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Rev. ed. of: Handbook of mixed methods in social & behavioral research.
"The Handbook provides both philosophical and practical foundations for using mixed methods in social science inquiry. Theory about mixing methods is nicely balanced and illustrated with concrete examples. All aspects of inquiry are covered from conceptualizing research to selecting methods, analyzing and interpreting data, and reporting findings. The Handbook offers the most comprehensive review of mixed methods available anywhere. It will be a definitive reference for a long time to come." --MICHAEL QUINN PATTON, The Union Institute and Utilization-Focused Evaluation Written so that it can be used either as a pedagogical tool or as a reference for researchers, the book is rich in examples and includes a glossary, easy-to-follow diagrams, and tables to help readers become more familiar with the language and controversies in this evolving area.
Foundations of Mixed Methods Research is the first comprehensive textbook on using mixed methods in the social sciences, written by two leading names in the field. Mixed methodology (combining quantitative and qualitative approaches) has become an increasingly popular way of both researching and teaching methodology across the social sciences, and students across these fields are expected to be proficient in both quantitative and qualitative techniques. This text begins with an introduction to and overview of the development of mixed methodology, and then takes students through all aspects of working with mixed methods from research design and data collection through to analysis and conclusions.
The only book currently available that comprehensively integrates research and evaluation for evidence-based library and information science practice.
Argues against the “culture of science” currently dominating education discourse and in favor of a more critical understanding of various modes of inquiry.
In an increasingly homogeneous higher education landscape, does organizational identity still matter? Specifically, church-related higher education has experienced seismic shifts since the mid-1960s. Framed by emerging research on organizations and theories of isomorphism, this book traces the forty-year narratives of three colleges of the Evangelical Lutheran Church in America--Concordia College, Gettysburg College, and Lenoir-Rhyne University. Are these schools seeking to preserve their religious identities, and if so, what organizational strategies are supporting these efforts? In-depth personal interviews, rigorous document analysis, and thoughtful observation give voice to the three stories detailed in College Identity Sagas. For those interested in distinctive colleges, religiously affiliated higher education, and organization and institutional theories, this book is a vital resource.

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