"This book frames the major challenge facing educational
researchers as one of going beyond the mindless
qualitative-quantitative divide and addressing the
overarching/fundamental challenge of enriching and enlarging
educational inquiry. It is a signature contribution to the field."
- Clifton F. Conrad, University of Wisconsin-Madison, USA Tackling
one of the most critical issues in education research today - how
research methods are related to value and meaningfulness - this
frontline volume achieves two purposes. First, it presents an
integrated approach to educational inquiry that works toward a
continuum instead of a dichotomy of generalizability, and looks at
how this continuum might be related to types of research questions
asked and how these questions should determine modes of inquiry.
Second, it discusses and demonstrates the contributions of
different data types and modes of research to generalizability of
research findings, and to limitations of research findings that
utilize a single approach. International leaders in the field take
the discussion of generalizing in education research to a level
where claims are supported using multiple types of evidence. The
volume pushes the field in a different direction, where the focus
is on creating meaningful research findings that are not polarized
by qualitative versus quantitative methodologies. The integrative
approach allows readers to better understand possibilities and
shortcomings of different types of research.
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