The Prevalence of Philosophical Assumptions Described in Mixed Methods Research in Education

Autor/in	Coates, Adam
Titel	The Prevalence of Philosophical Assumptions Described in Mixed Methods Research in Education
Quelle	In: Journal of Mixed Methods Research, 15 (2021) 2, S.171-189 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Coates, Adam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1558-6898
DOI	10.1177/1558689820958210
Schlagwörter	Mixed Methods Research; Educational Research; Philosophy; Journal Articles; Incidence + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Philosophie; Journal article; Zeitschriftenaufsatz; Vorkommen
Abstract	Philosophical arguments are expected to provide the foundation of research and should be mentioned when reporting research. This study explores the presentation of philosophical assumptions in 1,026 mixed methods research (MMR) articles from the field of education. Eighty-one papers (7.9%) provided philosophical commitments, and 31 distinct stances were claimed. Philosophy was presented with different roles, including that philosophical stance can direct the decision to use mixed methods or result from that choice. This article contributes the field of MMR by highlighting an oversight in the reporting practices of the MMR community. Possible causes for the findings include weaknesses in research education and knowledge. Alternative models of the research process may be required to accurately match descriptions of research practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01