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Johnson, R. B.; McGowan, M. W.; Turner, L. A. – Research in the Schools, 2010
We address 2 key points of contention in this article. First, we engage the debate concerning whether particular methods are necessarily linked to particular research paradigms. Second, we briefly describe a mixed methods version of grounded theory (MM-GT). Grounded theory can be tailored to work well in any of the 3 major forms of mixed methods…
Descriptors: Grounded Theory, Methods Research, Epistemology, Qualitative Research
Zientek, Linda Reichwein; Thompson, Bruce – Research in the Schools, 2010
Self-efficacy and mathematics anxiety have been identified as predictors of mathematics achievement. In the present study, secondary analyses on matrix summaries available from prior published studies were utilized to investigate the contribution that self-efficacy and mathematics anxiety made in mathematics performance. Commonality analyses were…
Descriptors: Self Efficacy, Mathematics Achievement, Mathematics Anxiety, Predictor Variables
Tienken, Christopher H.; Achilles, Charles M. – Research in the Schools, 2009
Class-size reduction (CSR) initiatives have demonstrated positive short- and long-term effects in elementary grades. Less is known about CSR influence on achievement in middle grades. Thus, we conducted a non-experimental, longitudinal, explanatory study of CSR influence on writing achievement of 3 independent cohorts of students (n = 123) in…
Descriptors: Class Size, Writing Achievement, Statistical Analysis, Achievement Gains