Mixed-method designs
RIS ID
95093
Abstract
This chapter critically examines the claim that early childhood research has become dominated by positivism, technicism and the reification of dominant conceptions of quality Following Farquar (1999), the chapter considers the standards, stakeholder, postmodern and ecological approaches to quality in early childhood education, arguing that to the extent that any paradigm may be considered dominant it would be one that at times may be considered to embrace all four of these perspectives. Mixed-method approaches and perspectives also provide a means of rising above the false dualities (of qualitative versus quantitative) and essentialisations characteristic of the 'paradigm wars'.
COinS
Publication Details
Siraj-Blatchford, I. (2010). Mixed-method designs. In G. M. Naughton, S. A. Rolfe & I. Siraj-Blatchford (Eds.), Doing Early Childhood Research: International Perspectives on Theory and Practice (pp. 193-208). Crows Nest, NSW: Allen & Unwin.