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190023 SE BM 25 Bachelorarbeit II (2015W)
Perspektive integrieren in bildungswissenschaftliche Evaluation und Forschung
Prüfungsimmanente Lehrveranstaltung
Labels
An/Abmeldung
Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").
- Anmeldung von Di 01.09.2015 09:00 bis Mo 21.09.2015 09:00
- Anmeldung von Do 24.09.2015 09:00 bis Mo 28.09.2015 09:00
- Abmeldung bis Mo 19.10.2015 09:00
Details
max. 20 Teilnehmer*innen
Sprache: Deutsch, Englisch
Lehrende
- Judith Schoonenboom
- Teresa Guggenbichler (TutorIn)
Termine (iCal) - nächster Termin ist mit N markiert
- Mittwoch 07.10. 09:45 - 11:15 Seminarraum 5 Sensengasse 3a 1.OG
- Mittwoch 14.10. 09:45 - 11:15 Seminarraum 5 Sensengasse 3a 1.OG
- Mittwoch 21.10. 09:45 - 11:15 Seminarraum 5 Sensengasse 3a 1.OG
- Mittwoch 28.10. 09:45 - 11:15 Seminarraum 5 Sensengasse 3a 1.OG
- Mittwoch 04.11. 09:45 - 11:15 Seminarraum 5 Sensengasse 3a 1.OG
- Mittwoch 11.11. 09:45 - 11:15 Seminarraum 5 Sensengasse 3a 1.OG
- Mittwoch 18.11. 09:45 - 11:15 Seminarraum 5 Sensengasse 3a 1.OG
- Mittwoch 25.11. 09:45 - 11:15 Seminarraum 5 Sensengasse 3a 1.OG
- Mittwoch 02.12. 09:45 - 11:15 Seminarraum 5 Sensengasse 3a 1.OG
- Mittwoch 09.12. 09:45 - 11:15 Seminarraum 5 Sensengasse 3a 1.OG
- Mittwoch 16.12. 09:45 - 11:15 Seminarraum 5 Sensengasse 3a 1.OG
- Mittwoch 13.01. 09:45 - 11:15 Seminarraum 5 Sensengasse 3a 1.OG
- Mittwoch 20.01. 09:45 - 11:15 Seminarraum 5 Sensengasse 3a 1.OG
- Mittwoch 27.01. 09:45 - 11:15 Seminarraum 5 Sensengasse 3a 1.OG
Information
Ziele, Inhalte und Methode der Lehrveranstaltung
Combining qualitative and quantitative research within one study can be a daunting tasks. This applies especially to the integration of the outcomes of the qualitative and quantitative research components. In this module, students will first be given an introduction to mixed methods, and integration in mixed methods. Then, they summarize existing literature on mixed methods integration, and they will search for additional literature. Each student or student group will provide a summary of their findings, and how they relate to what they learned in the introduction.Next, every participant sets up a research proposal for their bachelor study, in which they study one specific problem of integration. These proposals are discussed in groups. Then, everyone conducts their own research, which may be partly collaborative. This might be a literature study on one concept related to integration. Alternatively, students may design their own educational mixed methods study in which one specific aspect of integration is investigated. Finally, results are presented in the bachelor’s thesis and in a poster presentation.
Art der Leistungskontrolle und erlaubte Hilfsmittel
Summary of findings on integration in the mixed methods literature.
Participation in the seminar
Poster presentation
Bachelor’s thesis
Participation in the seminar
Poster presentation
Bachelor’s thesis
Mindestanforderungen und Beurteilungsmaßstab
To acquire insight into the problem of integration of mixed methods research in education.
To perform a theoretical or empirical study one specific problem of integration in this field.
To perform a theoretical or empirical study one specific problem of integration in this field.
Prüfungsstoff
Literatur
Bazeley, P. (2012). Integrative analysis strategies for mixed data sources. American Behavioral Scientist, 56, 814-828. doi:10.1177/0002764211426330
Bazeley, P., & Kemp, L. (2012). Mosaics, triangles, and DNA: Metaphors for integrated analysis in mixed methods research. Journal of Mixed Methods Research, 6, 55-72. doi:10.1177/1558689811419514
Bryman, A. (2007). Barriers to integrating quantitative and qualitative research. Journal of Mixed Methods Research, 1, 8-22. doi:10.1177/2345678906290531
Erzberger, C., & Prein, G. (1997). Triangulation: Validity and empirically-based hypothesis construction. Quality and Quantity, 31, 141-154. doi:10.1023/A:1004249313062
Fetters, M. D., Curry, L. A., & Creswell, J. W. (2013). Achieving integration in mixed methods designs-principles and practices. Health Services Research, 48, 2134-2156. doi:10.1111/1475-6773.12117
Hesse-Biber, S. (2012). Weaving a multimethodology and mixed methods praxis into randomized control trials to enhance credibility. Qualitative Inquiry, 18, 876-889. doi:10.1177/1077800412456964
Mathison, S. (1988). Why triangulate? Educational Researcher, 17(2), 13-17. doi:10.3102/0013189x017002013
Maxwell, J. A., Chmiel, M., & Rogers, S. (2015). Designing integration in mixed method and multi-method research. In S. Hesse-Biber & B. Johnson (Eds.), The Oxford handbook of multimethod and mixed methods research (pp. 223-239). New York, NY: Oxford University Press.
O’Cathain, A., Murphy, E., & Nicholl, J. (2010). Three techniques for integrating data in mixed methods studies. BMJ, 341. doi:10.1136/bmj.c4587
Schoonenboom, J. (2014). The multilevel mixed intact group analysis: A mixed method to seek, detect, describe and explain differences between intact groups. Journal of Mixed Methods Research. Advance online publication. doi:10.1177/1558689814536283Additional literature will be made available in Moodle.
Bazeley, P., & Kemp, L. (2012). Mosaics, triangles, and DNA: Metaphors for integrated analysis in mixed methods research. Journal of Mixed Methods Research, 6, 55-72. doi:10.1177/1558689811419514
Bryman, A. (2007). Barriers to integrating quantitative and qualitative research. Journal of Mixed Methods Research, 1, 8-22. doi:10.1177/2345678906290531
Erzberger, C., & Prein, G. (1997). Triangulation: Validity and empirically-based hypothesis construction. Quality and Quantity, 31, 141-154. doi:10.1023/A:1004249313062
Fetters, M. D., Curry, L. A., & Creswell, J. W. (2013). Achieving integration in mixed methods designs-principles and practices. Health Services Research, 48, 2134-2156. doi:10.1111/1475-6773.12117
Hesse-Biber, S. (2012). Weaving a multimethodology and mixed methods praxis into randomized control trials to enhance credibility. Qualitative Inquiry, 18, 876-889. doi:10.1177/1077800412456964
Mathison, S. (1988). Why triangulate? Educational Researcher, 17(2), 13-17. doi:10.3102/0013189x017002013
Maxwell, J. A., Chmiel, M., & Rogers, S. (2015). Designing integration in mixed method and multi-method research. In S. Hesse-Biber & B. Johnson (Eds.), The Oxford handbook of multimethod and mixed methods research (pp. 223-239). New York, NY: Oxford University Press.
O’Cathain, A., Murphy, E., & Nicholl, J. (2010). Three techniques for integrating data in mixed methods studies. BMJ, 341. doi:10.1136/bmj.c4587
Schoonenboom, J. (2014). The multilevel mixed intact group analysis: A mixed method to seek, detect, describe and explain differences between intact groups. Journal of Mixed Methods Research. Advance online publication. doi:10.1177/1558689814536283Additional literature will be made available in Moodle.
Zuordnung im Vorlesungsverzeichnis
BM 25
Letzte Änderung: Mo 07.09.2020 15:36