NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ466242
Record Type: CIJE
Publication Date: 1993
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0737-5328
Conceptual Resolution of the Educational Research Paradigm Dichotomy: Q-Continuum.
Johnson, G. M.
Teacher Education Quarterly, v20 n2 p91-103 Spr 1993
Discusses the ongoing debate over qualitative versus quantitative research, recommending an alternative conceptual organization of educational research dimensions that assumes that qualitative-quantitative research paradigms are best organized into a series of interactive but parallel continuums called Q-continuum. The model interprets the best possible treatment and education of students. (SM)
Publication Type: Information Analyses; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A