SAGE Journal Articles

Select SAGE journal articles are available to give you more insight into chapter topics. These are also an ideal resource to help support your literature reviews, dissertations and assignments.

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Johnson, R. B. and Onwuegbuzie, A. J. (2004) Mixed Methods Research: A Research Paradigm Whose Time Has Come, Educational Researcher, 33, (7), pp. pp. 14-26.

Abstract: The purposes of this article are to position mixed methods research (mixed research is a synonym) as the natural complement to traditional qualitative and quantitative research, to present pragmatism as offering an attractive philosophical partner for mixed methods research, and to provide a framework for designing and conducting mixed methods research. A key feature of mixed methods research is its methodological pluralism or eclecticism, which frequently results in superior research (compared to monomethod research). Mixed methods research will be successful as more investigators study and help advance its concepts and as they regularly practice it.

Nastasi, B. K., Hitchcock, J. H., Burkholder, G.,Varjas, K.. Sreeroopa Sarkar, S. and Asoka Jayasen (2007) Assessing Adolescents' Understanding of and Reactions to Stress in Different Cultures: Results of a Mixed-Methods Approach, School Psychology International, 28, (2): pp. 163-178.

Abstract: This article expands on an emerging mixed-method approach for validating culturally-specific constructs (see Hitchcock et al., 2005). Previous work established an approach for dealing with cultural impacts when assessing psychological constructs and the current article extends these efforts into studying stress reactions among adolescents in Sri Lanka. Ethnographic data collection and analysis techniques were used to construct scenarios that are stressful to Sri Lankan youth, along with survey items that assess their related coping mechanisms.

Eckert, S. A. (2013) What Do Teaching Qualifications Mean in Urban Schools? A Mixed-Methods Study of Teacher Preparation and Qualification, Journal of Teacher Education, 64, (1), pp. 75-89.

Abstract: The inequitable distribution of teachers in high-needs areas and the failure of teacher education programs have recently become focal points in the discussion of how to provide a quality education to all students. To address this concern, reformers have responded by mandating specific qualifications for teachers in all schools. These mandates have been established, however, without a real understanding of what these qualifications mean. This article adopts a mixed-methods approach to understanding what qualifications measure for novice teachers in urban districts in terms of teacher efficacy and one-year retention.

Marti, J. (2016) Measuring in action research: Four ways of integrating quantitative methods in participatory dynamics, Action Research, 14, (2), pp. 168-183.

Abstract: Although action research uses both qualitative and quantitative methods, few contributions have addressed the specific role of the latter in this kind of research. This paper focuses on how quantitative methods can be integrated with participatory dynamics in action research designs. Four types of integration are defined and exemplified. The paper concludes with some reflections on how the integration of quantitative methods in these designs must address epistemological and methodological issues.