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An Introduction to Fully Integrated Mixed Methods Research
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Table of Contents

List of Tables and Figures Preface Conceptual Framework Purpose Audience Distinguishing Features Organization of the Book Organization of Each Chapter Taking Advantage of the Text Related Assignments Acknowledgments About the Author PART 1: FOUNDATIONAL ISSUES Chapter 1: Definitional Issues Example from Popular Media: Locating the Bones of Richard III Purposes and Goals of the Chapter Different Perspectives on the Definition of Mixed Methods Research The Centrality of Mixing to the Definition of Mixed Methods Research Distinguishing Qualitative and Quantitative Approaches Qualitative and Quantitative Approaches as Different Analytical Strategies Conceptualizing Qualitative and Quantitative Approaches on a Continuum Mixed Methods as a Logic of Inquiry Evaluation and Mixed Methods Conceptual Framework - Fully Integrated Mixed Methods Research The Architectural Arch as a Metaphor "Mixed Up" Methods Controversies Involving Foundational Issues Summary of Key Points Key Terms Supplemental Activity Recommended Reading Chapter 2: Classifying the Purposes of Mixed Methods Research Mixed Methods Research Featured in the Popular Media Purpose, Goals, and Contribution of the Chapter Arguments for the Preeminence of Purpose in Distinguishing Mixed Methods Studies An Over-Riding Purpose of Mixing Compatible Methods: Triangulation Typologies for Categorizing Research Articles by Purpose Evolution of Typologies An Expanded Typology of Purposes Design Features of the Major Categories of Purpose Types Prevalence of the Use of Different Types of Purposes Design Features of the Exemplary Publication (Durksen & Klassen, 2012) Mixing in the Chapter Exemplar Value-Added of Mixed Methods in the Chapter Exemplar Situations Where a Mixed Methods Approach May Not Be Appropriate Conclusions Recommendations for Practice Summary of Key Points Key Terms Supplemental Activities Recommended Reading Chapter 3: Recognizing Paradigmatic Assumptions Purpose, Goals, and Contribution of the Chapter Goals of the Chapter Defining What is Meant by a Paradigm Differing Viewpoints About the Relevance of Paradigms Key Features of Paradigmatic Stances to Research That Are Compatible with Mixed Methods Pragmatism Dialectical Pluralism Realist and Critical Realist Paradigm Transformative-Emancipatory Paradigm Grounded Theory and Mixed Methods - Exemplary Publication (Gasson & Waters, 2013) Paradigmatic Assumptions that are Likely to Be Incompatible with Mixed Methods Being Reflexive About Your Own Paradigm Controversies Associated with Paradigms Conclusion Summary of Key Points Key Terms Supplemental Activities Recommended Reading Chapter 4: Distinguishing Mixed Methods Designs Purposes, Goals, and Contribution of the Chapter Timing and Priority as Key Features That Distinguish Mixed Method Designs A Classification System for Prototypical Mixed Method Designs Summary About Design Types Priority as a Key Feature of Mixed Method Designs A Notation System that Incorporates Priority and Timing Explaining the Prevalence of a Quantitative Priority Mixed Methods Studies with Unequal Priority Mixed Methods Studies with a Qualitative Priority Design Features of the Exemplary Publication Describing Key Features of the Chapter Exemplar Strategies to Establish Priority Equal Priority Mixed Methods Studies Conclusions Summary of Key Points Key Terms Supplemental Activities Recommended Reading PART 2: EXECUTING FULLY INTEGRATED MIXED METHODS RESEARCH Chapter 5: Strategies for Mixing Prior to Analysis Example from the Popular Media: The Blue Zones Purposes, Goals, and Contribution of the Chapter Organization of the Chapter Design Phase Mixing: Mixed Method Purpose Statements and Research Questions Wording Research Questions to Reflect Priority Three Approaches to Writing Mixed Method Research Questions Mixing During Sampling Combining Probability and Purposeful Sampling Timing as a Way to Distinguish Mixed Method Sampling Approaches Using Identical or Nested Samples Exemplary Article: A Mixed Method Study of Using Social Media (Young & Jaganath, 2013) Five Types of Mixing in the Chapter Exemplar Methodological Transparency in the Exemplar Conclusion Summary of Key Points Key Terms Supplemental Activities Recommended Reading Chapter 6: Mixed Method Analytical Procedures Returning to the Metaphor of the Architectural Arch Purpose, Goals, and Contribution of the Chapter Mixed Method Analytical Strategies Examples of the Use of Mixed Method Analytical Strategies Example 1: Illustrating Data Transformation: Creamer and Ghoston (2012) Example 2: Illustration Four Mixed Methods Analytical Strategies: Jang, McDougall, Pollon, Herbert, and Russell (2008) Example 3: Illustrating Two Mixed Method Analytical Strategies: Elliott, Gale, Parsons, Kuh, and The HALCyon Study (2014) Mixing by Constructing Inferences and Meta-Inferences Examples of Meta-Inferences Embedding Design Strategies that Promote Meaningful Meta-Inferences Conclusions Summary of Key Points Key Terms Supplemental Activities Recommended Reading Chapter 7: Data Transformation and other Strategies for Mixing During Analysis Purpose, Goals, and Contribution of the Chapter Contributions of the Chapter Organization of the Chapter Quantifying and Quantitizing Qualitative Data Quantifying Attending to Sample Size Examples of Quantifying and Quantitizing Qualitative Data Example One from Mazzola, Walker, Schockley, & Spector (2011): Quantifying two Qualitatively Derived Variables for Purposes of Demonstrating a Relationship Example Two from Castro, Kellison, Boyd, & Kopak (2010): Demonstrating a Relationship between Qualitatively and Quantitatively Derived Variables Example Three from Young and Jaganath (2013): Quantifying Qualitative Themes to Show Change over Time Example Four from Odom et al. (2006): Quantifying Qualitative Themes to Distinguish Groups Qualitizing Numeric Data Mixed Method Approaches to Case Study Philosophical Assumptions of Case Study that are Well-Suited to Mixed Methods Mixing by Linking Qualitative and Quantitative Data in a Case Report Accomplishing Mixing through Sampling Procedures in Case Study Research Exemplary Article: Mixed Methods Case Study Research by Cooper (2014) Mixing across Stages of the Research Process in the Exemplar Conclusions Summary of Key Points Key Terms Supplemental Activities Recommended Reading PART 3: EVALUATING QUALITY Chapter 8: Evaluating Quality in Mixed Methods Research Publications Purpose, Goals, and Contribution of the Chapter Organization of the Chapter Chapter Exemplar: McMahon (2007) Study About the Endorsement of Rape Myths among College Athletes Mixed Method Evaluation Rubric (MMER) Defining and Illustrating the Evaluation Criteria in the MMER Criterion # 1: Transparency Application to the Exemplar Criterion # 2: Amount of Mixing Application to the Exemplar Criterion # 3: Interpretive Comprehensiveness Application to the Exemplar Criterion # 4: Methodological Foundation Application to the Exemplar Using Evaluation Criteria to Demonstrate a Link between Design and Quality Challenges and Future Uses of the MMER Summary of Key Points Key Terms Supplemental Activities Recommended Reading Chapter 9: Designing and Reporting a Fully Integrated Mixed Methods Research Proposal or Doctoral Dissertation Communicating Priority Purpose, Goals, and Contribution of the Chapter Organization of the Chapter Situations When the Multi-Method Label is Appropriate Intentionality About Incorporating Design Features That Promote Mixing Designing a Mixed Methods Study in Ways that are Feasible for a Newcomer to Empirical Research Chapter Exemplars that are the Most Feasible as Models for Doctoral Research Methods that are Adaptable to a Mixed Methods Approach Content Analysis Organizing a Mixed Methods Research Manuscript Extending the Quality of Reporting Process-Oriented Graphics Illustrating the Guidelines for Methodological Transparency with an Exemplar Conclusions Summary of Key Points Key Terms Recommended Reading PART 4: CONTROVERSIES AND FUTURE DIRECTIONS Chapter 10: Controversies and Future Directions Purposes, Goals, and Contribution of the Chapter Contribution of the Chapter Organization of the Chapter Looking Back: Controversies about Mixed Methods Research Evidence About Prevalence Reframing Designs to Emphasize Mixing During Analysis Conceiving Mixed Priority Designs Inserting a Third Column: Visualizing Designs in Ways that Highlight Mixing Re-Conceptualizing Priority in Terms of Inferences and Meta-Inferences Applying a Template to Visualize Meta-Inferences Summarizing Major Themes Lessons from the Exemplars Refocusing the Logic of Combination Applying the Mixed Methods Label Summary of Key Points Key Terms Supplemental Activities Recommended Reading Appendices Appendix A: Summary of Key Points by Chapter Appendix B: List of Supplemental Activities by Chapter Appendix C: Blank Template for Article Summaries Appendix D: Templates for Chapter Exemplars Endnote Glossary References Name Index Subject Index

About the Author

Elizabeth G. Creamer is professor of educational research in the School of Education at Virginia Polytechnic Institute and State University where she has balanced administrative and faculty roles since 1980. Beginning her career as a high school reading and English teacher, once at Virginia Tech she initially moved into teaching course at the undergraduate level, including nearly ten years in the Women's Studies Program where she taught courses in feminist research methods in the Center for Interdisciplinary Studies. An inclination to interdisciplinary thinking is what led her to teach her first mixed methods research course in the late 1990s. A person with broad ranging interests, including about writers and the writing process, Creamer has maintained a long-standing research agenda that centered on women's interest and success in fields in engineering and information technology. Actively engaged in a series of inter-related research projects funded by the National Science Foundation, she is co-author of a 2007 volume, Reconfiguring the Firewall: Recruiting Women to IT Across Cultures and Continents and in 2010, Development and Assessment of Self-Authorship: Exploring the Concept Across Cultures. Creamer teaches both an introductory, on-line and an advanced mixed methods research design course at the graduate level, as well as an advanced qualitative research methods course with an emphasis on constructivist grounded theory. Her interest in mixed methods studies with a robust qualitative component is evident in her selection of exemplary publications for this textbook.

Reviews

"Author Elizabeth G. Creamer provides an accessible, user-friendly text for graduate students and those new to the field of mixed methods. It aims to move the field to using fully integrated designs, and emphasizes the importance of the yield, particularly the meta-inferences, of mixed methods studies. Case examples from a variety of fields bring these concepts to life throughout the text." -- Leanne M. Kallemeyn
"Finally-a text that explains mixed methods research in a thorough yet readable format, one that is full of excellent examples and helpful tables, and that presents a perspective that is simultaneously detailed and broad in scope." -- Laura J. Meyer
"The text is comprehensive and well written. It provides a strong background and overview of mixed methods, and educates students on how to be consumers of mixed methods studies." -- Tina L. Freiburger
Methodological choices vary according to epistemology, discipline, and motivation, making the 'sell for a particular methodology quite difficult' (Cousin, 2009, p. 5). By weaving her argument for mixed methods across numerous research contexts, motivations, and disciplines, Creamer's work bypasses these challenges and asserts itself as a provocative guide for a wide range of researchers. Creamer's ability to make mixed methods accessible for readers- regardless of their discipline-is a vital contribution to mixed methods literature. -- Cherie D. Edwards, David Reeping, Ashley Taylor, and Alison Bowers

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