In educational research, rigid distinctions between the relative merits of quantitative research often rest on positivistic dogma. In contrast, post-positivistic thought eliminates the intractable problem engendered by positivistic epistemology of a forced choice between value-laden and value-free research methods. (KH)

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)