Mixed Methods Approaches in Family Science Research

Clark, Vicki L. Plano; Huddleston-Casas, Catherine A.; Churchill, Susan L.; Green, Denise O'Neil; Garrett, Amanda L.

doi:10.1177/0192513x08318251

Cited by 136 publications

(86 citation statements)

References 40 publications

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“…This mixed-methods (Creswell, 2007;Plano Clark, Huddleston-Casas, Churchill, O'Neil Green, & Garrett, 2008), cross-sectional study utilized semi-structured qualitative interviews and quantitative event history calendars, or EHCs (Martyn & Belli, 2002), to assess how adolescents' perceptions of interactions with their parents relate to perceived parental expectations, and how such expectations relate to their self-reported sexual behaviors over time.…”

Section: Methodsmentioning

confidence: 99%

Comparing White and Asian American Adolescents’ Perceived Parental Expectations and Their Sexual Behaviors

Kao

Martyn

2014

Sage Open

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While parental influences on adolescent health behaviors are well recognized, there is limited understanding of the relationship between adolescents' perceptions of their parents' expectations and their sexual behaviors. This mixed-methods study explored how White and Asian American adolescents perceive parental expectations via parent-child interactions, and how such expectations relate to adolescents' self-reported sexual activities over time. Using gender-matched, in-depth interviews with 28 White and Asian American adolescents, ages 17 to 19, we explored adolescents' perceptions of parental expectations about when, how, and under what conditions adolescents should engage in sexual activity. Stronger conservative parental sexual expectations and disapproving parental attitudes were closely related to later sexual debut and fewer sexual partners. Perceived closeness determined the degree to which adolescents respected and incorporated their parents' beliefs, values, and sexual expectations. Future research should focus on developing family strategies to utilize the concept of perceived parental expectations.

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Section: Methodsmentioning

confidence: 99%

Comparing White and Asian American Adolescents’ Perceived Parental Expectations and Their Sexual Behaviors

Kao

Martyn

2014

Sage Open

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“…Mason, 2006;Clark et al, 2008). As Woolley (2009) suggests, in sociological research, both approaches can be used to address the different aspects of a research problem.…”

Section: Methodsologymentioning

confidence: 99%

A Case Study of Parents' School Choice Strategies in a Finnish Urban Context

Poikolainen

2012

European Educational Research Journal

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This article analyses how Finnish parents of sixth graders in a comprehensive school act in the local 'school markets' of the case city. The parents' subject positions as choosers are reflected on and explored in relation to the discourses and resources they use when discussing their school choices. The data were gathered in 2009 by administering a questionnaire (n = 374) and by conducting interviews with 76 of the respondents. The main data used here were thematic interviews, which were analysed using the discoursive approach. The analysis revealed that the parents used three different types of subject positions and discourses when having conversations about their choices and when considering their options. These discourses used were partly overlapping and unexpectedly social, and cultural resources were capitalised on less than previously assumed. Contrary to earlier European research on school choices, most parents in this study were not eager to choose any other school than their allocated local school, because they trusted the quality of Finnish comprehensive schools. The parents' thoughts and actions were notably guided and governed by the local school authorities, according to whom the local school is good enough.

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“…Para alcanzar los objetivos propuestos, se utilizará una investigación de métodos mixtos (Plano-Clark, 2008).En el marco de la investigación evaluativa, se utilizará la metodología de encuesta para conocer la opinión del profesorado. Con el fin deproporcionar una interpretación contextualizada de los datos cuantitativos, hemos recurrido a la entrevista semiestructurada.…”

Section: Métodounclassified

Jornada escolar partida y continua. ¿Existen evidencias que motiven el cambio en la gestión del tiempo escolar en España?

2017

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Jornada escolar partida y continua. ¿Existen evidencias que motiven el cambio en la gestión del tiempo escolar en España? Resumen. El efecto del tipo de jornada escolar (partida frente a continua) sobre los resultados de los estudiantes ha sido un tema poco estudiado, aunque conflictivo en el ámbito nacional por sus implicaciones sociales y laborales. Los objetivos generales del trabajo son dos: primero constatar si existe asociación entre resultados académicos y tipo de jornada escolar y, segundo, analizar las preferencias del profesorado por un tipo u otro de jornada y las razones que las motivan. Trascurridas tres décadas desde que comenzó a implantarse la jornada continua en algunas comunidades autónomas, se puede concluir que los progresos académicos esperados han sido reducidos y equiparables a los experimentados por comunidades que han permanecido en jornada escolar partida. Para realizar un estudio de la cuestión desde la percepción del profesorado, se ha utilizado metodología de encuesta (N=400), combinada con entrevistas semiestructuradas (N=30). Los resultados evidencian que los profesores prefieren la jornada escolar continua, aduciendo motivos como la posibilidad de incrementar su formación o menos desplazamientos al centro. Palabras clave: Jornada escolar; profesorado; rendimiento; aprendizaje; organización escolar.[en] Time in school. Are there evidences to support the changes on the school time management in Spain?Abstract. The effect of the school time (from 8:30 to 15 versus from 9 to 17) on the results of the students has been a subject scarcely studied, but conflicting in the Spanish national context due to its laboral and social consequences for teachers and families. The two main objectives of this work are: first, inquire whether there is an association between academic performance and type of school schedule; second, to analyze teacher preferences for one type or another of school schedule and the reasons for thinking so. Three decades since 8:30 to 15 schedule began to be implemented in some regions, it can be concluded that the expected academic progress have been reduced and comparable to those experienced by communities that have remained in 9 to 17 schedule. By survey methodology (N = 400) combined with semi-structured interviews (N = 30), it is evident that teachers prefer the shorter schedule, adducingreasonssuch as the possibility of increasing professional developmentor fewer roundsto the center.

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Mixed Methods Approaches in Family Science Research

Cited by 136 publications

References 40 publications

Comparing White and Asian American Adolescents’ Perceived Parental Expectations and Their Sexual Behaviors

Comparing White and Asian American Adolescents’ Perceived Parental Expectations and Their Sexual Behaviors

A Case Study of Parents' School Choice Strategies in a Finnish Urban Context

Jornada escolar partida y continua. ¿Existen evidencias que motiven el cambio en la gestión del tiempo escolar en España?

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