There has been a continuing debate in scholarly circles about appropriate modes of inquiry. The traditionally dominant mode of inquiry, the quantitative paradigm, has in recent years been challenged by an alternative mode of inquiry, the qualitative paradigm. This paper does not rehash the scholarly debate in which previous scholars have engaged, but rather (a) presents an alternative philosophical framework, that of the American Indian, through which to view the quantitative-qualitative debate, (b) discusses practical considerations of the debate, and (c) examines implications for research, practice, and educational administration preparation programs.
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