Introductions

Introductions

• Introductions

• Positioning myself

• A definition of mixed methods research

• Steps in the process of designing a mixed methods study

View research as set of interactive components; not always linear

• View research as set of interactive components; not always linear

• Focus on rigorous data collection and analysis

• Work as an applied research methodogist

• Trained in quantitative, self-trained in qualitative, lst generation mixed methods writer

• Serve as a consultant on mixed methods on projects

• Work on projects in an order not in proposal format; then I reassemble into proper format

A Definition of Mixed Methods Research

• A Definition of Mixed Methods Research

Qualitative

• Qualitative

• Text Data

• This is a sample of a text file of words that might be collected on interview transcripts, observation fieldnotes, or optically-scanned documents.

Collects both quantitative and qualitative data

• Collects both quantitative and qualitative data
• “Mixes” them
• “Mixes” them at the same time (concurrently) or one after the other (sequentially)
• Emphasizes both equally or unequally

Quantitative data

• Quantitative data

• Instruments
• Checklists
• Records

Qualitative analysis

• Qualitative analysis

• Use text and images,
• For coding
• For theme development
• For relating themes

To compare results from quantitative and qualitative research

• To compare results from quantitative and qualitative research

• To use qualitative research to help explain quantitative findings

• To explore using qualitative research and then to generalize findings to a large population using quantitative research

• To develop an instrument because none are available or useful

• To augment an experiment with qualitative data

The insufficient argument – either quantitative or qualitative may be insufficient by itself

• The insufficient argument – either quantitative or qualitative may be insufficient by itself

• Multiple angles argument – quantitative and qualitative approaches provide different “pictures”

• The more-evidence-the-better argument – combined quantitative and qualitative provides more evidence

• Community of practice argument – mixed methods may be the preferred approach within a scholarly community

• Eager-to-learn argument – it is the latest methodology

• “Its intuitive” argument – it mirrors “real life”

Preliminary considerations

• Preliminary considerations

• Creating a title

• Posing a general question

• Listing the types of data collection and analysis

• Making explicit your worldview

• Identifying your research design

• Drawing a figure of your design

• Writing a purpose statement

• Writing research questions

• Completing a research plan

Writing the title

• Writing the title

• Short
• Topic
• Participants
• Include the words “Mixed methods”
• Neutral –neither quan or qual

Write it as a question

• Write it as a question

• Look to see how it is phrased

• Make sure that it is specific enough and focused (an answerable question)

• Ask yourself, “when I end the study, what question would like to have answered?”

Quantitative data (closed-ended)

• Quantitative data (closed-ended)

• Instruments
• Behavioral checklists
• Records

Quantitative Sources of Data

• Quantitative Sources of Data

Qualitative analysis

• Qualitative analysis

• Use text and images,
• For coding
• For theme development
• For relating themes
• Design-type

One paradigm (pragmatism, transformative) (Tashakkori & Teddlie, 2003; Mertens, 2003)

• One paradigm (pragmatism, transformative) (Tashakkori & Teddlie, 2003; Mertens, 2003)

• Multiple paradigms (dialectic perspective) (Greene, 2007)

• Linking paradigms to design features) (Creswell & Plano Clark, 2007)

• Epistemological stance (ontology, epistemology, axiology, methodology) (Guba & Lincoln, 2005)

• Shared beliefs in a research field (Morgan, 2007)

• What it is

• How it informs your study

Advocacy lens (feminist, racial, ethnic, disability, sexual orientation) (Mertens, 2003)

• Advocacy lens (feminist, racial, ethnic, disability, sexual orientation) (Mertens, 2003)

• Social science lens (social science theory)

• Components:

• What is it
• Who has used it in your field
• How it will shape your study (rephrase your guiding research question, if a lens applies)

Procedures for handling your qualitative and quantitative data

• Procedures for handling your qualitative and quantitative data

• Sequence – concurrent or sequential or both

• Emphasis – emphasis on qualitative or quantitative

• Sometimes both concurrent and sequential phases are used

• Designs may include more than two phases

• Think about using a simple, elegant design

Concurrent Designs

• Concurrent Designs

• Use strategies to explore contradictory findings
• Use parallel questions
• Select sub-sample of quantitative for qualitative
• Be sensitive to bias from one data collection to the other

This mixed methods study will address _________________ (overall content aim of the study). An embedded mixed method design will be used, and it is a design in which one data set provides a supportive, secondary role in a study based primarily on the other data set. The primary purpose of this study will use ________________ (quantitative instruments) to test the theory of _____________ (the theory) that predicts that __________________ (independent variables) will influence ________________ (positively, negatively) the __________ (dependent variables or outcomes) for ____________ (participants) at __________ (the research site). A secondary purpose will be to gather qualitative data _______________ (type of qualitative data, such as interviews) that will explore ____________ (the central phenomenon) for _________________ (participants) at _____________(site). The reason for collecting the secondary database is ________________ (e.g., to address different question, to provide support for the primary purpose).

• This mixed methods study will address _________________ (overall content aim of the study). An embedded mixed method design will be used, and it is a design in which one data set provides a supportive, secondary role in a study based primarily on the other data set. The primary purpose of this study will use ________________ (quantitative instruments) to test the theory of _____________ (the theory) that predicts that __________________ (independent variables) will influence ________________ (positively, negatively) the __________ (dependent variables or outcomes) for ____________ (participants) at __________ (the research site). A secondary purpose will be to gather qualitative data _______________ (type of qualitative data, such as interviews) that will explore ____________ (the central phenomenon) for _________________ (participants) at _____________(site). The reason for collecting the secondary database is ________________ (e.g., to address different question, to provide support for the primary purpose).

Qualitative central question

• Qualitative central question

• Begin with “what” or “how”
• Focus on single phenomenon
• Use exploratory verbs (discover, understand, explore)
• Non-directional language
• A general question (allowing participants’ perspectives to emerge)

Can be hypotheses or questions

• Can be hypotheses or questions

• State variables – independent, dependent, mediating, covariates

• Develop from theory

• Use distinct measures for independent and dependent variables

• Order variables from independent to dependent

Write qualitative research questions and write quantitative research questions/hypotheses

• Write qualitative research questions and write quantitative research questions/hypotheses

• Also write a mixed methods research question

• Write these questions separately

Three ways to write this question:

• Three ways to write this question:

• Methodologically-focused:

• To what extent do the qualitative results confirm the quantitative results?
• Content-focused:
• How do the interviews with adolescent boys support the quantitative results that their self-esteem changes during the middle school years?
• Hybrid of quantitative and qualitative elements:
• What results emerge from comparing the exploratory qualitative data about boy’s self-esteem with outcome quantitative instrument data measured on a self-esteem instrument?

Title

• Title

• Introduction

• (Problem)
• Worldview/theoretical lens
• Audience
• Purpose Statement
• Research Questions

• (Literature Review)

• Methods

• Type of Mixed Methods Design (also add definition of mixed methods)
• Types of Data Collection
• Types of Data Analysis
• Sequence/Emphasis/ Mixing Procedures
• Figure of procedures
• Anticipated methodological issues

• Ethical issues anticipated

• Validity issues

• Researcher resources and skills

• References, Appendices

Books:

• Books:

• Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.

• Creswell, J. W. (2008). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage Publications.

• Greene, J. C. (2007). Mixed methods in social inquiry. San Francisco: Jossey-Bass.

• Mertens, D. M. (2005). Research methods in education and psychology: Integrating diversity with quantitative and qualitative approaches (2nd ed.). Thousand Oaks, CA: Sage Publications.

• Plano Clark, V. L., & Creswell, J. W. (2008). The mixed methods reader. Thousand Oaks, CA: Sage.

• Tashakkori, A. & Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches. Thousand Oaks, CA: Sage Publications.

• Tashakkori, A. & Teddlie, C. (Eds.) (2003). Handbook of mixed methods in social and behavioral research. Thousand Oaks, CA: Sage Publications.

Articles and Chapters:

• Articles and Chapters:

• Caracelli, V. J., & Greene, J. C. (1993). Data analysis strategies for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 15 (2), 195-207.

• Creswell, J. W., Plano Clark, V. L., Gutmann, M., & Hanson, W. (2003). Advanced mixed methods research designs. In: A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research (pp. 209-240). Thousand Oaks, CA: Sage.

• Creswell, J. W., Plano Clark, V. L., & Garrett, A. L. (2008). Methodological issues in conducting mixed methods research. In M.M. Bergman (Ed.), Advances in mixed methods research. London: Sage.

• Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11 (3), 255-274.

• Ivankova, N. V., Creswell, J. W., & Stick, S. (2006). Using mixed methods sequential explanatory design: From theory to practice. Field Methods, 18(1), 3-20.

• Morgan, D. L. (2007). Paradigms lost and pragmatism regained. Journal of Mixed Methods Research, 1, 48-76.

• Morse, J. M. (1991). Approaches to qualitative-quantitative methodological triangulation. Nursing Research, 40, 120-123.