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Mixed-Method: Making an American Pie? Action Research

Mixed-Method: Making an American Pie? Action Research. HEOC 715. Nature and Characteristics of Mixed Methods Mixed-methods research designs combine quantitative and qualitative data and analyses. This methodology often provides a better understanding, or a

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Mixed-Method: Making an American Pie? Action Research

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  1. Mixed-Method: Making an American Pie?Action Research HEOC 715

  2. Nature and Characteristics of Mixed Methods Mixed-methods research designs combine quantitative and qualitative data and analyses. This methodology often provides a better understanding, or a more complex picture, of the research topic than can one type of data alone. Mixed methods can be used when a researcher wants to build from or extend one phase of research to another. It is important to distinguish between mixed methods and multiple methods • Sequential: researcher seeks to elaborate on or expand the findings of one • method with another method • Concurrent: researcher converges quantitative and qualitative data in order • to provide a comprehensive analysis of the research problem. Both forms of • data are being collected and analyzed at the same time • Transformative: researcher uses a theoretical lens as an overarching • perspective within a design that contains both quantitative and qualitative data • Research tends to base knowledge on pragmatic grounds • Advantages: more thorough understanding of the problem; more • comprehensive ., data; enhanced triangulation • Disadvantages: demands high level of expertise in different designs; • time-consuming; more extensive data collection; difficulty to combine approaches • when reporting results

  3. Mixed Methods: Types, Characteristics • Non-sequential, concurrent (triangulation): different types of data are • being collected and analyzed concurrently; theoretical perspective is • explicit (see Table 12.2, p. 316, McMillan, 2008) • Sequential: qualitative first (exploratory), or quantitative first (explanatory); • theoretical perspective is implicit (see Table 12.2, p. 316, McMillan, 2008) • Rationale: it is important to clarify and explain (justify) reasons for conducting • mixed methods research • Priority/ weighting: three choices: (1) QUAL and QUAN data can be given • equal weight (triangulation); (2) QUAL data will prevail (exploratory); and • (3) QUAN data will prevail (explanatory) • Sequence/ timing: refers to concurrent studies, when both QUAN and QUAL • data are being collected, analyze, and reported simultaneously • Data mixing: procedures for mixing data (see Table 12.3, p. 318, • McMillan, 2008)

  4. Action Research Action research (AR) is the research that seeks to improve practice and solve actual problems. It is grounded in the scientific method and appropriates the features of both quantitative and qualitative research Characteristic Features • AR focuses on the development, implementation, and testing of a new product, • plan, or procedure • AR is collaborative and systematic learning process • AR is a ‘living’ theory and practice • Educators use AR to investigate and improve their practices. AR requires the • researcher’s direct involvement, purposeful selection of participants, and the • use of multiple sources of data • AR is used not only to improve practice, but also bring about significant • transformational changes in the lives of individuals and society as a whole • AR is allied with practitioner and participatory critical research. It is intensely • self-reflective and self-reflexive

  5. Action Research (continued) Action Researchprocess is open-ended and represents an on-going cycle of action and reflection: identify problem, ‘act’ (collect information and resources, test working hypotheses), correct errors, difficulties (‘solve problem’), evaluate, reflect, and act again and again … Activities to consider: • Evaluate critically evaluate the benefits of AR (Table 12.4, p. 331, • McMillan, 2008) • Examine samples of AR (McMillan, 2008, Ch 12) according to the • evaluation criteria (p. 339) Additionally consulted sources: Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed-method approaches. (2nd ed.). Thousand Oaks, CA: SAGE. Hendricks, C. (2009). Improving schools through action research: Acomprehensive guide for educators. Upper Saddle River, NJ: Pearson. Mertler, C. A., Charles, C. M. (2008). Introduction to educational research. (6th ed.). NY: Pearson.

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