A cross‐disciplinary examination of the prevalence of mixed methods in educational research: 1995–2005

Truscott, Diane M.; Swars, Susan L.; Smith, Stephen D.; Thornton‐Reid, Flo; Zhao, Yaohua; Dooley, Caitlin McMunn; Williams, Brian; Hart, Lynn C.; Matthews, Mona W.

doi:10.1080/13645570903097950

Cited by 34 publications

(20 citation statements)

References 10 publications

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“…The prevalence rate of articles in our study is similar to the results of Truscott et al (2010), who also reviewed articles across different educational disciplines. The remainder of the educational reviews achieved relatively high prevalence rates possibly because they covered greater periods of time focused in disciplinary educational journals (Alise & Teddlie, 2007;Collins, et al, 2007;Hart et al, 2009;Ross & Onwuegbuzie, 2010), although one study documented a low prevalence rate possibly because it involved the analysis of a specific educational discipline (i.e., gifted education; Leech, et al, in press).…”

Section: Recommendations and Future Researchsupporting

confidence: 77%

The use of mixed methods research in interdisciplinary educational journals

Lopez-Fernandez

Molina‐Azorín

2011

International Journal of Multiple Research Approaches

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ABSTRACT:Mixed methods research is becoming increasingly important in several scientific areas.The analysis of prevalence rates is a new line of research that has emerged in mixed methods research, and this methodological approach has only been applied carefully in a handful of journals. The purpose of this article was to analyse the prevalence of mixed methods research in interdisciplinary educational journals. Moreover, the main characteristics of the mixed methods articles identified were examined. This study used a mixed methods approach to analyse these aspects. Specifically, a partially mixed sequential equal status multiple-case study design was applied with a development mixed methods purpose. Three educational journals in different disciplines were

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Section: Recommendations and Future Researchsupporting

confidence: 77%

The use of mixed methods research in interdisciplinary educational journals

Lopez-Fernandez

Molina‐Azorín

2011

International Journal of Multiple Research Approaches

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“…Qualitative methodology includes action research, ethnography and discourse analysis [18] . Cormack [19] explains that qualitative research techniques include participant observation, in-depth interviews, focus groups, oral histories and conversational analysis.…”

Section: Methodsmentioning

confidence: 99%

Empirical Estimation of Hybrid Model: A Controlled Case Study

Nisa

Qureshi

2012

IJITCS

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Abstract-Scrum and Extreme Programming (XP) are frequently used models among all agile models whereas Rational Unified Process (RUP) is one of the widely used conventional plan driven software development models. The agile and plan driven approaches both have their own strengths and weaknesses. Although RUP model has certain drawbacks, such as tendency to be over budgeted, slow in adaptation to rapidly changing requirements and reputation of being impractical for small and fast paced projects. XP model has certain drawbacks such as weak documentation and poor performance for medium and large development projects. XP has a concrete set of engineering practices that emphasizes on team work where managers, customers and developers are all equal partners in collaborative teams. Scrum is more concerned with the project management. It has seven practices namely Scrum Master, Scrum teams, Product Backlog, Sprint, Sprint Planning Meeting, Daily Scrum Meeting and Sprint Review. Keeping above mentioned context in view, this paper intends to propose a hybrid model naming SPRUP model by combining strengths of Scrum, XP and RUP by eliminating their weaknesses to produce high quality software. The proposed SPRUP model is validated through a controlled case study.

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“…In an article on journal archive analysis, Chalhoub-Deville and Deville (2008) reported that the number of qualitative research articles published in the two major language assessment journals were increasing very slowly. Similarly, in the field of education, Stapleton and Collett (2010) in ELT, and Truscott et al (2010) in general education observed a considerably small number of MM research study articles in their journals. Subsequently, Truscott et al (2010) pointed out that researchers who hope to have their work funded or published might gravitate to quantitative research methods, which potentially contradicts our intention of making a contribution to science.…”

Section: Practical Challengesmentioning

confidence: 99%

“…Similarly, in the field of education, Stapleton and Collett (2010) in ELT, and Truscott et al (2010) in general education observed a considerably small number of MM research study articles in their journals. Subsequently, Truscott et al (2010) pointed out that researchers who hope to have their work funded or published might gravitate to quantitative research methods, which potentially contradicts our intention of making a contribution to science. Although this issue should not discourage researchers from using the methods that are most suitable for their academic inquiries, it is also true that knowledge dissemination is one of the main goals of conducting research.…”

Section: Practical Challengesmentioning

confidence: 99%

Methodological Diversity in Language Assessment Research: The Role of Mixed Methods in Classroom-Based Language Assessment Studies

Tsushima

2015

International Journal of Qualitative Methods

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Although an epistemic change often is labeled as a shift, some researchers representing the social sciences consider this paradigm shift as a paradigm expansion (e.g., Pollack, 2007) because epistemological and methodological diversity allows researchers to address a wider range of questions. The third paradigm, mixed methods (MM) research, is claimed to provide a more holistic picture of a research problem by combining two different data sourcesquantitative and qualitative-in a single study (Creswell & Plano Clark, 2007;Greene, 2007;Teddlie & Tashakkori, 2009). This article discusses how mixed methods research approaches have been used to enrich the results and to enhance the rigor of classroom-based language assessment investigations, drawing on both the language testing and assessment (hereafter, language assessment) and classroom assessment literature in second language education. The article opens with a brief overview of the methodological evolution in language assessment research. Then, focusing on MM research studies that investigated various facets of classroom-based language assessment (CBLA) practices, the main part of this article outlines a proposal of MM methodology as an appropriate methodology for research on CBLA, particularly in a context where a new form of assessment is implemented. The article closes with a discussion of challenges that MM researchers might face, and a proposal of MM research methodology as an appropriate research approach for CBLA scholars, especially in settings where both the validation of assessment and the explanation of the phenomenon are required.

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A cross‐disciplinary examination of the prevalence of mixed methods in educational research: 1995–2005

Cited by 34 publications

References 10 publications

The use of mixed methods research in interdisciplinary educational journals

The use of mixed methods research in interdisciplinary educational journals

Empirical Estimation of Hybrid Model: A Controlled Case Study

Methodological Diversity in Language Assessment Research: The Role of Mixed Methods in Classroom-Based Language Assessment Studies

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