Abstract
The paper presents a multiphase design as a way of conducting robust MMR to examine goal orientations and analyze the effectiveness of targeted teaching.
The aim of the study is, in a MMR perspective, to obtain a more comprehensive understanding of the field of research by combining multiple research methods. Further, the paper investigates theoretical and empirical challenges and opportunities of different integration approaches.
The study is sequential driven across four phases:
1: A comprehensive systematic literature review
2: Combined, the review and the study's theoretical framework constituted the basis for the pilot studies consisting of teacher- and student interviews, observations, electronic student logbooks, and testing of a preliminary questionnaire. The pilot studies provided a valuable foundation for the design of the main survey questionnaire and interview guides.
3: The main study consisted of a questionnaire (N = 774).
4: The sequential integration involved using data from the quantitative phase to form a framework to select participants and develop the interview guides before interviewing teachers and students.
The paper presents the lessons learned from the project and provide examples of, and discuss the advantages and challenges of, the integration processes. The analysis provided a depth and richness of the material that would not have been possible using only one method.
The paper concludes by reconsidering how to optimize integration approaches in school research and discusses whether effect sizes are the most useful indicator for ‘what works’. Often such data can be hard to transfer to school practice. The paper discusses how MMR can generate scientific evidence that is both meaningful and useful to practitioners.
The aim of the study is, in a MMR perspective, to obtain a more comprehensive understanding of the field of research by combining multiple research methods. Further, the paper investigates theoretical and empirical challenges and opportunities of different integration approaches.
The study is sequential driven across four phases:
1: A comprehensive systematic literature review
2: Combined, the review and the study's theoretical framework constituted the basis for the pilot studies consisting of teacher- and student interviews, observations, electronic student logbooks, and testing of a preliminary questionnaire. The pilot studies provided a valuable foundation for the design of the main survey questionnaire and interview guides.
3: The main study consisted of a questionnaire (N = 774).
4: The sequential integration involved using data from the quantitative phase to form a framework to select participants and develop the interview guides before interviewing teachers and students.
The paper presents the lessons learned from the project and provide examples of, and discuss the advantages and challenges of, the integration processes. The analysis provided a depth and richness of the material that would not have been possible using only one method.
The paper concludes by reconsidering how to optimize integration approaches in school research and discusses whether effect sizes are the most useful indicator for ‘what works’. Often such data can be hard to transfer to school practice. The paper discusses how MMR can generate scientific evidence that is both meaningful and useful to practitioners.
| Bidragets oversatte titel | Refleksioner over integrationsprocesser: - Et Mixed methods studie af elevers målorienteringer og målorienteret undervisning i skolen |
|---|---|
| Originalsprog | Engelsk |
| Publikationsdato | 2019 |
| Status | Udgivet - 2019 |
| Begivenhed | Mixed Methods Research Conference : Integrating Qualitative and Quantitative Research Approaches: Tensions, Challenges and Opportunities - The University of West Indies, St. Augustine Campus, Trinidad and Tobago, Trinidad, Trinidad og Tobago Varighed: 26 mar. 2019 → 28 mar. 2019 http://conferences.sta.uwi.edu/mmiracc/ |
Konference
| Konference | Mixed Methods Research Conference |
|---|---|
| Lokation | The University of West Indies, St. Augustine Campus, Trinidad and Tobago |
| Land/Område | Trinidad og Tobago |
| By | Trinidad |
| Periode | 26/03/2019 → 28/03/2019 |
| Internetadresse |
Emneord
- School effectiveness research
- Mixed methods research
- Integration approaches