Stories and Statistics: Describing a Mixed Methods Study of Effective Classroom Practice

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 inte...

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Bibliographic Details
Published inJournal of mixed methods research Vol. 5; no. 2; pp. 103 - 125
Main Authors Kington, Alison, Sammons, Pam, Day, Christopher, Regan, Elaine
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.04.2011
Subjects
Client Relations
Elementary School Teachers
Evaluation Methods
Foreign Countries
Interviews
Longitudinal Studies
Measurement
Observation
Program Descriptions
Qualitative Research
Questionnaires
Reliability
Research Methodology
Schools
Secondary School Teachers
Socioeconomic Status
Statistical Analysis
Strategies
Teacher Effectiveness
Teachers
Teaching
Teaching Methods
United Kingdom
Validity
United Kingdom
effectiveness
pupils
classroom practice
mixed methods
teachers
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Summary: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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SourceType-Scholarly Journals-1
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ISSN:1558-6898
1558-6901
DOI:10.1177/1558689810396092