EDEV_507 Week 9_1

It depends on what you mean by ‘macro’. Creswell (2009) uses the term ‘macro’ in two distinct ways. The first way derives from Neuman (2014) who, in accordance with most uses of ‘macro’ (e.g. see the entries in Denzin & Lincoln, 2005), defines it thus;

“Social theory focusing on the macro level of social life (e.g., social institutions, major sectors of society, entire societies, or world regions) and processes that occur over long durations (many years, multiple decades, or a century or longer)” (Neuman, 2014, p. 71).

This definition does not fit my outline of EC longitudinal research. The other use of ‘macro’ by Creswell refers to the first stage of a two-part design in which “Phase 1 was a quantitative study that looked at statistical relationships between teacher commitment and organizational antecedents and outcomes in elementary and middle schools” (Creswell, 2009, p. 221). Arguably, the analysis conducted on this Phase 1 data was more meso than macro, but leaving that distinction aside, Creswell considers macro to be related to the hypothetical-deductive model, which Teddlie and Tashkorri (2009) explain as a theoretical hypothesis that is tested through the collection of data.

Although my outline conflates a number of studies within an overarching theoretical theme, and so might be considered macro in the first use, I had intended to mean the second use. This is because macro in the first use has too wide a scope to be applicable to a localised assumptive use of, for example, Perry (1970) as the theoretical base in a later study. This use has meso connotations if nothing else, but my point was that hypothetical-deductive models (or any design model that is based on earlier theory) must necessarily include the assumptions, data types, and ontologies of the base model. If the later study is QUAL or qual, this study becomes a mixed methods one implicitly.

Jim

Creswell, J. W. (2009). Research Design Qualitative, Quantitative, and Mixed Approaches (3rd ed.). Los Angeles: Sage. http://doi.org/10.1002/1521-3773(20010316)40:6<9823::AID-ANIE9823>3.3.CO;2-C

Denzin, N. K., & Lincoln, Y. S. (2005). The SAGE Handbook of Qualitative Research. The SAGE Handbook (3rd ed.). Thousand Oaks: Sage Publications. http://doi.org/10.1017/CBO9781107415324.004

Neuman, W. L. (2014). Social Research: Qualitative and Quantitative Approaches. Social Research Methods: Qualitative and Quantitative Approaches (7th ed.). Harlow: Pearson Education. http://doi.org/10.1234/12345678

Perry, W. G. (1970). Forms of Intellectual and Ethical Development in the College Years: A Scheme. New York: Holt, Rinehart, and Winston.

Teddlie, C., & Tashakkori, A. (Eds.). (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. Sage Publications Inc.

About theCaledonian

Scot living in north Japan teaching at a national university.
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