Against the Quantitative-Qualitative Incompatibility Thesis or Dogmas Die Hard
Bibliographic Data
| ID | 9730835 |
|---|---|
| Authors | Kenneth R Howe (School of Education, 115 Education Building, University of Colorado at Boulder, Boulder, CO 80309-0249. He specializes in philosophy of education and professional ethics, corresponding author) |
| Year | 1988 |
| Volume | 17 |
| Issue | 8 |
| Pages | 10 |
| Publication date | 1988-11-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.2307/1175845 |
| OpenAlex | W4247735628 |
| Language | EN |
| Citations received | 163 |
| References cited | 26 |
Over approximately the last 20 years, the use of qualitative methods in educational research has evolved from being scoffed at to being viewed as useful for provisional exploration, to being accepted as a valuable alternative approach in its own right, to being embraced as capable of thoroughgoing integration with quantitative methods. Progress has been halting, and it is not surprising that certain thinkers are now balking at the latest stage of development. The chief worry is that the capitulation to "what works" ignores the incompatibility of the competing positivistic and interpretivist epistemological paradigms that purportedly undergird quantitative and qualitative methods, respectively. Appealing to a pragmatic philosophical perspective, this paper argues that no incompatibility between quantitative and qualitative methods exists at either the level of practice or that of epistemology and that there are thus no good reasons for educational researchers to fear forging ahead with "what works
Educational research · Epistemology · Perspective (graphical · Positivism · Qualitative analysis · Qualitative research · Quantitative analysis (chemistry · Social science · Sociology · Worry · Computer Science · Education and Critical Thinking Development · Educational Assessment and Improvement · Educator Training and Historical Pedagogy · Philosophy · Pragmatism in Philosophy and Education · Psychology
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| Unique citing works | 143 |
|---|---|
| Citations per year | 4,29 |
| Citation span | 1988 - 2026 (39) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 160 |