Philosophy in mixed methods teaching: The transformative paradigm as illustration

Donna M. Mertens

188 citations0/0 files storedInternational Journal of Multiple Research Approaches

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Abstract

As teachers of mixed methods, we have a responsibility to nurture our students’ abilities to think through their choices in terms of mixed methods research based on a critically examined understanding of their philosophical assumptions. The belief systems associated with the transformative paradigm are used to illustrate the importance of teaching philosophical frameworks as a part of mixed methods instruction. Teachers and students of research will improve their practice by engaging in critical self-reflection and dialogue about the philosophical assumptions that underlie their positions as researchers. This is an important area of exploration for mixed methods researchers who seek to improve the validity of their findings.

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References

1994Handbook of Qualitative Research 1963The Structure of Scientific Revolutions 1994Competing paradigms in qualitative research.2004Mixed Methods Research: A Research Paradigm Whose Time Has Come 2009Research design: Qualitative, quantitative, and mixed methods approaches, 3rd ed.1997Research and Evaluation in Education and Psychology: Integrating Diversity With Quantitative, Qualitative, and Mixed Methods 2008Foundations of Mixed Methods Research: Integrating Quantitative and Qualitative Approaches in the Social and Behavioral Sciences 2006From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools

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