Formazione & insegnamento
ISSN: 2279-7505 | Published: 2019-12-31
This landing page is part of an alternate academic indexing and SEO initiative curated by Pensa MultiMedia and the Executive Editorial Office.
Main Article Landing Page: https://ojs.pensamultimedia.it/index.php/siref/article/view/3827
Full Text HTML (viewer): missing data
Full Text PDF (viewer): https://ojs.pensamultimedia.it/index.php/siref/article/view/3827/3474
Full Text HTML (file): missing data
Full Text PDF (file): https://ojs.pensamultimedia.it/index.php/siref/article/download/3827/3474
Alternate URL (this mirror): https://formazione-insegnamento.eu/2019-17/3/3827-mixed-methods-in-the-educational-research-what-are-they
Title: Mixed methods in the educational research: what are they? Where do they come from? Where are they going? Origins and future directions
Abstract: The aim of this paper is to consider the Mixed Method research, the reasons for its success and dissemination in the educational field where the hybridizations of quantitative and qualitative approaches seem to better show the complexity of reality than a mono-method vision. The several mixed research designs are characterized by flexibility and methodological integration that become a peculiar feature of the Mixed Method approaches, for which it has not been provided a unique and official definition yet. But in this lackness, we can see the distinctive and fruitful feature of the mixed approaches which should not be used indiscriminately but adopted only when necessary to answer the research questions, according to a pragmatic perspective. The dialectical pluralism can therefore replace the rigid paradigmatic stance, paving the way for the development directions of this field of research that is experimenting an integrative way from a phase of operationalism, triangulation of methods and combination of methodologies.
Keywords:
Title: Approcci misti nella ricerca educativa: cosa sono? Da dove provengono? Dove sono diretti? Origini e prospettive future
Abstract: Lo scopo del presente contributo è quello di prendere in considerazione la ricerca Mixed Method, le ragioni del suo affermarsi e della sua diffusione in ambito educativo dove le ibridazioni di approcci quantitativi e qualitativi oggi sembrano spiegare meglio la complessità della realtà rispetto ad una visione mono-metodo. La flessibilità e integrazione metodologica che caratterizzano i vari disegni di ricerca misti diventano un aspetto costitutivo dell'approccio Mixed Method del quale manca ancora in letteratura una definizione unica e ufficiale. Ma in questa mancanza ravvisiamo il tratto distintivo e fecondo degli approcci misti cui non bisogna ricorrere in modo indiscriminato, ma adottare solo quando necessari a rispondere alle domande di ricerca, secondo una prospettiva pragmatica. In tal modo il pluralismo dialettico può prendere il posto di una rigida postura paradigmatica, segnando le direzioni di sviluppo futuro di questo ambito di ricerca che da una fase di operazionalismo, triangolazione di metodi e combinazione di metodologie, sta sperimentando una via integrativa.
Keywords:
Title: Approches mixtes en recherche éducative: que sont-elles?D'où viennent-ils?Où sont-ils dirigés?Origines et perspectives futures
Abstract: Le but de cette contribution est de prendre en considération la recherche de méthodes mixtes, les raisons de son affirmation et sa diffusion dans le domaine de l'éducation où les hybridations des approches quantitatives et qualitatives aujourd'hui semblent mieux expliquer la complexité de la réalité par rapport à une vision mono-metado.La flexibilité et l'intégration méthodologique qui caractérisent les différentes conceptions de recherche mixte deviennent un aspect constitutif de l'approche de méthode mixte dont une définition unique et officielle est toujours manquante dans la littérature.Mais dans ce manque, nous reconnaissons le trait distinctif et fructueux des approches mitigées auxquelles nous ne devons pas recourir sans discernement, mais pour adopter uniquement lorsque cela est nécessaire pour répondre aux applications de recherche, selon une perspective pragmatique.De cette façon, le pluralisme dialectique peut remplacer une posture paradigmatique rigide, marquant les orientations de développement futurs de ce domaine de recherche qui, d'une phase d'opérations, de la triangulation des méthodes et de la combinaison des méthodologies, expérimentent un chemin intégratif. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: Enfoques mixtos en investigación educativa: ¿Qué son?¿De dónde vienen?¿Dónde se dirigen?Orígenes y perspectivas futuras
Abstract: El objetivo de esta contribución es tener en cuenta la investigación del método mixto, las razones de su afirmación y su difusión en el campo educativo donde las hibridaciones de enfoques cuantitativos y cualitativos hoy en día parecen explicar mejor la complejidad de la realidad en comparación con una visión mono-metado.La flexibilidad y la integración metodológica que caracterizan los diversos diseños de investigación mixtas se convierten en un aspecto constitutivo del enfoque de método mixto del cual todavía falta una definición única y oficial en la literatura.Pero en esta falta reconocemos el rasgo distintivo y fructífero de los enfoques mixtos a los que no debemos recurrir indiscriminadamente, sino adoptar solo cuando sea necesario para responder aplicaciones de investigación, según una perspectiva pragmática.De esta manera, el pluralismo dialéctico puede tomar el lugar de una postura paradigmática rígida, marcando las instrucciones de desarrollo futuras de esta área de investigación que desde una fase de operaciones, la triangulación de métodos y la combinación de metodologías, está experimentando con una ruta integradora. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: Abordagens mistas na pesquisa educacional: o que são?De onde eles vêm?Onde eles são direcionados?Origens e perspectivas futuras
Abstract: O objetivo dessa contribuição é levar em consideração a pesquisa de métodos mistas, as razões de sua afirmação e sua difusão no campo educacional, onde hoje as hibridizações de abordagens quantitativas e qualitativas parecem explicar melhor a complexidade da realidade em comparação com uma visão mono-metado.A flexibilidade e a integração metodológica que caracterizam os vários projetos de pesquisa mista se tornam um aspecto constitutivo da abordagem do método misto, da qual ainda falta uma definição única e oficial na literatura.Mas, nessa falta, reconhecemos a característica distinta e frutífera das abordagens mistas às quais não devemos recorrer indiscriminadamente, mas adotar apenas quando necessário para responder a aplicações de pesquisa, de acordo com uma perspectiva pragmática.Dessa maneira, o pluralismo dialético pode substituir uma postura paradigmática rígida, marcando as direções futuras de desenvolvimento desta área de pesquisa que, de uma fase de operações, a triangulação de métodos e a combinação de metodologias, está experimentando um caminho integrativo. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Amaturo, E., & Punziano, G. (2016). I Mixed Methods nella ricerca sociale. Roma: Carocci. Anguera, M. T., Blanco-Villaseñor, A., Losada, J. L., Sánchez-Algarra, P., & Onwuegbuzie, A.
J. (2018). Revisiting the difference between mixed methods and multimethods: Is it all in the name? Quality & Quantity, 52(6), 2757-2770
Bazeley, P. (2018). Mixed methods in my bones’: Transcending the qualitative-quantitative divide. International Journal of Multiple Research Approaches, 10(1), 334-341
Bowleg, L., Fielding, N., Maxwell, J., & Molina-Azorin, J. F. (2016). The future of mixed methods: A five-year projection to 2020. MMIRA: White Papers.
Bryman, A., Bresnen, M., Beardsworth, A., & Keil, T. (1988). Qualitative research and the study of leadership. Human relations, 41(1), 13-29
Campbell, D. T. (1978). Qualitative knowing in action research. The social contexts of method, 184-209
Campbell, D. T., & Fiske, D. W. (1959). Convergent and discriminant validation by the multitrait-multimethod matrix. Psychological bulletin, 56(2), 81. Approcci misti nella ricerca educativa 203
Clark, V. L. P., & Ivankova, N. V. (2015). Mixed methods research: A guide to the field (Vol. 3). Sage Publications.
Creamer, E. G. (2017). An introduction to fully integrated mixed methods research. SAGE Publications.
Creswell, J. W. (2014). A concise introduction to mixed methods research. Sage Publications.
Creswell, J. W., & Clark, V. L. P. (2007). Designing and conducting mixed methods research. Sage publications.
Creswell, J. W., & Clark, V. L. P. (2011). Designing and conducting mixed methods research (2nd ed). Sage publications.
Creswell, J. W., & Clark, V. L. P. (2018). Designing and conducting mixed methods research. (3rd ed). Sage publications.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Denzin, N. K. (1978). Triangulation: A case for methodological evaluation and combination. Sociological methods, 339-357
Denzin, N. K. (2010). Moments, mixed methods, and paradigm dialogs. Qualitative inquiry, 16(6), 419-427
Dewey, J. (2015). Le fonti di una scienza dell'educazione. Edizione, traduzione e saggio introduttivo di Antonio Cosentino. Napoli: Fridericiana editrice universitaria.
Fàbregues, S., & Molina-Azorín, J. F. (2017). Addressing quality in mixed methods research: A review and recommendations for a future agenda. Quality & Quantity, 51(6), 28472863
Fetters, M. D. (2016). “Haven’t We Always Been Doing Mixed Methods Research?” Lessons Learned From the Development of the Horseless Carriage.
Fetters, M. D. (2018). Six equations to help conceptualize the field of mixed methods. https://doi.org/101177/1558689818779433 (ver. 22-4-2019)
Fetters, M. D., & Freshwater, D. (2015). The 1+ 1= 3 Integration Challenge. Journal of Mixed Method Research, 9 (2), pp. 115-117 https://doi.org/101177/1558689815581222
Flick, U. (2017). Mantras and myths: the disenchantment of mixed-methods research and revisiting triangulation as a perspective. Qualitative Inquiry, 23(1), 46-57
Freshwater, D. (2007). Reading mixed methods research: Contexts for criticism. Journal of Mixed Methods Research, 1(2), 134-146
Greene, J. C. (2007). Mixed methods in social inquiry (Vol. 9). John Wiley & Sons.
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), 255274
Guest, G. (2013). Describing mixed methods research: An alternative to typologies. Journal of Mixed Methods Research, 7(2), 141-151
Hesse-Biber, S. N., & Johnson, R. B. (Eds.). (2015). The Oxford handbook of multimethod and mixed methods research inquiry. Oxford University Press.
Johnson, R. B. (2017). Dialectical pluralism: A metaparadigm whose time has come. Journal of Mixed Methods Research, 11(2), 156-173
Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational researcher, 33(7), 14-26
Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of mixed methods research, 1(2), 112-133
Johnson, B., & Turner, L. A. (2003). Data collection strategies in mixed methods research. Handbook of mixed methods in social and behavioral research, 297-319
Krathwohl, D. R. (1993). Methods of educational and social science research: An integrated approach. Longman/Addison Wesley Longman.
Maxwell, J. A. (2016). Expanding the history and range of mixed methods research. Journal of Mixed Methods Research, 10(1), 12-27
Mauceri, S. (2017). L’avvento dell’era dei mixed methods. Nuovo paradigma o deadline di un dibattito? Sociologia e Ricerca Sociale.
McKeown, B., & Thomas, D. B. (2013). Q methodology (Vol. 66). Sage publications.
Mertens, D. M. (2003). Mixed methods and the politics of human research: The transforma, Ilaria Salvadori 204 tive-emancipatory perspective. Handbook of mixed methods in social and behavioral research, 135-164
Molina-Azorin, J. F., & Fetters, M. D. (2016). Mixed methods research prevalence studies: Field-specific studies on the state of the art of mixed methods research. Journal of Mixed Methods Research. 10 (2), 123-128
Mortari, L. (2007). Cultura della ricerca e pedagogia. Prospettive epistemologiche. Roma: Carocci.
Pearce, L. D. (2015). Thinking outside the Q boxes: Further motivating a mixed research perspective. Oxford handbook of multimethod and mixed methods research inquiry, 4256
Pelto, P. J. (2015). What is so new about mixed methods?. Qualitative Health Research, 25(6), 734-745
Picci, P. (2012). Orientamenti emergenti nella ricerca educativa: i metodi misti. Studi sulla Formazione/Open Journal of Education, 15(2), 191-201
Ponce, O. A., & Pagán-Maldonado, N. (2015). Mixed methods research in education: Capturing the complexity of the profession. International Journal of Educational Excellence, 1(1), 111-135
Poth, C. N. (2018). Innovation in Mixed Methods Research: A Practical Guide to Integrative Thinking with Complexity. SAGE Publications Limited.
Ramlo, S. (2016). Mixed method lessons learned from 80 years of Qmethodology. Journal of Mixed Methods Research, 10(1), 28-45
Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches (Vol. 46). Sage.
Tashakkori, A., & Creswell, J. W. (2007). The new era of mixed methods [Editorial]. Journal of mixed methods research, 1(1), 3-7
Uprichard, E., & Dawney, L. (2019). Data diffraction: Challenging data integration in mixed methods research. Journal of Mixed Methods Research, 13(1), 19-32. Approcci misti nella ricerca educativa 205