Abstract
Discourse on rather forced and unconstructive quantitative-qualitative divides has made researchers in some fields of Education believe that quality criteria in ‘quantitative’ research are radically different from those in ‘qualitative’ research, and that ‘quantitative’ research uses random sampling while all ‘qualitative’ research uses non-random sampling, that ‘quantitative’ research is about linear relations in large samples whereas ‘qualitative’ research is about nonlinear relations in small samples, and ideas alike. Some have taken these ideas further by stating that all randomised controlled experiments are a waste of money, and that concepts like reliability and validity have a place only in ‘quantitative’ research. This chapter demonstrates that such quantitative-qualitative divides are not only useless but undermine progress in Education as well. Uniting contemporary validity frameworks, this chapter provides a framework for thinking about evidence in educational settings that is applied in several chapters later on in this book.
| Original language | English |
|---|---|
| Title of host publication | The Art of Modelling the Learning Process |
| Subtitle of host publication | Uniting Educational Research and Practice |
| Chapter | 4 |
| Pages | 67-80 |
| Number of pages | 14 |
| Publication status | Published - 7 Apr 2020 |