SAGE handbook of mixed methods in social & behavioral research
About: This article is published in Journal of Music Therapy.The article was published on 2013-12-01. It has received 382 citations till now.
Citations
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TL;DR: A three-step procedure for securing the quality of the meta-inferences generated from sequential employment of quantitative and qualitative methods and several validation strategies specific to a sequential QUAN → QUAL mixed methods design are discussed.
Abstract: In spite of recent methodological developments related to quality assurance in mixed methods research, practical examples of how to implement quality criteria in designing and conducting sequential...
107 citations
Cites background from "SAGE handbook of mixed methods in s..."
...Concerns about drawing quality conclusions or inferences in mixed methods studies have been listed among major controversies in the two editions of the Sage Handbook of Mixed Methods in Social & Behavioral Research (Tashakkori & Teddlie, 2003, 2010)....
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TL;DR: Support is found for each hypothesized relationship: top managers increase middle managers' commitment by directly conveying to middle managers that innovation implementation is an organizational priority, and allocating implementation policies and practices such as human resources and funding to facilitate innovation implementation.
Abstract: Background Evidence suggests that top managers' support influences middle managers' commitment to innovation implementation. What remains unclear is how top managers' support influences middle managers' commitment. Results may be used to improve dismal rates of innovation implementation. Methods We used a mixed-method sequential design. We surveyed (n = 120) and interviewed (n = 16) middle managers implementing an innovation intended to reduce health disparities in 120 U.S. health centers to assess whether top managers' support directly influences middle managers' commitment; by allocating implementation policies and practices; or by moderating the influence of implementation policies and practices on middle managers' commitment. For quantitative analyses, multivariable regression assessed direct and moderated effects; a mediation model assessed mediating effects. We used template analysis to assess qualitative data. Findings We found support for each hypothesized relationship: Results suggest that top managers increase middle managers' commitment by directly conveying to middle managers that innovation implementation is an organizational priority (β = 0.37, p = .09); allocating implementation policies and practices including performance reviews, human resources, training, and funding (bootstrapped estimate for performance reviews = 0.09; 95% confidence interval [0.03, 0.17]); and encouraging middle managers to leverage performance reviews and human resources to achieve innovation implementation. Practice implications Top managers can demonstrate their support directly by conveying to middle managers that an initiative is an organizational priority, allocating implementation policies and practices such as human resources and funding to facilitate innovation implementation, and convincing middle managers that innovation implementation is possible using available implementation policies and practices. Middle managers may maximize the influence of top managers' support on their commitment by communicating with top managers about what kind of support would be most effective in increasing their commitment to innovation implementation.
106 citations
TL;DR: In this paper, a report from an international workshop focused on the future of design fixation research within the broader context of work on creativity and inspiration is presented, which highlights the potential of fixation research to provide insights into the creative process, improve design practice and thereby support innovation.
102 citations
Cites methods from "SAGE handbook of mixed methods in s..."
...By not embracing a wider range of methods, fixation research stands in contrast to other areas of creativity research (and behavioural research more generally) where many different methods are applied (e.g. see Tashakkori & Teddlie, 2010)....
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TL;DR: This paper explored teachers' understanding of multicultural education in Flanders (Belgium) and examined whether teacher and school characteristics correlate with the degree to which teachers integrate multicultural content, finding that ethnic minority teachers reported higher levels of multicultural content integration than white teachers.
Abstract: The bulk of scholarship on multicultural education continues to focus exclusively on U.S. education. Previous studies published in this field also have focused largely on topics that are considered relevant for the United States, whereas little attention has been paid to topics that are less problematized in the United States. In this mixed-method study, we explore teachers’ understanding of multicultural education in Flanders (Belgium), and we examine whether teacher and school characteristics correlate with the degree to which teachers integrate multicultural content. Survey results with 706 in-service teachers from 68 schools and in-depth interviews with 26 teachers from 5 schools are used. The results point out that teachers focus mainly on religious diversity when they were asked about their understanding of multicultural education. However, their understanding was largely limited to the “contributions approach” and “additive approach” to multicultural education. Multilevel analysis revealed that ethnic minority teachers reported higher levels of multicultural content integration than
91 citations
Cites methods from "SAGE handbook of mixed methods in s..."
...In this study, we use a sequential mixed-method design (see Tashakkori & Teddlie, 2010)....
[...]
TL;DR: In this article, a longitudinal, mixed methods study was conducted to gain an understanding of whether female academic high school students who intended to study science, technology, engineering, or mathematics (STEM) actually enrolled in such studies 2 years later, and how these women perceived this process retrospectively.
Abstract: The aim of this longitudinal, mixed methods study was to gain an understanding of whether female academic high school students who intended to study science, technology, engineering, or mathematics (STEM) actually enrolled in such studies 2 years later, and how these women perceived this process retrospectively. The results revealed a high persistence of students’ intentions to pursue a career in STEM areas. In comparison with students who entered the social sciences or humanities, STEM students demonstrated higher competencies in mathematics and placed more importance on pursuing investigative activities. Qualitative analysis revealed that learning experiences, parental support, and role models were decisive in terms of the female students’ choice of studies. Since their childhood, these students have developed a sense of identity as scientists. The authors discuss the implications of their findings for teaching and learning in K–12 classrooms.
91 citations
Cites methods from "SAGE handbook of mixed methods in s..."
...We conceptualized our study as a primarily quantitative, sequential design with a focus on triangulation in terms of seeking convergence, divergence, and complementarity (Erzberger & Kelle, 2003; Tashakkori & Teddlie, 2010)....
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References
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TL;DR: A three-step procedure for securing the quality of the meta-inferences generated from sequential employment of quantitative and qualitative methods and several validation strategies specific to a sequential QUAN → QUAL mixed methods design are discussed.
Abstract: In spite of recent methodological developments related to quality assurance in mixed methods research, practical examples of how to implement quality criteria in designing and conducting sequential...
107 citations
TL;DR: Support is found for each hypothesized relationship: top managers increase middle managers' commitment by directly conveying to middle managers that innovation implementation is an organizational priority, and allocating implementation policies and practices such as human resources and funding to facilitate innovation implementation.
Abstract: Background Evidence suggests that top managers' support influences middle managers' commitment to innovation implementation. What remains unclear is how top managers' support influences middle managers' commitment. Results may be used to improve dismal rates of innovation implementation. Methods We used a mixed-method sequential design. We surveyed (n = 120) and interviewed (n = 16) middle managers implementing an innovation intended to reduce health disparities in 120 U.S. health centers to assess whether top managers' support directly influences middle managers' commitment; by allocating implementation policies and practices; or by moderating the influence of implementation policies and practices on middle managers' commitment. For quantitative analyses, multivariable regression assessed direct and moderated effects; a mediation model assessed mediating effects. We used template analysis to assess qualitative data. Findings We found support for each hypothesized relationship: Results suggest that top managers increase middle managers' commitment by directly conveying to middle managers that innovation implementation is an organizational priority (β = 0.37, p = .09); allocating implementation policies and practices including performance reviews, human resources, training, and funding (bootstrapped estimate for performance reviews = 0.09; 95% confidence interval [0.03, 0.17]); and encouraging middle managers to leverage performance reviews and human resources to achieve innovation implementation. Practice implications Top managers can demonstrate their support directly by conveying to middle managers that an initiative is an organizational priority, allocating implementation policies and practices such as human resources and funding to facilitate innovation implementation, and convincing middle managers that innovation implementation is possible using available implementation policies and practices. Middle managers may maximize the influence of top managers' support on their commitment by communicating with top managers about what kind of support would be most effective in increasing their commitment to innovation implementation.
106 citations
TL;DR: In this paper, a report from an international workshop focused on the future of design fixation research within the broader context of work on creativity and inspiration is presented, which highlights the potential of fixation research to provide insights into the creative process, improve design practice and thereby support innovation.
102 citations
TL;DR: This paper explored teachers' understanding of multicultural education in Flanders (Belgium) and examined whether teacher and school characteristics correlate with the degree to which teachers integrate multicultural content, finding that ethnic minority teachers reported higher levels of multicultural content integration than white teachers.
Abstract: The bulk of scholarship on multicultural education continues to focus exclusively on U.S. education. Previous studies published in this field also have focused largely on topics that are considered relevant for the United States, whereas little attention has been paid to topics that are less problematized in the United States. In this mixed-method study, we explore teachers’ understanding of multicultural education in Flanders (Belgium), and we examine whether teacher and school characteristics correlate with the degree to which teachers integrate multicultural content. Survey results with 706 in-service teachers from 68 schools and in-depth interviews with 26 teachers from 5 schools are used. The results point out that teachers focus mainly on religious diversity when they were asked about their understanding of multicultural education. However, their understanding was largely limited to the “contributions approach” and “additive approach” to multicultural education. Multilevel analysis revealed that ethnic minority teachers reported higher levels of multicultural content integration than
91 citations
TL;DR: In this article, a longitudinal, mixed methods study was conducted to gain an understanding of whether female academic high school students who intended to study science, technology, engineering, or mathematics (STEM) actually enrolled in such studies 2 years later, and how these women perceived this process retrospectively.
Abstract: The aim of this longitudinal, mixed methods study was to gain an understanding of whether female academic high school students who intended to study science, technology, engineering, or mathematics (STEM) actually enrolled in such studies 2 years later, and how these women perceived this process retrospectively. The results revealed a high persistence of students’ intentions to pursue a career in STEM areas. In comparison with students who entered the social sciences or humanities, STEM students demonstrated higher competencies in mathematics and placed more importance on pursuing investigative activities. Qualitative analysis revealed that learning experiences, parental support, and role models were decisive in terms of the female students’ choice of studies. Since their childhood, these students have developed a sense of identity as scientists. The authors discuss the implications of their findings for teaching and learning in K–12 classrooms.
91 citations