QUAN Qual

QUAN

Qual

 Introduction  Background  Purpose Statement  Research Questions

 Methodology  Research Design  Data Collection & Analysis

 Results  Merging QUAN & Qual data  Answering Research Questions

 Discussion  Teacher Mentoring Approaches Continuum  Future Research

From Predominantly QUAN to Within-Stage MM in Teacher Mentoring Research

 Initial quantitative orientation to research by 1st author  Deficiency in quantitative teacher mentoring research  Introduction to & interest in Mixed Methods (MM) Research  Limited collective understanding of evolution of MM research teams/communities in C’bean (Arshavskaya, 2016; Creswell & Plano Clark, 2007; Denscombe, 2008; Hobson & Malderez, 2013; Izadinia, 2016 ) From Predominantly QUAN to Within-Stage MM in Teacher Mentoring Research

Describe  Shift from Quantitative to Within-Stage Mixed Model Design (WSMM allows for concurrent data collection)  Teacher mentors & mentees in urban primary & secondary schools  Guiding Philosophies and Theories: pragmatism, postpositivism, social constructivism, and interpretivism  Merging QUAN & qual data for deeper insights into teacher mentoring approaches From Predominantly QUAN to Within-Stage MM in Teacher Mentoring Research

 What factors influenced the MM team’s decision to shift from a predominantly quantitative to a WithinStage Mixed-Model Design. (Qualitative)  What processes did the MM team use for implementing the Within-Stage Mixed-Model design in teacher mentoring research? (Mixed)  What are the MM team’s perceptions of the teacher mentoring research outcome using the Within-Stage design? (Qualitative) From Predominantly QUAN to Within-Stage MM in Teacher Mentoring Research

Concurrent collection of QUAN & qual data

82% Closed-Ended Questions

Results

18% OpenEnded Questions

Descriptive statistics (QUAN) and content analysis (Qual) for quantitizing qualitative data QUAN & qual merged for in-depth answers to study research questions

Figure 1, Within-Stage Mixed-Model Design for Survey Questionnaire (Charles, 2017) (Johnson & Onwuegbuzie, 2004) From Predominantly QUAN to Within-Stage MM in Teacher Mentoring Research

Figure 2QUAN – Sampling Strategy (Charles,Research 2017) From Predominantly to Within-Stage MMIllustration in Teacher Mentoring

 Reflexivity

 MM Advocacy • MM Professional Development • MM Literature Availability • MM Outreach (e-mail questions answered) • Suitability of Within-Stage Mixed Model From Predominantly QUAN to Within-Stage MM in Teacher Mentoring Research

Figure 3. Processes for Implementin g WSMM design (Charles, 2017)


 Better understanding of teacher mentoring contexts  Wider teacher mentoring palette of research evidence  Simple application and convenience of WSMM design for conducting research  Building bridges across QUAN & QUAL polarities in research methodology  Enhanced team’s capacity for using other mixed methodologies (Creswell & Plano Clark, 2007) From Predominantly QUAN to Within-Stage MM in Teacher Mentoring Research

Figure 4: Teacher Mentorship Approaches Continuum (TMAC)

Key: Lighter to deeper blue signifies gradation from less to more pervasive teacher mentoring approaches in schools P – Primary School; S – Secondary School; 1-5: Numbering for schools without weighting From Predominantly QUAN to Within-Stage MM in Teacher Mentoring Research

 Mixed Methods Designs highlighting Popularity Difficulty, and Nuances in Methodologies in the Caribbean  Teacher Mentoring Research: A Solution for Waning Pedagogy in Challenging Schools  Mixed Methods Research: A Catalyst for Collaborative Research From Predominantly QUAN to Within-Stage MM in Teacher Mentoring Research

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Arshavskaya, E. (2016). Complexity in mentoring in a pre-service teacher practicum: A case study approach. International Journal of Mentoring and Coaching in Education, 5(1), pp. 2-19.

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Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, California: Sage Publications.

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Denscombe, M. (2008). Communities of practice: A research paradigm for the mixed methods approach. Journal of Mixed Methods Research, 2(3), 270-283.

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Hobson, A., & Malderez, A. (2013). Judgementoring and other threats to realizing the potential of school-based mentoring in teacher education. International Journal of Mentoring and Coaching in Education, 2(2), pp. 127 – 143.

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Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm time has come. Educational Researcher, 33(7), 14-26.

whose

• Izadinia, M. (2016). Preservice teachers’ professional identity development and the role of mentor teachers. International Journal of Mentoring and Coaching in Education, 5(2), pp. 2-19. From Predominantly QUAN to Within-Stage MM in Teacher Mentoring Research

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