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ERIC Number: EJ1418643
Record Type: Journal
Publication Date: 2024
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1558-6898
EISSN: EISSN-1558-6901
Theorizing with Joint Displays: Salient Contributors to Improving Preservice Teachers' Practice
Allison R. Firestone; Rebecca A. Cruz; Darcie Massey
Journal of Mixed Methods Research, v18 n2 p115-136 2024
Theory-focused joint displays represent an innovative approach to data and results integration with potential to build understanding of complex constructs, including factors that influence change over time. However, the extant literature offers few examples for doing so, particularly in convergent research designs. Therefore, the purpose of this article is to provide a replicable framework for developing and refining an emergent theoretical model in a convergent research design. Through an illustrative example of a study on preservice teachers' growth in practice, we detail a seven-step process in which a theoretical model served as the guide and culminating purpose of the research. In addition to this primary contribution, we also explore the role of visuals in joint display analyses to support meta-inference generation.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A