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Ssisi - One of the best experts on this subject based on the ideXlab platform.

Sidney Verba - One of the best experts on this subject based on the ideXlab platform.

  • 'The Importance of Research Design in Political Science,': A Response to Five Authors in the Symposium 'The Qualitative-Quantitative Disputation: Gary King, Robert O. Keohane, and Sidney Verba's Designing Social Inquiry: Scientific Inference in Quali
    2008
    Co-Authors: Gary King, Robert O. Keohane, Sidney Verba
    Abstract:

    Receiving five serious reviews in this symposium is gratifying and confirms our belief that research design should be a priority for our discipline. We are pleased that our five distinguished reviewers appear to agree with our unified approach to the logic of inference in the Social sciences, and with our fundamental point: that good quantitative and good qualitative research designs are based fundamentally on the same logic of inference. The reviewers also raised virtually no objections to the main practical contribution of our book - our many specific procedures for avoiding bias, getting the most out of qualitative data, and making reliable inferences. However, the reviews make clear that although our book may be the latest word on research design in political science, it is surely not the last. We are taxed for failing to include important issues in our analysis and for dealing inadequately with some of what we included. Before responding to the reviewers' more direct criticisms, let us explain what we emphasize in Designing Social Inquiry and how it relates to some of the points raised by the reviewers.

  • designing Social Inquiry scientific inference in qualitative research
    1994
    Co-Authors: Gary King, Robert O. Keohane, Sidney Verba
    Abstract:

    While heated arguments between practitioners of qualitative and quantitative research have begun to test the very integrity of the Social sciences, Gary King, Robert Keohane, and Sidney Verba have produced a farsighted and timely book that promises to sharpen and strengthen a wide range of research performed in this field. These leading scholars, each representing diverse academic traditions, have developed a unified approach to valid descriptive and causal inference in qualitative research, where numerical measurement is either impossible or undesirable. Their book demonstrates that the same logic of inference underlies both good quantitative and good qualitative research designs, and their approach applies equally to each. Providing precepts intended to stimulate and discipline thought, the authors explore issues related to framing research questions, measuring the accuracy of data and uncertainty of empirical inferences, discovering causal effects, and generally improving qualitative research. Among the specific topics they address are interpretation and inference, comparative case studies, constructing causal theories, dependent and explanatory variables, the limits of random selection, selection bias, and errors in measurement. Mathematical notation is occasionally used to clarify concepts, but no prior knowledge of mathematics or statistics is assumed. The unified logic of inference that this book explicates will be enormously useful to qualitative researchers of all traditions and substantive fields.

Henry E. Brady - One of the best experts on this subject based on the ideXlab platform.

  • Rethinking Social Inquiry: Diverse Tools, Shared Standards (Front Matter)
    2010
    Co-Authors: Henry E. Brady, David Collier
    Abstract:

    Rethinking Social Inquiry seeks to redirect ongoing discussions of methodology in political and Social science. This Preface presents our two goals in launching a second edition. The first goal (a central focus of Part I) is to sustain the debate with King, Keohane, and Verba’s (KKV) Designing Social Inquiry. Nine chapters from the first edition are included here to continue this exchange. Although published more than 15 years ago, KKV remains a fundamental point of reference in political science methodology and in controversies on methods — as we discuss in the Introduction to the Second Edition. Through articulating the approach we call ‘‘mainstream quantitative methods,’’ KKV has wide importance in the political science discipline — and, correspondingly, in graduate student training. While we admire aspects of the book’s contribution, our strong dissent from many of the arguments remains highly salient today. KKV has played a key role in narrowing attention to a particular set of quantitative tools, and the methodological horizon of political science has been shortened by the book’s continuing influence. Sustaining this debate in 2010 therefore remains as necessary as it was when our first edition appeared in 2004. The second goal is to open new avenues of discussion in methodology, both qualitative and quantitative. A number of chapters from the first edition — in particular chapters 8 and 9 — explore these wider themes. In addition, a new set of chapters has been incorporated as Part II of the second edition. These chapters offer an innovative view of the crucial qualitative tools of process tracing and causal process observations, as well as an extended new discussion of the weaknesses and strengths of regression analysis and other quantitative tools. A detailed overview of the new chapters is provided in the Introduction to Part II below. A central theme of these chapters is the importance of methodological pluralism and the value of multi-method research. Qualitative analysis is strengthened when used in conjunction with quantitative research; and quantitative analysis, in turn, contributes more if it is built on a foundation of qualitative analysis and insight. Two distinctive features of the second edition must be underscored. The first is the online placement, on the Rowman & Littlefield website, of four chapters from the first edition that are not included here. The online chapters are part of the original debate with KKV, and they also extend the discussion well beyond that debate. Thus, we are able to retain all the original chapters and accommodate the new chapters in Part II, with little change in the overall length of the printed book. These chapters are accessible by following the instructions on the copyright page of this volume. Second, with the goal of advancing the understanding of process tracing and improving the teaching of this method, the online resources include a set of exercises. These challenge readers to push further in examining the case study evidence provided in the chapters by Bennett, Freedman, and Brady. The exercises also focus on additional readings, including the Sherlock Holmes story ‘‘The Adventure of Silver Blaze,’’ an excellent illustration of process tracing. We are grateful for the extensive help we have received in preparing the second edition. It was our good fortune that the late David Freedman, prior to his untimely death in 2008, had already made many suggestions for this edition. Kimberly Twist — drawing on her long experience with professional editing and manuscript preparation — secured permissions from publishers and skillfully coordinated and assembled the book. Taylor Boas, Christopher Chambers-Ju, Fernando Daniel Hidalgo, Jody LaPorte, Simeon Nichter, and Neal Richardson drew on their strong methodological training to provide incisive comments on the new chapters. Alexis Dalke, Zoe Fishman, Maria Gould, Annette Konoske-Graf, and Miranda Yaver worked tirelessly in checking, correcting, and editing chapters, and as always, Jennifer Jennings provided astute advice. Niels Aaboe and Elisa Weeks of Rowman & Littlefield contributed both suggestions and great patience.

  • Rethinking Social Inquiry: Diverse Tools, Shared Standards
    2004
    Co-Authors: David Collier, Henry E. Brady
    Abstract:

    Introduction to the Second Edition: A Sea Change in Political Methodology Part I: A Debate on Methodology A. Framing the Debate 1. Refocusing the Discussion of Methodology 2. The Quest for Standards: King, Keohane, and Verba's Designing Social Inquiry B. Critiques of the Quantitative Template 3. Doing Good and Doing Better: How Far Does the Quantitative Template Get Us? 4. Some Unfulfilled Promises of Quantitative Imperialism 5. How Inference in the Social (but Not the Physical) Sciences Neglects Theoretical Anomaly C. Linking the Quantitative and Qualitative Traditions 6. Bridging the Quantitative-Qualitative Divide 7. The Importance of Research Design D. Diverse Tools, Shared Standards 8. Critiques, Responses, and Trade-Offs: Drawing Together the Debate 9. Sources of Leverage in Causal Inference: Toward an Alternative View of Methodology Part II. Causal Inference: Old Dilemmas, New Tools Introduction to Part II E. Qualitative Tools for Causal Inference 10. Process Tracing and Causal Inference 11. On Types of Scientific Inquiry: The Role of Qualitative Reasoning 12. Data-Set Observations versus Causal-Process Observations: The 2000 U.S. Presidential Election Addendum: Teaching Process Tracing F. Quantitative Tools for Causal Inference 13. Regression-Based Inference: A Case Study in Failed Causal Assessment 14. Design-Based Inference: Beyond the Pitfalls of Regression Analysis? Glossary Bibliography

David Collier - One of the best experts on this subject based on the ideXlab platform.

  • Rethinking Social Inquiry: Diverse Tools, Shared Standards (Front Matter)
    2010
    Co-Authors: Henry E. Brady, David Collier
    Abstract:

    Rethinking Social Inquiry seeks to redirect ongoing discussions of methodology in political and Social science. This Preface presents our two goals in launching a second edition. The first goal (a central focus of Part I) is to sustain the debate with King, Keohane, and Verba’s (KKV) Designing Social Inquiry. Nine chapters from the first edition are included here to continue this exchange. Although published more than 15 years ago, KKV remains a fundamental point of reference in political science methodology and in controversies on methods — as we discuss in the Introduction to the Second Edition. Through articulating the approach we call ‘‘mainstream quantitative methods,’’ KKV has wide importance in the political science discipline — and, correspondingly, in graduate student training. While we admire aspects of the book’s contribution, our strong dissent from many of the arguments remains highly salient today. KKV has played a key role in narrowing attention to a particular set of quantitative tools, and the methodological horizon of political science has been shortened by the book’s continuing influence. Sustaining this debate in 2010 therefore remains as necessary as it was when our first edition appeared in 2004. The second goal is to open new avenues of discussion in methodology, both qualitative and quantitative. A number of chapters from the first edition — in particular chapters 8 and 9 — explore these wider themes. In addition, a new set of chapters has been incorporated as Part II of the second edition. These chapters offer an innovative view of the crucial qualitative tools of process tracing and causal process observations, as well as an extended new discussion of the weaknesses and strengths of regression analysis and other quantitative tools. A detailed overview of the new chapters is provided in the Introduction to Part II below. A central theme of these chapters is the importance of methodological pluralism and the value of multi-method research. Qualitative analysis is strengthened when used in conjunction with quantitative research; and quantitative analysis, in turn, contributes more if it is built on a foundation of qualitative analysis and insight. Two distinctive features of the second edition must be underscored. The first is the online placement, on the Rowman & Littlefield website, of four chapters from the first edition that are not included here. The online chapters are part of the original debate with KKV, and they also extend the discussion well beyond that debate. Thus, we are able to retain all the original chapters and accommodate the new chapters in Part II, with little change in the overall length of the printed book. These chapters are accessible by following the instructions on the copyright page of this volume. Second, with the goal of advancing the understanding of process tracing and improving the teaching of this method, the online resources include a set of exercises. These challenge readers to push further in examining the case study evidence provided in the chapters by Bennett, Freedman, and Brady. The exercises also focus on additional readings, including the Sherlock Holmes story ‘‘The Adventure of Silver Blaze,’’ an excellent illustration of process tracing. We are grateful for the extensive help we have received in preparing the second edition. It was our good fortune that the late David Freedman, prior to his untimely death in 2008, had already made many suggestions for this edition. Kimberly Twist — drawing on her long experience with professional editing and manuscript preparation — secured permissions from publishers and skillfully coordinated and assembled the book. Taylor Boas, Christopher Chambers-Ju, Fernando Daniel Hidalgo, Jody LaPorte, Simeon Nichter, and Neal Richardson drew on their strong methodological training to provide incisive comments on the new chapters. Alexis Dalke, Zoe Fishman, Maria Gould, Annette Konoske-Graf, and Miranda Yaver worked tirelessly in checking, correcting, and editing chapters, and as always, Jennifer Jennings provided astute advice. Niels Aaboe and Elisa Weeks of Rowman & Littlefield contributed both suggestions and great patience.

  • Rethinking Social Inquiry: Diverse Tools, Shared Standards
    2004
    Co-Authors: David Collier, Henry E. Brady
    Abstract:

    Introduction to the Second Edition: A Sea Change in Political Methodology Part I: A Debate on Methodology A. Framing the Debate 1. Refocusing the Discussion of Methodology 2. The Quest for Standards: King, Keohane, and Verba's Designing Social Inquiry B. Critiques of the Quantitative Template 3. Doing Good and Doing Better: How Far Does the Quantitative Template Get Us? 4. Some Unfulfilled Promises of Quantitative Imperialism 5. How Inference in the Social (but Not the Physical) Sciences Neglects Theoretical Anomaly C. Linking the Quantitative and Qualitative Traditions 6. Bridging the Quantitative-Qualitative Divide 7. The Importance of Research Design D. Diverse Tools, Shared Standards 8. Critiques, Responses, and Trade-Offs: Drawing Together the Debate 9. Sources of Leverage in Causal Inference: Toward an Alternative View of Methodology Part II. Causal Inference: Old Dilemmas, New Tools Introduction to Part II E. Qualitative Tools for Causal Inference 10. Process Tracing and Causal Inference 11. On Types of Scientific Inquiry: The Role of Qualitative Reasoning 12. Data-Set Observations versus Causal-Process Observations: The 2000 U.S. Presidential Election Addendum: Teaching Process Tracing F. Quantitative Tools for Causal Inference 13. Regression-Based Inference: A Case Study in Failed Causal Assessment 14. Design-Based Inference: Beyond the Pitfalls of Regression Analysis? Glossary Bibliography

Slamet Widodo - One of the best experts on this subject based on the ideXlab platform.

  • Enhancing the Social Problem Solving Skill by Implementing the Social Inquiry Learning Model in Primary School
    International Journal of Theory and Application in Elementary and Secondary School Education, 2019
    Co-Authors: Slamet Widodo, Achmad Anang Darmawan
    Abstract:

    The research was conducted on the basis of skills that must be mastered by students still limited to the low-level thinking. It was because the learning process conducted not to develop and to improve the skill of solving the problem. The purpose of this study was to describe the increase in the Social problem-solving skills of students. The method of the research was class action research with instruments of the observation sheet, test and questionnaire sheet.There are 24 students of the 5th graders of elementary as the subjects of this research. The data analysis techniques were quantitative and qualitative descriptions. The conclusion of the research was that the Social Inquiry learning model could improve Social problem-solving skills students. In the learning activity, the teacher was the facilitator by observing, guiding, and assessing the students’ activities in solving the problems. The activities of the students in solving the students were defining the problems, finding the alternative in solving the problems, choosing the most appropriate way, predicting the solution and evaluating. After the lesson was over, the students were happy and giving positive response because they were involved directly in solving the problems.

  • APPLICATION OF Social Inquiry LEARNING MODEL TO IMPROVE Social PROBLEM-SOLVING SKILL TO THE STUDENTS OF CLASS V A SDN JERUK 2 SURABAYA
    2017
    Co-Authors: Slamet Widodo
    Abstract:

    The research was conducted on the basis of skills that must be mastered by students still limited to the low-level thinking. It was because the learning process conducted not to develop and to improve the skill of solving the problem. Therefore, researcher wanted to improve the quality of learning by applying Social Inquiry learning model. The purpose of this study were to describe the activities of teachers and students in learning process, to describe the development in the Social problem-solving skills of students, and to develop students’ response to the learning process.The method of the research was class action research through four recycle stages, namely planning of class action, implementation of class action learning, observation, and reflection. Subject and location of the research was students of class V A SDN Jeruk 2 Surabaya consisting of 25 students. The instruments were the observation sheet, test and questionnaire sheet. The data analysis technique was quantitative and qualitative description. This research was conducted for three cycles. The result was obtained from the analysis of the data showed that the activity of teachers in the cycle I 90 %, the cycle II 93 %, and the cycle III 97%. The activitiy of students in the cycle I 75,8 %, the cycle II 91 %, and the cycle III 95%. For the improvement of Social problem-solving skills of students in the cycle I 78 %, the cycle II 87,5 %, and the cycle III 93 %. The response of students to the learning process showed good results, students could easily understand the lesson. The conclusion of the research was that the Social Inquiry learning model could improve Social problem-solving skills. It was proven when students could solve the Social problems, students' skill is progressive in each cycle. The results of this research could be the reference and the alternative learning of Social studies.

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