The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
Philosophy in mixed methods teaching: The transformative paradigm as illustration
Abstract
As teachers of mixed methods, we have a responsibility to nurture our students’ abilities to think through their choices in terms of mixed methods research based on a critically examined understanding of their philosophical assumptions. The belief systems associated with the transformative paradigm are used to illustrate the importance of teaching philosophical frameworks as a part of mixed methods instruction. Teachers and students of research will improve their practice by engaging in critical self-reflection and dialogue about the philosophical assumptions that underlie their positions as researchers. This is an important area of exploration for mixed methods researchers who seek to improve the validity of their findings.
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The transformative paradigm emerged to redress the shortcomings of the two dominant paradigms, namely the positivist paradigm and the constructivism paradigm.
“The transformative paradigm emerged as a result to redress the shortcomings of the two dominant paradigms, namely, the positivist paradigm and the constructivism paradigm (Mertens 2010, 9).”
From Transformative Research Paradigm: A Response to SDG 4 by Intensifying Support Scholarships for Deaf and Hard-of-Hearing Students at an Open Distance and E-Learning University (2021) · cites this paper as Mertens 2010, 9
Citations
Cites
Handbook of Qualitative Research
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Mixed Methods Research: A Research Paradigm Whose Time Has Come
Johnson, R. B., & Onwuegbuzie, A. J. (2004) · Educational Researcher · doi:10.3102/0013189x033007014 · Cited by 11,170 · cited 2×
“…positions on the notion of incompatibility of paradigms, nor do I dwell on the pragmatic paradigm as a philosophical framework for mixed methods because those topics have been explained quite well elsewhere (Greene, 2007; Johnson & Onwuegbuzie, 2004; Mertens, 2010; Teddlie & Tashakkori, 2009).”
BackgroundMethodFrom the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools
Ladson-Billings, G. (2006) · Educational Researcher · doi:10.3102/0013189x035007003 · Cited by 3,211 · cited 3×
“Ladson-Billings (2006) suggests that we need to use our research skills to understand that ‘a cumulative effect of poor education, poor housing, poor health care and poor government services create a bifurcated society that leaves more than its children behind’ (p. 10).”
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Research works printed but not linked: 24
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Matjila, T., & van der Merwe, P. (2021) · Social Science Research Network · doi:10.25159/unisarxiv/000010.v1 · Cited by 2
Metadata
- Authors
- Mertens, D. M.
- Affiliations
- Gallaudet University (US)
- Corresponding author
- Mertens, Donna M
- ORCID
- Mertens, Donna M
- Venue
- International Journal of Multiple Research Approaches
- Publisher
- Dialectical Publishing
- Published
- 2010-04
- Volume
- 4
- Issue
- 1
- Pages
- 9-18
- ISSN
- 1834-0806 (ISSN-L)
- 1834-0814
- OpenAlex
- W2124782136
- Cited by
- 190
- References
- 3
- Citations by year
- 2026: 11 · 2025: 11 · 2024: 8 · 2023: 19 · 2022: 14 · 2021: 10 · 2020: 25 · 2019: 15 · 2018: 19 · 2017: 7 · 2016: 11 · 2015: 7 · 2014: 13 · 2013: 10 · 2012: 3
- FWCI
- 28.46
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- International Journal of Multiple Research Approaches (publishedVersion)
- Topics
- Social Sciences › Education › Educational Research and Methods
- Social Sciences › Business, Management and Accounting › Strategy and Management › Business Strategies and Management Research
- Social Sciences › Education › Educational theories and practices
- Keywords
- mixed methods, philosophical assumptions, transformative paradigm, critical self-reflection, research validity, research design choices, research philosophy
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