Mixing It up about Methods

Autor/inn/en	Croninger, Robert G.; Valli, Linda
Titel	Mixing It up about Methods
Quelle	In: Educational Researcher, 38 (2009) 7, S.541-545 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X09348787
Schlagwörter	Stellungnahme; Research Design; Methods Research; Educational Researchers; Reading Instruction; Mathematics Instruction; Teaching Methods; Evaluation Methods + Suchen Sie Ihr Suchwort? Forschungsdesign; Methodenforschung; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Leseunterricht; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The authors respond to the commentaries 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10