Kington, A and Sammons, P and Day, C and Regan, E (2011) Stories and Statistics: Describing a Mixed Method Study of Effective Classroom Practice. Journal of Mixed Methods Research, 5 (2). pp. 103-125. ISSN 1558-6898Full text not available from this repository. (Request a copy)
The Effective Classroom Practice project aimed to identify key factors that contribute to effective teaching in primary and secondary phases of schooling in different socioeconomic contexts. This article addresses the ways in which qualitative and quantitative approaches were combined within an integrated design to provide a comprehensive methodology for the research purposes. Strategies for the study are discussed, followed by the challenges of combining complex statistics with individual stories, particularly in relation to the ongoing iteration between these different data sets, and issues of validity and reliability. The findings shed new light on the meanings and measurement of teachers’ effective classroom practice and the complex nature of, and relationships with, professional life phase, teacher identities, and school context.
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|Uncontrolled Keywords:||mixed methods, effectiveness, classroom practice, teachers, pupils|
|Subjects:||L Education > LB Theory and practice of education|
|Divisions:||Academic Departments > Institute of Education|
|Depositing User:||Alison Kington|
|Date Deposited:||19 Oct 2012 11:39|
|Last Modified:||19 Oct 2012 11:39|
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