Conceptual Issues and Analytic Strategies in Mixed-Method Studies of Preschool Inclusion

Abstract

Mixed-method designs increasingly are being used to investigate multi-faceted educational phenomena, but many conceptual and practical challenges remain in combining qualitative and quantitative methods. This paper addresses the conceptual issues by illustrating how 2 analytic approaches were used for different mixed-method purposes in the study of preschool inclusion. Using family and classroom studies as examples, the paper describes practical strategies for conducting mixed-method data analysis in terms of data reduction, transformation, comparison, and interpretation.