Is Mixed Methods Social Inquiry a Distinctive Methodology?

Greene, Jennifer C.

doi:10.1177/1558689807309969

Cited by 576 publications

(575 citation statements)

References 20 publications

(18 reference statements)

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“…Limiting visual methodology to a single epistemological position would appear to not only be restrictive but also potentially to inhibit innovation. This type of epistemological questioning is important in a new field and as has been learned in the context of mixed methods, it should bring about better understanding and practice (Greene 2008). The point of this paper is not to promote the exchange of a pragmatic mixed methods epistemological framework for an interpretivist one when reflecting on visual methodology, but rather to re--open the debate.…”

Section: Discussionmentioning

confidence: 99%

‘That's not quite the way we see it’: the epistemological challenge of visual data

Wall

Higgins

Hall

et al. 2013

International Journal of Research & Method in Education

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Section: Discussionmentioning

confidence: 99%

‘That's not quite the way we see it’: the epistemological challenge of visual data

Wall

Higgins

Hall

et al. 2013

International Journal of Research & Method in Education

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“…The truth and reality is sometimes subjective and sometimes objective, sometimes scientific and sometimes humanistic (Cohen et al, 2011). A single quantitative or qualitative paradigm will only yield a partial understanding of the phenomenon being investigated (Greene, 2008). Polarization obscures the fact that quantitative and qualitative data are closely related to each other.…”

Section: Mixed Methodsmentioning

confidence: 99%

A Review of Research Methods in EFL Education

Ma¹

2015

TPLS

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Abstract-Ontological assumptions are dichotomous as realism and nominalism, which gives rise to dichotomous epistemological assumptions as positivism and interpretivism (or anti-positivism). This gives rise to methodological paradigms as quantitative and qualitative. As a blended paradigm of quantitative and qualitative, mixed methods rise as a third option. Each paradigm has its own characteristic research methods and strategies for data collection and analysis. The article elaborates these three research paradigms and relevant research methods in the field of English as a Foreign Language (EFL). Specific examples are given when each research method is illustrated. Index Terms-EFL, ontology, epistemology, methodology, quantitative, qualitative, mixed methodsIn general English as a Foreign Language (EFL) education can be defined as the English language which is taught and learnt in a country where the official language is not English, like China, Japan, etc. This differs from English as a Second Language (ESL) education, which refers to English language that is taught and learnt in an English-speaking country, like USA, UK, etc. The language environment is the key factor in distinguishing the two terminologies. The primary concern for doing research in this field lies in making EFL education more effective. Good research contributes more effective EFL education by providing new insights into the teaching and learning process (Mackey & Gass, 2011). The research in EFL education covers a wide range of targets, e.g. students, teachers, textbooks, teaching models, learning strategies, education policies, etc. As a result the research methods adopted can vary greatly in light of the specific research purpose and a researcher's stance of paradigm. The research paradigm is closely related to ontology and epistemology.

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“…it is highly likely that much can be learned about generative and thoughtful mixed methods practice from the extraordinary explosion of provocative mixed methods empirical work and from more concerted and deliberate conversations across disciplines and fields of applied inquiry practice. [emphasis in original] [50] This does not mean that anyone and everyone may create good-quality knowledge; rather, in the case of the built environment, inquiry should aim to develop 'informed judgement' to create 'responsive cohesion' within the built environment [51] (pp. [85][86][87][88].…”

Section: Decoupling Methodology and Methodsmentioning

confidence: 99%

Translating across Disciplines: On Coding Interior Architecture Theory to Advance Complex Indoor Environment Quality

Pearce

2018

Buildings

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Abstract:While indoor environment quality (IEQ) measurement is an established process, it omits the pleasure of interior environments, possibly due to its perceived subjectivity in the context of objective productivity and profitability. Given the significant commercial interior design industry, which engages with the complexity of indoor habitation, there exists an opportunity to expand the scope of IEQ appraisal through inclusion of the interior architecture discipline as an IEQ stakeholder. This theoretical paper reframes existing building appraisal as convergent methods that are contingent on the discipline and audience, and proposes a sequential mixed methods research process that allows subjective and objective research methods integration. Drawing on the interior architecture discipline, and its holistic 'interiority', a content analysis of selected theoretical texts identifies candidate quality components for future development and use in environment quality measurement. The intention of this process is to translate across the interior architecture and architectural science disciplines by coding interior architecture perspectives into possible measurable variables. These broader candidate variables would likely be more inclusive of the lived experience and agency of occupants of interior spaces. Furthermore, they offer the possibility for extended complex indoor environment quality data for future use in advanced statistics.

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Is Mixed Methods Social Inquiry a Distinctive Methodology?

Cited by 576 publications

References 20 publications

‘That's not quite the way we see it’: the epistemological challenge of visual data

‘That's not quite the way we see it’: the epistemological challenge of visual data

A Review of Research Methods in EFL Education

Translating across Disciplines: On Coding Interior Architecture Theory to Advance Complex Indoor Environment Quality

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