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  1.  45
    ‘Knowledge Must Be Contextual’: Some possible implications of complexity and dynamic systems theories for educational research.Tamsin Haggis - 2008 - Educational Philosophy and Theory 40 (1):158–176.
    It is now widely accepted that qualitative and quantitative research traditions, rather than being seen as opposed to or in competition with each other should be used, where appropriate, in some kind of combination. How this combining is to be understood ontologically, and therefore epistemologically, however, is not always clear. Rather than endlessly discussing the relationship between different approaches, this paper explores some of the assumptions of the ontologies that underpin such apparent differences, arguing that approaches which declare themselves to (...)
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    ‘Knowledge Must Be Contextual’: Some possible implications of complexity and dynamic systems theories for educational research.Tamsin Haggis - 2008 - Educational Philosophy and Theory 40 (1):158-176.
    It is now widely accepted that qualitative and quantitative research traditions, rather than being seen as opposed to or in competition with each other ( ; ) should be used, where appropriate, in some kind of combination (; ). How this combining is to be understood ontologically, and therefore epistemologically, however, is not always clear. Rather than endlessly discussing the relationship between different approaches, this paper explores some of the assumptions of the ontologies that underpin such apparent differences, arguing that (...)
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    And complexity.Tamsin Haggis - 2004 - In Jerome Satterthwaite, Elizabeth Atkinson & Wendy Martin (eds.), The Disciplining of Education: New Languages of Power and Resistance. Trentham Books. pp. 2--181.
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  4. Beyond "mutual constitution" : Looking at learning and context from the perspective of complexity theory.Tamsin Haggis - 2009 - In Richard Edwards, Gert Biesta & Mary Thorpe (eds.), Rethinking Contexts for Learning and Teaching. Routledge. pp. 44.
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    ‘Knowledge Must Be Contextual’: Some Possible Implications of Complexity and Dynamic Systems Theories for Educational Research.Tamsin Haggis - 2008 - In Mark Mason (ed.), Complexity Theory and the Philosophy of Education. Malden, MA: Wiley-Blackwell. pp. 150–168.
    This chapter contains sections titled: How is the Combining of Qualitative/Quantitative Methods to be Understood? ‘Critical Connections’? Problems Conceptualising and Researching Difference, Specificity and Context Complexity Theory: Redefining Order (and Chaos)? A Complexity‐Based Ontology Conceptualising Difference, Specificity and Context Conclusion Notes References.
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