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| bet | 7/17 | | Sana | 19.09.2023 | | Hajmi | 275.61 Kb. | | #82766 |
Bog'liq ADVANTAGES AND DISADVANTAGES OF TEACHING GRAMMAR INDUCTIVELY pascal-work, Mavzu Buxgalteriya hisobida raqamlashtirish texnologiyalari Rej, 4-MATEMATIKA 333333333, Matematika 4-sinf, Холиков Зиёвиддин (2), THE TYPES OF MORPHEMES AND THE GRAMMATICAL CATEGORIES, таможня маълумотномалари бланкаси 2021 йил, salimov feruz ped, Xavfsizlik qoidalari (uzb 7-semestr 76-soat), R Javohir kurs ishi (Rahimov) (2), nodir, O‘RQ 410 сон 22 09 2016 “Mehnatni muhofaza qilish to‘g‘risida”gi, umar raximov, metodichka AutoCAD tajriba EEComplementary Approaches
While inductive and deductive approaches to research seem quite different, they can actually be rather complementary. In some cases, researchers will plan for their research to include multiple components, one inductive and the other deductive. In other cases, a researcher might begin a study with the plan to only conduct either inductive or deductive research, but then he or she discovers along the way that the other approach is needed to help illuminate findings. Here is an example of each such case.
In the case of my collaborative research on sexual harassment, we began the study knowing that we would like to take both a deductive and an inductive approach in our work. We therefore administered a quantitative survey, the responses to which we could analyze in order to test hypotheses, and also conducted qualitative interviews with a number of the survey participants. The survey data were well suited to a deductive approach; we could analyze those data to test hypotheses that were generated based on theories of harassment. The interview data were well suited to an inductive approach; we looked for patterns across the interviews and then tried to make sense of those patterns by theorizing about them.
American Sociological Review, 69, 64–92. we began with a prominent feminist theory of the sexual harassment of adult women and developed a set of hypotheses outlining how we expected the theory to apply in the case of younger women’s and men’s harassment experiences. We then tested our hypotheses by analyzing the survey data. In general, we found support for the theory that posited that the current gender system, in which heteronormative men wield the most power in the workplace, explained workplace sexual harassment—not just of adult women but of younger women and men as well. In a more recent paper,Blackstone, A., Houle, J., & Uggen, C. “At the time I thought it was great”: Age, experience, and workers’ perceptions of sexual harassment. Presented at the 2006 meetings of the American Sociological Association. Currently under review. we did not hypothesize about what we might find but instead inductively analyzed the interview data, looking for patterns that might tell us something about how or whether workers’ perceptions of harassment change as they age and gain workplace experience. From this analysis, we determined that workers’ perceptions of harassment did indeed shift as they gained experience and that their later definitions of harassment were more stringent than those they held during adolescence. Overall, our desire to understand young workers’ harassment experiences fully—in terms of their objective workplace experiences, their perceptions of those experiences, and their stories of their experiences—led us to adopt both deductive and inductive approaches in the work.
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