Showing 17–25 of 25 results
-
$0.00
Author Donald R. McClure(a), Emmanuel O. Ojo(b), Mary Beth Schaefer(a), David Bell(c), Sandra Schamroth Abrams(a), and Anthony J. Onwuegbuzie(d) (a) Department of Curriculum and Instruction, St. John’s University, New York, NY, USA; (b) School of Education, University of the Witwatersrand, Johannesburg, South Africa; (c) Teacher College, Western Governors University, Salt Lake City, UT, USA; (d)…
-
$30.00
Author Sophia L. Hitchcock University of Cambridge Scholar, Mixed Methods Research Training Program for the Health Sciences; 2018-2020 Governance Chair, Mixed Methods International Research Association, Tuscon, AZ, USA Abstract The disproportionate incidence of coronavirus cases and deaths among Black, brown and indigenous peoples in the United States further unmasks the impact of long-standing health…
-
$30.00
Author Carol Isaac(a) and Barbara Lee(b) (a) Department of Educational Leadership, Mercer University-Atlanta, GA, USA; (b) Department of Psychology, Keiser University, FL, USA Abstract Evidence indicates that value affirmations can reduce the achievement gap in science classrooms. Self-affirmation theory suggests that interventions work with students with under-developed self-efficacy and that selfaffirmation repairs this negative…
-
$30.00
Author Kim M. Mitchell(a, b), Diana E. McMillan(b), Michelle M. Lobchuk(b), and Nathan C. Nickel(b) (a) Red River College Polytechnic, Winnipeg, Canada and (b) University of Manitoba, Winnipeg, Canada Abstract The authors of this article argue that instrument development studies can be situated within constructive realism, an intermediary ontology between the representative constructed items…
-
$30.00
Author Richard G. Lambert(a), C. Missy Moore(b), Bryndle L. Bottoms(a), Amanda Vestal(a), and Heather Taylor(c) (a) University of North Carolina at Charlotte, Charlotte, NC, USA; (b) University of Georgia, Athens, GA, USA; (c) Appalachian State University, Boone, NC, USA Abstract There are few empirical studies of teacher performance evaluation systems. Teachers are rightfully concerned…
-
$0.00
Author Donggil Song(a), John H. Hitchcock(b), Anthony J. Onwuegbuzie(b, c), R. Burke Johnson(d), Brigitte Smit(e), and Vanessa Scherman(f) (a) Texas A&M University, College Station, TX, USA; (b) Dialectical Publishing, LLC, Bloomington, IN, USA; (c) Faculty of Education, University of Cambridge, England and Department of Educational Leadership and Management/Department of Educational Psychology, University of Johannesburg, Johannesburg,…
-
$30.00
Author Marya R. Sosulski School of Social Work, Michigan State University, MI, USA Abstract In the United States, increasing access to higher education for low-income people is a seemingly relentless challenge. Welfare reform, implemented in 1997 under the Temporary Assistance for Needy Families (TANF) Program, introduced requirements for an unprecedented proportion of recipients to…
-
$30.00
Author Brett A. Diaz Centre for Faculty Development, St. Michael’s Hospital, Toronto, Canada/The Wilson Centre for Research in Education, University of Toronto, Toronto, Canada Abstract This article offers a corpus linguistics methodology (i.e., guiding the collection of language-based qualitative data, queried with both qualitative and quantitative methods, and mixed analytical approaches) as a unique…
-
$30.00
Author Emma Clarke School of Teacher Development, Bishop Grossetetse University, Lincoln, England Abstract This article discusses how combining and integrating a range of traditional qualitative methodologies under the umbrella of methodological pragmatism supported and challenged an early career researcher (ECR). It will consider how methodological pragmatism is defined from a purely qualitative rather than…