ERIC Number: ED192447
Record Type: RIE
Publication Date: 1980-Apr
Integrating Quantitative and Ethnographic Methods to Describe the Classroom. Report No. 5083.
Malitz, David; And Others
The debate between proponents of ethnographic and quantitative methodology in classroom observation is reviewed, and the respective strengths and weaknesses of the two approaches are discussed. These methodologies are directly compared in a study that conducted simultaneous ethnographic and quantitative observations on nine classrooms. It is concluded that inferences about classroom processes are best made using quantitative methodology, but that ethnography is a very useful adjunct for purposes such as generating hypotheses and pilot testing quantitative instrumentation. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 7-11, 1980). Figures may be marginally legible.