This paper, beginning from a concern about the ‘current state of muddle’ in educational research (Wilson & Cowell, 1983, p. 213), outlines the strengths and weaknesses of the quantitative and qualitative classroom research approaches. It recommends the qualitative approach as essential to cross-cultural classroom research, but with some modification to its aims and reporting. Furthermore team research by members of different disciplinary orientations and cultural backgrounds is strongly advocated.
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Barry Osborne (1987) studied this question.
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