scholarly journals How to use mixed-methods and triangulation designs: An introduction to history education research

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Udo Kelle ◽  
Christoph Kühberger ◽  
Roland Bernhard
Keyword(s):  
Education Research ◽  
Mixed Methods ◽  
Social Research ◽  
History Education ◽  
Social Phenomena ◽  
History Teachers ◽  
Method Integration ◽  
Research Profile ◽  
Teachers Beliefs ◽  
German Speaking

As in many other social science disciplines, mixed methods and triangulation are gaining importance in history education research. Nevertheless, in this discipline there is also a prevailing lack of theoretical and methodological reflection about method integration. With this article, we wish to stimulate the methodological debate regarding this issue within the community of history education researchers and to strengthen the research profile of the discipline. We start by presenting lines of discussion regarding adequate research methods for the investigation of different types of social phenomena. Thereafter, we show how the 'paradigm wars' in social research were mitigated by the development of integrative concepts such as triangulation and mixed methods. Then we focus on current developments in history education research in German-speaking countries. Finally, we give a brief overview on international research into history teachers' beliefs, thereby addressing specific challenges for the application of triangulation or mixed methods in our discipline.

scholarly journals Triangulation in history education research, and its limitations: A view from the UK

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Terry Haydn
Keyword(s):  
Education Research ◽  
Mixed Methods ◽  
Sample Size ◽  
History Education ◽  
Education Reforms ◽  
Research Approach ◽  
Evidence Based ◽  
History Teachers ◽  
Research Outcomes ◽  
The Uk

This paper explains how different forms of triangulation have been used in recent history education research in the UK, and attempts to assess the strengths and weaknesses of different approaches to triangulation. It also draws attention to the limitations of triangulation as a means of making claims about the validity of research outcomes. In spite of the pronouncements of policymakers in the UK that education reforms will be 'evidence based', there are many examples of distortion and misrepresentation in the field of history education research. The paper gives some examples of the ways in which triangulation and mixed methods have been used in research in history education in the UK, and argues that without an underpinning commitment to veracity and respect for evidence, sample size, research approach and range of triangulation methods cannot ensure that reasonable claims are made for the outcomes of research. The concluding section of the paper suggests ways of complementing triangulation as a means of moderating judgements and claims in history education research, and argues that it is important that history teachers have an intelligent and well-informed understanding of the potential usefulness and the limitations of research studies in history education. Although the examples of research cited are from the UK, the question of how to optimize the use of mixed methods in history education research is an important issue for researchers and academics in history education worldwide.

scholarly journals The untapped potential of mixed-methods research approaches for German history education research

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Manuel Köster ◽  
Holger Thünemann
Keyword(s):  
Education Research ◽  
Mixed Methods ◽  
Mixed Methods Research ◽  
Quantitative Methods ◽  
History Education ◽  
Added Value ◽  
German History ◽  
Research Approach ◽  
German Studies ◽  
Qualitative Approaches

Despite some pioneering studies, mixed-methods research approaches are uncommon in the German history education community, in contrast to the general increase in mixed-methods research in the educational and social sciences. Conversely, German history education research currently appears to favour quantitative methods as opposed to qualitative approaches – at least in larger research projects. In this paper, we argue for a more inclusive research approach combining qualitative and quantitative methods. Discussion of a pioneering study from the 1980s (Jeismann et al ., 1987) highlights implementation of this unusual approach to history education research in Germany. To illuminate the added value of such a mixed-methods research approach, we discuss two published German studies that respectively rely on quantitative (Trautwein et al ., 2017) and qualitative (Köster, 2013) research methods. A mixed-methods approach might have illuminated each study's 'blind spots'.

scholarly journals Mixed methods and triangulation in history education research: Introduction

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Roland Bernhard ◽  
Christoph Bramann ◽  
Christoph Kühberger
Keyword(s):  
Education Research ◽  
Mixed Methods ◽  
History Education

scholarly journals Using mixed methods to capture complexity in an empirical project about teachers' beliefs and history education in Austria

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Roland Bernhard
Keyword(s):  
Mixed Methods ◽  
Mixed Methods Research ◽  
History Education ◽  
Historical Thinking ◽  
Quantitative Methodology ◽  
Research Projects ◽  
History Teachers ◽  
Qualitative And Quantitative ◽  
History Curriculum ◽  
Research In Education

In international methodological literature, and in the literature about research in education in general, mixed-methods research (MMR) has been identified as a means to get deeper and broader insights, and to validate findings in research projects. Nevertheless, so far there has not been much reflection upon mixed methods in the history education research community. In this article, some advantages of the concept will be presented, drawing on international methodological literature. It will ask how these advantages may be used in research projects in history education to get richer findings. This paper will present an Austrian mixed methods project, and will reflect upon the experience of using qualitative and quantitative methodology in it. The Competence and Academic Orientation in History Textbooks (CAOHT) and Epistemic Beliefs of Austrian History Teachers after the Paradigm Shift to Historical Thinking (EBAHT) projects researched the beliefs of history teachers and history teaching nearly a decade after the reform that changed the Austrian history curriculum from content orientation to domainspecific competence orientation (historical thinking). Sequential qualitative–quantitative triangulation study has made it possible to capture some of the complexity of such an undertaking, more than would have been possible using a mono-method design. To base a survey on a previous qualitative study can help to interpret the context of the statistical results, put into perspective the answers and see relations that are difficult to detect when relying on a mono-method design. Also, when there is corroborating evidence from qualitative and quantitative data, conclusions may be drawn with more confidence, and generalization of qualitative findings becomes possible.

scholarly journals Electronic patient record and its effects on social aspects of interprofessional collaboration and clinical workflows in hospitals (eCoCo): a mixed methods study protocol

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Marina Beckmann ◽  
Kerstin Dittmer ◽  
Julia Jaschke ◽  
Ute Karbach ◽  
Juliane Köberlein-Neu ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Health Services ◽  
Healthcare Professionals ◽  
Social Research ◽  
Interprofessional Collaboration ◽  
Participant Observation ◽  
Patient Records ◽  
Electronic Patient Records ◽  
Daily Work ◽  
Network Analyses

Abstract Background The need for and usage of electronic patient records within hospitals has steadily increased over the last decade for economic reasons as well as the proceeding digitalization. While there are numerous benefits from this system, the potential risks of using electronic patient records for hospitals, patients and healthcare professionals must also be discussed. There is a lack in research, particularly regarding effects on healthcare professionals and their daily work in health services. The study eCoCo aims to gain insight into changes in interprofessional collaboration and clinical workflows resulting from introducing electronic patient records. Methods eCoCo is a multi-center case study integrating mixed methods from qualitative and quantitative social research. The case studies include three hospitals that undergo the process of introducing electronic patient records. Data are collected before and after the introduction of electronic patient records using participant observation, interviews, focus groups, time measurement, patient and employee questionnaires and a questionnaire to measure the level of digitalization. Furthermore, documents (patient records) as well as structural and administrative data are gathered. To analyze the interprofessional collaboration qualitative network analyses, reconstructive-hermeneutic analyses and document analyses are conducted. The workflow analyses, patient and employee assessment analyses and classification within the clinical adoption meta-model are conducted to provide insights into clinical workflows. Discussion This study will be the first to investigate the effects of introducing electronic patient records on interprofessional collaboration and clinical workflows from the perspective of healthcare professionals. Thereby, it will consider patients’ safety, legal and ethical concerns and quality of care. The results will help to understand the organization and thereby improve the performance of health services working with electronic patient records. Trial registration The study was registered at the German clinical trials register (DRKS00023343, Pre-Results) on November 17, 2020.

scholarly journals Coronavax: preparing community and government for COVID-19 vaccination: a research protocol for a mixed methods social research project

BMJ Open ◽  
2021 ◽  
Vol 11 (6) ◽  
pp. e049356
Author(s):  
Katie Attwell ◽  
Samantha Carlson ◽  
Jordan Tchilingirian ◽  
Tauel Harper ◽  
Lara McKenzie ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Western Australia ◽  
Vaccination Programme ◽  
Information Needs ◽  
Social Research ◽  
Aged Care ◽  
Evidence Mapping ◽  
Media Study ◽  
Human Research Ethics ◽  
Childhood Vaccines

IntroductionAhead of the implementation of a COVID-19 vaccination programme, the interdisciplinary Coronavax research team developed a multicomponent mixed methods project to support successful roll-out of the COVID-19 vaccine in Western Australia. This project seeks to analyse community attitudes about COVID-19 vaccination, vaccine access and information needs. We also study how government incorporates research findings into the vaccination programme.Methods and analysisThe Coronavax protocol employs an analytical social media study, and a qualitative study using in-depth interviews with purposively selected community groups. Participant groups currently include healthcare workers, aged care workers, first responders, adults aged 65+ years, adults aged 30–64 years, young adults aged 18–29 years, education workers, parents/guardians of infants and young children (<5 years), parents/guardians of children aged 5–18 years with comorbidities and parents/guardians who are hesitant about routine childhood vaccines. The project also includes two studies that track how Australian state and Commonwealth (federal) governments use the study findings. These are functional dialogues (translation and discussion exercises that are recorded and analysed) and evidence mapping of networks within government (which track how study findings are used).Ethics and disseminationEthics approval has been granted by the Child and Adolescent Health Service Human Research Ethics Committee (HREC) and the University of Western Australia HREC. Study findings will be disseminated by a series of journal articles, reports to funders and stakeholders, and invited and peer-reviewed presentations.

Teaching history in Japan and England: exchanging ideas and comparing knowledge

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Matthew Fearns-Davies ◽  
Tsutomu Kubota ◽  
Fumina Tachibana ◽  
Yuko Kato ◽  
Ian Davies
Keyword(s):  
International Collaboration ◽  
Citizenship Education ◽  
Global Citizenship ◽  
History Education ◽  
Contextual Knowledge ◽  
History Teachers ◽  
Content Type ◽  
Global Citizenship Education ◽  
Teaching History ◽  
Teachers And Students

PurposeThis paper describes and discusses collaboration between history teachers in England and Japan. The purpose of this paper is to explore the ways in which history is taught in each country as a part of a general commitment to international collaboration and as a means by which we could explore the connection between history education and global citizenship education.Design/methodology/approachThe teachers created two lessons (one from England and one from Japan) about the Russian revolution. Both lessons were taught in each country. Data were gathered from students and teachers to aid reflections on the nature and outcome of the collaboration.FindingsThe collaboration was very positive. Teachers and students were excited to work together and to experience different ways of learning about the past. There were different approaches to the ways in which knowledge was characterized in each country (teachers in England emphasizing contextually based historical interpretations; teachers in Japan emphasizing content and contextual knowledge).Originality/valueThis work contributes to the limited amount of research that is currently available about professional collaboration between high school teachers and students of history in Japan and England. The arguments that are made about the opportunities for international collaboration in the context of different characterizations of pedagogical content knowledge contribute to a relatively unexplored field. The authors contribute to our understandings of the relationship between history education and global citizenship education.

Causality in qualitative market and social research

2019 ◽  
Vol 22 (3) ◽  
pp. 405-413
Author(s):  
Clive Roland Boddy
Keyword(s):  
Qualitative Research ◽  
Design Methodology ◽  
Social Research ◽  
Pragmatic Approach ◽  
Social Phenomena ◽  
Content Type ◽  
The Past ◽  
The Moment ◽  
Practical Implications

Purpose Academic qualitative researchers have been criticized for rejecting the idea that their research can establish causality while market and social researchers, with their realist and pragmatic approach to research, take for granted that it can. This paper aims to explore the ability of qualitative research to determine cause and effect in terms of market and social phenomena. Design/methodology/approach The literature on causality in qualitative research is reviewed and discussed. The discussion is further informed by the author’s own experience of undertaking commercial and academic market and social qualitative research over the past 33 years. Findings In qualitative market and social research, the determination of causality is often needed but rarely discussed. This paper explores this occurrence and brings to the fore, via discussion and the use of example, the ways in which causality can be determined by qualitative research. Practical implications A determination of what events bring about predictable changes in social and market environments can be established via qualitative research particularly at a probabilistic level of causality. This implies that policymakers should give a greater emphasis to qualitative findings than then sometimes do at the moment. Originality/value Causality in market and social research is rarely discussed by practitioners but is nevertheless a premise of much of the qualitative research that is undertaken. This paper is therefore distinctive in that it examines whether this premise is justifiable.

scholarly journals Preservice History Teachers’ Attitudes towards Identity Differences

2017 ◽  
Vol 7 (3) ◽  
pp. 11
Author(s):  
Fatih Yazici
Keyword(s):  
Preservice Teachers ◽  
History Education ◽  
Mutual Understanding ◽  
History Teachers ◽  
History Curriculum ◽  
Attitudes And Perceptions ◽  
Identity Attitudes ◽  
Limited Scale ◽  
Teachers Attitudes ◽  
Current History

The ongoing changes in history education in support of diversity have an effect on Turkey even if on a limited scale. Although the current history curriculum in Turkey promotes the identity transmission instead of respecting different identities, it also has some goals such as “teaching the students about basic values including peace, tolerance, mutual understanding, democracy, and human rights, and making them sensitive about maintaining and improving these values”, which is compatible with the contemporary understanding of history education. However, it must be noted that the attitudes and perceptions of teachers are as important as their presence in curriculum in terms of reaching the aims of history education. The aim of this study was to reveal preservice history teachers’ attitudes towards identity differences. Identity Attitudes Scale (IAS), which was developed by Yazici (2016) to measure the attitudes towards identity differences, was conducted on 314 preservice history teachers. Preservice teachers’ attitudes towards identity differences in terms of gender, and their ethnic, religious and political identities were examined using t-test and one-way variance analysis. As a result, it was found that the variables had effect on preservice teachers’ attitudes at varying rates.

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