The generative potential of mixed methods inquiry

Research output: Contribution to journalArticlepeer-review

Abstract

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
Volume28
Issue number2
DOIs
StatePublished - Oct 1 2005

ASJC Scopus subject areas

  • Education

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