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EK313 unit 15cont. - Coggle Diagram
EK313 unit 15cont.
an empirical approach that explores children’s experiences holistically and in context (their household, community, country), rather than by analysing ‘traces’ of their experience in the form of individual indicators such as school attendance. Taking a case- rather than a variable-centred approach can capture the complex and interactive character of children’s trajectories, without needing to fit them into the linear and individualised models often used in quantitative analysis.
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Comparison of trajectories is tentative as even with the wealth of data on each child it is difficult to say that they are experiencing similar levels of adversity, drawing on resources of a similar quality, or even showing the same outcomes. For this reason it is perhaps unhelpful to assume that instances of wellbeing are also instances of resilience, p. limitations of study.
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The descriptive statistics presented here give us an overview of differences between groups on average, as measured by particular tests. In the text, the author highlights the differences she considers most important, but the table can be used to find further detail. We can also see that there are some indicators of well-being which do not seem to be influenced by gender, but are influenced by wealth (or vice versa).
This form of analysis is useful for considering wider patterns, and the findings may be generalisable to a broader population (depending on the sample used, as you considered earlier).
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This section presents both quantitative data and qualitative data to give a deeper insight into the way that four individual children experienced a wider range of factors, and how these factors might relate to each other. The inclusion of qualitative data allows for some forms of explanation and description that are not possible to obtain from the quantitative data, and for a consideration of a greater range of factors as they affect particular individuals. However, it is not possible to generalise the specific forms of complexity to a wider group.
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Your reading of Camfield's article in the previous section gave an example of the opportunities that mixed methods offer for gaining both breadth and depth of data. She also discusses some of the limitations and potential problems of mixing different forms of data, e.g. they may have been generated at different times or in different contexts.
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