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

Alison Kington, Pam Sammons, Christopher Day, Elaine Regan

Research output: Contribution to journalArticlepeer-review

33 Citations (Scopus)

Abstract

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.
Original languageEnglish
Pages (from-to)103 - 125
Number of pages23
JournalJournal Of Mixed Methods Research
Volume5
Issue number2
DOIs
Publication statusPublished - Apr 2011

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