Show simple item record  

dc.contributor.authorMcChesney, Katrinaen_NZ
dc.contributor.authorAldridge, Jillen_NZ
dc.date.accessioned2019-09-17T03:04:54Z
dc.date.available2019-05-27en_NZ
dc.date.available2019-09-17T03:04:54Z
dc.date.issued2019en_NZ
dc.identifier.citationMcChesney, K., & Aldridge, J. (2019). Weaving an interpretivist stance throughout mixed methods research. International Journal of Research and Method in Education, 42(3), 225–238. https://doi.org/10.1080/1743727X.2019.1590811en
dc.identifier.issn1743-727Xen_NZ
dc.identifier.urihttps://hdl.handle.net/10289/12879
dc.description.abstractA recurring debate in mixed methods research involves the relationship between research methods and research paradigms. Whereas some scholars appear to assume that qualitative and quantitative research methods each necessarily belong with particular research paradigms, others have called for greater flexibility and have taken a variety of stances toward the integration of paradigms and methods in mixed-method studies. In this article, we review these arguments and stances, positioning ourselves in favour of flexible (but intentional) integration of any research method with any research paradigm. We then draw on a recent study of teachers’ experiences of professional development to provide an illustration of how a single paradigm can be used to inform the entirety of a mixed methods study, including study design, data collection, analysis and reporting. This illustration is particularly noteworthy since past mixed-method studies that have been grounded in a single paradigm have typically used the post-positivist paradigm, whereas our study involved an interpretive stance and a social constructivist epistemology. This article may, therefore, provide a useful resource for those considering the design of mixed methods studies as well as a practical demonstration to support theoretical claims in support of moving away from binary methods–paradigm associations and assumptions.en_NZ
dc.language.isoen
dc.rightsThis is an author’s accepted version of an article published in the journal: International Journal of Research and Method in Education. © 2019 Informa UK Limited, trading as Taylor & Francis Group.
dc.subjectMixed methods research
dc.subjectinterpretivist paradigm
dc.subjectcross-cultural research
dc.subjectsocial constructivist research
dc.subjectparadigm
dc.subjectteacher voice
dc.subjectprofessional development
dc.titleWeaving an interpretivist stance throughout mixed methods researchen_NZ
dc.typeJournal Article
dc.identifier.doi10.1080/1743727X.2019.1590811en_NZ
dc.relation.isPartOfInternational Journal of Research and Method in Educationen_NZ
pubs.begin-page225
pubs.elements-id236682
pubs.end-page238
pubs.issue3en_NZ
pubs.publication-statusPublisheden_NZ
pubs.volume42en_NZ
dc.identifier.eissn1743-7288en_NZ


Files in this item

This item appears in the following Collection(s)

Show simple item record