Integrating data in a complex mixed‐methods classroom interaction study
Bibliographic Data
| ID | 11160304 |
|---|---|
| Authors | Sigrun K Ertesvåg (0000-0001-7804-8571, University of Stavanger Norway, corresponding author), Pam Sammons (0000-0001-6988-6784, University of Oxford), Pamela Sammons (University of Oxford UK), Ulf Blossing (0000-0001-5033-9289, University of Gothenburg Sweden) |
| Year | 2021 |
| Volume | 47 |
| Issue | 3 |
| Pages | 654-673 |
| Publication date | 2021-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0141-1926 • E-ISSN: 1469-3518 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/berj.3678 |
| OpenAlex | W3083435792 |
| Language | EN |
| Citations received | 2 |
| References cited | 28 |
Mixed‐methods (MM) designs have gained increasing interest in educational research. Still, many studies collect quantitative and qualitative data but report these data separately and do not attempt to integrate them in practice. The aim of this article is to discuss the purposes and processes of integrating qualitative and quantitative data in an MM classroom interaction study. Issues regarding mixing and integration, including how to overcome integration barriers, are discussed. Based on this outline, the study then presents details about the various integration processes adopted in a recent MM study on classroom interaction in Norway. The possibilities and challenges of integration to produce new knowledge and a deeper understanding throughout the research process in classroom studies are illustrated with a specific focus on points of interface. A key issue is whether the new knowledge obtained in an MM study is more than the sum of the individual quantitative and qualitative parts. Using selected questions from the MM alphabet proved a helpful heuristic for guiding the iterative processes of integration and provided richer explanations and an enhanced understanding of the implementation and impact of a complex classroom intervention initiative. The study provides a new methodological contribution to the MM literature by examining the integration processes and challenges faced in a specific study
Data science · Educational research · Heuristic · Management science · Mathematics education · Multimethodology · Process (computing) · Qualitative property · Qualitative research · Sociology · Artificial Intelligence · Behavioral and Psychological Studies · Computer Science · Educational Assessment and Improvement · Engineering · Psychology · Teacher Education and Leadership Studies
Integrating Analyses in Mixed Methods Research
Sage Handbook of Mixed Methods in Social & Behavioral Research
Meaningful integration within mixed methods studies
Teacher-Student Relationships and Engagement
Integrating Quantitative and Qualitative Results in Health Science Mixed Methods Research Through Joint Displays
Species Richness of Parasite Assemblages
Achieving Integration in Mixed Methods Designs—Principles and Practices
Describing Mixed Methods Research
Methodological Rigor in Mixed Methods
Publishing a Methodological Mixed Methods Research Article
Stories and Statistics
Triangulation and Mixed Methods Designs
The Journal of Mixed Methods Research Starts a New Decade
Data Diffraction
Associations between observed patterns of classroom interactions and teacher wellbeing in lower secondary school
Exploring variations in teachers' work, lives and their effects on pupils
Theoretical triangulation as an approach for revealing the complexity of a classroom discussion
How to Construct a Mixed Methods Research Design
Designing and Conducting Mixed Methods Research
| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2025 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |