Book•
Designing and Conducting Mixed Methods Research
18 Aug 2006-
TL;DR: This book discusses writing and Evaluating Mixed Methods Research, and the importance of knowing the structure of the writing so that it Relates to the Designs Evaluating a Mixed Methods Study Within Designs.
Abstract: List of Tables List of Figures Preface Purpose of This Book Audience for the Book Book Features Acknowledgments Chapter 1: Understanding Mixed Methods Research Purpose and Organization Clarifying Terms What Is Mixed Methods Research? The Importance of Mixed Methods Research Summary Activities Additional Resources to Examine Chapter 2: Examining Preliminary Considerations Consider Worldview Stances The Basics of Quantitative and Qualitative Research Research Problems Addressed by Mixed Methods Summary Activities Additional Resources to Examine Chapter 3: Locating and Reviewing Mixed Methods Studies Searching for and Reviewing Mixed Methods Studies A Mixed Methods Notation System and Visual Diagrams Four Examples of Mixed Methods Studies Summary Activities Additional Resources to Examine Chapter 4: Choosing a Mixed Methods Design Classifications of Mixed Methods Designs The Four Major Types of Mixed Methods Designs Selecting a Type of Mixed Methods Design Implementing the Design Decisions Writing a Paragraph to Identify a Study's Design Summary Activities Additional Resources to Examine Chapter 5: Introducing a Mixed Methods Study Writing a Mixed Methods Title Stating the Problem in the Introduction The Purpose Statement Research Questions and Hypotheses Summary Activities Additional Resources to Examine Chapter 6: Collecting Data in Mixed Methods Research Procedures in Qualitative and Quantitative Data Collection Data Collection in Mixed Methods Design Summary Activities Additional Resources to Examine Chapter 7: Analyzing Data in Mixed Methods Research Procedures in Quantitative and Qualitative Data Analysis Data Analysis With Mixed Methods Designs Summary Activities Additional Resources to Examine Chapter 8: Writing and Evaluating Mixed Methods Research General Guidelines for Writing Organize the Structure of the Writing So That It Relates to the Designs Evaluating a Mixed Methods Study Within Designs Summary Activities Additional Resources to Examine Chapter 9: Questions Often Raised About Mixed Methods Research Anticipate Mixed Methods Questions What Is Mixed Methods Research? Is Mixed Methods Research Accepted? Is Mixed Methods Research Realistic? Summary Activities Additional Resources to Examine Chapter 10: Future Directions for Mixed Methods Research Needed Developments in Mixed Methods Research Summary Activities Additional Resources to Examine Appendix A. A Triangulation Design Appendix B. An Embedded Design Appendix C. An Explanatory Design Appendix D. An Exploratory Design References Index About the Authors
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Dissertation•
02 Sep 2014
TL;DR: Humphrey et al. as mentioned in this paper investigated the role of teaching assistants (TA) in facilitating social interaction between pupils with ASD and their typically developing peers within the classroom and found that the TAs had an increased rate and range of facilitative behaviours following the intervention.
Abstract: Research has shown that social interaction and the development of friendships is important in promoting academic, personal and emotional development. Social interaction is a core difficulty for children and young people with Autism Spectrum Disorder (ASD). An increasing number of pupils with ASD are being educated within mainstream school where it is hoped that they will benefit from social opportunities with their peers and that the professionals working with them will be confident to support them (Keen and Ward, 2004). There is however growing evidence that school staff do not feel confident in supporting these pupils (House of Commons Education and Skills Committee, 2006; Robertson, Chamberlain and Kasari, 2003) and that this population of children are vulnerable to experiencing significantly poorer academic and social and emotional outcomes than their peers (Department for Education, 2012a; Humphrey and Lewis, 2008; Howlin and Goode, 1998). Teaching assistants (TAs) are often employed by schools to support pupils with ASD however research has suggested that the deployment of TAs might actually compound social interaction difficulties (Humphrey and Symes, 2011; Blatchford et al., 2009). TAs are in a unique position to support the social interaction of the pupils they work with however there is limited research into how TAs can be best utilised to facilitate social interaction between pupils with ASD and their typically developing peers within the classroom.This study piloted a researcher developed intervention, Better Together and conducted a process and outcome evaluation in order to investigate potential outcomes for TAs and pupils and examine systemic factors which might support or impede the intervention?s implementation and sustainability. The Better Together intervention aimed to train TAs to facilitate social interaction between pupils with ASD and their mainstream peers. The study involved three TA: pupil pairings within a single mainstream primary school and a single project coordinator.An evaluation of the ?Better Together? intervention package was undertaking using a fully mixed, sequential, dominant status design. Information pertaining to TA confidence levels was gathered pre and post intervention through semi-structured questionnaires. Structured observations were undertaken pre and post intervention and after a school term to gather information about the rate, range, maintenance and success of facilitative strategies used by the TAs. Semi-structured interviews with the TAs and project coordinator were carried out in order to obtain information about the implementation and outcomes of the intervention. The Social Inclusion Survey was administered at three time points to ascertain whether any changes in the social inclusion of target pupils had occurred.13Data were analysed using descriptive statistics and thematic analysis. The findings from this small scale study suggest that the TAs had an increased rate and range of facilitative behaviours following the intervention and that there was a simultaneous increase in student interactions between pupils with ASD and their peers. These gains were sustained over time. The intervention was valued by staff and plans were made to extend the principles to other schools within the area through the establishment of a TA network of support. Core facilitators and barriers to the implementation of the intervention were explored and discussed and implications for future research and the role of the Educational Psychologist (EP) are considered.
7 citations
01 Jan 2013
TL;DR: In this article, the authors proposed that educational research findings should possess three features: a) the findings must be able to be generalized to most students; b) the contents must be deeply study the social context and the human relations in schools; and c) the results will be able show a significant link between educational theory and practice.
Abstract: Mixed methods are the third paradigm of educational research. Both quantitative and qualitative approaches are considered in mixed methods research. The quantitative paradigm is influenced by positivism and qualitative paradigm is under the influence of hermeneutics, critical theory, and post-structuralism, but philosophical foundation for mixed methods research is pragmatism. Therefore, educational researchers can benefit from positive features of qualitative and quantitative research. In mixed methods, researchers collect, analyze and integrate qualitative and quantitative data. Since quantitative research takes statistical methods, experimental and quasi-experimental design, therefore its findings have the power of prediction and generalization. In contrast, qualitative research findings can understand the underlying layers of social phenomenon. Therefore, the supporters of mixed methods research are trying to design research that will have both precision and depth. In data collection, researchers must decide about the values of each quantitative and qualitative approach respectively (equal or dominant) and their time order (concurrent or sequential). In data analysis stage, the researchers can use statistical techniques and descriptive - analytical methods. Then researchers can use triangulation to confirm the validity of research findings and prepare the final research report. The authors believe that educational research findings should possess three features: a) The findings must be able to be generalized to most students; b) The findings must be able to deeply study the social context and the human relations in schools; c) The findings will be able to show a significant link between educational theory and practice and also help to solve the educational problems.
7 citations
TL;DR: Regression analysis of the survey data shows that attitude variables indeed have a significant moderating influence on implementation success, and arguments are given for a more comprehensive way of measuring and optimising EUT during the implementation of information systems/information technology in organisations.
Abstract: Under what conditions is end-user training (EUT) as part of the implementation of a business process management (BPM) system successful? This question is addressed in this paper. Based on the literature on EUT and implementation success, we first argue that user involvement with, and attitude towards, a BPM system, both have a conditional effect on the relationship between EUT and the implementation success of the system. Secondly, we investigated this expectation empirically, by measuring the practice of EUT as perceived by end-users. Using a mixed method approach, survey data was collected from 143 end-users of a BPM system in a large Dutch social insurance organisation, and by 49 additional semi-structured interviews. Regression analysis of the survey data shows that attitude variables indeed have a significant moderating influence on implementation success. In addition, the interviews revealed that specific attention must be paid to the arrangements for EUT when deploying BPM systems in this type of organisations. Arguments are given for a more comprehensive way of measuring and optimising EUT during the implementation of information systems/information technology in organisations.
7 citations
TL;DR: In this paper, the authors report the findings of a study undertaken to propose an integrated education and training framework that can enhance the entrepreneurial performance of South African Architects' firms while contributing to the current discourse on entrepreneurial education.
Abstract: This article will report the findings of a study undertaken to propose an integrated education and training framework that can enhance the entrepreneurial performance of South African Architects’ firms while contributing to the current discourse on entrepreneurial education and training. Many South African architects’ firms are finding it difficult to stay afloat (Corbert 2015, 44). While there could be many reasons for this situation, the absence of appropriate entrepreneurship education, training and support for architects could be a contributing factor. Substantial agreement exists amongst entrepreneurial education and training theorists that a phased approach that includes enacted learning is best suited for entrepreneurship education and training. Hence the article proposes a framework as a basic conceptual structure within which the education and training can be packaged. The study used a mixed methods approach as a single source was insufficient and, due to the use of multiple phases or projects, could best achieve the overall research objective (Creswell & Plano-Clark 2011, 8). The purpose of the article is to bring the findings and recommendations to the attention of those who can put them into effect and to contribute to the discourse on entrepreneurship education and training.
7 citations
01 Dec 2013
7 citations
Cites background from "Designing and Conducting Mixed Meth..."
...Therefore, the researcher has the flexibility of multiple design standpoints (Plano-Clark & Creswell, 2008 & Creswell & Plano-Clark, 2007)....
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