Qualitative/quantitative integration in the inductive observational study of interactive behaviour: impact of recording and coding among predominating perspectives

Sánchez-Algarra, Pedro; Anguera, M. Teresa

doi:10.1007/s11135-012-9764-6

Cited by 82 publications

(82 citation statements)

References 43 publications

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“…In this article, we have discussed the essential role of observational studies in this respect and highlighted the benefits of transforming rigorously annotated, sequential (ordered) qualitative data into code matrices for subsequent analysis using powerful quantitative analytical techniques. Systematic observation in its current form permits the seamless integration of qualitative and quantitative data (Sánchez-Algarra and Anguera, 2013), while meeting the requirements of multi-method research studies and harnessing the potential offered by the quantitization of qualitative data using non-standard statistical techniques and the subsequent interpretive qualitization of the quantitative results (which are largely structural) using behavior sequence analysis techniques.…”

Section: Discussionmentioning

confidence: 99%

“…The field format (Sánchez-Algarra and Anguera, 2013) is a multidimensional system. For each field format, it is necessary to draw up a catalog of behaviors (a list of mutually exclusive behaviors for each dimension) that is considered to be permanently open; it is constructed using a decimal coding system that allows the behaviors to be hierarchically arranged according to the degree of molecularization required.…”

Section: Inclusion Of Purely Observational Sports and Physical Activimentioning

confidence: 99%

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The Specificity of Observational Studies in Physical Activity and Sports Sciences: Moving Forward in Mixed Methods Research and Proposals for Achieving Quantitative and Qualitative Symmetry

et al. 2017

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Mixed methods studies are been increasingly applied to a diversity of fields. In this paper, we discuss the growing use—and enormous potential—of mixed methods research in the field of sport and physical activity. A second aim is to contribute to strengthening the characteristics of mixed methods research by showing how systematic observation offers rigor within a flexible framework that can be applied to a wide range of situations. Observational methodology is characterized by high scientific rigor and flexibility throughout its different stages and allows the objective study of spontaneous behavior in natural settings, with no external influence. Mixed methods researchers need to take bold yet thoughtful decisions regarding both substantive and procedural issues. We present three fundamental and complementary ideas to guide researchers in this respect: we show why studies of sport and physical activity that use a mixed methods research approach should be included in the field of mixed methods research, we highlight the numerous possibilities offered by observational methodology in this field through the transformation of descriptive data into quantifiable code matrices, and we discuss possible solutions for achieving true integration of qualitative and quantitative findings.

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Section: Discussionmentioning

confidence: 99%

Section: Inclusion Of Purely Observational Sports and Physical Activimentioning

confidence: 99%

The Specificity of Observational Studies in Physical Activity and Sports Sciences: Moving Forward in Mixed Methods Research and Proposals for Achieving Quantitative and Qualitative Symmetry

et al. 2017

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“…Obviously, the observer plays a key role in this approach, especially when it comes to the use of observation instruments (Sánchez-Algarra & Anguera, 2013), the reliability of which depends to a considerable extent on the skill of the observer and the training that he or she has received. Although the first studies in this field suggested that the quality of observational registers depended less on the observer's training and more on his or her personal characteristics (Sweeney & Cottle, 1976), subsequent research has demonstrated the value of training for observers, as well as highlighting certain ways of improving their skills.…”

Section: The Observer's Competence In the Process Of Observational Mementioning

confidence: 99%

The process of basic training, applied training, maintaining the performance of an observer

Losada

Manolov

2014

Qual Quant

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“…The observational design can be classified as Nomothetic/Follow-up/Multidimensional (N/F/M) (Blanco-Villaseñor et al, 2003; Sánchez-Algarra and Anguera, 2013; Portell et al, 2015), where nomothetic refers to the observation of various different teachers; follow-up refers to recording the behaviors or situations that arise over a period of time; and multidimensional refers to the fact that more than one dimension of the participant's response is taken into account. We carried out non-participatory observation of teachers on the island of Tenerife (Canary Islands, Spain), in the classroom context, while they were teaching their pupils how to read.…”

Section: Methodsmentioning

confidence: 99%

Is Reading Instruction Evidence-Based? Analyzing Teaching Practices Using T-Patterns

et al. 2018

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The main goal of this study was to analyze whether primary teachers use evidence-based reading instruction for primary-grade readers. The study sample consisted of six teachers whose teaching was recorded. The observation instrument used was developed ad hoc for this study. The recording instrument used was Match Vision Studio. The data analysis was performed using SAS, GT version 2.0 E, and THEME. The results indicated that the teaching practices used most frequently and for the longest duration were: feedback (i.e., correcting the student when reading); fluency (i.e., individual and group reading, both out loud and silently, with and without intonation); literal or inference comprehension exercises (i.e., summarizing, asking questions); and use of educational resources (i.e., stories, songs, poems). Later, we conducted analyses of T-Patterns that showed the sequence of instruction in detail. We can conclude that <50% of the teaching practices used by the majority of teachers were based on the recommendations of the National Reading Panel (NRP). Only one teacher followed best practices. The same was the case for instructional time spent on the five essential components of reading, with the exception of teacher E., who dedicated 70.31% of class time implementing best practices. Teaching practices (i.e., learners' activities) designed and implemented to exercise and master alphabetic knowledge and phonological awareness skills were used less frequently in the classroom.

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Qualitative/quantitative integration in the inductive observational study of interactive behaviour: impact of recording and coding among predominating perspectives

Cited by 82 publications

References 43 publications

The Specificity of Observational Studies in Physical Activity and Sports Sciences: Moving Forward in Mixed Methods Research and Proposals for Achieving Quantitative and Qualitative Symmetry

The Specificity of Observational Studies in Physical Activity and Sports Sciences: Moving Forward in Mixed Methods Research and Proposals for Achieving Quantitative and Qualitative Symmetry

The process of basic training, applied training, maintaining the performance of an observer

Is Reading Instruction Evidence-Based? Analyzing Teaching Practices Using T-Patterns

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