February 12...Constructing Conceptual Frameworks (R&R Chapter 5)

On pp. 95-97 Rallis and Rossman make the case (they argue) that developing an argument is a key component of social science research. As one who works in Philosophy of Education, this language has always been reasonably comfortable for me, but I have noticed that some doc students seem to find it foreign or strange in the context of empirical research. Please reflect on how you think about "argument" and how this does or does not fit easily with your conceptions of educational research.