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Researching Inclusive Education in Albania: Using Mixed Methods in School/Educational Psychology

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  • Marsel Cara

Abstract

This paper examines the current state of the art of the debate on mixing methods in education and social sciences. A brief review of the philosophical debate is presented, followed by an illustration of mixed-methods research in inclusive schools in Albania. The author argues for the benefits of mixing qualitative and quantitative research not only for pragmatist researchers conducting academic research, but also for school/educational psychologist who have embraced a scientist-practitioner approach in their everyday practice.

Suggested Citation

  • Marsel Cara, 2013. "Researching Inclusive Education in Albania: Using Mixed Methods in School/Educational Psychology," Academic Journal of Interdisciplinary Studies, Richtmann Publishing Ltd, vol. 2, October.
    • Handle: RePEc:bjz:ajisjr:304
    DOI: 10.5901/ajis.2013.v2n8p39
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    References listed on IDEAS

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    1. Christian Erzberger & Gerald Prein, 1997. "Triangulation: Validity and empirically-based hypothesis construction," Quality & Quantity: International Journal of Methodology, Springer, vol. 31(2), pages 141-154, May.
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