Previous Chapter Section IV: Reconciling the Paradigms Next Chapter
Section IV: Reconciling the Paradigms
As we have seen throughout this book, there are pronounced as well as muted differences that exist between the quantitative and qualitative traditions in terms of design, data collection, and analysis. The educational psychologist Woolfolk (2011) point out that
a discontinuous change (also called qualitative) would be like many of the changes in humans during puberty, such as the ability to reproduce—an entirely different ability. Qualitative changes are contrasted with purely quantitative change, such as the adolescent growing taller. (p. 32)
While we think that these definitions may be helpful from an expository standpoint, in a deeper sense, they are artificial or incomplete. For example, while “growing taller” might seem purely quantitative, at some point, observers perceive others simply as tall or ...