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 language | English (US) |
|---|---|
| Pages (from-to) | 207-211 |
| Number of pages | 5 |
| Journal | International Journal of Research and Method in Education |
| Volume | 28 |
| Issue number | 2 |
| DOIs | |
| State | Published - Oct 2005 |
ASJC Scopus subject areas
- Education
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