Multi-Method Triangulation in a Qualitative Study on Teachers' Practical Knowledge: An Attempt to Increase Internal Validity

Meijer, Paulien C.; Nico Verloop; Beijaard, Douwe
May 2002
Quality & Quantity;May2002, Vol. 36 Issue 2, p145
Academic Journal
This article describes multi-method triangulation as a means to enhance the internal validity in a qualitative study on language teachers' practical knowledge. Teachers' practical knowledge is viewed as a multi-dimensional concept, requiring multiple instruments for its exploration. In the triangulation procedure, data collected with three instruments were analysed and related to each other. Three steps of analysis, preceded by a pre-analysis step, were used to combine these data. The triangulation procedure culminated in a fairly comprehensive understanding of teachers' practical knowledge with respect to the teaching of reading comprehension to 16- to 18-year-old students. It was concluded that multi-method triangulation is a worthwhile procedure to enhance the internal validity in qualitative studies on a complex topic such as teachers' practical knowledge.


Related Articles

  • Why Teachers Need to Be Readers. Kolloff, Penny Britton // Gifted Child Today;Spring2002, Vol. 25 Issue 2, p50 

    Focuses on the importance for teachers to develop reading interest. Decline of recreational reading; Role of teachers teaching reading in the comprehension development of children; Preparedness of a teacher who read a broad selection of texts.

  • Preservice Teachers' Development of Professional Knowledge about Strategic Comprehension. Barrentine, Shelby J.; Waller, Rachael J.; Beck, Pamela K. // Journal of Reading Education;Fall2011, Vol. 37 Issue 1, p26 

    This study compared 36 preservice teachers' knowledge about strategic comprehension before and after instruction. Analysis of responses collected from a pre- and postassessment tool revealed that participants' professional knowledge improved significantly after instruction. Qualitative analysis...

  • Increasing All Students' Chance to Achieve: Using and Adapting Anticipation Guides With Middle School Learners. Kozen, Alice A.; Murray, Rosemary K.; Windell, Idajean // Intervention in School & Clinic;Mar2006, Vol. 41 Issue 4, p195 

    The ability to effectively use reading as a study skill is critical to academic success at the middle- and high-school levels. In an age of high-stakes testing and accountability, content-area specialists, teaching multiple sections of students each day within clearly designated time periods,...

  • Cultural Transfer as an Obstacle for Writing Well in English: The Case of Arabic Speakers Writing in English. Rass, Ruwaida Abu // English Language Teaching;Jun2011, Vol. 4 Issue 2, p206 

    This paper reviews and strengthens the data on cultural transfer by Arab Muslim students writing in English and adds the significant element of the cultural impact of Islam on such writing. This qualitative study examines the writing of 18 teacher trainees at an Arab language teacher training...

  • Vocabulary-centered Strategy: Its Effect on Reading Comprehension and Teachers' Opinions Concerning Its Utility. Alaraj, Mamoon M. // Theory & Practice in Language Studies;Sep2015, Vol. 5 Issue 9, p1791 

    This study was divided into two parts: quantitative and qualitative. The quantitative part aimed at investigating the effect of Vocabulary Centered Strategy (VCS), which was developed by the researcher himself, on the reading comprehension of the Saudi intermediate students. The qualitative part...

  • Effects of Mora Deletion, Nonword Repetition, Rapid Naming, and Visual Search Performance on Beginning Reading in Japanese. Maya Shiho Kobayashi; Haynes, Charles W.; Macaruso, Paul; Hook, Pamela E.; kato, Junko // Annals of Dyslexia;2005, Vol. 55 Issue 1, p105 

    This study examined the extent to which mora deletion (phonological analysis), nonword repetition (phonological memory), rapid automatized naming (RAN), and visual search abilities predict reading in Japanese kindergartners and first graders. Analogous abilities have been identified as important...

  • Elaborative Inferencing as an Active or Passive Process. Garrod, Simon; O'Brien, Edward J.; Morris, Robin K.; Rayner, Keith // Journal of Experimental Psychology. Learning, Memory & Cognition;Mar1990, Vol. 16 Issue 2, p250 

    Focuses on elaborative inferencing as an active or passive process. Factors that involves in the common assumption in models of reading comprehension; Types of elaborative inferencing; Major source of difficulty in the study of elaborative inteference.

  • Prior knowledge and reading comprehension test bias. Johnston, Peter // Reading Research Quarterly;Winter1984, Vol. 19 Issue 2, p219 

    THIS PAPER addresses the problem of the effects of prior knowledge, especially those relating to bias, in tests of reading comprehension. Quantitative and qualitative effects of prior knowledge on reading comprehension were demonstrated through an examination of performance on different question...

  • Intervención diferencial de las funciones ejecutivas en inferencias elaborativas y puente. Richard's, María; Juric, Lorena Canet; Introzzi, Isabel; Urquijo, Sebastián // Avances en PsicologÍa Latinoamericana;2014, Vol. 32 Issue 1, p5 

    Currently reading comprehension is seen as a constructive process that depends on the involvement of different components that work together in order to create a representation in the reader's mind. Building a mental model of text requires the development of elaborative and bridging inferences....


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics