Framework as a Process: Crafting Frameworks for Research and Practice

• In Event: Crafting a Conceptual Framework: An Epistemological Process to Guide Research and Practice

Abstract

Paper 1 - Framework as a Process: Crafting Frameworks for Research and Practice

Objectives.
Theoretical and conceptual frameworks are often used in research crucial to graduate studies and research; however, they can be confusing and inadequately addressed in doctoral coursework, causing many students to struggle even after post-graduate studies (Grant & Osanloo, 2014). The lack of grounded understanding of these terms has led many to use the terms interchangeably and ask questions such as: What the heck is a theoretical and conceptual framework? How do I define, interpret, and distinguish between them?

Study Perspective.
In Trafford's (2008) work, the author noted inadequacies or inability of doctoral students to conceptualize the foundation or framework guiding their studies. Similarly, Kiley’s (2015) study, “I didn’t have a clue what they were talking about PhD Candidate and Theory,” articulated the challenges graduate students faced in knowing and describing the lens that guided their research. Lastly, Hammond’s (2018) self-study described the “confusion about theory” and inability to identify or differentiate between theories and concepts that stayed with him throughout his academic career. These stories depict the struggles of graduates and new scholars looking for the role, significance, design, and use of theories and concepts in research.

Study Framework. The framework development process was based on Vygotsky’s (1978) socio-constructivist learning theory and Blythe's (2007) Teaching for Understanding (TFU) framework. While the socio-constructivist theory uses five integrative perspectives for productive learning, the TFU allows educators to extend learning beyond simple mastery of facts to flexible application in unfamiliar contexts. These lenses intrinsically motivate and utilize research findings to develop new conceptual frameworks.

Method of Inquiry. The semester-long ontological ‘framework quest’ uses the researchers' teaching/philosophical beliefs and research interests to articulate and conceptualize a visual framework. Based on the Understanding (TFU) concept, students work collaboratively in disciplinary or eclectic groups to establish a grounding framework as they distinguish between theories and concepts based on extant literature, conceptual and theoretical foundations, and weekly modules encompassing generative topics, understanding goals, the performance of understanding, assessment, reflective practice, instructional technology, and culturally inclusive practice.

Data Sources. Identifying, understanding, and developing one’s conceptual framework involves a pragmatic data collection process that is discipline-specific. Initial data from researchers' beliefs and philosophies, existing theories and concepts, subject-matter-focused books, and peer-reviewed articles contribute to the new conceptual framework.

Discussion/Conclusion/Significance to AERA.
New researchers experience moments of epistemological lack—a place of not knowing as newbies enter the research world. The methodological process described in this paper will guide educators in remedying and renewing graduate students and new scholars to develop their epistemological capabilities to craft their own conceptual frameworks. This paper addresses the need to unravel theoretical and conceptual frameworks by elucidating how new researchers can identify, define, and distinguish between the terms. The iterative process allows new researchers and scholars to find answers to commonly asked questions. The process allows the researcher to unpack and advance critical aspects of a theoretical or conceptual framework to guide their work.

Author

• Justina Ogodo, Baylor University