应用混合方法对读写能力的再思考：从西班牙初等教育学生、家庭及教师角度出发的研究

Barringer, S.N. Eliason, S.R., & Leahey, E. (2013). A history of causal analysis in the Social Sciencies (pp. 9-26). In Morgan, S.L. (Ed.) Handbook of Causal Analysis for Social Research, pp.91-112. Springer. https://doi.org/10.1007/978-94-007-6094-3_2

Barton, D. & Lee, C. (2013). Language online. Investigating digital texts and practices. Routledge. https://doi.org/10.4324/9780203552308

Bezemer, J. & Kress, G. (2016). Multimodality, learning and communication. A social semiotic frame. Routledge. https://doi.org/10.4324/9781315687537

Bloome, D. (2012). Classroom ethnography. En M. Grenfell, D. Bloome, C. Hardy, K. Pahl, J. Rowsell, & B. Street, Language, ethnography, and education. Bridging new literacy studies and Bourdieu (pp. 7-26). Routledge.

Borrero, N. & Yeh, C. (2010). Ecological English language learning among ethnic minority youth. Educational Researcher, 39(8), 571-581. https://doi.org/10.3102/0013189X10389810

Burnett, C. (2014). Investigating pupils’ interactions around digital texts: a spatial perspective on the “classroom-ness” of digital literacy practices in schools. Educational Review, 66(2), 192-209. https://doi.org/10.1080/00131911.2013.768959

Burnett, V. (2016). Being together in classrooms at the interface of the physical and virtual: implications for collaboration in on/off-screen sites. Learning, Media and Technology, 41(4), 566-589. https://doi.org/10.1080/17439884.2015.1050036

Burnett, C., Davies, J., Merchant, G., & Rowsell, J. (Eds.) (2014). New literacies around the globe: polcy and pedagogy. Routledge. https://doi.org/10.4324/9781315867311

Burnett, C. & Merchant, G. (2018). Literacy-as-event: accounting for relationality in literacy research. Discourse: Studies in the cultural politics of education (pre-print). https://doi.org/10.1080/01596306.2018.1460318

Byrne, B.M. (2010). Structural equation modeling with AMOS. Basic concepts, applications and programming. 2nd edition. Routledge.

Clark, V. L. P., & Ivankova, N. V. (2016). Mixed Methods Research: A Guide to the Field. Thousand Oaks, California. https://doi.org/10.4135/9781483398341

Compton-Lilly, C. & Green, S. (Eds.) (2011). Bedtimes stories and book reports: connecting parent involvement and family literacy. Teachers College Press.

Davies, J. & Merchant, G. (2009). Web 2.0 for schools: Learning and social participation. Peter Lang.

Dicks, B., Soyinka, B., & Coffey, A. (2006). Multimodal ethnography. Qualitative Research, 6(1), 77-96. https://doi.org/10.1177/1468794106058876

Duursma, E., Meijer, A., & De Bot, K. (2017). The impact of home literacy and family factors on screen media use among Dutch preteens. Journal of Child and Family Studies, 26(2), 612-622. https://doi.org/10.1007/s10826-016-0584-5

Escott, H. & Pahl, K. (2019). Learning from Ninjas: young people’s films as a lens for an expanded view of literacy and language, Discourse: Studies in the Cultural Politics of Education, 40(6), 803-815. https://doi.org/10.1080/01596306.2017.1405911

Fairclough, N. (2003). Analysing discourse. Textual analysis for social research. Routledge. https://doi.org/10.4324/9780203697078

Fielding, N. (2012). Triangulation and mixed methods designs: Data integration with new research technologies. Journal of Mixed Methods Research, 6(2), 124-136. https://doi.org/10.1177/1558689812437101

Flecha, R. (2014). Using Mixed Methods From a Communicative Orientation: Researching With Grassroots Roma. Journal of Mixed Methods Research, 8(3), 245–254. https://doi.org/10.1177/1558689814527945

Flick, U. (2009). An introduction to qualitative research: Theory, method and applications. Sage.

Gee, J.P. (2015). Literacy and education. Routledge. https://doi.org/10.4324/9781315739571

Gil Flores, J. (2013). Measuring primary school children’s family socioeconomic status. Revista de Educación, 362, 298-322. https://doi.org/10.4438/1988-592X-RE-2011-362-162

Gillen, J. (2014). Digital literacies. Routledge. https://doi.org/10.4324/9781315813530

Gillen, J. & Cameron, C. (Eds.) (2010). International Perspectives on Early Childhood Research: A Day in the life. Palgrave Macmillan.

Gillen, J. & Kucirkova, N. (2018). Percolating spaces: Creative ways of using digital technologies to connect young children’s school and home lives. British Journal of Educational Technology, 49(5), 834-846. https://doi.org/10.1111/bjet.12666

Guzmán-Simón, F., Moreno-Morilla, C., & García-Jiménez, E. (2018). Analysis of Different Views and Conceptualizations of the Literacy Practices of Pupils, Families, and Teachers in Costa Rican Primary Education. Journal of Research in Childhood Education, 32(3), 268-282. https://doi.org/10.1080/02568543.2018.1464527

Hackett, A. (2017). Parents as researchers: collaborative ethnography with parents. Qualitative Research, 17(5), 481-497. https://doi.org/10.1177/1468794116672913

Hackett, A. & Somerville, M. (2017). Poshuman literacies: young children moving in time, place and more-than-human worlds. Journal of Early Childhood Literacy, 17(3), 374-391. https://doi.org/10.1177/1468798417704031

Harding, D.J. and Seefeldt, K.S. (2013). Mixed methods and causal analysis. In Morgan, S.L. (Ed.) Handbook of Causal Analysis for Social Research (pp.91-112). Springer. https://doi.org/10.1007/978-94-007-6094-3_6

Hathcoat, J. D., & Meixner, C. (2017). Pragmatism, Factor Analysis, and the Conditional Incompatibility Thesis in Mixed Methods Research. Journal of Mixed Methods Research, 11(4), 433–449. https://doi.org/10.1177/1558689815622114

Heath, S.B. & Street, B.V. (2008). On ethnography. Approaches to language and literacy research. Teachers College Press.

Hemmings, A., Beckett, G., Kennerly, S., & Yap, T. (2013). Building a Community of Research Practice: Intragroup Team Social Dynamics in Interdisciplinary Mixed Methods. Journal of Mixed Methods Research, 7(3), 261–273. https://doi.org/10.1177/1558689813478468

Hill, S. (2010). The millennium generation: Teacher-researchers exploring new forms of literacy. Journal of Early Childhood Literacy, 10(3), 314-340. https://doi.org/10.1177/1468798410372820

Howe, K. R. (2012). Mixed Methods, Triangulation, and Causal Explanation. Journal of Mixed Methods Research, 6(2), 89–96. https://doi.org/10.1177/1558689812437187

Hull, G. & Schultz, K. (2002). Connecting schools with Out-of-School worlds. Insights from recent research on literacy in non-school settings. In G. Hull & K. Schultz (Eds.) School’s Out! Bridging Out-of-School Literacies with Classroom Practice (pp. 32-57). Teachers College Press.

Hvit, S. (2015). Literacy events in toddler groups: preschool educators’ talk about their work with literacy among toddlers. Journal of Early Childhood Literacy, 15(3), 311-330. https://doi.org/10.1177/1468798414526427

Ivankova, N. V., & Plano Clark, V. L. (2018). Teaching mixed methods research: using a socio-ecological framework as a pedagogical approach for addressing the complexity of the field. International Journal of Social Research Methodology, 21(4), 409–424. https://doi.org/10.1080/13645579.2018.1427604

Kress, G. (2010). Multimodality. A social semiotic approach to contemporary communication. London and New York: Routledge. https://doi.org/10.4324/9780203970034

LaRoche, S., Joncas, M., & Foy, P. (2017). Sample design in PIRLS (2016). In M.O. Martin, I.V.S. Mullis, & M. Hooper (Eds.) Method and procedures in PIRLS 2016 (pp. 3.1-3.34). Chestnut Hill, Massachusetts: TIMMS & PIRLS International Study Center.

Mackey, M. (2010). Reading from the feet up: the local work of literacy. Children’s Literature in Education, 41, 323-339. http://dx.doi.org/10.1007/s10583-010-9114-z

McKim, C. A. (2017). The Value of Mixed Methods Research: A Mixed Methods Study. Journal of Mixed Methods Research, 11(2), 202–222. https://doi.org/10.1177/1558689815607096

McTavish, M. (2014). ‘‘I’ll do it my own way!’’: A young child’s appropriation and recontextualization of school literacy practices in out-of-school spaces. Journal of Early Chidlhood Literacy, 14(3), 319-344. http://dx.doi.org/10.1177/1468798413494919

Mahoney, J. (1999). Nominal, ordinal, and narrative appraisal in macrocausal analysis. The American Journal of Sociology, 104, 1154–1196. https://doi.org/10.1086/210139

Mahoney, J. (2000). Strategies of inference in small-N analysis. Sociological Methods and Research, 28, 387–424. https://doi.org/10.1177/0049124100028004001

Mahoney, J., Goertz, G., & Ragin, C. C. (2013). Causal models and counterfactuals. In S. L. Morgan (Ed.), Handbook of causal analysis for social research (pp. 75- 90). Springer.

Marsh, J. (2011). Young children’s literacy practices in a virtual world: establishing an online interaction order. Reading Research Quarterly, 46(2), 101-118. http://dx.doi.org/10.1598/RRQ.46.2.1

Mertens, D. M. (2007). Transformative Paradigm. Journal of Mixed Methods Research, 1(3), 212–225. https://doi.org/10.1177/1558689807302811

Moreno-Morilla, C., Guzmán-Simón, F., & García-Jiménez, E. (2017). Los hábitos de lectura y escritura en los estudiantes de Educación Primaria: un análisis dentro y fuera de la escuela. Porta Linguarum, II (monográfico), 117-137.

Moreno-Morilla, C., García-Jiménez, E., & Guzmán-Simón. E (2018). Relationship between literacy events and low socio-economic status in primary education: analysis of different views of Spanish-speaking pupils, families, and teachers. RICERCAZIONE, 10(2), 149-169. https://doi.org/10.32076/RA10210

Moreno-Morilla, C., Guzmán-Simón, F., & García-Jiménez, E. (2019). Literacy practices of primary education children in Andalusia (Spain): A familybased perspective. British Educational Research Journal, 45(1), 117-136. https://doi.org/10.1002/berj.3487

Natasi, B., Hitchcock, J. y Brown, L. (2010). An inclusive framework for conceptualizing mixed methods design typologies: Moving toward fully integrated synergistic research models. In A. Tashakkori y C. Teddlie (Eds.), Handbook of mixed methods in social & behavioral research (pp. 305-338). Sage. https://doi.org/10.4135/9781506335193.n13

Neuman, S.B. & Celano, D. (2001). Access to print in low-income and middle-income communities: an ecological study of four neighborhoods. Reading Research Querterly, 36(1), 8-26.

Pahl, K. & Allan, C. (2011). ‘I don’t know what literacy is’: Uncovering hidden literacies in a community library using ecological and participatory research methodologies with children. Journal of Early Childhood Literacy, 11(2), 190-213. http://dx.doi.org/ 10.1177/1468798411401864

Pahl, K. & Rowsell, J. (2012). Literacy and Education. Understanding the New Literacy Studies in the Classroom. Sage. https://doi.org/10.4135/9781473915237

Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Sage.

Pellegrini, A. & Galda, L. (2003). The Development of School-Based Literacy: A Social Ecological Perspective. Routledge.

Pezoa, JP., Mendive, S., & Strasser, K. (2019). Reading interest and family literacy practices from prekindergarten to kindergarten: Contributions from a cross-lagged analysis. Early Childhood Research Quarterly, 47(2), 284-295. https://doi.org/10.1016/j.ecresq.2018.12.014

Plano Clark, V. L., & Ivankova, N. V. (2016). Mixed Methods Research: A Guide to the Field. Sage. https://doi.org/10.4135/9781483398341

Poveda, D. & Sánchez Carrión, J.J. (2010). Las prácticas y estilos de literacidad de los adolescentes fuera de la escuela: una exploración cuantitativa de las relaciones entre literacidad, escolarización y origen familiar. Sociolinguistic Studies, 4(1), 85-114. https://doi.org/10.1558/sols.v4i1.85

Rowsell, J. & Pahl, K. (2007). Sedimented identities in texts: Instances of practice. Reading Research Quarterly, 42(3), 388-404. http://dx.doi.org/10.1598/RRQ.42.3.3

Rowsell, J. & Pahl, K. (Eds.) (2015). The Routledge Handbook of Literacy Studies. Routledge. https://doi.org/10.4324/9781315717647

Sorde Marti, T., & Mertens, D. M. (2014). Mixed Methods Research With Groups at Risk: New Developments and Key Debates. Journal of Mixed Methods Research, 8(3), 207–211. https://doi.org/10.1177/1558689814527916

Tashakkori, A., & Creswell, J. W. (2007). The New Era of Mixed Methods. Journal of Mixed Methods Research, 1(1), 3–7. https://doi.org/10.1177/1558689807309913

Tashakkori, A. & Teddlie, C. (2003). The past and future od mixed methods research: from data triangulation to mixed models design. In A. Tashakkori & C. Teddlie (Eds.), Handbook of Mixed Method in Social and Behavioral Research (pp. 671-702). Sage.

Teddlie, C., & Tashakkori, A. (2010). Overview of contemporary issues in mixed methods research. In A. Tashakkori & C. Teddlie (Eds.), SAGE Handbook of Mixed Method in Social & Behavioral Research (pp. 1-41). Sage. https://doi.org/10.4135/9781506335193.n1

Tusting, K. & Barton, D. (2005). Community-based local literacies research. In R. Beach, J. Green, M. Kamil, & T. Shanahan (Eds.), Multidisciplinary perspectives on Literacy Research (pp. 243-263). Hampton Press.

Uprichard, E., & Dawney, L. (2019). Data Diffraction. Journal of Mixed Methods Research, 13(1), 19–32. https://doi.org/10.1177/1558689816674650

van Leewen, T. (2005). Introducing social semiotics. Routledge. https://doi.org/10.4324/9780203647028

Woumans, E., Ameloot, S., Keuleers, E., & Van Assche, E. (2019). The relationship between second language acquisition and nonverbal cognitive abilities. Journal of Experimental Psychology: General, 148(7), 1169-1177. http://dx.doi.org/10.1037/xge0000536

Yin, R.K. (2014). Case Study Research Design and Methods (5th ed.). Sage.