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Kuhn (1996) describes a paradigm as a model for a field of scientific inquiry. He notes the importance of shared scientific research methods in the paradigm. This study examines the teaching of research methods in doctoral programs to identify elements of a paradigm. Research methods syllabi were obtained from schools that have a doctoral program in criminology and criminal justice. Content analysis was conducted to identify themes in courses and readings. There was little evidence of consensus in doctoral-level research methods teaching at these institutions. This is indicative of a discipline that does not have an established paradigm.
The authors wish to acknowledge Todd Clear and the members of the American Association of Doctoral Programs in Criminology and Criminal Justice for their support of this study and assistance with data collection.
The authors wish to acknowledge Todd Clear and the members of the American Association of Doctoral Programs in Criminology and Criminal Justice for their support of this study and assistance with data collection.
Notes
The authors wish to acknowledge Todd Clear and the members of the American Association of Doctoral Programs in Criminology and Criminal Justice for their support of this study and assistance with data collection.
