Qualitative methods in educational effectiveness and improvement research

Authored by: Mark Hadfield , Christopher Chapman

The Routledge International Handbook of Educational Effectiveness and Improvement

Print publication date:  August  2015
Online publication date:  August  2015

Print ISBN: 9780415534437
eBook ISBN: 9781315679488
Adobe ISBN: 9781317394327

10.4324/9781315679488.ch8

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Abstract

The fact that we find it necessary to have a separate chapter in this handbook on qualitative methods is, in part, indicative that this overlapping methodological space between effectiveness and improvement research is still actively contested. The divide between qualitative and quantitative methods has been constructed in a number of ways, from treating them as methodological traditions arising from two distinct sciences, Naturwissenschaft and Geisteswissenschaft, as tools used to pursue very different forms of knowledge required by disciples of the nomothetic and ideographic sciences (Windelband, 1894), to casting them in a range of relationships in the more contemporary enthusiasm for a range of ‘mixed methods’ approaches (Teddlie & Tashakkori, 2006).

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