The qualitative secret within quantitative research: It’s not just about numbers

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dc.contributor.author Brown, Gavin en
dc.contributor.editor McDermott, CJ en
dc.contributor.editor Kožuh, B en
dc.date.accessioned 2018-10-01T01:26:09Z en
dc.date.issued 2016 en
dc.identifier.isbn 9781513611181 en
dc.identifier.uri http://hdl.handle.net/2292/37819 en
dc.description.abstract Quantitative research appears to be highly conventional, rule-bound, and predictable. However, this chapter argues descriptively from the author’s own research experiences that there are many qualitative, interpretive judgements underpinning quantitative research found in testing of curriculum knowledge and surveys of participant opinions and attitudes. The processes of defining a domain, validating an instrument, preparing data, and choosing a statistical analysis approach require many sophisticated qualitative judgments, belying the perception that quantitative research is somehow different to qualitative research. The chapter argues that the divide between qualitative and quantitative methods is unhelpful. en
dc.publisher Antioch University en
dc.relation.ispartof Мodern Approaches in Social and Educational Research en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title The qualitative secret within quantitative research: It’s not just about numbers en
dc.type Book Item en
pubs.begin-page 33 en
dc.rights.holder Copyright: The author en
pubs.end-page 42 en
pubs.place-of-publication Los Angeles, CA en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.elements-id 546943 en
pubs.org-id Education and Social Work en
pubs.org-id Learning Development and Professional Practice en
pubs.record-created-at-source-date 2016-11-23 en


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