"I believe choosing qualitative research as the paradigm was the proper choice. Issues of literacy beliefs and practices are complex in nature and relying on surveys or evaluations does not provide room for depth. Since I am interested in the participants’ stories to learn as much as I can from them, focusing on each story and the lessons was essential. Only qualitative research, which aims to pick up the depth of what every participant shares with the researcher, would help me achieve that goal. In addition, I did not arrive at this stage with a preconceived expectation of possible answers nor was I trying to prove a hypothesis. Again, I was interested in the lessons I could learn from twelve very interesting individuals. The attention to the participants and the value one gives to their stories and their answers was another factor that helped me choose a qualitative paradigm over any other possible option."
Mora Vélez, R. A. (2010). An analysis of the literacy beliefs and practices of faculty and graduates from a preservice English teacher education program. PhD Dissertation, University of Illinois at Urbana-Chamaign. Available from https://www.ideals.illinois.edu/bitstream/handle/2142/16829/MoraVelez_Raul.pdf?sequence=3