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.     

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.     

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.     

Mission and Diversity Statements: What They Do and Do Not Say

For this study we used institutional web sites to examine the mission statements of 80 higher education institutions for messages about diversity. Of the 80 institutions, 59 (75%) referenced diversity in their mission statements; but only 19% defined diversity in racial or ethnic terms. In addition to mission statements, 52 (or 65%) of the 80 institutions had a separate diversity statement; but only 18 of these were an official institutional statement. These treatments of diversity are interesting in light of the changing demographics of the incoming college student population and the recognized need for greater cultural development or awareness on campuses. If mission and diversity statements reflect the priorities of the institution, 35% of the institutions in the sample said nothing about diversity.     

Understanding the charter school concept in legislation: the cases of Arizona,Michigan and Georgia1

This article explores the ways in which policy‐makers in Arizona, Michigan and Georgia understood the charter concept when adopting charter legislation. Drawing on literature on policy formation, the paper traces both the creation of the charter law in each state, and the underlying rationales that led policy‐makers to support the legislation. The author compares the rationales found in each state based on the goals of the legislation and the means to reaching those goals (including various interpretations of the concepts of autonomy and accountability). This analysis helps to explain why the idea of charter schools has received support from individuals and organizations that span the ideological spectrum.