The generative potential of mixed methods inquiry

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A mixed method approach to educational and social inquiry is presented as an important counterpoint to the contemporary debate about what constitutes valid, rigorous, and 'scientific' research. By welcoming all legitimate methodological traditions, mixed method inquiry meaningfully engages with difference and thus offers some generative potential for better, enriched, more insightful understanding.

Original languageEnglish (US)
Pages (from-to)207-211
Number of pages5
JournalInternational Journal of Research and Method in Education
Issue number2
StatePublished - Oct 2005

ASJC Scopus subject areas

  • Education

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