Mixed Method Designs: A Review of Strategies for Blending Quantitative and Qualitative Methodologies

The historical debate surrounding quantitative and qualitative research paradigms has been at times rather passionate. Arguments for and against methodologies often have centered on the philosophical differences regarding issues such as generalizability, epistemology, and authentic representation of the phenomena under research. More recently, however, considerable focus has shifted to discussion on how mixed methods research can be performed and used effectively. Generally speaking, mixed methods can be conceptualized as the use or blending of research methods from both quantitative and qualitative traditions. There exists considerable complexity in how these methods may be used together. Nevertheless, increasing numbers of researchers are embracing the concept of mixed methods, and published articles using mixed methods are more common than they once were. Given the ongoing development of mixed methods research, the purpose of this paper is to provide a succinct summary of the most prominent mixed methods research paradigms. Papers such as this one are needed to communicate current status of the field in a concise manner for applied researchers

USING BILINGUAL BOOKS TO ENHANCE LITERACY AROUND THE WORLD

This paper focuses on approaches and practices for developing biliteracy and bilingualism across diverse international settings. The authors present a framework for why bilingual books can be used to develop both native language and second or other languages through reading and writing activities. Bilingual books and a basic taxonomy of types of bilingual books are described. A rationale for their use is provided in that bilingual books provide linguistic resources such as vocabulary development for students to develop across two languages (Ernst-Slavit&Mulhern, 2003) while also fostering awareness of cultural and social awareness (e.g, Botelho& Rudman, 2009). The authors provide specific examples of both linguistic and cultural support. Specific activities that promote bilingualism and biculturalism as an aim include read-aloud, shared reading, and writing instruction which can incorporate the use of student-created books in both languages. These student-written bilingual texts can draw on local cultural and linguistic practices in their composition (e.g., Dworin, 2006). Finally, the authors conclude with ways that cross-age reading and family involvement can support bilingual development by using bilingual books

Diseño de metodologías mixtas. Una revisión de las estrategias para combinar metodologías cuantitativas y cualitativas

El debate histórico en torno a los paradigmas de investigación cualitativa y cuantitativa ha sido por momentos apasionado. Los argumentos en favor y en contra de las metodologías se han centrado con frecuencia en las diferencias filosóficas con respecto a asuntos como la posibilidad de generalización, la epistemología o la representación auténtica de los fenómenos investigados. Sin embargo, en fechas recientes, un enfoque considerable de la discusión se ha centrado en cómo la investigación con metodologías mixtas puede llevarse a cabo de manera efectiva. En términos generales, las metodologías mixtas pueden conceptualizarse como el uso o la combinación de metodologías de investigación provenientes de las tradiciones cuantitativas y cualitativas. Existe considerable complejidad en cómo estos métodos pueden ser utilizados juntos. Sin embargo, un número creciente de investigadores está adoptando el concepto de metodologías mixtas y los artículos publicados que utilizan este concepto son cada vez más frecuentes. Dado el desarrollo actual de la investigación sobre metodologías mixtas, el propósito de este texto es brindar un resumen sucinto de los paradigmas más prominentes de las metodologías mixtas. Artículos como éste son necesarios para comunicar de manera concisa el estado actual del campo para otros investigadores

Health profile of deaf Canadians: Analysis of the Canada Community Health Survey

OBJECTIVE: To profile the health of deaf and hard-of-hearing Canadians in relation to the population as a whole. DESIGN: Using data from the Canada Community Health Survey 1.1, a cross-sectional survey conducted by Statistics Canada with a total of 131 535 respondents, a series of logistic regression models was fitted to estimate the odds, compared with the general population, of respondents classified as having hearing problems reporting the presence of various chronic health outcomes; of their utilizing the health care system; of their engaging in certain health promotion activities; and of their reporting certain perceptions about their overall health. For each odds ratio, 95% confidence intervals are provided. All analyses were adjusted for age and sex with some analyses being restricted to appropriate age ranges or having further adjustments made, depending on the outcomes. MAIN OUTCOME MEASURES: In addition to indications of deafness or hearing loss, this study examined health care utilization, several commonly accepted health outcomes, engagement in health promotion activities, and perceptions of overall health. RESULTS: Approximately 4% of respondents in the cross-sectional survey were considered to have hearing problems. The prevalence of hearing problems increased with age, with males having a slightly higher prevalence of hearing problems compared with females (4.52% versus 3.53%). Respondents classified as having hearing problems, whether hearing loss or deafness, were more likely to report adverse health conditions and low levels of physical activity, and to experience higher rates of depression. Respondents classified as having hearing problems were not more likely to smoke or to drink excessively. CONCLUSION: Communication is essential to both health promotion and health care delivery. Deafness - both the disability and the culture - creates barriers to communication. Individual practitioners can and should consider the communication needs of individual patients with hearing loss or deafness to avoid barriers to optimal health

Educational attainment, labour force status and injury: a comparison of Canadians with and without deafness and hearing loss

Communication is essential to both educational attainment and labour force participation. Deafness--both the disability and the culture--creates a communication barrier. The objective of this study is to profile the educational attainment, labour force status and injury profile of deaf and hard-of-hearing Canadians in relation to the population as a whole. Using data from the Canada Community Health Survey 1.1, a cross-sectional survey conducted by Statistics Canada with a total of 131,535 respondents, a series of logistic regression models were fitted to estimate the odds of reporting the presence of educational attainment, labour force status and injury, and being classified as having a hearing problem. For each odds ratio, 95% confidence intervals are provided. All analyses were adjusted for age and sex with some analyses being restricted to appropriate age ranges or having further adjustments made, depending on the outcome. Approximately 4% of the respondents were considered to have a hearing problem. The prevalence of hearing problems increases with age and men have a slightly higher prevalence of hearing problems compared with women (4.52 vs. 3.53%). Respondents classified as having a hearing problem, whether hearing loss or deafness, were more likely to have achieved less education, less likely to be working and experience higher rates of injury and work-related injury compared with hearing respondents. These results underscore the need to equalize access to education and employment and assure the accessibility to workplace safety and wellness for this minority group

“Simplicity is Key”: Literacy Graduate Students’ Perceptions of Online Learning

Even before COVID-19, literacy graduate coursework was increasingly offered online, replacing the traditional campus-based courses This study investigated how graduate literacy students perceive coursework in an online learning environment. This understanding is important because (a) student perceptions regarding online learning are critical to motivation and learning; and (b) faculty designing courses need to consider student voice in course development. This survey research queried literacy master’s degree candidates their perceptions prior to and after taking online classes, their confidence levels using technology, and about the technological tools that have impacted their learning. Results indicated initial perceptions of online learning changed positively after engagement in coursework, but course design influenced collaboration and engagement. Statistical significance was found in changes in initial perceptions of online learning to a more positive overall feelings toward online learning. The results of this study raise important considerations for implementing online coursework for literacy graduate students

Faculty Perspectives: Teaching Literacy Online During COVID-19

This multi-institutional collaborative survey research investigated graduate literacy faculty’s experiences and perceptions of delivering instruction online during the Covid-19 pandemic. Results indicate that faculty did not perceive a limitation in these online learning environments, and most felt comfortable teaching online through various technology tools. However, they encountered various challenges, with handling field experiences and practicum the most challenging tasks