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The article revolves around the peculiarities of the use of qualitative or quantitative methods in research and argues that the choice of a particular approach depends on the purpose of the investigation. The authors perspective on the problem of the methodology coincides with my idea about the utilization of a certain technique of studying for Ph.D. students and researchers who are focused on the analysis of a particular field of experiences.
The fact is that Firestone assumes that the combination of methods can help to achieve better results as they investigate an issue from different perspectives. This idea is useful for a researcher as it helps to understand the nature of the researched problem, its type and select the most appropriate methods for the study, which is critical for credible conclusions and relevance of the research.
After reading the paper, one realizes the fact that it is impossible to choose between quantitative or qualitative methods without the enhanced understanding of the problem under the investigation, its basic peculiarities, and desired outcomes.
Firestone assumes that the first paradigm is more focused on the causes of particular problems, while the second one emphasizes the understanding of the issue. For this reason, the utilization of a certain approach becomes the question of desired results and outcomes. At the same time, investigators are allowed to combine methodologies to ensure that results are not preconditioned by the selected research paradigm.
In such a way, the paper has a significant practical utility for me as its basic assumptions regarding the choice of the methodology can help to improve the credibility of findings in the sphere of special education and leadership. At the same time, numerous challenges related to the use of professional and effective measures can be solved by exploring the ideas of the paper and applying them to various projects.
Reference
Firestone, W. A. (1987). Meaning in method: The rhetoric of quantitative and qualitative research. Educational Researcher, 16(7), 16-21.
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