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

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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.