Since the late 1950s, educational researchers within and across different programs of research have developed strategies for exploring how and in what ways their findings for particular social phenomena are convergent, divergent, conflicting, or null through a process referred to as triangulation. Guided by their particular logic of inquiry, researchers across traditions engage in triangulation to make conceptually driven decisions about how to design, collect, analyze, interpret, and warrant claims about social, cultural, linguistic, psychological, and academic phenomena in education and other settings. In this entry, two telling cases are presented to make visible how triangulation, as a logic of inquiry, has been conceptualized by researchers within ongoing programs of research that differ in their goals, purposes, and theoretical groundings: multitrait/multimethod research processes and ethnographic ...

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