Mixed Methods Applications in Action Research: From Methods to Community Action
... common practices in action research studies in higher education. 21 The collection of quantitative and qualitative data occurred concurrently and sets of data were analyzed separately. The results from quantitative and qualitative strands were combined and interpreted together to draw overall conclusions. ...
... The results from quantitative and qualitative strands were combined and interpreted together to draw overall conclusions. 21 The CTLS was involved in all phases, except for planning and acting, which were carried out by faculty members in their capacity as academic community pharmacists with an insider perspective. ...
... Both researchers then recoded all data, improving intercoder agreement. 21 Codes were organized into emerging categories, and category frequency distribution across all questions was determined with Excel. ...
... Sometimes referred to as the third methodological movement (Teddlie & Tashakkori, 2012), advocates of this relatively new approach maintain that use of mixed methods permits researchers answer their research questions that other research approaches considered alone, are unable to (Denzin, 2007). Additionally, mixed methods allow researchers to benefit from strengths and tackle with weaknesses of both approaches, provide additional or supplementary perspectives, help researchers cross-validate their findings, and thus lead to improved outcomes and more credible evidence (Ivankova, 2015). Another distinctive characteristic of mixed methods studies is the employment of iterative and cyclical research approach which involves going beyond the data through inductive reasoning and reaching from general facts to specific ones as in deductive reasoning (Teddlie & Tashakkori, 2012). ...
... With regard to potential benefits of use of mixed methods approaches in action research, Ivankova (2015) maintains that it enhances methodological base of research by developing an integrated strategy for handling complicated issues of particular importance. Furthermore, she draws conceptual, philosophical, and procedural similarities between these two modes of research justifying that both designs: ...
... The need to understand different perspectives, as in action research, necessitates addressing complex questions that can be of quantitative or qualitative in nature, thus enabling researchers understand different perspectives. Through enhancement, verification or corroboration of findings gained in this way yields comprehensive information, facilitates improved transferability of the effects of the action or intervention to other settings, and fosters sustainability of meaningful change (Ivankova, 2015). In this sense, mixed methods action research is conducted both in-depth and in-breadth, allowing researchers not only to ask more complex and varied questions but also to test, verify, and confirm their findings (i.e., solutions). ...
In its broadest sense, action research is a methodical attempt used by a wide range of professionals and disciplines in a wide range of educational and social environments. Action research can be employed to uncover problems and their solutions, improve practices, understand the effects of an intervention, bring positive changes, or produce results that benefit one or more individuals in a given context through joint work of all parties involved. Action research has several unique characteristics that set it apart from other forms of research. It is a research process undertaken by, with, and for people who will be collectively influenced by its outcomes, thus, making it a democratic and empowering process. Action researchers typically employ a recursive set of reflective and analytical procedures that involve planning, action, evidence gathering, and data analysis. There are diverse models and practices done collectively or singly, as in self‐studies. While qualitative research designs have traditionally been utilized by action researchers, there is a growing trend toward mixed methods design. Based on their research questions, mixed method action researchers collect and evaluate both qualitative and quantitative data, which are then mixed or merged concurrently or sequentially in a single study or in multiple phases of a study. Although the use of mixed methods design in action research may bring a number of major advantages, some critical considerations should be taken into account while developing, performing, and synthesizing mixed methods action research outcomes.
... Action research is a means for individuals to understand and improve concerns within their situated contexts through a cyclical and iterative process (Creswell & Guetterman, 2019;Herr & Anderson, 2005;Ivankova, 2015;Mertler, 2020). Multiple steps are involved, including identifying a problem, reconnaissance, planning, acting, evaluating, and monitoring (Ivankova, 2015). ...
... Action research is a means for individuals to understand and improve concerns within their situated contexts through a cyclical and iterative process (Creswell & Guetterman, 2019;Herr & Anderson, 2005;Ivankova, 2015;Mertler, 2020). Multiple steps are involved, including identifying a problem, reconnaissance, planning, acting, evaluating, and monitoring (Ivankova, 2015). Reconnaissance research is an important step in which the researcher conducts small research projects to better understand the nature and context of the problem under investigation (Ivankova, 2015;Mertler, 2020). ...
... Multiple steps are involved, including identifying a problem, reconnaissance, planning, acting, evaluating, and monitoring (Ivankova, 2015). Reconnaissance research is an important step in which the researcher conducts small research projects to better understand the nature and context of the problem under investigation (Ivankova, 2015;Mertler, 2020). Multiple reconnaissance research projects may be undertaken based on the needs of the overall project (Buss, 2018(Buss, , 2019. ...
As part of a mixed-methods reconnaissance action research study, I assessed the impressions teachers had of using an innovation configuration for vocabulary instruction at an English education center in China. The quantitative data strand consisted of lesson artifacts and documents. The qualitative data strand consisted of semi-structured interviews with two teachers of English as a foreign language. Integrating both the quantitative and qualitative strands of data provided the following insights: (1) teachers had a positive impression of using the innovation configuration to address what they should cover for vocabulary instruction, (2) they used the innovation configurations to identify strengths and areas for improvement, and (3) they rethought how to structure their lessons to better engage students. These findings will be used to inform subsequent cycles of this action research project. These initial results, though, indicate that providing appropriate resources to stimulate teachers may prove beneficial in expanding their pedagogical knowledge.
... BOOSt is a participatory action research (PAR) study, using mixed methods to develop, implement and evaluate new Birthing on Country services with free-standing birth centres, in urban and rural settings. While BOOSt is a collaboration [41] between First Nations and non-First Nations partner organisations, our approach privileges First Nations knowledges, research methodologies [42,43] and ways of knowing, being and doing; based on the following four principles [44]: The PAR design applies a transformative/advocacy lens which drives a social justice agenda [41] (i.e. equity in health access, autonomy, improved outcomes and experiences for First Nations families). ...
... BOOSt is a participatory action research (PAR) study, using mixed methods to develop, implement and evaluate new Birthing on Country services with free-standing birth centres, in urban and rural settings. While BOOSt is a collaboration [41] between First Nations and non-First Nations partner organisations, our approach privileges First Nations knowledges, research methodologies [42,43] and ways of knowing, being and doing; based on the following four principles [44]: The PAR design applies a transformative/advocacy lens which drives a social justice agenda [41] (i.e. equity in health access, autonomy, improved outcomes and experiences for First Nations families). ...
... equity in health access, autonomy, improved outcomes and experiences for First Nations families). The process is dynamic and cyclical, using multiple data sources to identify and analyse issues, plan and implement actions and potential solutions, continuously evaluate and interpret impact, and revise in response to the evaluation [41]. Since PAR engages partners, locally-led co-creation of the new services is assured, with First Nations ways of knowing, being and doing taking precedence, and ensuring the relevance of evidence and knowledge generated [45]. ...
Background
With the impact of over two centuries of colonisation in Australia, First Nations families experience a disproportionate burden of adverse pregnancy and birthing outcomes. First Nations mothers are 3–5 times more likely than other mothers to experience maternal mortality; babies are 2–3 times more likely to be born preterm, low birth weight or not to survive their first year. ‘Birthing on Country’ incorporates a multiplicity of interpretations but conveys a resumption of maternity services in First Nations Communities with Community governance for the best start to life. Redesigned services offer women and families integrated, holistic care, including carer continuity from primary through tertiary services; services coordination and quality care including safe and supportive spaces. The overall aim of Building On Our Strengths (BOOSt) is to facilitate and assess Birthing on Country expansion into two settings - urban and rural; with scale-up to include First Nations-operated birth centres. This study will build on our team’s earlier work - a Birthing on Country service established and evaluated in an urban setting, that reported significant perinatal (and organisational) benefits, including a 37% reduction in preterm births, among other improvements.
Methods
Using community-based, participatory action research, we will collaborate to develop, implement and evaluate new Birthing on Country care models. We will conduct a mixed-methods, prospective birth cohort study in two settings, comparing outcomes for women having First Nations babies with historical controls. Our analysis of feasibility, acceptability, clinical and cultural safety, effectiveness and cost, will use data including (i) women’s experiences collected through longitudinal surveys (three timepoints) and yarning interviews; (ii) clinical records; (iii) staff and stakeholder views and experiences; (iv) field notes and meeting minutes; and (v) costs data. The study includes a process, impact and outcome evaluation of this complex health services innovation.
Discussion
Birthing on Country applies First Nations governance and cultural safety strategies to support optimum maternal, infant, and family health and wellbeing. Women’s experiences, perinatal outcomes, costs and other operational implications will be reported for Communities, service providers, policy advisors, and for future scale-up.
Trial registration
Australia & New Zealand Clinical Trial Registry # ACTRN12620000874910 (2 September 2020).
... As a study design, mixed methods participatory action research allows the development of studies that have scientific rigor and practical transferability for use by relevant populations (Ivankova & Wingo, 2018). This approach also supports gathering comprehensive information to define and describe phenomenon, encourages collaboration and reflexivity among all individuals involved in the research process, and intentionally considers systemic issues (Ivankova, 2015). For our team, we used this design to more fully hold space for rural Black youths' lived experiences and to practically contribute to change actions that support desired educational attainment in this community. ...
... Briefly, an initial step involved understanding the problem of postsecondary education access and opportunity among rural Black youth from the vantage of the current literature. Recognizing that extant literature was limited in attending to the voices of or involving rural Black youth in explicating the postsecondary education access experience from an asset-based perspective, the lead author determined that a mixed methods participatory approach would be useful to conceptualize postsecondary education access and factors relevant to rural Black youth, capitalizing on the conceptual advantages of participatory action research such as community involvement (Ivankova, 2015) as well as the combined advantages of qualitative and quantitative approaches when learning from and with marginalized populations such as rural Black youth (Watson-Singleton et al., 2023). ...
While researchers have used qualitative and quantitative methods to study postsecondary education access opportunity for rural Black youth, the use of critical mixed methods approaches to examine postsecondary education inequities for rural Black youth is unrealized. The purpose of this paper is to highlight lessons learned in using equity-centered, participatory approaches to study postsecondary education access and opportunity for rural Black youth and to develop a critical, asset-based scale to quantitatively investigate postsecondary education opportunity and access for rural Black youth. This study is informative for researchers seeking to develop critical, asset-based measures and instruments, and for educators and policymakers seeking to attend to place-based and racial educational inequities.
... We established an environment of co-learning among the CAC members and the researcher. To help alleviate power dynamics that often occur between researchers and advisory committee members, numerous strategies were employed (Ivankova, 2015). First, the researcher engaged the CAC members at the start of the study, explained general research processes, and clarified the role of the CAC members to provide honest and open feedback throughout the study by sharing their thoughts and ideas based on their own lived experiences. ...
... For example, we reiterated that all ideas were accepted and thanked each person when they contributed. Also, we provided time and space for CAC members to think about an idea and share their thoughts as well as ask questions if they needed more information (Ivankova, 2015). ...
This qualitative study used an inclusive and participatory research approach to examine the perspectives of people with intellectual and developmental disabilities (IDD) on instrumental supports. Instrumental supports include concrete and direct ways people assist others in solving a problem or accomplishing a task, including helping to access and navigate formal supports and services. Natural supporters play essential roles in setting up and maintaining formal supports for individuals with IDD. Family members that provide instrumental support are responsible for integrating the formal and informal supports for the best mix of supports based on the person with IDD’s needs and preferences. This study examined the instrumental support people with IDD received from and gave to their families related to physical support, healthy living, financial support, and navigating formal services. Thirty virtual interviews were conducted using the dyadic interview method with 10 adults with IDD and 10 family members who they chose. Findings showed that people with IDD received natural supports from their family in numerous areas including physical help, support to be healthy, and financial support. Also, families helped with formal supports by navigating the system of services for people with IDD. In addition to receiving support from their families, people with IDD also provided some reciprocal support to their families, specifically in the areas of physical help and healthy living. Implications for practice and policy are shared along with directions for future research.
... The choice of conducting mixed-method action research design is most efficient for the purposes intended behind this study as it yields a strong methodological approach, and foundation that targets practical classroom problems (Ivankova, 2015). Moreover, Ivankova and Wingo (2018) advance that opting for quantitative and qualitative methods and combining them with action research "can produce more scientifically sound and more transferable results" (p. 2) and can help "secure an effective and scientifically sound approach to action/intervention planning, implementation, and monitoring" (p. ...
... Even though one of the known limitations of action research is its limited generalizability, the findings of this study are promising as they prove that students can improve their critical thinking through using critical thinking-based instruction and activities without making any disruptions or reconstructions of the school's curriculum a suggested by Marin and Halpern (2011). Additionally, by adopting mixed methods procedures into the action research cycle, a more 'solid ground' has been provided to sustain the resulting changes and to guarantee the implementation of the action/intervention results in other professional contexts (Ivankova, 2015). Moreover, the current study determines the overall development of critical thinking, including skills and dispositions. ...
Since acquiring critical thinking is a necessity to make sense of today’s world, many teachers are looking for effective strategies that they can utilize in their classrooms to help students become apt critical thinkers. The present study, therefore, aims to investigate some of those strategies by adopting a mixed-method action research approach that was designed to implement, track, and evaluate the impact of integrating critical thinking-based instruction and activities as a part of the school curriculum to promote critical thinking skills and dispositions among Moroccan high school students. The significance of this study lies in its contribution to the field of critical thinking-based instruction in EFL education, as it can inform teachers, curriculum developers, and other education stakeholders on how to enhance students’ critical thinking. Hence, the main questions posed by this study dealt with identifying the most effective instructional activities to develop students’ critical thinking and their impacts on students’ critical thinking skills and dispositions. The study sample consists of a class of 14 students who were selected to participate in a four-stage action research cycle for one school year. The 14 students were also invited to complete a questionnaire, and then six of them were selected to take part in semi-structured interviews. The study’s findings reveal a noticeable and encouraging improvement in students’ critical thinking skills and dispositions. Furthermore, the study provides practical implications for EFL teachers to promote students’ critical thinking without disrupting the school curriculum.
... The questionnaire was designed with similar approach as used in the student's questionnaire. Furthermore, short semi-structured interviews were conducted by the principal investigator with the teachers each week after their classes to provide synthesis with the quantitative data from the questionnaire (Ivankova, 2014). The conversation of the interviews was recorded and transcribed for thematic analysis, fluidly probe deeper into both teacher's questionnaire input based on their responses (Opie & Brown, 2019;Cohen et al., 2017). ...
... With the analysis from both quantitative and qualitative data, triangulation from these sources was reflected upon, providing the breadth and depth to answer the research questions (Ivankova, 2014). The quantitative data collected in this research was cross validated with the qualitative data to interpret the causation of the event through convergence, differentiating or both (Kurniawan, 2018). ...
... Thus, studies that do not integrate the two strands in some way do not qualify as MMR. Ivankova (2015) described three forms of integration, distinguishable by process and timing. The timing of integration may also be referred to as the point of interface (Morse and Niehaus, 2009a). ...
This paper offers a tutorial on mixed methods research (MMR) for policing scholars to highlight its potential, encourage its use, and inform best practices, with the aim to enhance the reputation of the field with respect to methodological rigor. We review the design and reporting standards for MMR and include examples from published policing research to showcase quality applications and identify areas for improvement. In this emerging and often misunderstood methodological paradigm, which consists of dynamic research designs and multiple interrelated components, it is crucial that authors follow best practices for design and reporting to ensure their studies meet the criteria for methodological rigor and improve future implementation of mixed methods in policing research.
... This diagram served as a vital aid in understanding the experimental flow and the systematic gathering of data to address the research inquiries, ensuring clarity and coherence throughout the research mixed (Ivankova, 2021). ...
This thesis investigates the impact of background music on cognitive performance and emotional experiences within classroom environments, guided by the Dual Coding Theory and the Arousal and Mood Hypothesis. These theories suggest that auditory stimuli can simultaneously engage cognitive processes and emotional responses, thereby influencing learning outcomes. The primary objective of this research is to explore how background music affects students' cognitive and emotional states and to determine its efficacy as an educational tool in diverse learning environments. Employing a mixed-methods approach, the study engaged a sample of 100 undergraduate design students from a private university, utilizing random sampling to ensure a representative demographic spread. Quantitative data were collected through surveys using a five-point Likert scale to assess students' perceptions and cognitive responses to background music. Qualitative insights were derived from open-ended questions, enriching the quantitative data and providing nuanced views on the emotional impact of music. The analysis revealed that background music significantly enhances cognitive performance and emotional well-being in students who prefer background music, demonstrating improved concentration and reduced anxiety during tasks. Conversely, for students with low preference or tolerance for background music, the effects can be detrimental, leading to increased distraction and emotional distress. These findings highlight the importance of individual differences in auditory sensitivity and music preference in educational settings. The study contributes to educational psychology by demonstrating that the strategic use of background music can significantly alter learning dynamics. However, it also emphasizes the need for educators to tailor auditory environments to individual preferences and the specific context to maximize educational outcomes. The thesis concludes with recommendations for integrating music thoughtfully into educational practices and suggests areas for future research to further delineate the boundaries of music’s impact on learning.
... 37 In addition, sampling for a mixed-methods study must help answer the research question, and this depends on whether both QUAN and QUAL data are to be collected from the same or different individuals. 29,38 In this study, all the data were collected from the same participants. We employed a one-time convergent design to draw meta-inferences regarding whether and why learners' confidence in their understanding of telenursing is expanded by linking the QUAN and QUAL learning experiences. ...
Objective
Telenursing e-learning courses have been shown to enhance nurses’ skills and knowledge; however, the subjective learning experience is unclear. In this study, we identified meta-inferences to quantitatively and qualitatively understand this experience, as well as the types of knowledge gained through an e-learning course and how they are linked to each other, in order to enhance nurses’ confidence in their understanding of telenursing.
Methods
We employed a single-arm intervention with a mixed-methods convergent parallel design. We converged participants’ self-reported pre- and post-course confidence scores with their reflections on the learning experience, which were reported qualitatively as improved or unimproved. A total of 143 Japanese nurses with a mean of 20 years of nursing experience participated in this study.
Results
Among the participants, 72.7% demonstrated improved confidence in their understanding of telenursing after completing the e-learning course. The baseline confidence score was originally higher in the group that reported unimproved confidence (p < .001). Although there was no statistical difference in the usability and practicality scores between the two groups, the qualitative learning experience in these aspects differed in terms of the depth of knowledge of telenursing obtained.
Conclusions
Nurses’ quantitative confidence in their understanding of telenursing after course completion was incongruent with their qualitative perspectives of the learning experience. Nursing educators, healthcare policymakers, and other stakeholders should consider that learners’ overconfidence in their understanding of telenursing and comprehension of e-learning materials may result in their failure to develop key telenursing competencies, skills, and knowledge.
... Bu avantajlarının yanı sıra öğretmen tarama listelerinin sınırlılıkları da bulunmaktadır (Acar vd., 2016;Biber vd., 2021 (Creswell & Plano-Clark, 2018;Fraenkel vd., 2012;Ivankova, 2014). Karma yöntem araştırmalarında nitel ve nicel yöntemlerin birlikte kullanılmasını içeren diyalektik duruş (Greene & Hall, 2010), bu çalışma kapsamında faydacı bir yaklaşım benimsenmesini sağlamıştır (Creswell & Plano-Clark, 2018;Johnson vd., 2007;Shannon-Baker, 2016;Tashakkori & Creswell, 2007). ...
... However, this approach ignores the iterative, and sometimes messy, nature of systemic research that aims at system change. The action research framework has often been discussed as compatible with a mixed methods design, and can give more structure to the research design to tackle the complex nature of systems research, while highlighting the iterative element of the work (Ivankova, 2015). Action research has been applied in many disciplines, from systems engineering (Staron, 2020) to healthcare (Koshy et al., 2011). ...
Rock materials, such as sand, gravel, and crushed rock, serve as the foundation of our society. Known collectively as aggregates, these materials are essential for building foundations, concrete, and roads, making them the second most extracted material globally after water. Since these materials are often extracted directly from nature, responsible production is crucial to ensure long-term environmental sustainability. Meeting sustainability objectives requires comprehensive environmental reporting to fulfil Environmental, Social, and Governance (ESG) demands. In response to this need, Environmental Product Declarations (EPDs) have gained prominence in the construction sector.
However, EPDs, based on Life Cycle Assessment (LCA), do not fully capture all relevant environmental aspects for aggregate extraction and production facilities, often referred to as quarries. This highlights the need for a holistic perspective when it comes to environmental management. EPDs can also cause challenges for producers who may face resource constraints, data collection difficulties, and limitations in environmental knowledge during the process of producing an EPD. Moreover, regarding EPDs solely as communication tools overlooks a value creation opportunity to identify environmental improvements in production systems. Therefore, integrating LCA with production simulations can enhance environmental management, necessitating the development of tools that simplify and support producers in this endeavour.
This thesis proposes a tool structure based on the development work of an industry-specific EPD software tool, and explores its integration into environmental management practices for quarries, with the aim of improving environmental performance. By identifying potential industry-specific environmental impacts, the thesis highlights knowledge gaps and delineates the limitations of LCA tools when combined with production simulations aiming towards a more holistic perspective of environmental performance. Additionally, it offers recommendations for best practices in combining LCA tools into quarry environmental management to overcome limitations, and identifies key areas where industry improvements can be achieved.
Access via: https://research.chalmers.se/en/publication/540070
... The quantitative phase involved logit regression analysis of a large, secondary dataset (the T4 teacher survey), followed by an online focus group (OFG) discussion with eight education professionals as part of the qualitative phase. Statistical findings from the quantitative analysis were used to frame the questions used in the OFG and detail the results already obtained ( ⇡ Ivankova, 2014 ; ⇡ Morse, 1991 ). This approach was used to first seek an understanding of the relationship between SLM and different elements of the use of technology, and then to understand how and why teachers were making decisions about their use of technologies during remote learning ( ...
... Action research framework (inspired fromIvankova, 2015). ...
This Ph.D. work provides a comprehensive overview of psychosocial action research
conducted within a multidisciplinary urban redevelopment project, aimed at improving the quality of life within the economically and socially precarious downtown area of Seraing (Belgium).
Public urban green space (UGS) interventions are recognized as cost-effective public health interventions, yet optimal implementation methods to maximize benefits and minimize side effects remain under-researched. Many UGS interventions focus their investments on the structural aspects of these spaces, neglecting to recognize the impact of more psycho-socio-environmental variables. Following the iterative process inherent to action research, this Ph.D. work examines the relationship between residents and UGSs to better understand how to implement effective UGS interventions in this specific area, while aiming to produce an analysis, based on theory and practice that can be applied to other territories experiencing similar urban challenges.
Action research remains a rarely used approach in social and environmental
psychology (SEP) and is mostly considered as a heterodox idea. Therefore, this Ph.D. work has also to be seen as an attempt to field-test this approach. While it seems challenging to claim both a high degree of scientific validity and significant field impact, including some experimental methods in the process, makes this approach still appropriate in a project being primarily problem-focused.
This pilot project highlights the importance of moving beyond day-to-day urban
management solutions, to a long-term perspective. This means taking the time to
invest in a proper field analysis, where SEP has his place by allowing a better
understanding of the issue before committing public funds to potentially ineffective
or even counterproductive interventions.
... A comprehensive mixed-methods approach was employed for data collection, drawing from both published and unpublished sources in the same location and context during the same study period [22][23][24][25][26]. This approach, which incorporates qualitative and quantitative research methods, aims to comprehensively explore a research hypothesis. ...
An integrated multivariate approach was applied to gain a deeper understanding of the feeding biology of hilsa shad, Tenualosa ilisha, collected from six different aquatic habitats across Bangladesh. This approach involved linking climatic factors, ecological factors, plankton abundance in water, reproductive traits, and plankton ingestion data. Climatic data were obtained from the National Oceanic and Atmospheric Administration (NOAA) and Climate Data Online (CDO) databases on a monthly basis. Water quality parameters were observed on-site at various sampling sites. Plankton data from water bodies and hilsa guts were collected monthly from the study areas and analyzed in the laboratory. The results obtained were averaged for each month. The correlation tests, multivariate approaches, cluster analyses, and regression analyses revealed that the gonadosomatic index was primarily influenced by climatic factors, the abundance of ingested gut plankton, and heir compositions. The analysis of selectivity indices confirmed that plankton preferentially ingested selective taxa. Thirteen plankton groups were identified in the water column of six different hilsa habitats. The dominant phytoplankton groups were Bacillariophyceae (34–53%), Chlorophyceae (31–50%), Cyanophyceae (4–8%), and Euglenophyceae (1–3%). Additionally, Copepoda, Rotifera, and Cladocera were the most numerous zooplankton groups. Hilsa shad primarily consumed Bacillariophyceae (38–57%), Chlorophyceae (35–53%), and Cyanophyceae (4–6%). However, they also exhibited selective ingestion of higher quantities of Bacillariophyceae and Chlorophyceae to fulfill specific and unique metabolic needs. Cluster analysis revealed the variability of phytoplankton and zooplankton abundance in water and gut in relation to diverse locations. Combining all the datasets, a principal component analysis (PCA) was applied. The first two principal components explained more than 54% of the variability. The first component explained the association between the gonadosomatic index and eco-climatic factors, while the second component extracted the cluster of ingested gut plankton in relation to salinity and pH. Pearson’s correlations and linear regression analyses showed that the number of gut plankton had a positive influence on the gonadosomatic index (GSI). Finally, the outcomes from these extensive datasets have provided a better understanding of the selective feeding behavior and the influence of feeding biology on the gonadal maturation of T. ilisha. This understanding is likely to be useful for maintaining and improving the growth and productivity of the existing production systems for this transboundary species.
... The analysis process began with reading each transcript through to get a sense of it, starting with the most "rich" interview and underlining segments of text that related to participants' experiences of the phenomena of interest. CG then coded segments with use of in vivo coding [41] to create descriptive comments, maintaining participants' own wording where possible. After reading through the transcript again, CG added conceptual comments to help enrich understanding of the phenomenon, adjusted/expanded codes to represent all discrete experiences, organized codes relevant to the research question into sub-themes and themes, and arranged these into a table. ...
Background
User perspectives and involvement are crucial for improving substance use treatment service provision. First-hand accounts provide rich perspectives on how users experience change within therapeutic approaches like music therapy. People with substance use problems have a higher incidence of experiencing challenges with impulsivity, hyperactivity and inattention. Such challenges can negatively affect social functioning and outcomes of substance use treatment. Music therapy can offer people a means to regulate emotions and facilitate social relationships. There is a lack of research on user perspectives of music therapy in substance use treatment, and we could identify no studies that explore user perspectives of music therapy for adults with substance use problems and co-occurring impulsivity, hyperactivity and inattention.
Methods
The aim of this phenomenological study was to center the voices of people living with co-occurring attention deficit hyperactivity disorder (ADHD) and substance use disorder (SUD) to understand how they experience music and music therapy in their process of recovery. We used a hermeneutic phenomenological approach to qualitative analysis of transcripts from in-depth interviews with 8 adult service users from a Norwegian substance use treatment facility.
Results
Our main finding was that music and music therapy enabled experiences of motivation and mastery that ultimately afforded social belonging. The participants demonstrated detailed and nuanced understanding of how they use music to steer the energy and restlessness that are characteristic of ADHD, to change mood, and to shift negative thought patterns. These forms of music-centered regulation served as pre-requisites for more active and gratifying participation in social communities. For several participants, musicking offered a means of establishing drug-free identity and fellowship. The motivation and mastery experienced during musicking lowered the threshold for social engagement, and served as an incentive for continuing substance use treatment for some participants.
Conclusions
The nuanced descriptions from our participants illustrate the importance of motivation, and how music therapy can contribute to motivation in substance use treatment. In particular, the context surrounding musicking, adaptations from the music therapist, and social affordances of such musicking contributed to pleasure, mastery, participation, development of identity and social belonging, which in interaction generated motivation.
... This study used a mixed-methods research approach. Usually, mixed-methods research makes use of both quantitative and qualitative forms of data in a single study to study the phenomena from multiple perspectives (Gray, Mills, & Airasian, 2012;Ivankova, 2015;Lawrent, 2018). In this study, the two forms of data were used for triangulation purposes. ...
This study investigated the influence of the learning environment in the mastering 3Rs in public primary schools in Nyang’hwale District, Tanzania. The study was guided by three objectives namely: factors that lead to pupils’ failure to master 3Rs from standard one up to standard three in public primary schools in Nyang’hwale District, Tanzania, how school environment supports pupils to master 3Rs in public primary schools in Nyang’hwale District. The other objective was to find out the solutions on how we can improve the mastering of the 3Rs to secondary school pupils in Nyang’hwale District. The study used a mixed research approach where both qualitative and quantitative approaches approach were applied. The sample size of the study was 106 respondents, who were obtained through percentages. The participants were selected using simple random sampling stratified sampling and purposive sampling while data of the study were collected through questionnaires and interview guides. Quantitative data were coded through Statistical Package for Social Sciences (SPSS) 20 edition and were analysed by thematic analysis technique. On their part, qualitative data were analysed through content after being grouped. The analysed data were presented in charts, graphs, Tables and explanations. The findings of the study show that there was poor mastery of the 3Rs among primary school pupils in Nyang’hwale District. Most of the primary school pupils in Nyang’hwale District were found to have the problem of poor mastering of the 3Rs. In addition, the findings indicate that the teaching and learning environment had a great influence on the mastering of the 3Rs to primary school pupils in Nyang’hwale District. The study recommends that Teachers should implement strategic teaching methodologies and apply current teaching and learning materials.
... Consequently, the results of the research comprise both the practical and scientific findings, as well as the process itself. Typical of action research, we used mixed methods to collect and analyze the data (D in Figure 2; Ivankova, 2015). ...
A key advantage of public participation GIS (PPGIS) tools has been seen as increasing the polyphony of urban planning by reaching the wisdom of crowds. However, the challenge is to enable participation for those who do not have the skills or resources. This article describes participatory action research where the authors of the article collaborated with a local city planning activist at the Kontula Mall, Helsinki (Finland) to improve the participation of a group marginalized from the renewal process (i.e., immigrant entrepreneurs) using a PPGIS tool (Maptionnaire). The case study provided insights into the potential for city planning activism to bring out marginalized groups’ perspectives and use PPGIS. Moreover, the research also revealed barriers to polyphony in current planning practices. Nevertheless, planning activism can enable the participation of the marginalized by coming into contact with them, providing them with information, and bringing their perspectives to the collaboration. The PPGIS tool can serve as a platform to collect participatory data through different response modes. Local activism can also facilitate the questionnaire’s co-design, testing, and marketing. Therefore, a bottom-up approach can be a way to improve the impact of PPGIS and enhance polyphony in urban planning.
... To justify a proper methodology pertinent to the above multidisciplinary propositions, this study referred to Ivankova's [71] mixed-method approach (85) in multidisciplinary research. The rationale for using a mixed method was to use quantitative and qualitative perspectives to examine the sustainability alignment of suppliers' selection criteria in the industrial revolutions. ...
Suppliers have evolved alongside industrial revolutions induced by their selection criteria for over two centuries. While sustainability has remained a pledge in their inter-creditor agreements, the claims of 11,000 scientists regarding the Earth’s colossal pollution and the calls of 196 nations to reach net-zero emissions by 2030 have accentuated concerns regarding the sustainability of supply selection criteria. Twenty supply selection criteria and seventy associated indicators were identified in industrial revolutions. The identified criteria and indicators were forwarded to 250 volunteers with expertise in the supply chain across six industries. Maintaining confidentiality, the volunteers were first requested to rank the criteria and related indicators concerning the three pillars of sustainability, the environmental, economic, and social, using The second request was to mark the percentage of influence of economic criteria and the related indicators on environmental and social sustainability. The third request was to state their professional views on sustainability during the industrial revolutions. Statistical analyses of the responses suggested that the identified supplier selection criteria were not equally driven by economic, environmental, and social sustainability. Supply chain professionals supported the statistical analysis and confirmed that the economic indicators dominating the selection of suppliers were significantly higher than the environmental and social criteria. They also confirmed that economic indicators have negatively impacted environmental and social sustainability during industrial revolutions. They recommended that transitioning into sustainable supply chains requires shifting emphasis from economic to environmental and social sustainability.
... We chose Ivankova's (2015) mixed methods methodological framework for action research to guide our project over 2 years. The cyclical nature of the action research promoted a fluidity and flexibility within the project that was critical to responding to challenges that arose with centring our project on the apiscope as a living system, specifically the loss of both hives over winter, 2018. ...
Integrated STEAM education (science, technology, engineering, art, and mathematics) has been shown to effectively foster global competencies as well as school and societal engagement for 21st century learners of diverse backgrounds. However, facilitating quality STEAM teaching and learning can be challenging for teachers, particularly in the area of subject integration and assessment. This is especially true in communities where value is placed on standardised testing and traditional single-subject forms of monitoring, measuring, and reporting on student knowledge. This article responds to the challenge for researchers and educators to develop novel approaches for authentic, integrated STEAM teaching and learning. We share the story of STEAM teaching and learning from within Aotearoa New Zealand’s first apiscope—living beehive—classrooms as teachers implement an innovative arts-centred STEAM teaching and learning approach to learning about bees. In this context, an unusual collaborative journey of students, teachers, researchers, and experts (scientist, beekeepers, artists) unfolds as they grapple with how best to integrate and assess STEAM teaching and learning that responds to students’ strengths and interests.
... A regular agenda item for these meetings has been cancer survivor input facilitated by rapid cycle analyses of our focus groups then beta testing feedback and now ongoing process evaluation based on best practices for mixed methods approach. 20 Because of our foundation of efficacious interventions (criterion 2), intervention development was based on the Cultural Adaptation Process model, an accepted adaptation science approach to translating efficacious interventions to new contexts and delivery channels. 21,22 An overview of the intervention description by TIDieR criteria is provided in Table 1 with additional relevant details reported in the following sections. ...
Objective
To facilitate replication and future intervention design of web-based multibehavior lifestyle interventions, we describe the rationale, development, and content of the Ai M, Plan, and act on LIFest Yles (AMPLIFY) Survivor Health intervention which provides healthy eating and exercise behavior change support for older cancer survivors. The intervention promotes weight loss, improvements in diet quality, and meeting exercise recommendations.
Methods
The Template for Intervention Description and Replication (TIDieR) checklist was used to provide a comprehensive description of the AMPLIFY intervention, consistent with CONSORT recommendations.
Results
A social cognitive theory web-based intervention founded on the core components of efficacious print and in-person interventions was conceptualized and developed through an iterative collaboration involving cancer survivors, web design experts, and a multidisciplinary investigative team. The intervention includes the AMPLIFY website, text and/or email messaging, and a private Facebook group. The website consists of: (1) Sessions (weekly interactive e-learning tutorials); (2) My Progress (logging current behavior, receiving feedback, setting goals); (3) Tools (additional information and resources); (4) Support (social support resources, frequently asked questions); and (5) Home page. Algorithms were used to generate fresh content daily and weekly, tailor information, and personalize goal recommendations. An a priori rubric was used to facilitate intervention delivery as healthy eating only (24 weeks), exercise only (24 weeks), or both behaviors concurrently over 48 weeks.
Conclusions
Our TIDieR-guided AMPLIFY description provides pragmatic information helpful for researchers designing multibehavior web-based interventions and enhances potential opportunities to improve such interventions.
... When teachers collaboratively develop and test their conceptions and actions, they can better deal with new theories and practices (Schnellert and Butler, 2014). Considering the potential of CAR in bringing about change at the classroom level, and developing teachers' professional learning, we have decided to employ a CAR approach that incorporates a mixed-methods design (Ivankova, 2015) to incorporate 21CC into teaching and learning process of mathematics classrooms. Both quantitative and qualitative methods of data collection were used concurrently to gather contextual information at different phases of the current study. ...
The current Collaborative Action Research (CAR) study is the second phase of the three-year study, titled ‘Mathematics Education for the 21st Century: A study of improving teaching and learning in mathematics at the junior secondary level in Sri Lanka’. The diagnostic study implemented in the phase 1 revealed many issues
affecting student learning in mathematics classrooms at the junior secondary level in the Central province. These issues must be addressed at multiple levels of the education system. Since we are from a university department of education , which is responsible for teacher education and professional development , we were motivated to address the issues of student learning and teachers’ teaching at the classroom level. The diagnostic study revealed that about 73% of students scored below 40 marks at the first term test in 2019, which was conducted by the provincial department of education. Around forty percent of students reported mixed feelings
towards mathematics and classroom observations revealed that all five standards used to assess teachers’ classroom practices need improvements. We decided to address these issues and improve student learning and 21st Century Competencies (21CC) using a CAR approach that focused on a sample of classrooms and teachers. Four university researchers collaborated with six teachers, one In-Service Advisor (ISA) and an education officer in the CAR process. The CAR implemented in three cycles, which addressed the following three key inquiry questions. 1. How can we introduce 21CC into mathematics teaching and learning in the Junior secondary level classrooms through CBAR by teachers? 2. How can we facilitate teacher professional learning through CBAR? 3. How effective is the CAR and the CBAR implemented by teachers/ISAs/and officers and how can we share our understandings with important others? We have started the process by conducting a workshop for resource persons by Prof B. Kaur (NIE, Singapore). Then we recruited collaborating teacher and officer researchers after a dissemination seminar held to share the findings of Phase 1 study with the provincial and zonal officers, principals, Mathematics teachers and ISAs. Subsequently, four initial workshops held in person on incorporating 21st century thinking and learning skills into mathematics teaching and learning process and using Classroom Based Action Research (CBAR) for improving student learning and teacher learning. At the end of first cycle the teacher and officer collaborators presented their CBAR proposals and received feedback from the university collaborators. Second cycle focused on implementing CBAR, progress review and providing guidance and feedback. Based on the reflections of the university team, further six workshops had been implemented online to provide necessary theoretical and conceptual inputs to the collaborators during the second cycle. Third cycle focused on the evaluation and reflecting on the CBAR and CAR, writing CBAR reports by collaborating teachers and officers, dissemination of findings of CBAR and CAR through participation in international and national research conferences, writing journal articles/ conference papers and publication of 2 digital books. Evaluations and reflections on the CBAR and CAR helped us to develop a socially situated model of CAR for incorporating 21CC in mathematics classrooms and improving student learning while facilitating teacher professional learning. Implications of our findings and the model for incorporating 21CC in mathematics classrooms for policy, practice and research are discussed and
conclusions are presented at the end of final chapter.
Key words: Collaborative Action Research, Classroom Based Action research, 21st Century
Competencies, Mathematics, Teaching and learning.
... Within the framework of action research, both qualitative and quantitative perspectives were adopted. Action research is based on not only qualitative methods but also quantitative and mixed methods (Chandler & Torbert, 2003;Creswell, 2002;Ivankova, 2014, Norton, 2009Torbert, 2000). According to Marti (2016) † , the use of qualitative methods is considered as the most common way to integrate the conventional research methods into action studies; however, measurement is generally required to support the social action regarding how "things" are distributed, and the use of quantitative methods is not rare. ...
The purpose of this study is to develop the students’ skills of change and continuity through activities based on the objects in fourth-grade social studies. In alignment with the scope, an action research design was used in which the researcher is also the executor. A criterion sampling was used for recruitment which resulted in 17 fourth-grade students agreeing to participate in the study. Data collection tools included achievement test, open-ended questions, semi-structured interview forms, video recording and student journals. Wilcoxon signed ranks test, grading key and content analysis were used in the analysis of the data. The results of the study showed that there is a significant difference between the pre-test and post-test scores of students in object-based activities. Within the scope of change and continuity, it was seen that students can identify similarities and differences, make estimations on the perception of future time, discover the effects of sociocultural context along with change and continuity, provide chronological visual evidences, and put them in order. However, it was found that students can’t develop multiple causality relationships related to change, that they interpret causes in relation to change and continuity from a limited perspective, that they do not consider different disciplines when expressing the powerful effects of technology in change processes.
... and approach. Ultimately, I believe in conducting scientific research that helps address real-world problems through an applied approach and with the goal of informing solutions (Ivankova, 2014). Given this, I align most closely with the pragmatist research paradigm, which allows for shifting between different paradigms depending on the research question being explored (Creswell & Clark, 2017). . ...
Aquaculture, or the farming of marine species, can diversify coastal economies, but development of this industry is hindered by negative perceptions or regulatory constraints. Commercial fishers are logical adopters of aquaculture, but can also mount opposition to its growth. This dissertation utilized innovation theory to understand fishers’ perceptions of and willingness to adopt aquaculture and drivers of and barriers to scallop aquaculture development in Maine (USA). Through a mail survey, lobster fishers’ perceptions of Maine’s aquaculture industry and their willingness to adopt aquaculture were assessed (Chapter 2). Individuals who were more satisfied with government management of aquaculture held more positive views while those who believed the number of farms and rate of aquaculture growth in the area in which they fished were too high and that aquaculture damaged the environment were more likely to hold negative views. Those who viewed aquaculture positively, had considered it in the past, had fished longer, and were diversified within fisheries were more likely to consider adoption while older individuals who derived a greater percentage of their income from commercial fishing were less likely to consider adoption. Given the interest in facilitating fisher adoption of aquaculture, this dissertation explored the adoption process through interviews with fishers who had taken aquaculture training programs or were farming (Chapter 3). The majority were farming species with established husbandry practices or markets and that aligned with commercial fishing activities. Fishers who would consider aquaculture in the future identified start-up costs as a barrier. Innovation system approaches consider the broader context within which individual adoption occurs. Applying the Technological Innovation Systems framework to data collected through interviews with key informants and a document analysis, factors important to scallop aquaculture development were identified. These included a need to increase market demand and establish all aspects of the supply chain (Chapter 4). To facilitate fisher adoption, training efforts should focus on younger fishers and business models that allow aquaculture operations to be viable at multiple scales should be supported. Given the variability in commercial fisheries, aquaculture is an opportunity to maintain Maine’s working waterfronts and maritime heritage (Chapter 5).
This chapter guides higher education researchers through various research paradigms and theoretical frameworks. It covers the principles of major paradigms like positivism, interpretivism, critical theory, and post-structuralism, detailing their ontological, epistemological, and methodological bases. Key theoretical frameworks such as constructivism, socio-cultural theory, and feminist theory are explored for their applications in research. Practical steps for selecting paradigms, conducting literature reviews, and maintaining reflexivity are provided to advance equitable and insightful research.
Este artículo presenta el diseño curricular para la mediación virtual de lectura en el Programa Nacional Salas de Lectura (PNSL) del Fondo de Cultura Económica (FCE), a partir de una investigación-acción transformacional. El estudio aborda la falta de mecanismos sistemáticos para que las personas voluntarias del PNSL puedan mediar lecturas de manera efectiva en entornos virtuales, lo que impacta negativamente en la promoción de la lectura por placer, esencial para la formación integral. El objetivo principal fue diseñar, ejecutar y evaluar el currículo para un Laboratorio de mediación virtual, a través de cinco ciclos de investigación-acción. En el Ciclo 1, se definieron los objetivos de trabajo en la mesa de mediación virtual; durante el Ciclo 1 se realizó un censo nacional para identificar a las personas que practican mediación virtual; en el Ciclo 3 se organizaron charlas para fomentar el intercambio de saberes; en el Ciclo 4 se diseñaron e implementaron dos módulos formativos para la mediación virtual; y el Ciclo 5 consolidó un currículo interdisciplinario con enfoque en gobernanza y diálogo entre personas voluntarias y el PNSL. La investigación destaca la necesidad de un enfoque colaborativo e interdisciplinario, y plantea implicaciones en la gobernanza, la participación ciudadana y la sostenibilidad operativa para una propuesta de esta naturaleza.
La presente investigación tuvo el propósito de mejorar el proceso de enseñanza-aprendizaje de la adición y sustracción en estudiantes de educación primaria, mediante la renovación y autonomía docente al favorecer sus competencias indagatorias y permearlos de atributos neuroeducativos. Fue desarrollada una investigación-acción donde participaron 14 docentes de primaria de la Ciudad de México; se realizó pretest y postest sobre concepciones indagatorias, que tuvieron un Alfa de Cronbach de 0.87 y diferencias estadísticamente significativas (p < .05); las fases cualitativas contemplaron la detección de estilos de aprendizaje con base al Modelo de Kolb y Felder-Silverman, alfabetización docente sobre neuroeducación, indagación de estrategias didácticas novedosas sobre este campo para implementarlas en el aula y una entrevista semiestructurada. Se vislumbró que incorporar la neuroeducación favorece a que el profesorado conozca cómo asimila-procesa información el cerebro y, por ende, cómo se le debe de enseñar a los estudiantes, para promover aprendizajes significativos y duraderos.
Many global higher educational institutions speak of accessibility, diversity, and inclusivity for students in terms of assignments, documents and syllabi, and assessments, but most in academia have not fully addressed the need for true accessibility in the learning management system (LMS) environment. The chosen LMS must be able to translate course content into meaningful lexicon for all students, including those who are multilingual, and/or have learning differences, yet it is not yet inherently capable of doing so. Faculty and higher educational leaders throughout the halls of higher learning do not have a universal, mandatory, standardized means of being trained in LMS best practices. Selections of a primary language interface can be made, but content uploaded by American English professors, for example, cannot be automatically translated into another language by a LMS. Many issues arise with how to provide alternative text for images in the testing environment without revealing the assessment’s answers, yet providing enough context with which to select the appropriate answer choice. We will explore the delicate balance of using alt text, scripting, translation, and other existing accessibility, diversity, and inclusivity tools within LMS platforms, address the need for global, universal LMS best practices training for academics, and delve into other issues that inhibit student success within the online learning environment.
The relatively recent trend of mixing MMR with other methodologies represents a significant methodological advancement in the field and on examination spans a diverse range of methodologies. The purpose of this paper is to provide an overview of recent trends in inter-methodology mixing. The paper will provide signposts to the methodological literature that has begun to conceptualize and advance these methodological innovations and highlights examples of empirical studies that are adopting these new forms of mixed methodological types. The article provides a snapshot of the current state of this trend with particular reference to the mixing and merging of MMR with four established methodologies: grounded theory, case study research, community-based participatory research, and action research.
Die doel van die navorsing was om boeliegedrag teen onderwysers by 40 skole in die John Taolo Gaetsewe-distrik te ondersoek en die lesse wat daaruit na vore kom te gebruik ten einde ʼn strategie te ontwikkel vir skoolhoofde om boeliegedrag teen onderwysers effektief te bestuur. Met die pragmatisme-paradigma as uitgangspunt, het ek van ʼn gemengde navorsingsontwerp gebruik gemaak om die studie uit te voer. Op grond van inligting verskaf deur die John Taolo Gaetsewe-distrikkantoor, het ek die kringbestuurders in gebiede waar probleme met boeliegedrag teen onderwysers ervaar word, gekontak. Die kringbestuurders het ’n lys van skole waar voorvalle van boeliegedrag teenoor onderwysers vir ’n ses-maande-periode (van Januarie tot Junie 2021) aangemeld is, verskaf. Uit die lys van 70 skole het ek 40 skole (10 hoërskole, 10 intermediêre skole en 20 primêre skole) vir die kwantitatiewe fase en drie skole uit die 40 skole (ʼn primêre skool, ’n intermediêre skool en ’n hoërskool) vir die kwalitatiewe fase gekies, op grond van hul ligging. Ek het doelgerigte kriterium-gebaseerde steekproefneming gebruik om die deelnemers vir die kwalitatiewe fase te identifiseer. Deur middel van sistematiese steekproefneming is ’n steekproef van 40 skoolhoofde, 40 vakbondverteenwoordigers en 200 onderwysers as respondente geïdentifiseer om vraelyste tydens die kwantitatiewe fase te voltooi. Die data-insameling is afgeskop met ’n dokumentontleding van relevante regsdokumente met die oog daarop om die werkgewers se regsplig en onderwysers se regte tot ’n veilige omgewing, die regsraamwerk vir die hanteer van boeliegedragklagtes en regsmiddele beskikbaar vir onderwysers as slagoffers vas te stel. In die kwalitatiewe fase het ek met vyf onderwysers, twee skoolhoofde en twee vakbondverteenwoordigers semigestruktureerde onderhoude gevoer. Dit het my ’n dieper insig gegee ten opsigte van die aard, omvang en gevolge van boeliegedrag en het my toegelaat om die probleme wat die bestuur van boeliegedrag belemmer en die strategieë wat skoolhoofde gebruik om boeliegedrag te bestuur, te identifiseer. Ek het ook die Gedragskodes vir Leerders van die drie skole ontleed sodat ek kon trianguleer met data van die onderhoude. Kwantitatiewe en kwalitatiewe data is gelyktydig ingesamel, onafhanklik ontleed en daarna gekombineer alvorens die data wat ontleed is, geïnterpreteer is en ek bevindinge geformuleer het. Ten einde my doel te bereik, het ek ’n strategie ontwikkel wat gegrond is op die geïdentifiseerde regsraamwerk, die geheelskoolbenadering en empiriese bevindinge. Die strategie bestaan uit vier werkswinkels oor konseptualiseer en kontekstualiseer boeliegedrag teenoor onderwysers, konsepkode vir boeliegedrag teen onderwysers, bestuur van boeliegedrag teenoor onderwysers en ontwikkeling van ʼn beleid oor boeliegedrag teenoor onderwysers.
This chapter discusses the relevance of mixed methods research in developing a framework for digitising records and archives. Mixed methods research has never been extensively used to find solution to the problems experienced in digitising records and archives. Digitisation, in general, has become a diverse area whose problems cannot be solved with a mono research methodology. The application of both quantitative and qualitative techniques in finding solutions in the digitisation of records and archives would help records and archives professionals to have a deeper understanding of the difficulties associated with digitising records and archives, especially as the field is facing some rebirth due to advancement in technology. Digitisation of records and archives is revolving and gaining momentum due to the shifts of paradigms in techniques of record-keeping.
Bereavement services incorporating family-centered practices are emerging within hospital-based care but are often time-limited and lack personalization. This action research single case study explored one father’s experience of music therapy using amplified cardiopulmonary recordings (ACPR) during bereavement following his son’s death by suicide, to critique current norms and inspire transformative change in systems of care. As co-researchers, a bereaved father, his music therapist, and a music therapy researcher used iterative cycles to qualitatively analyze a series of dialogic reflections upon an 8-year experience of ACPR to construct two overarching themes: 1) continuity experienced as compassion, and 2) process of music therapy with ACPR as tool for resilience and positive growth. Aspects of continuity in the ACPR process, in relation with the music therapist, in journeying through grief, and in the heart and heartbeat were perceived as overwhelming compassion that fostered positive growth in the face of profound loss. We see our study as a first step in promoting culture change by exposing underlying practices, assumptions and policies within the context of hospital-based bereavement care and identifying an exceptional example of possibilities. Our findings add to the literature on action research for transformation by demonstrating that the process of relational knowledge co-creation can be perceived as part of the therapeutic journey.
Objective
Characterize key factors and training needs of U.S. cancer centers in implementing family caregiver support services.
Methods
Sequential explanatory mixed methods design consisting of: (1) a national survey of clinicians and administrators from Commission‐on‐Cancer‐accredited cancer centers ( N = 238) on factors and training needed for establishing new caregiver programs and (2) qualitative interviews with a subsample of survey respondents ( N = 30) to elicit feedback on survey findings and the outline of an implementation strategy to facilitate implementation of evidence‐based family caregiver support (the Caregiver Support Accelerator). Survey data was tabulated using descriptive statistics and transcribed interviews were analyzed using thematic analysis.
Results
Top factors for developing new caregiver programs were that the program be: consistent with the cancer center's mission and strategic plan (87%), supported by clinic leadership (86.5%) and providers and staff (85.7%), and low cost or cost effective (84.9%). Top training needs were how to: train staff to implement programs (72.3%), obtain program materials (63.0%), and evaluate program outcomes (62.6%). Only 3.8% reported that no training was needed. Qualitative interviews yielded four main themes: (1) gaining leadership, clinician, and staff buy‐in and support is essential; (2) cost and clinician burden are major factors to program implementation; (3) training should help with adapting and marketing programs to local context and culture; and (4) the Accelerator strategy is comprehensive and would benefit from key organizational partnerships and policy standards.
Conclusion
Findings will be used to inform and refine the Accelerator implementation strategy to facilitate the adoption and growth of evidence‐based cancer caregiver support in U.S. cancer centers.
Mixed methods research integrates qualitative and quantitative research approaches in many or all phases of a study to comprehensively address a research problem by collecting quantitative and qualitative data concurrently or in phases with the aim to maximizing their inherent advantages while minimizing their disadvantages. Many disciplines are embracing mixed methods research. Library and information science research is lagging behind in the adoption and use of mixed methods research. That might be due to limited access to the literature on the subject or difficulties in dealing with the relative lack of consistency and incomplete coherence among mixed methods researchers. This chapter traces the common characteristics and designs of mixed methods research, its growth, and application in research. It provides a framework to design, execute, and evaluate mixed methods research studies so that library and information science researchers and researchers from other fields may play a role in its development and application.
The literature on action research and how it should be applied is extensive. However, this chapter is not intended to be a substitute for or to provide a synopsis of the substantial body of literature on action research. Its aim is instead to show the potential benefits of this underutilised research approach in heritage management research. Although there are many varieties of action research, the major elements of action research processes are action, research, and participation. Action research has a collaborative social change agenda, with democratic transformation being achieved through the participation of professional researchers and practitioners. It bridges the divide between the outsiders (researchers) and insiders (stakeholders), and differs from many conventional research strategies in that it identifies a problem and attempts to provide a solution that leads to a change in the community or organisation. The case study on developing a public programming strategy for archival institutions in South Africa presented in this chapter illustrates this point.
La investigación basada en métodos mixtos implica la recopilación e integración de los datos cuantitativos y cualitativos en un solo estudio; con el propósito de lograr una mayor comprensión del fenómeno de interés; de lo que podríamos lograr en una investigación mono método: cuantitativo o cualitativo de manera independiente (Creswell,2022). Así de esta manera, podríamos, en un solo proyecto de investigación, cuantificar las prácticas que adoptan las personas para evitar una enfermedad y a la vez comprender, desde una perspectiva cualitativa, las razones por las cuáles las personas adoptan algunas de estas prácticas preventivas; mientras que otras son adoptadas de manera nula o escasa. A pesar de que el uso de métodos cualitativos y cuantitativos en una misma investigación tiene una larga historia, no fue hasta la década de los ochenta, cuando esta estrategia comenzó a formalizarse y a adoptar una entidad propia. Dicha formalización se ha materializado, durante las últimas cuatro décadas, en la publicación de un numeroso volumen de literatura describiendo procedimientos singulares para el diseño e implementación de estudios mixtos. Así, en los últimos años, este enfoque de investigación se ha incrementado en diferentes áreas del conocimiento, tales como las ciencias sociales, el comportamiento y la salud (Ivankova,2015); sin que esto implique que no sea utilizado en otras áreas. La investigación basada en métodos mixtos ha crecido a nivel mundial tanto en su aplicación empírica; como en su desarrollo metodológico. Autores como John Creswell, Vicki Plano Clark, Anthony J. Onwuegbuzie, Burke Johnson, Abbas Tashakkori, Charles Teddlie, Michael D. Fetters y otros han contribuido al desarrollo del enfoque de método mixto de investigación. Así se identifican en la literatura: diseños mixtos singulares, básicos y avanzados; procedimientos y técnicas de recolección de datos, procedimientos de análisis y reporte de los hallazgos mixtos; así como tipos y técnicas de integración de los componentes cuantitativo y cualitativo.
Our research team explored a political campaign that targeted the Magic City Acceptance Academy (MCAA) as the ‘first transgender public school in the South’. Located near Birmingham, Alabama, MCAA opened in fall 2021 as one of the first LGBTQ + affirming charter schools in the United States. In spring 2022, gubernatorial candidate Tim James launched a series of negative TV and radio ads that defamed MCAA, ostensibly to generate votes from the ultra-conservate right wing of the Republican party. Our team conducted an embedded case study of the Tim James campaign as part of a multifaceted phenomenological case study of MCAA. We drew data from media coverage, key informant interviews, and a student focus group. Study findings revealed three themes: concerns for student safety, community support, and unanticipated benefits. Findings further suggested that Tim James’ overt heterosexist actions inherently endorsed binary framings of sexuality and gender, which served his political interests and sought to normalize and privilege cisnormativity and heterosexuality while marginalizing and excluding the needs of LGBTQ + students. The hate speech comprising James’ TV and radio ads reflects anti-LGBTQ + ideology and may serve as a preview of future campaigns that seek to demonize the LGBTQ + community for political gain.
The present research study focuses on value chain collaboration and its effects on the circular economy among agriculture firms in the Republic of Malawi. The study lays emphasis on individualism, supplier relationships, trust, and supply chain integration dimensions of value chain collaboration. The study articulates the synergistic effects across the value chain from a mixed-methods design perspective. The study uses explanatory mixed methods design with Partial Least Squares (PLS) and Structural equation modeling approach, quantitative data of (n=140) with Thematic analysis of structured interviews to explain significance of value chain collaboration on Circular economy. SPSS 25 was used to perform the statistical analysis of the respondents' data. The quantitative and qualitative data findings provide valuable insights into the nuances of understanding value chain collaboration effects on achieving a circular economy. The study's findings provide invaluable insights and impetus to practitioners, policymakers, and consultants in the area of agriculture.
Educational research endeavors to eliminate the problems of scholars, teachers, students, administrators and policy makers. A knowledge of research methodology and statistics are indispensable for all those who either taken an active role in the conduct of research or desire to keep themselves abreast of the new development in education. Enhancing the knowledge of research methodology is inevitable to scholars for prolonging and completing their studies. Learning statistics encourage the scholars in acquiring competency in analysis of data. In the present scenario, interdisciplinary research should be fostered for understanding different disciplines. Research can help scholars for learning, finding out facts, analyzing information, adapting their behavior according to information received, looking to improve and adapting modern demand. Researchers should acquire the knowledge on research problems, selection of research methodology, sampling techniques, selection of tools, preparation of tools, procedure of conducting research, collection of data, applying appropriate statistical techniques for analyzing the collected data , reaching the accurate result of the study and writing research proposal. Learning advanced statistics is needed in educational research for acquiring accuracy in the findings. Research in Educational technology is indispensable for eliminating the problems of the studentsin learning. Problems of the students in learning can be solved by using technology based classroom transactions. Innovative research and advanced statistics assure the quality education.
This book is specially prepared for the student-teachers of Master of Philosophy in Educational Technology & Education and Doctor of Philosophy in Educational Technology & Education. It consists of five units which deal with Research methods, Sampling techniques and measurement, Introduction to Statistics, Computer Application and Report preparation.
The present book is dedicated to our parents. We extend our thanks to all the members of faculty of Education, Educational Technology and Department of Education (SDE) ,Bharathiar University, Coimbatore.
Educational research endeavors to eliminate the problems of scholars, teachers, students, administrators and policy makers. A knowledge of research methodology and statistics are indispensable for all those who either taken an active role in the conduct of research or desire to keep themselves abreast of the new development in education. Enhancing the knowledge of research methodology is inevitable to scholars for prolonging and completing their studies. Learning statistics encourage the scholars in acquiring competency in analysis of data. In the present scenario, interdisciplinary research should be fostered for understanding different disciplines. Research can help scholars for learning, finding out facts, analyzing information, adapting their behavior according to information received, looking to improve and adapting modern demand. Researchers should acquire the knowledge on research problems, selection of research methodology, sampling techniques, selection of tools, preparation of tools, procedure of conducting research, collection of data, applying appropriate statistical techniques for analyzing the collected data , reaching the accurate result of the study and writing research proposal. Learning advanced statistics is needed in educational research for acquiring accuracy in the findings. Research in Educational technology is indispensable for eliminating the problems of the studentsin learning. Problems of the students in learning can be solved by using technology based classroom transactions. Innovative research and advanced statistics assure the quality education.
This book is specially prepared for the student-teachers of Master of Philosophy in Educational Technology & Education and Doctor of Philosophy in Educational Technology & Education. It consists of five units which deal with Research methods, Sampling techniques and Report preparation.
The present book is dedicated to our parents. We extend our thanks to all the members of faculty of Education, Educational Technology and Department of Education (SDE) ,Bharathiar University, Coimbatore.
As an action-oriented and principle-driven field, health promotion is complex by its very nature. Thus, health promotion research requires approaches that take this complexity into account. The mixed methods approach is one promising possibility, which offers a framework to integrate different perspectives to the study of human phenomena. The core assumption underlying mixed methods is that the combination of qualitative and quantitative approaches provides a broader, more credible understanding of a research problem than the standalone use of either approach. This paper highlights the opportunities offered by mixed methods but also their limitations for health promotion research. It is built both on theoretical and on practical insights and focuses on three main challenges faced by health promotion researchers: linking research purposes and methodological choices; supporting participation, empowerment and emancipation; and providing knowledge in support of programme transferability. The chapter discusses the opportunities offered by mixed methods to develop supportive environments for both health promotion and research as well as to reflect on the researcher’s position.
Mixed methods research combines qualitative and quantitative research approaches to describe multiple realities. After identifying a research problem and concluding that it can be comprehensively addressed by collecting quantitative and qualitative data concurrently or in phases, a researcher may choose to either use simple or advanced mixed methods designs. Studies have demonstrated that mixed methods research is not commonplace in library and information science research. The two-eyed seeing principles are given as an example of how indigenous theories and knowledge systems can be combined with Anglo-Saxon philosophical assumptions that dominate the mixed methods research movement to facilitate the production of knowledge that is contextually relevant and useful to the indigenous environment.
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