Weaving an interpretivist stance throughout mixed methods research

ABSTRACT

A recurring debate in mixed methods research involves the relationship between research methods and research paradigms. Whereas some scholars appear to assume that qualitative and quantitative research methods each necessarily belong with particular research paradigms, others have called for greater flexibility and have taken a variety of stances toward the integration of paradigms and methods in mixed-method studies. In this article, we review these arguments and stances, positioning ourselves in favour of flexible (but intentional) integration of any research method with any research paradigm. We then draw on a recent study of teachers’ experiences of professional development to provide an illustration of how a single paradigm can be used to inform the entirety of a mixed methods study, including study design, data collection, analysis and reporting. This illustration is particularly noteworthy since past mixed-method studies that have been grounded in a single paradigm have typically used the post-positivist paradigm, whereas our study involved an interpretive stance and a social constructivist epistemology. This article may, therefore, provide a useful resource for those considering the design of mixed methods studies as well as a practical demonstration to support theoretical claims in support of moving away from binary methods–paradigm associations and assumptions.     

Bridging the gap between a learning support centre and school: A solution‐focused group approach

This paper describes a small‐scale action research project that aimed to increase the effectiveness of a learning support centre within a secondary school. Central to the project was the use of a solution‐focused approach with groups of pupils. The added dimension in this project involved a focus on class teacher involvement. The paper discusses the importance of peer support and teacher involvement in working to enhance positive behaviour by bridging the gap between the learning support centre and the wider school system. It details the work undertaken by two educational psychologists (EPs) working in one secondary school.     

Learning to Count: Structured Practice With Spatial Cues Supports the Development of Counting Sequence Knowledge in 3-Year-Old English-Speaking Children

Research Findings: Children who speak English are slower to learn the counting sequence between 11 and 20 compared to children who speak Asian languages. In the present research, we examined whether providing children with spatially relevant information during counting would facilitate their acquisition of the counting sequence. Three-year-olds (n = 54) who played a 1–20 number board game in which numbers were grouped by decade into 2 rows learned significantly more of the counting sequence than children who played a linear version of the game or those who were in the control group. Both the row and linear versions of the game helped children improve their performance on an object counting task. Children’s performance on a number line task did not show an effect of either game intervention. Practice or Policy: These results suggest that counting practice that includes spatially informative cues can facilitate young English-speaking children’s learning of the challenging number sequence from 11 to 20.     

Investigating epistemological beliefs in vocational education for child care workers: New ways of thinking about learning and training

Epistemological beliefs (beliefs about knowing and knowledge) have provided interesting insights into effective teaching and learning in higher education over the last 30 years. However, to date, little research has taken place in regard to teaching and learning in the technical and further education (TAFE) context in Australia. Seventeen 1^st and 2^nd year child care students studying for a Diploma in Children's Services were interviewed about the nature of their epistemological beliefs. The findings revealed new ways of thinking about evaluativistic beliefs, described as “practical evaluativism”. These beliefs may have implications for the way in which students evaluate theory and practice for implementation in their own child care practice.     

Associations between school climate and student life satisfaction: resilience and bullying as mediating factors

Learning Environments Research - Because adolescent life satisfaction is associated with important affective, behavioural and health-related outcomes during both adolescence and later life,...     

Evaluating Computer-Based Test Accommodations for English Learners

Test accommodations for English learners (ELs) are intended to reduce the language barrier and level the playing field, allowing ELs to better demonstrate their true proficiencies. Computer-based accommodations for ELs show promising results for leveling that field while also providing us with additional data to more closely investigate the validity and effectiveness of those accommodations. In this study, we evaluate differences across non-ELs and two EL groups in their decision to use either of two computer-based accommodations on high school history and math assessments. We also evaluate differences in response times across these groups. Results showed that ELs used accommodations more than non-ELs; however, many students did not use any accommodations, and use decreased as the assessment progressed. In addition, students had longer response time for items with accommodations in history but not mathematics. Recommendations for future research in accommodations for ELs are discussed.     

Adapting distance education for Indonesians: Problems with learner heteronomy and a strong oral tradition

This paper discusses the difficulties being experienced by the Indonesian Open University identified in a joint UNESCO/ICDE analysis. It proposes that a fundamental cause of distance education failure in Indonesia has been the adoption of western models without adaptation to suit the acculturised behaviours of Indonesian teachers and learners. Western distance education assumes that learners will become autonomous and can cope with a teacher relationship mediated through text. The paper describes the heteronomous nature of Indonesian social and learning behaviour, and the strong oral tradition of Indonesian education. Various suggestions are advanced for adapting western models to suit local conditions.     

A Comparison of Item Fit Statistics for Mixed IRT Models

In this study we examined procedures for assessing model-data fit of item response theory (IRT) models for mixed format data. The model fit indices used in this study include PARSCALE's G² , Orlando and Thissen's S − X² and S − G² , and Stone's χ²* and G²* . To investigate the relative performance of the fit statistics at the item level, we conducted two simulation studies: Type I error and power studies. We evaluated the performance of the item fit indices for various conditions of test length, sample size, and IRT models. Among the competing measures, the summed score-based indices S − X² and S − G² were found to be the sensible and efficient choice for assessing model fit for mixed format data. These indices performed well, particularly with short tests. The pseudo-observed score indices, χ²* and G²* , showed inflated Type I error rates in some simulation conditions. Consistent with the findings of current literature, the PARSCALE's G² index was rarely useful, although it provided reasonable results for long tests.     

The Influence of Online Teaching on Faculty Productivity

Ten faculty members with experience teaching online were interviewed about their motivation for teaching online and the effect of teaching online on their teaching and research productivity. They represented nine different states and 13 different fields, and all were tenured or tenure-track at master’s or doctoral institutions. All ten mentioned personal motivations for teaching online; eight mentioned professional motivations. Based on analysis of the interviews, several professors felt their teaching productivity had increased as a result of design choices and an increase in workload. Several had freed up time which was spent on service or research although this was modified by the stage of the faculty member’s career.