混合方法中的“混合”:如何在幼儿特殊教育研究中整合定量与定性研究

IF 2 4区 教育学 Q1 EDUCATION, SPECIAL
Hailey R. Love, Angel Fettig, Elizabeth A. Steed
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引用次数: 0

摘要

混合方法研究(MMR)有潜力成为一个强大的工具,以扩大早期干预/早期儿童特殊教育(EI/ECSE)奖学金理解和指导实践的方式。整合,或定量和定性研究方法的有目的的结合,是严格的MMR的核心。然而,识别和制定集成可能是具有挑战性的,因为集成过程和程序可能根据研究的目的、设计和潜在的哲学假设和优先级而有很大的不同。在本文中,我们为EI/ECSE研究人员如何进行有意义和有目的的整合提供了指导。我们强调了三个关键的决策点:整合的维度或类型,整合的时机,以及在整合时相对强调的方法。此外,我们还讨论了相关的考虑因素,以确保在MMR中进行强有力的定性设计和集成。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Putting the “Mix” in Mixed Methods: How to Integrate Quantitative and Qualitative Research in Early Childhood Special Education Research
Mixed methods research (MMR) has the potential to be a powerful tool to expand the ways early intervention/early childhood special education (EI/ECSE) scholarship understands and informs practice. Integration, or the purposeful combination of quantitative and qualitative research approaches, is central for rigorous MMR. However, it can be challenging to identify and enact integration because integration processes and procedures can vary greatly depending on a study’s purpose(s), design, and underlying philosophical assumptions and priorities. In this article, we offer guidance on ways EI/ECSE researchers can engage in meaningful and purposeful integration. We highlight three critical decision-making points: integration dimension or type, integration timing, and relative emphasis of methods when integrating. Additionally, we discuss related considerations to particularly ensure strong qualitative designs and integration within MMR.
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来源期刊
CiteScore
4.60
自引率
4.80%
发文量
18
期刊介绍: Topics in Early Childhood Special Education (TECSE) communicates information about early intervention, which is defined broadly and includes services provided to (a) infants, toddlers, and preschoolers who are at risk for or display developmental delays and disabilities and (b) the families of such youngsters. TECSE includes articles on personnel preparation, policy issues, and operation of intervention programs. The intent is to publish information that will improve the lives of young children and their families. Manuscripts from (a) diverse theoretical perspectives, (b) all disciplines related to early intervention, and (c) all authors with information of value to the early intervention community are welcome. There are two topical issues—which address an identified problem, trend, or subject of concern and importance to early intervention—and two non-topical issues.
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