Abstract
In spite of the fact that qualitative/ethnographic research into education has gained in popularity in recent years, its relationship with quantitative research is far from resolved. The authors argue that there are strong arguments for a research strategy which combines the two approaches. A case study of methodological integration is provided in which an ethnographic stance dovetailed with the use of a quantitative technique, viz. the triadic elicitation method. The implications of the research are explored in terms of the advantages that accrue to research into classrooms. In particular, it is argued that a superior over-all account emerges, than that which could be provided by a total reliance on one style of research.
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Blease, D., Bryman, A. Research in schools and the case for methodological integration. Qual Quant 20, 157–168 (1986). https://doi.org/10.1007/BF00227422
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DOI: https://doi.org/10.1007/BF00227422