Scott, David (2007) Resolving the Quantitative-Qualitative Dilemma: A Critical Realist Approach. International Journal of Research and Method in Education, 30 (1). pp. 3-17. ISSN 1743-727X
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Abstract
The philosophical issues underpinning the quantitative–qualitative divide in educational research are examined. Three types of argument which support a resolution are considered: pragmatism, false duality and warranty through triangulation. In addition a number of proposed strategies—alignment, sequencing, translation and triangulation—are critically assessed. The article concludes by suggesting that many of these ways of reconciling quantitative and qualitative methods and approaches are still deficient in relation to the development of an overarching and correct view of ontological and epistemological matters, and that critical realism offers a more coherent solution, where the reconciliation occurs at the ontological level.
| Item Type: | Article |
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| Additional Information: | This is an electronic version of an article published in Scott, David (2007) Resolving the Quantitative-Qualitative Dilemma: A Critical Realist Approach. International Journal of Research and Method in Education, 30 (1). pp. 3-17 Journal of Research and Method in Education is available online at: http://www.informaworld.com/10.1080/17437270701207694 |
| Divisions: | IOE Departments > Departments > Learning, Curriculum and Communication IOE Departments > Departments > Curriculum, Pedagogy and Assessment |
| Depositing User: | IOE Repository Editor (2) |
| Date Deposited: | 27 May 2010 15:19 |
| Last Modified: | 01 Jun 2013 00:39 |
| URI: | http://eprints.ioe.ac.uk/id/eprint/5568 |
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