International journal of multiple research approaches最新文献

{"title":"Critical Race Theory and Mixed Methods in Educational Research: A Scoping Review","authors":"Dawn Bagwell, Nicole R. Hall, T. Worsley, Debra A. Neblett","doi":"10.29034/ijmra.v14n1a1","DOIUrl":"https://doi.org/10.29034/ijmra.v14n1a1","url":null,"abstract":"As educational researchers respond to the current debate around critical race theory (CRT) playing out in legislation across the United States, the debate is challenging mixed methods researchers to imagine new ways of conducting inquiry. In this scoping review, we examine current educational research that uses both a CRT theoretical framework and a mixed methods research (MMR) design to demonstrate the potential that a combined approach must leverage participants’ voices and experiential knowledge to provide more concrete ways in which institutions might challenge dominant ideologies and adopt a more transformative stance. We found that when researchers were able to both purposefully (and indistinguishably) integrate CRT within the MMR design (Hammersley, 2018) and highlight the underlying distinctions between quantitative and qualitative in their methodological choices (Morgan, 2018), they advanced the field by providing richer, more detailed road maps for dismantling systemic inequities. Our findings expose the ways in which well-defined, intentional methodological approaches more fully embrace praxis to foster more equitable outcomes.","PeriodicalId":89571,"journal":{"name":"International journal of multiple research approaches","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49001686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Profiles and Vignettes of Adolescent Physical Activity to Promote Workable Participation Solutions","authors":"G. Meek, Vandita Prasad","doi":"10.29034/ijmra.v14n1a2","DOIUrl":"https://doi.org/10.29034/ijmra.v14n1a2","url":null,"abstract":"This study examined how to achieve the recommended daily time, effort, and variety challenges for adolescents from the Physical Activity Guidelines for Americans (Department of Health and Human Services, 2018). Adolescents (n = 126) from an urban high school in a mid-western state of the United States participated in the study. In the quantitative phase of an explanatory sequential mixed methods research design, two composite measures of weight status-fitness and effort-involvement physical activity were developed and cross-tabulated to create nine lifestyle physical activity participation profiles. In the qualitative phase, qualitizing of survey data for each profile initiated comparative narratives that were qualitized into composite vignettes. The purpose of the vignettes was to highlight the types of challenges adolescents face as they meet or miss the daily physical activity recommendations. The vignettes provided alternative perspectives and approaches for workable and meaningful physical activity interventions. The discussion considered the effectiveness of the composite variables and potential workable solutions in universal physical education, inclusive of physical activity, and for agencies that advocate for the benefits of daily physical activity of those represented in the profiles and by the vignettes.","PeriodicalId":89571,"journal":{"name":"International journal of multiple research approaches","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49526646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Placing Mixed Methods Research Within Hierarchies of Evidence in Health Sciences","authors":"Ahtisham Younas, Maria Pedersen, Jude L. Tayaben","doi":"10.29034/ijmra.v14n1a3","DOIUrl":"https://doi.org/10.29034/ijmra.v14n1a3","url":null,"abstract":"Policymakers, educationists, and social and health scientists use qualitative and quantitative hierarchies to evaluate evidence to guide practice and policymaking. Currently, a growing part of evidence is produced using mixed methods research (MMR) because this approach to inquiry is useful for exploring and understanding phenomena in different contexts and populations. However, an evidence hierarchy that refers to a system of ranking research designs as superior, inferior, or equal with respect to generating valid results for MMR is missing from the literature. The purpose of this article, therefore, is to identify eight essential and commonly addressed areas of MMR questions and propose a straightforward evidence hierarchy for mixed methods research in health sciences. This article also brings attention to the use and value of mixed methods for generating the highest quality evidence and extends the discussion regarding the value of mixed methods to guide practice and policymaking across various fields.","PeriodicalId":89571,"journal":{"name":"International journal of multiple research approaches","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49431973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Access to Higher Education in the Age of Welfare Reform: Implications for Policy","authors":"Marya R. Sosulski","doi":"10.29034/ijmra.v13n3a1","DOIUrl":"https://doi.org/10.29034/ijmra.v13n3a1","url":null,"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 participate full-time in work-like activities or lose benefits. These requirements constrain recipients’ activities and present significant barriers to enrolling and persisting in higher education. Yet, many welfare recipients assert that post-secondary education is their best, if not only, option for improving their life chances and those of their families. Studies in the first decade of welfare reform provided valuable information about the importance of access to education and training for welfare recipients; but it is unclear what role public benefits, such as cash assistance and subsidies for education-related expenses, play in helping welfare recipients enroll. Welfare college option policies can help, but only if accompanied by multiple supports specific to higher education access. This article explores the nature of the relationship between public assistance benefits and welfare recipients’ enrollment in higher education. The study combines quantitative analysis of statewide survey data from the Illinois Families Study and an embedded qualitative sample that participated in two waves of in-depth interviews. The study contributes a view of individual, community-level, and structural factors significantly associated with post-secondary enrollment and the respondents’ perspectives on why and how these factors operate to help or to hinder their efforts. Understanding access to higher education for welfare recipients in Illinois—a state with a relatively liberal college option policy but low enrollment—is instrumental to creating policy solutions that augment existing pathways to post-secondary education for this group, as well as new inroads.","PeriodicalId":89571,"journal":{"name":"International journal of multiple research approaches","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42937018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Corpus Linguistic Methodology as an Advanced Conversion Design for Social Science Research","authors":"Brett A. Diaz","doi":"10.29034/ijmra.v13n3a2","DOIUrl":"https://doi.org/10.29034/ijmra.v13n3a2","url":null,"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 and practical advance in the conversion mixed methods design. The conversion mixed methods design takes qualitative or quantitative data, and reforms, queries, or analyzes that data using a converse qualitative, quantitative, or mixed method. I argue that the design is uniquely suited to maximize the interlinking of language-based data within strands, as well as in cross-strand comparison. The article focuses on several concepts in corpus linguistics, specifically collocation (i.e., multiple words appearing together), semantic preference (i.e., the tendency of those words to appear in certain contexts), and semantic prosody (i.e., the sociocultural meaning of those words in that context), and covers both conceptual background and procedures for carrying out analyses. Further, the approach demonstrates the utility of more fluid design description by focusing on the timing and purpose of integration. I articulate this argument by outlining a study on the opioid epidemic in elderly health services in rural Pennsylvania, with the help of a zipper metaphor to describe the design. The article concludes with a discussion of the value of this advanced design to mixed methods researchers representing the social sciences outside of linguistics-centered disciplines, at a methodological level, as well as the ready availability of tools that allow researchers to instrumentalize the design.","PeriodicalId":89571,"journal":{"name":"International journal of multiple research approaches","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45394137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Methodological Pragmatism—Freedom from the Squeeze?","authors":"Emma Clarke","doi":"10.29034/ijmra.v13n3a3","DOIUrl":"https://doi.org/10.29034/ijmra.v13n3a3","url":null,"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 a mixed methods perspective, and how it fed into and shaped each stage of the research process. Some of the issues encountered in finding a methodology that supported study in an area where no specific previous research existed will be discussed, and the opportunities that pragmatism offered shared. The article then will focus on the standpoint and the perspectives of an ECR—specifically my own experiences of what I termed the methodological squeeze, and how a pragmatic methodology can be effective in countering this. This will further the discussion of what previously has been described as the acrobatics required to ensure that research fits within the boundaries of traditional qualitative methodological approaches. The article will conclude with some of the key advantages of utilizing a pragmatic methodology, both on the research process but also on the skills it can develop in an ECR. I argue that, rather than being disadvantageous, working beyond and between the boundaries of traditional and pure methodological approaches as an ECR encourages a distinctly different perspective on research and specifically promotes active engagement in reflexive decisions about research.","PeriodicalId":89571,"journal":{"name":"International journal of multiple research approaches","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47869661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Black Lives Matter: Examining an Urban High School STEAM Academy Supporting African American Students, Families, and Communities using a Healing-Centered Approach","authors":"Edward C. Fletcher Jr., T. Tan","doi":"10.29034/ijmra.v13n1a2","DOIUrl":"https://doi.org/10.29034/ijmra.v13n1a2","url":null,"abstract":"In this study, we used an exploratory sequential mixed methods research design to examine how an urban high school STEAM (Science, Technology, Engineering, Arts, and Mathematics) themed academy—with a 98% African American/Black and 100% economically disadvantaged student population—provided wraparound services to demonstrate care for students, families, and the community. We also studied how their school efforts promoted student engagement. In Phase 1, we collected qualitative data to examine the wraparound supports and philosophies that the school stakeholders (N = 39) used to promote a sense of caring as well as community. In Phase 2, we analyzed quantitative survey data from the African American/Black academy students (N = 177) on their levels of engagement (behavioral, cognitive, and emotional) in the school and compared them to African American/Black students at a comprehensive high school (N = 179). Based on a combination of perspectives of school personnel, school stakeholders, and results from the high school survey of student engagement, we found that the wraparound services provided equitable supports for economically disadvantaged students, was instituted using a healing-centered mindset, and enabled the school personnel and stakeholders to adopt a no excuse disposition. Even further, we found that in comparison to students at the large comprehensive high school, the academy students had statistically and practically significantly higher scores on behavioral engagement (p < .001; d = .58), and statistically significantly higher scores on cognitive engagement (p < .01; d = .31). There was no statistically significant difference in emotional engagement (p = .98). Our findings highlight best practices for ensuring equity for African American/Black high schools in the wake of both the Black Lives Matter movement and the COVID-19 pandemic.","PeriodicalId":89571,"journal":{"name":"International journal of multiple research approaches","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45284160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Community Habilitation: Resource of Independent Living Staff","authors":"Kesshem Hetep Williams","doi":"10.29034/ijmra.v13n1commentary3","DOIUrl":"https://doi.org/10.29034/ijmra.v13n1commentary3","url":null,"abstract":"The poem is the overview of fear that the police cause. Also, it is an example of what goes on inside the head of Black individuals who find themselves feeling targeted, and want to be liberated from their own fears.","PeriodicalId":89571,"journal":{"name":"International journal of multiple research approaches","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49045496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Online Learning Challenges Experienced by University Students in the New York City Area During the COVID-19 Pandemic: A Mixed Methods Study","authors":"Donald R. McClure, Emmanuel O. Ojo, Mary Beth Schaefer, David Bell, S. Abrams, A. Onwuegbuzie","doi":"10.29034/ijmra.v13n2editorial4","DOIUrl":"https://doi.org/10.29034/ijmra.v13n2editorial4","url":null,"abstract":"This mixed methods research study explored how emergency remote teaching and learning, enacted in March 2020 due to the COVID-19 pandemic, impacted university students. We asked: What, if any, challenges did students face that hindered their ability to learn successfully online? In Spring 2021, a Qualtrics survey was emailed to 1,481 undergraduate and graduate students at a university in New York City, and students were asked to forward the survey to friends in and beyond the university. A total of 254 (17.2%) responded; 59.6% were graduate students and 69.9% were full-time students. The survey had closed- and open-ended items. The open-ended item analyzed in the current study asked students to identify any online learning challenges. Responses were analyzed via a fully integrated, four-phase mixed methods analysis: constant comparison; a crossover mixed analysis by two coders that yielded an intensity-based, inter-respondent matrix of themes; descriptive-based quantitizing; and inferential-based quantitizing via a canonical correlation analysis and Fisher’s Exact Tests. The most prevalent findings were No Challenges (34.26%), Living Environment (25.93%), Technology-Related (20.37%), and Overall Learning Experiences (19.44%). Students experiencing No Challenges were statistically significantly more likely to report that they had full access to their own computer (p = .006) and reliable Internet connection (p = .001). For Living Environment, students noted major life issues that created challenges: sickness, crowded spaces, and multiple jobs, including serving as a caregiver. Technology-Related findings revealed student dissatisfaction with the online learning experience. For Overall Learning Experiences, students described their need for interactive learning experiences and responsive professors. A key conclusion is that higher education institutions should create more meaningful student learning experiences, develop student-centered pedagogies, and provide greater equity in university learning communities.","PeriodicalId":89571,"journal":{"name":"International journal of multiple research approaches","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46023817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Use of Rasch Modeling and Focus Groups to Inform the Training of Teacher Evaluators","authors":"R. Lambert, C. Moore, Bryndle L. Bottoms, A. Vestal, H. Taylor","doi":"10.29034/ijmra.v13n2a4","DOIUrl":"https://doi.org/10.29034/ijmra.v13n2a4","url":null,"abstract":"There are few empirical studies of teacher performance evaluation systems. Teachers are rightfully concerned about the degree to which evaluators’ idiosyncratic biases might undermine the process. Training evaluators thoroughly and monitoring the reliability, validity, fairness, and cultural sensitivity of their ratings are essential steps towards promoting strong performance evaluation systems. This study examined the process of evaluating early childhood teachers to inform evaluator training. The researchers sought to determine the degree to which the expectations of those who develop training materials and conduct evaluator trainings differ from the typical performance ratings given by evaluators in the field. Researchers used several methods to prompt a systematic examination of the evaluator training process across four sequential phases of investigation: (a) quantitative panel ratings of item difficulty, (b) panel discussion and consensus building (a qualitative phase), (c) examining expected versus empirical item difficulty (a quantitative phase), and (d) presenting the empirical difficulty levels to the panel for discussion (a qualitative phase). In this last phase, researchers presented results of Rasch modeling to the panel, along with levels of agreement between the empirical and expected difficulty levels. Panel members reported that the process of discussing their perceptions of expected item difficulty levels was valuable. They also reported that such discussion prompted them to reevaluate the training materials, the resource manuals, and other professional development resources. The study methods presented can be used to investigate and to improve other personnel evaluation systems.","PeriodicalId":89571,"journal":{"name":"International journal of multiple research approaches","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44952425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}