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Mixed methods research in education

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Product Description

Edited by Anthony J Onwuegbuzie, Kathleen M T Collings, Rebecca K Frels and Alicia O'Cathain

Published: 2012
ISBN: 978-1-921729-39-3
Pages: ii+154


In the special issue of the International Journal of Multiple Research Approaches (ISSN 1834-0806) Teaching Mixed Methodologies, Jennifer Greene (2010) described ‘beginning the conversation’ (p. 2) for influencing the future of mixed methods research (MMR). Educational research embodies various disciplines with rich histories of perspective and practice and is linked directly to the human condition simply because it involves people ‘who are by far the most complex of all organisms’ (Gay, Mills, & Airasian, 2012, p. 5).

Skidmore & Thompson (2012) further cautioned us as educational researchers to be good consumers - that is, to ‘actively foster a culture that actively encourages the active exercise of thoughtful judging and criticism’. Clearly, this is a call for action that supersedes the discourse of methodologies and bridges theory to practice in the bigger picture. Although their discussion targeted experimental designs in educational research, it resonates with mixed methods researchers who engage in the active and critical examination to answer the question: Why mixed methods?

Therefore, to spark a culture of active and critical practices, this special issue opens with Tony Onwuegbuzie’s thought-provoking editorial which is based on his (2010) keynote address to the 6th Annual International Mixed Methods Conference hosted by the University of Leeds and Johns Hopkins Bloomberg School of Public Health. Subsequently, the seven articles featured in this issue underscore the iterative and cyclical processes involved in MMR and educational research practices.

Certainly, and revealed throughout this issue, the dialog pertaining to MMR in education has moved from ‘beginning the conversation’ to an active, thoughtful, and dynamic practice.

Table of Contents

Foreword: Moving from discourse to practice
– Rebecca K Frels

Introduction: Putting the MIXED back into quantitative and qualitative research in educational research and beyond: Moving toward the radical middle
– Anthony J Onwuegbuzie

Research method in education: The frame by which the picture hangs
– Johannes L van der Walt and Ferdinand J Potgieter

When numbers don’t add up and words can’t explain: Challenges in defining disability in higher education
– Maja Miskovic and Susan L Gabel

How does student-directed assessment affect learning? Using assessment as a learning process
– Anna Fletcher and Greg Shaw

Educational effectiveness of an intervention programme for social-emotional learning
– Mary K Sheard, Steven Ross and Alan Cheung

Teacher locus of control: Identifying differences in classroom practices
– Loraine D Cook

Qualitative, quantitative, or mixed methods: An analysis of research design in articles on principal professional development (1998-2008)
– Oksana Parylo

Exploring the role of the mixed methods practitioner within educational research teams: A cross-case comparison of the research planning process
– Cheryl-Anne Poth

Epilogue: Is mixed research science? Empirical evidence from the field of educational research
– Kathleen M T Collins

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