SAGE Journal Articles

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Journal Article 10.1 Youngs, H., & Piggot-Irvine, E. (2012). The Application of a Multiphase Triangulation Approach to Mixed Methods: The Research of an Aspiring School Principal Development Program. Journal of Mixed Methods Research, 6(3), 184–198. doi:10.1177/1558689811420696

Summary: The authors have shown how a combination of a triangulation convergence model with a triangulation multilevel model was used to research an aspiring school principal development pilot program. This article also discuss the challenges associated with mixed methods strategy.

Journal Article 10.2 Kong, S. Y., Yaacob, N. M., & Mohd Ariffin, A. R. (2018). Constructing a Mixed Methods Research Design: Exploration of an Architectural Intervention. Journal of Mixed Methods Research, 12(2), 148–165. doi:10.1177/1558689816651807

Summary: The aim of this article is to illustrate the application of mixed methods research (MMR) in architectural design using a hybrid model consisting of a taxonomy development model and an embedded quasi-experimental model. It offers an insight into how a research team consisting of research architects overcomes the methodological challenges in formulating an MMR design.

Journal Article 10.3 Zimmerman, L., & Smit, B. (2016). Comprehending the Macro Through the Lens of the Micro: The Use of PIRLS 2006 Findings to Inform Comparative Case Studies Across the South African Achievement Scale. International Journal of Qualitative Methods. doi:10.1177/1609406915624576

Summary: The South African Grade 4 learners had the lowest achievement mean of all participating education systems for the Progress in International Reading Literacy Study (PIRLS) 2006. This study is focused on the process of comprehension, purpose of reading, reading behaviors and attitudes towards reading.

Journal Article 10.4 Annamma, S. A., Anyon, Y., Joseph, N. M., Farrar, J., Greer, E., Downing, B., & Simmons, J. (2016). Black Girls and School Discipline: The Complexities of Being Overrepresented and Understudied. Urban Education. doi:10.1177/0042085916646610

Summary: Using Critical Race Theory and Critical Race Feminism as guiding conceptual frameworks, this mixed-methods empirical study examines Black girls’ exclusionary discipline outcomes. In this article, we explore the ways urban schools perpetuate intersectional violence against Black girls through school discipline disparities.