Combining Qualitative and Quantitative Methodologies in Research on Teachers’ Lives, Work, and Effectiveness: From Integration to Synergy
Combining Qualitative and Quantitative Methodologies in Research on Teachers’ Lives, Work, and Effectiveness: From Integration to Synergy
复制标题
定性与定量相结合的教师生活、工作与效能研究：从整合到协同
DOI：
--
复制
发表时间：
2008
期刊：
影响因子：
--
通讯作者：
Q. Gu
中科院分区：
文献类型：
--
作者：
Christopher W. Day;P. Sammons;Q. Gu
本文作者讨论了一个混合方法研究团队是如何设计和实施一项为期4年的研究(教师工作和生活的变化及其对学生的影响)的，该研究跟踪了英国100所学校的300名教师，为期3年的实地调查。作者讨论了导致新知识的过程。尽管混合方法正变得越来越流行，但很少有发表的文章详细描述研究人员如何超越混合方法的使用和集成，以达成更多的协同理解。协同办法的优势是它们考虑和结合了更广泛的数据，从而产生了对复杂现实的更微妙、更真实的描述和解释。
The authors of this article discuss how a mixed-methods research team designed and conducted a 4-year study (Variations in Teachers’ Work and Lives and Their Effects on Pupils) that tracked 300 teachers in 100 schools in England over a 3-year fieldwork period. The authors discuss processes that led to new knowledge. Although mixed methods are becoming more popular, few published accounts describe in detail how researchers have moved beyond the use and integration of mixed methods to arrive at more synergistic understandings. The advantage of synergistic approaches is their consideration and combination of a greater range of data, resulting in more nuanced, authentic accounts and explanations of complex realities.