When a standard statistical factor analysis of survey items was unable to identify factors differentiating success factors in twenty schools in Toronto, the authors used themes developed from their qualitative interviews to redesign the structure of their survey. The “qualitative” factors were less reliable but better able to differentiate schools.

 

 

Explores preservice teachers’ reflective practices from notes gathered over time spent in a reading clinic, then used quantitative analysis based on codes created from the qualitative data to confirm patterns in the way recurring challenges were resolved.

 

 

Uses interviews with translation experts in an explanatory sequential design to follow up an initial analysis of translation inconsistencies resulting from use of translation memory software.