Стратегии смешивания методов и вторичный анализ данных: точки пересечения и потенциал в изучении социальной мобильности
The article describes the main characteristics and differences between quantitative and qualitative methods. The advantages and disadvantages of these groups of methods are analyzed with reference to the study of socio-psychological phenomena and processes, it is concluded that the separate use of only one class of methods in the study can lead to the construction of an inadequate picture of the reality under study. The emergence of a strategy of "mixed methods" is natural. However, the joint use of different methods in one study involves solving a number of methodological and methodological problems of their correlation. The variants of combining quantitative and qualitative methods, proposed by D. Morgan in his sequential priorities model, are considered in detail.
A resonance publication, containing criticism of the quality of Russian polls, is reviewed; doubtfulness of the critical argumentation is revealed.
The paper exmines methodological reflection on current discussion about “third methodological movement” (or “third research community”) that supposes the combination of the qualitative and quantitative approaches to implement the multimethod research strategy for more comprehensive understanding of social phenomenon. The main steps on the development of the methodological movement, Russian translation of the term ‘MMR’ and current competitive classifications of the research designs are described. The perspectives are discussed in the last part of the paper.
The paper represents the way in which mind mapping operates for teaching process. It also demonstrates the application of formative assessment in mind mapping adopting for teaching and learning. Formative assessment is designed as a mixed methods research. It includes participant observation, questionnaire, and classroom discussions on students’ mind maps. Assessment feedback is considered as an important phase of new teaching method’s adoption for a master program. The paper contributes to the current literature by shifting the focus from students’ academic achievements to process of the method’s adoption; by discussing formative assessment approach to mind mapping. The results show costs and benefits of mind mapping for students and support appropriateness of formative assessment for mind mapping adoption. The ways to improve mind mapping process in the current context and directions for future research are discussed.
The article discusses the strategy of «mixing» methods, particularly prevalent in the Western research tradition. Covers the methods of text analysis, demonstrated the difference between formal or approach on the example of the study of the image of modern Russia in the texts of the American edition of «New York Times», where attention is paid to algorithms work with texts. It is shown that for the study of such phenomena as the image of the country, the combination of formal or approaches to the analysis of the text is a necessary and natural research phenomenon.
The monograph is based on a thesis aimed at systematizing of theoretical ideas and practical developments of the network approach in sociology and determining its place and role in the structure of sociological knowledge. The paper analyzes the theoretical and methodological foundations of the three directions of the network approach in sociology - Social Networks Analysis (SNA), Relational Sociology and the Actor-Network Theory (ANT). The results of the research can be useful for a wide range of researchers and academic workers, as well as students of the social sciences departments, and can be used in courses on the history of sociology, modern sociological theory, methodology of sociological research, and in the implementation of empirical research.