Abstract
This paper is a response to Jacob’s (1987) presentation on qualitative research traditions published in the Review of Educational Research, Volume 57, Number 1. There is no disagreement about the benefits for educational research that accrue from systematic use of qualitative research. This paper differs from Jacob’s in two ways. First, it argues that a framework of distinct theoretical traditions is neither an accurate historical account of social science nor helpful to researchers. Second, and more important, it addresses a major gap in Jacob’s article: the neglect of British research drawing on qualitative perspectives.
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