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あいねひろもり
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1 The Annual Report of Educational Psychology in Japan 2008, Vol.47, Qualitative Research in Action:Reflections on its Implications for Educational Psychology Yuji MORO (GRADUATE SCHOOL OF COMPREHENSIVE HUMAN SCIENCE, UNIVERSITY OF TSUKUBA) In the present article, I review the recent trend toward qualitative methods and research in Japanese educational psychology, focusing mainly on articles that appeared in the Japanese Journal of Educational Psychology. My re-reading of critiques of Yoshida's (1989) research in educational psychology focused the present article on two themes. The first is an appreciation of the meta-theoretical directions in qualitative psychological research. Reviewing how qualitative researchers have connected to and dissociated their work from a traditional positivistic research philosophy allowed me to gain a picture of the inter-relations between various orientations, including constructionism, contextualism, and positivism. The second these relates to problems of interpretation and description in qualitative methods. I contend that interpretive descriptions are based on bidirectional textual work, one direction being dialogical expansive, and the other, a curtailment resulting from interpretive minimalism. Key Words: qualitative methods in educational psychology, meta-theory, positivism, interpretive description, minimalism

article, I review the recent trend toward qualitative methods and research in Japanese educational psychology, focusing mainly on articles that appeared in the Japanese Journal of Educational

9 Bamberg, M.(2003). Forward. In P. M. Camic, J. E. Rhodes, & L. Yardley (Eds.), Qualitative research in psychology: Expanding perspectives in methodology and design (pp.ix-xiii). Washington, DC: American Psychological Association. Camic, P. M., Rhodes, J. E., & Yardley, K.(2003). Qualitative research in psychology: Expanding perspectives in methodology and design. Washington, DC: American Psychological Association. Eisner, E. W.(2003). On the art and science of qualitative research in psychology. In P. M. Camic, J. E. Rhodes, & L. Yardley (Eds.), Qualitative research in psychology: Expanding perspectives in methodology and design (pp.17-30). Washington, DC: American Psychological Association. Gee, J. P.(1999). An introduction to discourse analysis: Theory and method. London: Routledge. Gilligan, C., Spencer, R., Weinberg, M. K., & Bertsch, T.(2003). On the listening guide: A voicecentered relational model. In P. M. Camic, J. E. Rhodes, & L. Yardley (Eds.), Qualitative research in psychology: Expanding perspectives in methodology and design (pp ). Washington, DC: American Psychological Association. Henwood, K. L.(1996). Qualitative inquiry: Perspectives, methods and psychology. In J. T. E. Richardson (Ed.), Handbook of qualitative research methods for psychology and the social sciences (pp ). Leicester, UK: The British Psychological Society. Marecek, J.(2003). Dancing through minefields:

Washington, DC: American Psychological Association. Eisner, E. W.(2003). On the art and science of qualitative research in psychology. In P. M. Camic, J. E. Rhodes, & L. Yardley (Eds.

10 Toward a qualitative stance in psychology. In P. M. Camic, J. E. Rhodes, & L. Yardley (Eds.), Qualitative research in psychology: Expanding perspectives in methodology and design (pp.49-70). Washington, DC: American Psychological Association. McGrath, J. E., & Johnson, B. T.(2003). Methodology makes meaning: How both qualitative and quantitative paradigms shape evidence and its interpretation. In P. M. Camic, J. E. Rhodes, & L. Yardley (Eds.), Qualitative research in psychology: Expanding perspectives in methodology and design (pp.31-48). Washington, DC: American Psychological Association. Miyake, N.(2001). Collaboration, technology and the science of learning: Teaching cognitive science to undergraduates. Annual Report of Educational Psychology in Japan, 40, Park, D. S., & Moro, Y.(2006). Dynamics of situation definition. Mind, Culture, and Activity, 13, Parker, I.(1994). Qualitative research. In P. Banister, E. Burman, I. Parjer, M. Taylor, & C. Tindall (Eds.), Qualitative methods in psychology: A research guide (pp.1-16). New York : Open University Press. Pidgeon, N.(1996). Grounded theory: Theoretical background. In J. T. E. Richardson (Ed.), Handbook of qualitative research methods for psychology and the social sciences (pp.75-85). Leicester, UK: British Psychological Society. Richardson, J. T. E.(1996). Introduction. In J. T. E. Richardson (Ed.), Handbook of qualitative research methods for psychology and the social sciences (pp.3-11). Leicester, UK: British Psychological Society. Sawyer, R. K.(2006). Introduction: The new science of learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp.1-16). Cambridge, UK: Cambridge University Press. Scribner, S.(1985). Vygotsky's use of history. In J. W. Wertsch (Ed.), Culture, communication, and cognition: Vygotskian perspective (pp ). Cambridge, UK: Cambridge University Press.

Methodology makes meaning: How both qualitative and quantitative paradigms shape evidence and its interpretation. In P. M. Camic, J. E. Rhodes, & L. Yardley (Eds.

11 Woolgar, S.(1996). Psychology, qualitative methods and the ideas of science. In J. T. E. Richardson (Ed.), Handbook of qualitative research methods for psychology and the social sciences (pp ). Leicester, UK: The British Psychological Society.

Japanese Journal of Applied Psychology

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