Promoting Quality of Mixed Methods Consultation Research: A Synergistic Participatory Framework

Autor/inn/en	Nastasi, Bonnie K.; Hitchcock, John H.; Gutierrez, Raquel; Oshrin, Stephanie
Titel	Promoting Quality of Mixed Methods Consultation Research: A Synergistic Participatory Framework
Quelle	In: Journal of Educational and Psychological Consultation, 32 (2022) 1, S.22-45 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
DOI	10.1080/10474412.2021.1887743
Schlagwörter	Mixed Methods Research; Consultation Programs; Evaluation Criteria; Statistical Analysis; Qualitative Research; Validity; Credibility; Participatory Research + Suchen Sie Ihr Suchwort? Fachberatung; Statistische Analyse; Qualitative Forschung; Gültigkeit; Glaubwürdigkeit; Forschungstätigkeit
Abstract	The purpose of this article is to provide researchers with a framework for promoting high quality mixed methods school-based consultation research. Furthermore, this article is intended for researchers and practitioners interested in evaluating their practice. To meet these objectives, we address quality criteria for quantitative (validity) and qualitative (trustworthiness). From there, we review also multiple schemes for quality (legitimation) criteria in mixed methods and propose a "synergistic participatory approach" that includes legitimation criteria for the integration of qualitative and quantitative work throughout the research process, from conceptualization to dissemination. Our view of integration also applies to the application of findings, which is an idea aligned with participatory processes inherent in our approach to consultation practice. Finally, we discuss and illustrate the application of legitimation criteria to consultation research and evaluation. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01