TY - JOUR
T1 - The generative potential of mixed methods inquiry
AU - Greene, Jennifer C.
PY - 2005/10
Y1 - 2005/10
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=27944467966&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=27944467966&partnerID=8YFLogxK
U2 - 10.1080/01406720500256293
DO - 10.1080/01406720500256293
M3 - Article
AN - SCOPUS:27944467966
SN - 1743-727X
VL - 28
SP - 207
EP - 211
JO - International Journal of Research and Method in Education
JF - International Journal of Research and Method in Education
IS - 2
ER -