Combining Methods in Educational Research (Conducting Educational Research)

“This excellent book promises much and delivers a whole lot more. It provides a description of the practicalities of combining evidence from a variety of data collection modes in order to enrich our responses to educational research questions. This is achieved with thoroughness and clarity and even some wit. There are outstanding teaching materials here…. This is the best book on educational research methods published in this country for decades.”
Professor Charles Desforges, University of Exeter

"In this timely and important contribution, Stephen Gorard and Chris Taylor help us move beyond the wasteful schism of 'qualitative versus quantitative' research by offering sound basic theorising and extensive practical illustration of the combining of research methods... I see their book as essential reading for anyone concerned for effective educational and social research."
Professor Peter Tomlinson, University of Leeds

There is growing interest in the possibilities of combining research approaches in education and social sciences, as dissatisfaction mounts with the limitations of traditional mono-method studies and with the schism between quantitative and qualitative methods.

This book argues the case for combining multiple research methods, and provides much-needed practical guidance for researchers who want to use this mixed-methods approach. The authors believe that all research has an over-arching logic and that, within this, the fruitful combination of quantitative and qualitative methods is possible. They develop the idea of the ‘new’ education and social researcher, for whom the combination of approaches is a representation of a diverse skills base, rather than a matter of ideological or theoretical allegiance. The book outlines and evaluates methods that are currently used, and looks at combining different methods across and within studies, including complex interventions, Bayesian approaches, new political arithmetic, triangulation, life histories and design studies. It offers a radical, new and very simple way of working with numbers.

Drawing on examples across the social sciences, this book is key reading for undergraduate and postgraduate students in Education and social science courses with a research element, as well as academics and professionals undertaking research projects.

Stephen Gorard is a Professor of Educational Studies at the University of York. Chris Taylor is a lecturer in the School of Social Sciences, Cardiff University.