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K. Andrew R. Richards, Chad M. Killian, Kim C. Graber and Ben D. Kern

coordinators’ perceptions of preservice physical education teacher recruitment and retention. A sequential explanatory design was employed, whereby quantitative and qualitative data are presented in sequence to better understand a phenomenon ( Creswell, Plano Clark, Gutmann, & Hanson, 2003 ). Specifically, a

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Jessica Ross and Peter D. MacIntyre

mixed methods approach—specifically a sequential explanatory design ( Creswell, Plano Clark, Gutmann, & Hanson, 2003 ). Using this strategy, research takes place in two phases. First, quantitative data is collected and analyzed. Based on the results of the data analysis, a qualitative phase is

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Samantha M. Gray, Joan Wharf Higgins and Ryan E. Rhodes

experiences with dancing and walking sessions; and (d) identify, analyze, and describe any emergent themes reflective of participants’ voices. Methods Trial Design This feasibility study used an open, parallel, randomized control trial and sequential explanatory design and followed CONSORT guidelines for

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Thomas J. Templin, Kim C. Graber and K. Andrew R. Richards

research as a barrier to recruitment and retention than their counterparts employed in master’s or doctoral institutions. Consistent with the sequential explanatory design ( Creswell, Plano Clark, Gutmann, & Hanson, 2003 ) that framed the monograph, the qualitative results presented in Chapter 6 ( Kern

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Emma Renehan, Claudia Meyer, Rohan A. Elliott, Frances Batchelor, Catherine Said, Terry Haines and Dianne Goeman

acceptability of a posthospital falls prevention program, incorporating exercise, medication review, and education. Method Design A mixed-methods sequential explanatory design was chosen, with qualitative data used to assess and explain the trends, and reasons behind the trends, of the quantitative data

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Ben D. Kern, Kim C. Graber, Amelia Mays Woods and Tom Templin

change? and (c) How are more or less CD teachers’ perceptions alike or different regarding external factors, such as socializing agents and teaching context in making pedagogical change? Methods This study was part of a larger, mixed methods investigation that utilized a sequential explanatory design