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The contributions of qualitative research to the study of behavioral–emotional disabilities, mild intellectual disabilities, and learning disabilities (the three types of high-incidence disabilities) are relatively recent and far from abundant. This chapter discusses qualitative, or
“naturalistic” research by briefly examining the methodology used in such inquiry, reviewing many of the available studies concerning those with high-incidence disabilities, and providing implications from the existing empirical literature. It is not recommended that qualitative research takes the place of quantitative research in special education, but well-designed and executed naturalistic studies can contribute additional knowledge that is worthwhile to the field. Sabornie, E.J. (2006), "Qualitative Research Applications with Youth with High-Incidence Disabilities", Scruggs, T.E. and
Mastropieri, M.A. (Ed.) Applications of Research Methodology (Advances in Learning and Behavioral Disabilities, Vol. 19), Emerald Group Publishing Limited, Bingley, pp. 1-32.
//doi.org/10.1016/S0735-004X(06)19001-1Abstract
Citation
Publisher
:Emerald Group Publishing Limited
Copyright © 2006, Emerald Group Publishing Limited
Qualitative vs Quantitative Research: Why it Matters
The research supporting many popular reading programs is problematic because it is based on qualitative research.
- Qualitative research uses the subjective measure of observations which is not based on structured and validated data-collection.
- Study groups are not randomly selected, nor are they controlled for variables.
- Qualitative research is bottom up research: it generates a theory based on the data collected rather than testing a theory with the data.
- Qualitative research is not double-blind, and allows bias into the research: this alone invalidates an entire study and makes it worthless.
Criteria | Qualitative | Quantitative |
Purpose |
|
|
Group Studied |
|
|
Variables |
|
|
Type of Data Collected |
|
|
Form of Data Collected | Qualitative data such as:
| Quantitative data based on:
|
Type of Data Analysis | Identify
| Identify
|
Objectivity and Subjectivity |
|
|
Role of Researcher |
|
|
Results |
|
|
Scientific Method | Exploratory or bottom–up:
| Confirmatory or top-down:
|
View of Human Behavior |
|
|
Most Common Research Objectives |
|
|
Focus |
|
|
Nature of Observation |
|
|
Nature of Reality |
|
|
Final Report |
| Statistical report with
|
The content in the above table was taken directly from an Xavier University Library publication using the following sources:
- Johnson, B., & Christensen, L. (2008). Educational research: Quantitative, qualitative, and mixed approaches (p. 34). Thousand Oaks, CA: Sage Publications.
- Lichtman, M. (2006). Qualitative research in education: A user’s guide (pp. 7-8). Thousand Oaks, CA: Sage Publications.
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