Toward a conceptual framework for mixed-method evaluation designs Export

@article{citeulike:2132776, abstract = {In recent years evaluators of educational and social programs have expanded their methodological repertoire with designs that include the use of both qualitative and quantitative methods. Such practice, however, needs to be grounded in a theory that can meaningfully guide the design and implementation of mexed-method evaluations. In this study, a mixed-method conceptual framework was developed from the theoretical literature and then refined through an analysis of 57 empirical mixed-method evaluations. Five purposes for mixed-method evaluations are identified in this conceptual framework: triangulation, complementarity, development, initiation, and expansion. For each fo the five purposes, a recommended design is also presented in terms of seven relevant design characteristics. These design elements encompass issues about methods, the phenomena under investigation, paradigmatic framework, and criteria for implementation. In the empirical review, common misuse of the term triangulation was apparent in evaluations that stated such a purpose but did not employ an appropriate design. In addition, relatively few evaluations in this review integrated the different method types at the level of data analysis. Strategies for integrated data analysis are among the issues identified as priorities for further mixed-method work.}, author = {Greene, Jennifer C. and Caracelli, Valerie J. and Graham, Wendy F.}, citeulike-article-id = {2132776}, journal = {Educational Evaluation and Policy Analysis}, keywords = {mixed-methods}, number = {3}, pages = {255--274}, posted-at = {2007-12-16 16:33:29}, priority = {2}, title = {Toward a conceptual framework for mixed-method evaluation designs}, volume = {11}, year = {1989} }

TY - JOUR ID - citeulike:2132776 L3 - citeulike-article-id:2132776 N2 - In recent years evaluators of educational and social programs have expanded their methodological repertoire with designs that include the use of both qualitative and quantitative methods. Such practice, however, needs to be grounded in a theory that can meaningfully guide the design and implementation of mexed-method evaluations. In this study, a mixed-method conceptual framework was developed from the theoretical literature and then refined through an analysis of 57 empirical mixed-method evaluations. Five purposes for mixed-method evaluations are identified in this conceptual framework: triangulation, complementarity, development, initiation, and expansion. For each fo the five purposes, a recommended design is also presented in terms of seven relevant design characteristics. These design elements encompass issues about methods, the phenomena under investigation, paradigmatic framework, and criteria for implementation. In the empirical review, common misuse of the term triangulation was apparent in evaluations that stated such a purpose but did not employ an appropriate design. In addition, relatively few evaluations in this review integrated the different method types at the level of data analysis. Strategies for integrated data analysis are among the issues identified as priorities for further mixed-method work. IS - 3 JF - Educational Evaluation and Policy Analysis EP - 274 TI - Toward a conceptual framework for mixed-method evaluation designs VL - 11 SP - 255 KW - mixed-methods AU - Greene, Jennifer AU - Caracelli, Valerie AU - Graham, Wendy PY - 1989/// ER -