title: Extending understandings: Possibilities and considerations for mixed methods research

authors: McChesney, Katrina

subjects: mixed methods research

abstract: Mixed methods research is increasingly popular both within and beyond education because of the advantages offered by combining qualitative and quantitative methods. Some mixed methods research, however, does not fully harness the potential or depth that mixed methods has to offer. In this article, I consider some of this potential in terms of how mixed methods research can contribute to addressing “wicked problems,” theory generation, and culturally responsive research. I then discuss two important considerations for quality mixed methods research: appropriate paradigmatic foundations and the genuine integration of qualitative and quantitative components. The article is intended to provide both provocations and resources for those learning about, teaching about, considering, using, or contributing to mixed methods research in education.

text: Extending understandings: Possibilities and considerations for mixed methods research Mixed methods research is increasingly popular both within and beyond education because of the advantages offered by combining qualitative and quantitative methods. Some mixed methods research, however, does not fully harness the potential or depth that mixed methods has to offer. In this article, I consider some of this potential in terms of how mixed methods research can contribute to addressing “wicked problems,” theory generation, and culturally responsive research. I then discuss two important considerations for quality mixed methods research: appropriate paradigmatic foundations and the genuine integration of qualitative and quantitative components. The article is intended to provide both provocations and resources for those learning about, teaching about, considering, using, or contributing to mixed methods research in education.

year: 2021

title: A Cross-national Comparative Study of Work-family Stressors, Working Hours and Well-being: China and Latin America versus the Anglo World

authors: Spector, Paul E.

subjects: work-family stressor

abstract: A comparative study of work-family stressors, work hours and well-being was described contrasting 3 culturally distinct regions: Anglo (Australia, Canada, England, New Zealand, and U.S.), China (Hong Kong, People’s Republic of China, and Taiwan) and Latin America(Argentina, Brazil, Colombia, Ecuador, Mexico, Peru, and Uruguay). Samples of managers were surveyed in each country, and country data were combined for the 3 regions. Support was found for the hypothesis that Anglos would demonstrate a stronger positive relation between work hours and work-family stressors than Chinese and Latins. In all 3 samples, work-family stressors related to increased job satisfaction and reduced well-being. Latins were found to work the most hours, have the most children, and report the highest job satisfaction. China was the only region in which being married and having more children related positively to all measures of well-being.

text: A Cross-national Comparative Study of Work-family Stressors, Working Hours and Well-being: China and Latin America versus the Anglo World A comparative study of work-family stressors, work hours and well-being was described contrasting 3 culturally distinct regions: Anglo (Australia, Canada, England, New Zealand, and U.S.), China (Hong Kong, People’s Republic of China, and Taiwan) and Latin America(Argentina, Brazil, Colombia, Ecuador, Mexico, Peru, and Uruguay). Samples of managers were surveyed in each country, and country data were combined for the 3 regions. Support was found for the hypothesis that Anglos would demonstrate a stronger positive relation between work hours and work-family stressors than Chinese and Latins. In all 3 samples, work-family stressors related to increased job satisfaction and reduced well-being. Latins were found to work the most hours, have the most children, and report the highest job satisfaction. China was the only region in which being married and having more children related positively to all measures of well-being.

year: 2004

title: Talking together: The effects of traditional Māori Pedagogy on children’s early literacy development

authors: Derby, Melissa

abstract: This article presents findings from a project that sought to determine the effects of a home-based literacy intervention on bilingual (English and Te Reo Māori) preschool children’s early literacy skills. The culturally responsive intervention, which was adapted from Tender Shoots, incorporated traditional Māori teaching and learning approaches, such as the use of storytelling, songs, games, and reminiscing about the past, as practices for supporting key cognitive skills crucial to foundational literacy, specifically phonological awareness and vocabulary knowledge. Over a 12-week period, during which the intervention was conducted, data were gathered from eight Māori preschool children and their families. The study utilised a crossover design. Four children and their families participated in the Rich Reading and Reminiscing (RRR) component of the intervention, which ran for six weeks, followed by the Strengthening Sound Sensitivity (SSS) portion of the intervention. The remaining four children completed the intervention in the reverse order of delivery. The crossover approach established a control in the study and allowed the effects of each part of the intervention on the aforementioned cognitive skills to be more clearly revealed. Overall, the data indicate that traditional Māori pedagogical practices helped to strengthen the early literacy skills of the children participating in the study.

text: Talking together: The effects of traditional Māori Pedagogy on children’s early literacy development This article presents findings from a project that sought to determine the effects of a home-based literacy intervention on bilingual (English and Te Reo Māori) preschool children’s early literacy skills. The culturally responsive intervention, which was adapted from Tender Shoots, incorporated traditional Māori teaching and learning approaches, such as the use of storytelling, songs, games, and reminiscing about the past, as practices for supporting key cognitive skills crucial to foundational literacy, specifically phonological awareness and vocabulary knowledge. Over a 12-week period, during which the intervention was conducted, data were gathered from eight Māori preschool children and their families. The study utilised a crossover design. Four children and their families participated in the Rich Reading and Reminiscing (RRR) component of the intervention, which ran for six weeks, followed by the Strengthening Sound Sensitivity (SSS) portion of the intervention. The remaining four children completed the intervention in the reverse order of delivery. The crossover approach established a control in the study and allowed the effects of each part of the intervention on the aforementioned cognitive skills to be more clearly revealed. Overall, the data indicate that traditional Māori pedagogical practices helped to strengthen the early literacy skills of the children participating in the study.

year: 2023-02