The DOI matches its Crossref record; 32 of the 32 references it cites were found in a registry or an index.
Toward a Conceptual Framework for Mixed-Method Evaluation Designs
Abstract
In recent years evaluators of educational and social programs have expanded their methodological repertoire with designs that include the use of both qualitative and quantitative methods. Such practice, however, needs to be grounded in a theory that can meaningfully guide the design and implementation of mixed-method evaluations. In this study, a mixed-method conceptual framework was developed from the theoretical literature and then refined through an analysis of 57 empirical mixed-method evaluations. Five purposes for mixed-method evaluations are identified in this conceptual framework: triangulation, complementarity, development, initiation, and expansion. For each of the five purposes, a recommended design is also presented in terms of seven relevant design characteristics. These design elements encompass issues about methods, the phenomena under investigation, paradigmatic framework, and criteria for implementation. In the empirical review, common misuse of the term triangulation was apparent in evaluations that stated such a purpose but did not employ an appropriate design. In addition, relatively few evaluations in this review integrated the different method types at the level of data analysis. Strategies for integrated data analysis are among the issues identified as priorities for further mixed-method work.
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In the citing paper
“The use of a mixed method approach was deemed important to achieve the primary benefits of development and expansion of the checklist (Greene,Caracelli,&Graham,1989).”
From Developing an English Language Textbook Evaluative Checklist (2013) · cites this paper as Greene,Caracelli,&Graham,1989
In the citing paper
“Ironically, in a comprehensive review of mixed-method evaluation studies, Greene and Caracelli (1989) found that methodological triangulation was actually quite rare in mixed-method research, used by only 3 of 57 studies.”
From Revisiting the Quantitative-Qualitative Debate: Implications for Mixed-Methods Research (2002) · cites this paper as Greene and Caracelli, 1989
In the citing paper
“The results were measured through a mixed concurrent or triangulated study [19–21].”
From The virtual patient as a learning tool: a mixed quantitative qualitative study (2018) · cites this paper as [19]
In the citing paper
“Likewise, with Greene et al.’s (1989) initiation purpose, the initiation strand follows the unexpected results that it is supposed to explain.”
From How to Construct a Mixed Methods Research Design (2017) · cites this paper as Greene et al.’s (1989)
In the citing paper
“Greene et al. (1989, p. 259) distinguished the following five purposes for mixing in mixed methods research:”
From How to Construct a Mixed Methods Research Design (2017) · cites this paper as Greene et al. (1989)
In the citing paper
“Bryman’s classification breaks down Greene et al.’s (1989) categories into several aspects, and he adds a number of additional aspects, such as the following:”
From How to Construct a Mixed Methods Research Design (2017) · cites this paper as Greene et al. (1989)
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Metadata
- Authors
- Greene, J. C., Caracelli, V. J., & Graham, W. F.
- Affiliations
- Cornell University (US)
- Venue
- Educational Evaluation and Policy Analysis
- Published
- 1989-09
- Volume
- 11
- Issue
- 3
- Pages
- 255-274
- ISSN
- 0162-3737 (ISSN-L)
- 1935-1062
- OpenAlex
- W2109685530
- Cited by
- 5,687
- References
- 32
- Citations by year
- 2026: 282 · 2025: 266 · 2024: 273 · 2023: 300 · 2022: 321 · 2021: 377 · 2020: 322 · 2019: 300 · 2018: 266 · 2017: 286 · 2016: 314 · 2015: 336 · 2014: 328 · 2013: 300 · 2012: 279
- FWCI
- 6.74
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Evaluation and Policy Analysis (publishedVersion)
- Topics
- Social Sciences › Public Administration › Evaluation and Performance Assessment
- Social Sciences › Education › Educational Research and Methods
- Social Sciences › Sociology and Political Science › Qualitative Comparative Analysis Research
- Keywords
- conceptual framework, evaluation design, triangulation, complementarity, program evaluation, educational program evaluation, social program evaluation, integrated data analysis, design features
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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