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96
Mixed methods research: A research paradigm whose time has come
- EDUCATIONAL RESEARCHER
, 2004
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In their own words: What students learn outside the classroom
- American Educational Research Journal
, 1993
"... In most college impact models, student and institutional characteristics have substantial effects on student learning (Pascarella & Terenzini, 1991). The purpose of this study was to discover the impact of out-of-class experiences on outcomes of college attendance considered important by student ..."
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Cited by 55 (1 self)
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In most college impact models, student and institutional characteristics have substantial effects on student learning (Pascarella & Terenzini, 1991). The purpose of this study was to discover the impact of out-of-class experiences on outcomes of college attendance considered important by students. From interviews with 149 seniors at 12 colleges and universities, 14 categories of learning and personal development were distilled. These categories subsequent-ly were reduced to five outcome domains: Personal Competence, Cognitive Complexity, Knowledge and Academic Skills, Practical Competence, and Al-truism and Estheticism. Contrary to the literature on college impact, student background characteristics were not related to differences in outcomes; how-ever, students attending small, private colleges with liberal arts missions more frequently reported changes in Cognitive Complexity, Knowledge and Academic
The paradigm wars and their aftermath: A "historical" sketch of research on teaching since 1989. Educational Researcher
, 1989
"... Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at ..."
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Cited by 45 (0 self)
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Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at
Factors that influence learning during a scientific field trip in a natural environment
- Journal of Research in Science Teaching
, 1994
"... This study deals with the educational effectiveness of field trips. The main purpose was to obtain insight concerning factors that might influence the ability of students to learn during a scientific field trip in a natural environment. The research was conducted in the context of a I-day geologic f ..."
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Cited by 30 (2 self)
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This study deals with the educational effectiveness of field trips. The main purpose was to obtain insight concerning factors that might influence the ability of students to learn during a scientific field trip in a natural environment. The research was conducted in the context of a I-day geologic field trip by 296 students in Grades 9 through I 1 in high schools in Israel. The study combined qualitative and quantitative research methods. Data were collected from three different sources (student, teacher, and outside observer) in three stages (before, after, and during the field trip). Using observations and questionnaires we investi-gated: a) the nature of student learning during the field trip, b) student attitudes toward the field trip, and c) changes in student knowledge and attitudes after the field trip. Our findings suggest that the educational effectiveness of a field trip is controlled by two major factors: the field trip quality and the “Novelty space” (or Familiarity Index). The educational quality of a field trip is determined by its structure, learning materials, and teaching method, and the ability to direct learning to a concrete interaction with the environment. The novelty space consists of three prefield variables: cognitive, psychological, and geo-graphic. The learning performance of students whose “Novelty Space ” was reduced before the field trip was significantly higher than that of students whose “Novelty Space ” had not been so reduced. Thus, the
Quantitative, qualitative, and mixed research methods in engineering education
- Journal of Engineering Education
, 2009
"... All in-text references underlined in blue are linked to publications on ResearchGate, letting you access and read them immediately. ..."
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Cited by 20 (0 self)
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All in-text references underlined in blue are linked to publications on ResearchGate, letting you access and read them immediately.
Taking the Next Step: Mixed Methods Research in Organizational Systems
, 2003
"... Mixed methods research combines theoretical and/or technical aspects of quantitative and qualitative research within a particular study. This paper traces the historical development of mixed methods research, and delineates current post-positivist and constructivist paradigmatic perspectives. We des ..."
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Cited by 18 (0 self)
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Mixed methods research combines theoretical and/or technical aspects of quantitative and qualitative research within a particular study. This paper traces the historical development of mixed methods research, and delineates current post-positivist and constructivist paradigmatic perspectives. We describe the two major positions of mixed method advocates: the dialectic and the pragmatic. We identify five purposes for mixing methods and eight types of mixed method studies. Grounded in mixed method inquiry literature, the authors examine the benefits and tenets of mixed methods research, analyze how it is currently being reported in three studies published in the Information Technology, Learning, & Performance Journal, and offer specific recommendations for clarifying written descriptions of methods used to collect and interpret data. We draw positive implications for the organizational systems field for clearly writing about mixed research methods in publications.
The interpretive turn and the new debate in education
- Educational Researcher
, 1998
"... Over the last several decades, positivist-behaviorist apyroaches to social and educational researc '~~n the decline, whereas int~rpretivist ap, pd:oaches have been on the rise. As a result of this "interpretive t___urn__z " the old debate betwee_frrpositivism and inter-preti~ism (and ..."
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Cited by 14 (0 self)
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Over the last several decades, positivist-behaviorist apyroaches to social and educational researc '~~n the decline, whereas int~rpretivist ap, pd:oaches have been on the rise. As a result of this "interpretive t___urn__z " the old debate betwee_frrpositivism and inter-preti~ism (and central to the qua---~ntitative-qualitative debate) has diminished in intensitu only to be replacedby anew debate within ra te--Th is article characterizes the new debate tn terms o'fpos~---~ists-- who would abandon_the~ma_~d-pato.r_y_proj-ect ~ ~ ~ a~d-- versus ~a~an&formo_tJo isrf!s~--wh"~o~~-p~oject and endeavor to see it through. Among the conclusions advanced is that the d t ~ between these two general perspectives tend to be over._..____draww~n particularly when philosophical avowals are measured against the require-ments of practice. Educat iona l Researcher, Vol. 27, No. 8, pp. 13-20
Assumptions underlying quantitative and qualitative research
- Implications for Institutional Research. Research in Higher Education
, 1995
"... For institutional researchers, the choice to use a quantitative or qualitative approach to research is dictated by time, money, resources, and staff. Frequently, the choice to use one or the other approach is made at the method level. Choices made at this level generally have rigor, but ignore the u ..."
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Cited by 12 (0 self)
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For institutional researchers, the choice to use a quantitative or qualitative approach to research is dictated by time, money, resources, and staff. Frequently, the choice to use one or the other approach is made at the method level. Choices made at this level generally have rigor, but ignore the underlying philosophical assumptions truc-turing beliefs about methodology, knowledge, and reality. When choosing a method, institutional researchers also choose what they believe to be knowledge, reality, and the correct method to measure both. The purpose of this paper is to clarify and explore the assumptions underlying quantitative and qualitative research. The rea-son for highlighting the assumptions is to increase the general level of understanding and appreciation of epistemological issues in institutional research. Articulation of these assumptions hould foster greater awareness of the appropriateness of differ-ent kinds of knowledge for different purposes.
A pragmatist argument for mixed methodology in medical informatics
- J Mixed Methods Res
"... The aim of this article is to advance the case of pragmatism as a research philosophy and to illustrate its applicability as a mixed methodology perspective in medical informatics. Epistemology is empirical not foundational. Pragmatism offers a practical starting point for a pluralist methodology. M ..."
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Cited by 8 (0 self)
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The aim of this article is to advance the case of pragmatism as a research philosophy and to illustrate its applicability as a mixed methodology perspective in medical informatics. Epistemology is empirical not foundational. Pragmatism offers a practical starting point for a pluralist methodology. Medical practice is pragmatist, empirical, and situated. Medical infor-matics is a hybrid sociotechnical field that requires multimethod research.
An examination of research methods in mathematics education: 1995–2005
- Journal of Mixed Methods Research
, 2009
"... This mixed methods examination of 710 research articles in mathematics education published in six prominent educational journals during the period 1995-2005 finds that 50% of the studies used qualitative methods only, 21 % used quantitative methods only, and 29% mixed qualitative and quantitative me ..."
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Cited by 7 (0 self)
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This mixed methods examination of 710 research articles in mathematics education published in six prominent educational journals during the period 1995-2005 finds that 50% of the studies used qualitative methods only, 21 % used quantitative methods only, and 29% mixed qualitative and quantitative methods in various ways. Although the number of mixed methods articles show some variation year to year and journal to journal, there is no discern-ible trend in the aggregate across this time period for the collection of journals studied. Issues explored include defining research categories and subsequently categorizing studies, balance and dominance between quantitative and qualitative strands, and integration within conclusions.
