Using Mixed Methods: Frameworks for an Integrated Methodology

Plowright, David

doi:10.4135/9781526485090

Cited by 133 publications

(108 citation statements)

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“…A mixed methods research design, which combines survey data with qualitative methods, is consistent with strategies advocated by researchers working with mixed methods research (Andres, 2012 ;Creswell, 2008 ;Creswell & Plano Clark, 2010 ;Creswell & Plano Clark, 2007 ;Plowright, 2011 ;Teddlie & Tashakkori, 2009 ). This design is appropriate for studying the attitudes and student characteristics of participants.…”

Section: Methodsmentioning

confidence: 95%

Foundation of Digital Badges and Micro-Credentials

Bellin-Mularski¹,

Mah²

2016

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Section: Methodsmentioning

confidence: 95%

Foundation of Digital Badges and Micro-Credentials

Bellin-Mularski¹,

Mah²

2016

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“…The study was conducted within a pragmatic paradigm using the frameworks for integrated methodology (FraIM). 31 The FraIM is an appropriate methodology for this research because it is flexible and responsive, which was particularly relevant to the iterative process of inductive and deductive analyses engaged in to answer the first two research questions. Although eye-tracking hardware and software has been used to guide inferences about cognitive processing in a number of international studies 29 , it has never been used to aid the description of English second language learners' engagement with electronic quizzes and derivation of an EST reading comprehension.…”

Section: Methodsmentioning

confidence: 99%

influence of science reading comprehension on South African township learners’ learning of science

Stott¹,

Beelders²

2019

S. Afr. J. Sci.

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The majority of South African township learners have poor reading comprehension skills, which is known to impact negatively on their understanding of content subjects such as science, although the extent of the impact is not fully understood. We explored this impact, as well as the extent to which reading comprehension accounted for the differential effectiveness observed for out-of-class, text-dependent science intervention programmes. Eye movement and mouse-click data were collected from 65 Grade-8 and Grade-9 township learners as they read texts and answered electronic quizzes about electric circuits and lightning on a computer fitted with eye-tracking hardware and software. These data were used to describe the learners' reading and question-answering patterns and derive a composite English for science and technology (EST) reading comprehension index for each learner. Correlations were sought between this index and the learners' Natural Sciences marks and the benefit gained from two previous out-of-school science intervention programmes. Most learners were able to engage meaningfully with a less text-rich, moderately familiar quiz, but there was a prevalence of reading avoidance, guessing and reliance on superficial text features to answer questions for a more text-rich, unfamiliar quiz. Moderate to strong correlations were found between the EST index and both Natural Sciences and intervention marks. The findings suggest that while a significant number of higher achieving township learners possess sufficient levels of EST reading comprehension skills to benefit from textbased interventions, the majority require help in developing EST reading comprehension skills to enhance the likelihood of the intervention's success. Significance:•From this study, we infer that a small group of South African township learners, identifiable by their relatively high Natural Sciences marks, are able to read English science texts with sufficient comprehension to be able to benefit from text-dependent interventions, including engagement with self-study interactive software. The majority, however, read such texts at the frustration level, making it unlikely for interventions to be effective if they rely on the learner being able to engage in independent reading.

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“…The methodology was essentially mixed methods within case studies (Plowright 2011), where observation and written data from students and coaches added to that gained from interviews. Our interest in the role of the MTL coach had begun before the programme started, but the formal case-study interviews were conducted in July 2011.…”

Section: Methodsmentioning

confidence: 99%

Coaching of staff in schools: what can we learn from the new role of the Masters in Teaching and Learning in-school coach for schools and the higher education tutors working alongside them?

Anderson

Gristy

2012

Journal of Education for Teaching

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The MTL is a practice-based professional master's qualification, aimed at attracting Newly Qualified Teachers (NQTs) to National Challenge schools in order to help improve outcomes. The MTL programme was also developed as a continuation of a teacher's PGCE and subsequent induction year. A key element of the MTL is the tripartite relationship of HEI tutor, school-based coach and MTL student, with funding weighted towards schools (60%) and the HEI (40%). The role of the HEI was to be quality assurance and assessment, with the in-school coach doing most of the programme delivery. The project reported here is based on interviews with in-school MTL coaches to explore, firstly, how their role had developed within the MTL. Coaches are typically without a formal master's qualification themselves, so a second aim of this study was to examine the consequences of this in and on practice. Finally, we explored the effect on all involved as flaws in the model emerged. Formal case-study interviews were the main empirical research data upon which this study is based, although they are supplemented by additional data. Where the MTL coach enjoyed a level of success, we suggest that this was primarily because of the attitudes of the coach in school and the HEI staff working alongside them. The lack of a master's-level qualification amongst coaches had some negative impact, but the most significant issue we contest is that to create true working partnerships with school, the HEI has to be able to share assessment procedures with school-based colleagues. IntroductionThe Masters in Teaching and Learning (MTL) is a new professional master's course for teachers in schools in England, which typically began for most regions of the UK in spring 2010 (see TDA 2008a). Delivery of the MTL is centred on a tripartite relationship between the higher education institute (HEI), a schoolbased coach and the teachers who are studying the programme. This study explores the role of the school-based coach (hereafter called coach) and the experience of those in the HEI in working within this new master's programme. These roles are new and therefore their development and progress are a matter of research interest.

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Using Mixed Methods: Frameworks for an Integrated Methodology

Cited by 133 publications

References 0 publications

Foundation of Digital Badges and Micro-Credentials

Foundation of Digital Badges and Micro-Credentials

influence of science reading comprehension on South African township learners’ learning of science

Coaching of staff in schools: what can we learn from the new role of the Masters in Teaching and Learning in-school coach for schools and the higher education tutors working alongside them?

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