6(3).01. FOREWORD: Moving from discourse to practice
$30.00FOREWORD: Moving from discourse to practice REBECCA K FRELS Department of Counseling and Special Populations, Lamar University, Beaumont, TX, USA
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6(3).02. INTRODUCTION: Putting the MIXED back into quantitative and qualitative research in educational research and beyond: Moving toward the radical middle
$30.00INTRODUCTION: Putting the MIXED back into quantitative and qualitative research in educational research and beyond: Moving toward the radical middle ANTHONY J ONWUEGBUZIE Sam Houston State University, Huntsville, TX, USA Abstract Although in the last 25 years the methodology of mixed research (also known as mixed methods research) has developed substantially, there are still many…
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6(3).03. Research method in education: The frame by which the picture hangs
$30.00Research method in education: The frame by which the picture hangs JOHANNES L VAN DER WALT AND FERDINAND J POTGIETER North-West University, Potchefstroom Campus, Private Bag X6001, Potchefstroom, South Africa Abstract Research should be legitimized and clarified by the philosophical frame by which it metaphorically hangs. Such clarity is important in so far as it…
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6(3).04. When numbers don’t add up and words can’t explain: Challenges in defining disability in higher education
$30.00When numbers don’t add up and words can’t explain: Challenges in defining disability in higher education MAJA MISKOVIC National Louis University, Chicago, IL, USA SUSAN L GABEL Chapman University, Orange, CA, USA Abstract This paper follows the discursive loops we have been attempting to untangle as a result of our work on a federally sponsored…
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6(3).05. How does student-directed assessment affect learning? Using assessment as a learning process
$30.00How does student-directed assessment affect learning? Using assessment as a learning process ANNA FLETCHER AND GREG SHAW Faculty of Education, Health and Science, Charles Darwin University, Darwin, NT, Australia Abstract This study originated in reaction to the 2008 introduction in Australia of a nation-wide assessment program in literacy and numeracy (NAPLAN) by the federal government….
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6(3).06. Educational effectiveness of an intervention programme for social-emotional learning
$30.00Educational effectiveness of an intervention programme for social-emotional learning MARY K SHEARD University of York, North Yorkshire, England, UK STEVEN ROSS AND ALAN CHEUNG Johns Hopkins University, Baltimore, MD, USA Abstract The article presents a critical reflection of the use of mixed and blended methods in the first 2 years of a 3-year longitudinal randomised…
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6(3).07. Teacher locus of control: Identifying differences in classroom practices
$30.00Teacher locus of control: Identifying differences in classroom practices LORAINE D COOK School of Education, University of the West Indies, Mona Campus, Jamaica Abstract This article demonstrates the utilization of mixed methods research in the exploration of differences in teaching approaches between teachers who are internal or external in their teacher locus of control (TLOC)….
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6(3).08. Qualitative, quantitative, or mixed methods: An analysis of research design in articles on principal professional development (1998–2008)
$30.00Qualitative, quantitative, or mixed methods: An analysis of research design in articles on principal professional development (1998–2008) OKSANA PARYLO Department of Lifelong Education, Administration and Policy, College of Education, University of Georgia, Athens, GA, USA Abstract The study’s purpose was to examine the articles on principal professional development published in eight peer-reviewed journals (1998–2008) to…
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6(3).09. Exploring the role of the mixed methods practitioner within educational research teams: A cross-case comparison of the research planning process
$30.00Exploring the role of the mixed methods practitioner within educational research teams: A cross-case comparison of the research planning process CHERYL-ANNE POTH Department of Educational Psychology, Faculty of Education, University of Alberta, Edmonton, AB, Canada Abstract This article, involving the comparison of two multi-year mixed methods research studies aimed at enhancing the post-secondary, large-class teaching…
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6(3).10. EPILOGUE Is mixed research science? Empirical evidence from the field of educational research
$30.00EPILOGUE Is mixed research science? Empirical evidence from the field of educational research KATHLEEN M T COLLINS Department of Curriculum and Instruction, University of Arkansas, Fayetteville, AR, USA Abstract The purpose of the current study was to evidence how ‘mixing’ is interpreted by researchers and to draw interpretations that would continue to map how mixed…