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Reconsidering the Compatibility Thesis and Eclecticism: Five Proposed Guidelines for Method Use

Brigham Young University, Department of Instructional Psychology and Technology, Provo, UT 84602; stephen_yanchar{at}byu.edu. His areas of specialization are theoretical and philosophical issues in education and psychology, particularly those pertaining to critical thinking, research methods and practices, and leaning and cognition

David D. Williams, Professor

Brigham Young University, Department of Instructional Psychology and Technology, Provo, UT 84602; david_williams{at}byu.edu. His areas of specialization are qualitative research methods and international education and evaluation

This essay examines calls for methodological eclecticism based on the "compatibility thesis," arguing that they fail to take seriously the assumptions of method and, in so doing, fail to provide a methodological perspective that adequately incorporates the centrally important task of critically examining the theoretical background of methods and conceptual frameworks for research. The authors offer an alternative view of method use and a set of guidelines that emphasize the importance of contextual sensitivity, creativity, conceptual awareness, coherence, and critical reflection in research and evaluation practices.

Educational Researcher, Vol. 35, No. 9, 3-12 (2006)
DOI: 10.3102/0013189X035009003


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