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Inclusion and education in European countries: methodological considerations

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  • George Muskens

Abstract

In this paper, the author intends to explain the comparative challenges of a research project and the methodological grounding and justification of the research conclusions. The research project regarded an assignment of the European Commission to assess inclusion measures in primary and secondary education in 10 European countries, i.e. France, Germany, Hungary, Italy, The Netherlands, Poland, Slovenia, Spain, Sweden and the UK (Contract 2007-2094/001 TRA-TRSPO). National as well as comparative reports were submitted to the Commission in August 2009 and accepted for further publication in October 2009. The present paper will concentrate on the methodological issues and considerations. It will demonstrate that the conclusions were grounded and justified from a methodological perspective, applying an appropriate mix of quantitative and qualitative methods, notwithstanding serious limitations and restrictions. Copyright Springer Science+Business Media B.V. 2013

Suggested Citation

  • George Muskens, 2013. "Inclusion and education in European countries: methodological considerations," Quality & Quantity: International Journal of Methodology, Springer, vol. 47(1), pages 237-255, January.
    • Handle: RePEc:spr:qualqt:v:47:y:2013:i:1:p:237-255
    DOI: 10.1007/s11135-011-9514-1
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    1. Due, P. & Merlo, J. & Harel-Fisch, Y. & Damsgaard, M.T. & Holstein, B.E. & Hetland, J. & Currie, C. & Gabhainn, S.N. & De Matos, M.G. & Lynch, J., 2009. "Socioeconomic inequality in exposure to bullying during adolescence: A comparative, cross-sectional, multilevel study in 35 countries," American Journal of Public Health, American Public Health Association, vol. 99(5), pages 907-914.
    2. Dronkers, J. & Robert, Peter, 2005. "School choice in the light of the effectiveness differences of various types of public and private school in 19 OECD countries," MPRA Paper 21888, University Library of Munich, Germany.
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