well as it could and provide access to it, so that scholars could make use of it in whatever manner they chose.
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42

Burns, Victoria F., Mary Ellen Macdonald, and Franco A. Carnevale. "Epistemological Oppression and the Road to Awakening." International Journal of Qualitative Methods 17, no. 1 (March 15, 2018): 160940691876341. http://dx.doi.org/10.1177/1609406918763413.

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Increasingly, it is becoming evident that qualitative research methodologies have much to contribute to producing health knowledge. Notwithstanding such advances, some would say the “paradigm war” continues, privileging postpositivist epistemologies. Our own experiences working within a post-positivist-dominated health research arena inspired the implementation of an “Epistemological Boot Camp” qualitative research training series. The central goal of the boot camp was to query the hypothesis that we are still in a paradigmatic “war zone” while imagining productive ways to both survive and thrive in the current climate. Moving forward, our hope is that our boot camp methodology can inspire other scholars to develop creative local initiatives that provide a platform to work toward recognizing the unique contributions of qualitative health research.
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43

Jones, Sosanya. "This Bridge Feels Like a Tightrope: For Critical Scholars Who Engage in Policy Research." American Behavioral Scientist 63, no. 3 (January 4, 2019): 404–20. http://dx.doi.org/10.1177/0002764218820563.

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There is a widespread belief among academic researchers and academic journal editors that policy audiences prefer positivist research, despite evidence that policy makers would prefer to see researchers engage more with case studies, historical analyses, and compelling voices. This belief inevitably shapes the culture of the educational policy research community and bleeds into the academic socialization of novice educational policy researchers. In this article, I use autoethnography to explore the methodological tensions I encountered as an untrained critical researcher participating in a postpositivist multicase research study that privileged large data sets, quantified qualitative findings, and entitled majority viewpoints. Through this exploration, I seek to advocate for deeper reflexivity and transparency among qualitative researchers who encounter moments of conflict and doubt in the research process. A list of recommendations for novice and seasoned educational policy researchers are provided.
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44

Kerr, John. "Elite Canadian Women Rugby Athletes’ Attitude to and Experience of Physical Aggression." Sport Psychologist 32, no. 4 (December 1, 2018): 290–99. http://dx.doi.org/10.1123/tsp.2018-0005.

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Elite Canadian women rugby union athletes’ (N = 10) attitude to and experience of physical aggression was investigated in this study. The methodology adopted in this postpositivist study was a deductive qualitative approach and involved theoretical thematic data analysis. The analysis and interpretation of data was informed by Kerr’s distinction between sanctioned and unsanctioned forms of aggression. Open-ended, semistructured interviews provided ample evidence that rugby provided pleasurable experiences through active physicality and sanctioned play aggression. With regard to unsanctioned aggression, backs and forwards recounted incidents of unsanctioned aggression perpetrated against them by opponents. Backs’ interview statements indicated no real involvement in unsanctioned aggression, but the majority of forwards had perpetrated acts of anger and power-unsanctioned aggression against opponents. No incidents of thrill-based unsanctioned aggression were described by the elite women athletes. Suggestions for future aggression research are discussed.
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45

Gale, Ken. "Not all who Wander are Lost and all who Wonder are Found." International Review of Qualitative Research 10, no. 1 (May 2017): 4–8. http://dx.doi.org/10.1525/irqr.2017.10.1.4.

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This paper is designed to problematise and enhance through this doing the effectiveness of autoethnography as a method of inquiry. Autoethnographic research generally finds a home within the postpositivist proclivities and phenomenological inquiry-based practices of the humanities and the social sciences. By attempting to engage a decentring of the human in (autoethnographic) research practice, this paper suggests the need for a turning toward affectively informed posthuman theorising as practice by engaging the nonhuman as well as and in relation to the human in such inquiry. Drawing upon Spinoza's claim that all bodies (human and nonhuman) have the capacity to affect and be affected, the paper argues that autoethnographic practices need to attend to all aspects of spatial and temporal relationality and that theorising with and through affect enhances the effectiveness of inquiry into what a body, any body, can do.
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46

Fernández de Pelekais, Cira, and Omar El Kadi. "Happiness as a potential tool of productivity in financial organizations." REVISTA GLOBAL NEGOTIUM 2, no. 2 (May 6, 2019): 99–112. http://dx.doi.org/10.53485/rgn.v2i2.78.

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This article aims to examine, through an analysis, happiness as a productivity-enhancing tool in financial organizations. To this end, the research was guided by a postpositivist, qualitative, documentary approach, with bibliographic design, including literary review to know the state of the art of the categories studied, as well as the collection of information obtained from the bases of data, scientific journals, degree projects, institutional repositories, as well as the identification of objectives. The findings demonstrate the existence of a large number of theoretical references on the subject, which shows how the people who are happy with their jobs and in the companies that work are more productive, additionally prove to be more grateful, have more sense of belonging, they are increasingly oriented towards achievement and externalize their commitment in line with the institution where they work in the labor field.
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47

Howlett, Michael, and M. Ramesh. "Policy Subsystem Configurations and Policy Change: Operationalizing the Postpositivist Analysis of the Politics of the Policy process." Policy Studies Journal 26, no. 3 (September 1998): 466–81. http://dx.doi.org/10.1111/j.1541-0072.1998.tb01913.x.

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48

Foley, Douglas E. "Making the Familiar Strange: Writing Critical Sports Narratives." Sociology of Sport Journal 9, no. 1 (March 1992): 36–47. http://dx.doi.org/10.1123/ssj.9.1.36.

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Ethnographies of sports are generally thought to be critical if they employ a theoretical perspective that challenges conventional, mainstream views of sports. This paper contends that what makes sports ethnographies critical also depends on the narrative devices used to make such a familiar cultural practice seem strange. Various writings of postmodern ethnographers are reviewed to suggest some promising narrative experimentation that breaks with the earlier scientific realist narrative style. Some elements of a postpositivist definition of science and interpretation are also presented as the philosophical basis of these recent experimentations with narratives. Finally, the author’s own attempt to write a more experimental critical sports narrative on Texas football is contrasted to journalist H.G. Bissinger’s best-seller, Friday Night Lights. The strengths and limits of Bissinger’s “dramatic recall” narrative for creating a more reflexive text are considered. The paper concludes with some provisional suggestions for altering scientific realist narratives with what Van Maanen calls a more impressionist narrative style.
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49

Culver, Diane M., Wade Gilbert, and Andrew Sparkes. "Qualitative Research in Sport Psychology Journals: The Next Decade 2000-2009 and Beyond." Sport Psychologist 26, no. 2 (June 2012): 261–81. http://dx.doi.org/10.1123/tsp.26.2.261.

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A follow-up of the 1990s review of qualitative research articles published in three North American sport psychology journals (Culver, Gilbert, & Trudel, 2003) was conducted for the years 2000–2009. Of the 1,324 articles published, 631 were data-based and 183 of these used qualitative data collection techniques; an increase from 17.3% for the 1990s to 29.0% for this last decade. Of these, 31.1% employed mixed methods compared with 38.1% in the 1990s. Interviews were used in 143 of the 183 qualitative studies and reliability test reporting increased from 45.2% to 82.2%. Authors using exclusively quotations to present their results doubled from 17.9% to 39.9%. Only 13.7% of the authors took an epistemological stance, while 26.2% stated their methodological approach. We conclude that positivist/postpositivist approaches appear to maintain a predominant position in sport psychology research. Awareness of the importance of being clear about epistemology and methodology should be a goal for all researchers.
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50

Roberts-Smith, Jennifer, Kathryn Harvey, Shawn DeSouza-Coelho, Teresa M. Dobson, Sandra Gabriele, Alexandra (Sasha) Kovacs, Omar Rodriguez-Arenas, Stan Ruecker, and Stéfan Sinclair. "Is There an Archivist in the Sim?: Literacy as Agency in a Postpositivist, Mixed Media Virtual Theatre Archive." Canadian Theatre Review 156 (October 2013): 40–45. http://dx.doi.org/10.3138/ctr.156.008.

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