Mixed methods in a study of implementation of technology-based materials in the elementary classroom

Bernadette E. Russek; Sharon L. Weinberg

doi:10.1016/0149-7189(93)90024-3

Mixed methods in a study of implementation of technology-based materials in the elementary classroom

Bernadette E. Russek, Sharon L. Weinberg

Applied Statistics, Social Science, and Humanities

Research output: Contribution to journal › Article

Abstract

Ethnographic techniques and philosophy guided data collection and analysis to determine the extent and nature of implementation of technology-based materials in elementary school mathematics classrooms. However, unlike most ethnographic studies, quantitative data collection and analyses played an important role in the overall findings. Each method provided its own strength. In some cases a blend of both methods afforded a deeper insight than either could provide separately.

Original language	English (US)
Pages (from-to)	131-142
Number of pages	12
Journal	Evaluation and Program Planning
Volume	16
Issue number	2
DOIs	https://doi.org/10.1016/0149-7189(93)90024-3
State	Published - 1993

ASJC Scopus subject areas

Business and International Management
Social Psychology
Geography, Planning and Development
Strategy and Management
Public Health, Environmental and Occupational Health

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Russek, B. E., & Weinberg, S. L. (1993). Mixed methods in a study of implementation of technology-based materials in the elementary classroom. Evaluation and Program Planning, 16(2), 131-142. https://doi.org/10.1016/0149-7189(93)90024-3

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