This article distinguishes a disjunctive conception of mixed methods/triangulation, which brings different methods to bear on different questions, from a conjunctive conception, which brings different methods to bear on the same question. It then examines a more inclusive, holistic conception of mixed methods/triangulation that accommodates…

Employs a pragmatic philosophical perspective to argue that there is no incompatibility at either the level of practice or that of epistemology between qualitative and quantitative methods of educational research. (FMW)