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Value added by mixed methods researc...

Haines, Courtney A.

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Value added by mixed methods research: A multiphase mixed methods design.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Value added by mixed methods research: A multiphase mixed methods design./
Author:	Haines, Courtney A.
Description:	206 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-10, Section: A, page: .
Contained By:	Dissertation Abstracts International72-10A.
Subject:	Sociology, Theory and Methods. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3465565
ISBN:	9781124775715

Value added by mixed methods research: A multiphase mixed methods design.
Haines, Courtney A.

Value added by mixed methods research: A multiphase mixed methods design. - 206 p.

Source: Dissertation Abstracts International, Volume: 72-10, Section: A, page: .

Thesis (Ph.D.)--The University of Nebraska - Lincoln, 2011.

The overall purpose of this study was to examine the perceived value of mixed methods research for graduate students at a Midwestern university. A multiphase mixed methods design was used to measure graduate students perceptions of the value of a study's methodology. The study consisted of three phases. Phase I was conducted in order to construct passages and the goal of Phase II was to create a survey. These two phases were then combined to create Phase III. Part one of Phase III was an experiment that looked at the effect of a study's methodology on the value of the study. Participants were randomly assigned one of three methodologically distinct passages to read. All participants completed a value survey. Results indicated that students who read the mixed methods article perceived the passage as more valuable than students who read the quantitative or qualitative passage. Part two of Phase III involved focus groups that sought to better understand students' perception of mixed methods. Students' reported that mixed methods articles had rigorous methods, newer history, and gave readers a deep meaning of the phenomenon. This study adds to the literature base by revealing what value graduate students assign to quantitative, qualitative, and more importantly mixed methods research.

ISBN: 9781124775715Subjects--Topical Terms:

626625
Sociology, Theory and Methods.

Value added by mixed methods research: A multiphase mixed methods design.
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008 130515s2011 ||||||||||||||||| ||eng d
020 $a 9781124775715
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100 1 $a Haines, Courtney A. $3 1680131
245 1 0 $a Value added by mixed methods research: A multiphase mixed methods design.
300 $a 206 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-10, Section: A, page: .
500 $a Adviser: Charles J. Ansorge.
502 $a Thesis (Ph.D.)--The University of Nebraska - Lincoln, 2011.
520 $a The overall purpose of this study was to examine the perceived value of mixed methods research for graduate students at a Midwestern university. A multiphase mixed methods design was used to measure graduate students perceptions of the value of a study's methodology. The study consisted of three phases. Phase I was conducted in order to construct passages and the goal of Phase II was to create a survey. These two phases were then combined to create Phase III. Part one of Phase III was an experiment that looked at the effect of a study's methodology on the value of the study. Participants were randomly assigned one of three methodologically distinct passages to read. All participants completed a value survey. Results indicated that students who read the mixed methods article perceived the passage as more valuable than students who read the quantitative or qualitative passage. Part two of Phase III involved focus groups that sought to better understand students' perception of mixed methods. Students' reported that mixed methods articles had rigorous methods, newer history, and gave readers a deep meaning of the phenomenon. This study adds to the literature base by revealing what value graduate students assign to quantitative, qualitative, and more importantly mixed methods research.
590 $a School code: 0138.
650 4 $a Sociology, Theory and Methods. $3 626625
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Higher. $3 543175
690 $a 0344
690 $a 0525
690 $a 0745
710 2 $a The University of Nebraska - Lincoln. $b Educational Psychology. $3 1022579
773 0 $t Dissertation Abstracts International $g 72-10A.
790 1 0 $a Ansorge, Charles J., $e advisor
790 1 0 $a Creswell, John $e committee member
790 1 0 $a Buhs, Eric $e committee member
790 1 0 $a Braithwaite, Dawn $e committee member
790 $a 0138
791 $a Ph.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3465565