Designing Combinations of Physical and Digital Manipulatives to Develop Students’ Visualisation

The purpose of this chapter is to introduce readers to how teachers can be taught about research in ways that are meaningful for them and relevant to their practice. The three main research paradigms are described, paradigms that are defined based on the kind of knowledge being sought. Mixed methods research is also acknowledged as possibly being in a fourth paradigm. It is action research and participatory action research (also called “teacher research”) that most closely illustrates how teachers can meaningfully engage in research relevant to their practice. These methodologies are described, and then a template for a research course for teachers is provided. Finally, practical examples of participatory and action research are provided, followed by suggestions for the future development of teacher research, including narrative inquiry and arts-based research.

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Mixed Methods in Finance Research

International Journal of Qualitative Methods ◽

10.1177/1609406918801730 ◽

2018 ◽

Vol 17 (1) ◽

pp. 160940691880173

Author(s):

N. J. Dewasiri ◽

Y. K. B. Weerakoon ◽

A. A. Azeez

Keyword(s):

Mixed Methods ◽

Mixed Method ◽

Mixed Methods Research ◽

Quantitative Methods ◽

Mixed Method Research ◽

Scientific Rigor ◽

Main Research ◽

Research Questions ◽

High Level ◽

Selection Of

The purpose of this study is to uncover the rationale (why) and the types of designs (what) for application of mixed method approaches in finance research using a systematic literature review approach. The findings revealed that there are four main research gaps in mixed method applications in finance: (a) poorly or nonformulated research questions, (b) lack of identification of the rationale for mixed methods, (c) poor identification of mixed methods and design, and (d) the manuscript reviewing gap. Finance studies based on quantitative methods and proxy variables can be further validated through mixed method approaches, thereby increasing the validity, completeness, and confirmation of findings, and minimizing the inherent weaknesses of mono-method approaches. We suggest that researchers in the finance discipline should justify their research methodology in order to eliminate the biases that arise through the selection of convenient methodologies. Thus, future studies should incorporate both qualitative and quantitative aspects when formulating mixed method research questions, emphasize the rationale, and choose appropriate mixed method designs to achieve a high level of scientific rigor in mixed methods research. Also, editors of nonmixed method journals need to have reviewing support from mixed method experts or adhere to the guidelines proposed by Onwuegbuzie and Poth when evaluating mixed method manuscripts to achieve a high level of quality and accuracy in their mixed methods research publications in finance.

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Teachers as Researchers

Advances in Library and Information Science - Handbook of Research on Innovative Techniques, Trends, and Analysis for Optimized Research Methods ◽

10.4018/978-1-5225-5164-5.ch006 ◽

2018 ◽

pp. 82-98

Author(s):

Patricia Cranton

Keyword(s):

Mixed Methods ◽

Action Research ◽

Narrative Inquiry ◽

Participatory Action Research ◽

Future Development ◽

Mixed Methods Research ◽

Teacher Research ◽

Participatory Action ◽

Arts Based Research ◽

Main Research

The purpose of this chapter is to introduce readers to how teachers can be taught about research in ways that are meaningful for them and relevant to their practice. The three main research paradigms are described, paradigms that are defined based on the kind of knowledge being sought. Mixed methods research is also acknowledged as possibly being in a fourth paradigm. It is action research and participatory action research (also called “teacher research”) that most closely illustrates how teachers can meaningfully engage in research relevant to their practice. These methodologies are described, and then a template for a research course for teachers is provided. Finally, practical examples of participatory and action research are provided, followed by suggestions for the future development of teacher research, including narrative inquiry and arts-based research.

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Mixed methods research on the role of pupils as assessors in quality assurance of schools in Malta

Management in Education ◽

10.1177/0892020617748152 ◽

2018 ◽

Vol 32 (1) ◽

pp. 40-47

Author(s):

Angele Pulis

Keyword(s):

Quality Assurance ◽

Mixed Methods ◽

Mixed Methods Research ◽

Qualitative Data ◽

School Quality ◽

Research Question ◽

Multiple Perspectives ◽

Main Research ◽

Whole School

This article describes a study conducted in Malta on pupil voice in the role of assessor. The purpose of the study was to provide a fresh perspective on school quality assurance in Malta, by asking those who are directly affected – the pupils themselves. The data provided by the study could help educational leaders, together with the whole school community to understand how schools in Malta are perceived and judged by pupils. The results could provide valuable knowledge for more effective and more efficient appraisal of schools. Ultimately, the findings could shed light on proposals for better-quality schools in Malta. The main research question of the study was: From the pupils’ perspective, what are the quality indicators of a good school? The article describes how, and why, the study adopted a mixed methods approach, gathering both quantitative and qualitative data to address the research questions in a way that allowed multiple perspectives to be considered. The main research instrument was a questionnaire survey, collecting largely quantitative data, in which 1618 pupils participated. This was complemented by qualitative data collected through focus group sessions with pupils, group interviews with student councils and one-to-one interviews with heads of schools and policymakers. Data was gathered from a total of 42 different schools.

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SIMPLIFYING THE COMPLEX MIXED METHODS DESIGNS

Scholarly Research Journal for Humanity Science & English Language ◽

10.21922/srjhsel.v9i47.7706 ◽

2021 ◽

Vol 9 (47) ◽

pp. 11631-11637

Author(s):

Sunanda Siddhartha Roy

Keyword(s):

Mixed Methods ◽

Mixed Methods Research ◽

Research Study ◽

Technical Aspect ◽

Mixed Methods Design ◽

Main Research ◽

Qualitative And Quantitative ◽

Quantitative And Qualitative Research ◽

Complete Knowledge ◽

Complex Projects

Research design is the technical aspect of a study which includes the planning of the research, visualising the data taking into consideration the problems that are associated in using the data in the study. There are three main research approaches, i.e., quantitative, qualitative and mixed methods. Mixed methods research involves combining or integration of quantitative and qualitative research procedures and data in a research study. The article illustrates the three main models of Mixed Methods Design i.e., Explanatory sequential, Exploratory sequential and Convergent mixed methods design. The main focus of the article is on Complex Mixed Methods Designs. Some of the designs are illustrated with figures for better understanding. A table to help investigators choose the appropriate mixed methods design is also provided. The Complex Mixed Methods designs involve more steps and procedures enabling them to fit in complex projects. Mixed methods research can produce a more complete knowledge as it includes both qualitative and quantitative approaches.

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