Mixing It Up About Methods
Bibliographic Data
| ID | 9735322 |
|---|---|
| Authors | Robert G Croninger (University of Maryland, College Park, corresponding author), Linda Valli (University of Maryland, College Park, corresponding author) |
| Year | 2009 |
| Volume | 38 |
| Issue | 7 |
| Pages | 541-545 |
| Publication date | 2009-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x09348787 |
| OpenAlex | W2125143276 |
| Language | EN |
| Citations received | 1 |
| References cited | 17 |
The authors respond to the commentaries (this issue of Educational Researcher) on a series of articles (in the March 2009 issue of Educational Researcher) that discuss the challenges associated with measuring reading instruction. The authors argue that the teaching of reading is a complex, multifaceted phenomenon best studied through a variety of overlapping and complementary methods, quantitative and qualitative. They describe how they put this belief into practice in their longitudinal study of reading and mathematics instruction, and they use other articles derived from that study to demonstrate how a mixed methods research design can enhance our understanding of instructional practices and aspects of the social and cultural contexts that influence those practices. They argue against a return to the paradigm wars that plagued education research during the 1980s
Best practice · Educational research · Epistemology · Mathematics education · Multimethodology · Pedagogy · Phenomenon · Political science · Qualitative research · Reading (process · Social science · Sociology · Variety (cybernetics · Computer Science · Educator Training and Historical Pedagogy · Mathematics Education and Teaching Techniques · Psychology · Teacher Education and Leadership Studies
Sage Handbook of Mixed Methods in Social & Behavioral Research
On Making Determinations of Quality in Teaching
Toward a Conceptual Framework for Mixed-Method Evaluation Designs
Teachers as Cultural Mediators
The Merits of Mixing Methods in Evaluation
Who (Else) Is the Teacher? Cautionary Notes on Teacher Accountability Systems
Reinterpreting the development of reading skills
The Paradigm Wars and Their Aftermath A “Historical” Sketch of Research on Teaching Since 1989
Sharpening Our Focus in Measuring Classroom Instruction
Edu Poli tical Research
The Cultural Practice of Reading and the Standardized Assessment of Reading Instruction
Where Is the Action?” Challenges to Studying the Teaching of Reading in Elementary Classrooms
Advancing Educational Policy by Advancing Research on Instruction
The Changing Roles of Teachers in an Era of High-Stakes Accountability
Creating Classroom Cultures
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,07 |
| Citation span | 2011 - 2011 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |