评论:学校心理学中混合方法研究的承诺和未实现的潜力
Bradford D Daly1, Stephen D Truscott
1Division of Counseling and School Psychology, Alfred University.
School psychology (Washington, D.C.)
|December 21, 2023
概括
混合方法研究 (MMR) 可以弥合学校心理学研究和实践之间的差距. 然而,它的不足利用源于复杂性和有限的专业知识,需要整个领域的承诺,以实现更大的整合.
科学领域:
- 学校心理学 学校心理学
- 教育研究方法学教育研究方法学
背景情况:
- 学校心理学中的研究与实践之间的差距是一个持续的挑战.
- 混合方法研究 (MMR) 被提出作为一种潜在的解决方案,以提高研究结果的适用性.
- 尽管有希望,但MMR在现场使用不足.
研究的目的:
- 突出MMR在弥合学校心理学中研究与实践之间的差距方面的潜力.
- 检查在学校心理学研究中MMR使用不足的原因.
- 提出一个框架,以了解和解决对MMR采用的障碍.
主要方法:
- 本评论使用罗杰斯 (1995) 的创新采用模型.
- 它讨论了影响MMR在学校心理学中的采用和实施因素.
- 该分析侧重于整合MMR的挑战和机会.
主要成果:
- MMR提供了一种有希望的方法,可以为学校心理学实践产生更有影响力的研究.
- 对MMR采用的主要障碍包括研究复杂性和该领域缺乏专业专业知识.
- 应对这些挑战对于推动研究和实践的整合至关重要.
结论:
- 越来越多地采用模范的MMR研究对学校心理学至关重要.
- 克服对MMR的障碍需要在现场采取协调一致的努力和意愿.
- 接受MMR可以显著改善研究转化为有效的学校心理学实践.
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