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Mixed methods research: Philosophy, policy and practice in education

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Product Description

Edited by Anthony J Onwuegbuzie and Rebecca K Frels

Published: 2013
ISBN: 978-1-921980-19-0
Pages: 160

Overview

Mixed methodologies have been utilized to a greater degree by educational researchers than by researchers representing any other field, with Alise and Teddlie (2010) recently documenting a prevalence rate of mixed methodology articles in education of 24%. Further, Collins, Onwuegbuzie, and Jiao (2007) reported that journals representing the field of education published the highest proportion of mixed methods research studies (32.2%) among nine fields representing the social and behavioral sciences (i.e., education, business, social work, public health, psychology, medicine, sociology, nursing, and library science). Some education disciplines have even higher prevalence rates. In particular, the prevalence of mixed methods research studies in mathematics education has been found to range from 29% (Hart, Smith, Swars, & Smith, 2009) to 33% (Ross & Onwuegbuzie, 2010). Nevertheless, some disciplines within the field of education have low prevalence rates, such as gifted education (prevalence rate = 4.38%; Leech, Collins, Jiao, & Onwuegbuzie, 2010).

Moreover, across all disciplines, the field of education still is dominated by monomethodology research (e.g., quantitative research prevalence rate = 42%, qualitative research prevalence rate = 34%; Alise & Teddlie, 2010). Thus, it is clear that a significant proportion of researchers representing the field of education have not fully embraced mixed methodology research, thereby justifying more publications and special issues that increase the visibility and utility of mixed methodology research.

This issue will include manuscripts covering a range of topics pertinent to the field of education that illustrate innovative issues or applications of mixed methodologies, as well as identification and discussion of current challenges and emerging directions in mixed methodology research.

These topics include, but certainly are not limited to:

  • Philosophical Perspectives
  • Conceptual and Theoretical Perspectives
  • Methodological Perspectives
  • Sociopolitical Perspectives
  • Ethical Perspectives
  • Empirical Studies
  • Challenges and Emerging Directions

Table of Contents

Foreword: Using Bronfenbrenner’s ecological systems theory to frame quantitative, qualitative, and mixed research
– Anthony J Onwuegbuzie, Kathleen M T Collins and Rebecca K Frels

Introduction: Toward a new research philosophy for addressing social justice issues: Critical dialectical pluralism 1.0
– Anthony J Onwuegbuzie and Rebecca K Frels

Exploring the value of integrated findings in a multiphase mixed methods evaluation of the continuous assessment program in the Republic of Trinidad and Tobago
– Jerome De Lisle

Beyond multiple methods: Critical multiplism on all levels
– Jean-Luc Patry

To what extent do postgraduate students understand the principles of mixed methods in educational research?
– David Plowright

Development of the perceptions of mentoring relationships survey: A mixed methods approach
– Sandra M Harris

Quali-quant analysis of the statistical content in Italian primary school general books
– Renata Clerici, Giancarlo Gola and Emanuela Cisco

The worldview matrix as a strategy when designing mixed methods research
– Thomas W Christ

Policy disjuncture between the National Curriculum Statement and Curriculum 2005 training initiatives
– Mogenthiran S Pillay, Brigitte Smit and Coert Loock

Conclusion: A four-phase model for teaching and learning mixed research
– Anthony J Onwuegbuzie, Rebecca K Frels, Kathleen M T Collins and Nancy L Leech


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