Using Theoretical Models in Mixed Methods Research: An Example from an Explanatory Sequential Mixed Methods Study Exploring Teachers' Beliefs and Use of Technology

Autor/in	Haynes-Brown, Tashane K.
Titel	Using Theoretical Models in Mixed Methods Research: An Example from an Explanatory Sequential Mixed Methods Study Exploring Teachers' Beliefs and Use of Technology
Quelle	In: Journal of Mixed Methods Research, 17 (2023) 3, S.243-263 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Haynes-Brown, Tashane K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1558-6898
DOI	10.1177/15586898221094970
Schlagwörter	Theories; Models; Mixed Methods Research; Teacher Attitudes; Beliefs; Technology Uses in Education; Research Design; Data Collection; Data Analysis; Secondary School Teachers; Foreign Countries; Hypothesis Testing; Statistical Inference; Jamaica + Suchen Sie Ihr Suchwort? Theory; Theorie; Analogiemodell; Lehrerverhalten; Belief; Glaube; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Forschungsdesign; Data capture; Datensammlung; Auswertung; Ausland; Hypothesenprüfung; Hypothesentest; Inferential statistics; Schließende Statistik
Abstract	The purpose of this article is to illustrate the dynamic process involved in developing and utilizing a theoretical model in a mixed methods study. Specifically, I illustrate how the theoretical model can serve as the starting point in framing the study, as a lens for guiding the data collection and analysis, and as the end point in explaining the integrated findings. The article is based on an explanatory sequential mixed methods study conducted with 248 teachers in Jamaican secondary schools that sought to understand how beliefs shaped their use of technology. This article contributes to mixed methods research by providing illustrations and analytical insights into the role of a theoretical model in enhancing rigor in designing and conducting mixed methods research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01