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

Shouming Li

University of Maryland

Jules M. Marquart

Vanderbilt University

Craig Zercher

San Francisco State University

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.

Journal of Early Intervention, Vol. 23, No. 2, 116-132 (2000)
DOI: 10.1177/105381510002300206
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