A Fundamental Discourse for Promotion of Mixed Methods Research in Special Education Research : Mixing Paradigms

Mixed methods approaches to research are gaining popularity in the social sciences. Although these approaches may be unfamiliar to many in our field, they can uniquely contribute to and enhance early childhood special education (ECSE) research. The purpose of this article is to orient ECSE researchers to the field of mixed methods social inquiry. We offer two examples of mixed methods. We define mixed methods and how mental models and paradigms influence these efforts, including a discussion of the distinctive purposes for applying mixed methods. Finally, we identify challenges to determining rigor and quality of mixed methods research and offer preliminary guidance to mitigate these challenges. Throughout, we encourage integrating rigorous mixed methods into ECSE scholarship.

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Exploring the Landscape of Published Mixed Methods Research in Special Education: A Systematic Review

Remedial and Special Education ◽

10.1177/0741932520924030 ◽

2020 ◽

pp. 074193252092403

Author(s):

Catherine Corr ◽

Melinda R. Snodgrass ◽

Hailey Love ◽

Ian M. Scott ◽

Jiye Kim ◽

...

Keyword(s):

Systematic Review ◽

Special Education ◽

Education Research ◽

Mixed Methods ◽

Literature Review ◽

Small Proportion ◽

Mixed Methods Research ◽

Original Research ◽

Small Set ◽

Research Studies

Mixed methods research is a robust and growing methodology in many fields, including education. We drew upon the influential work of Greene et al., Ivankova and Kawamura, and Alise and Teddlie to explore the landscape of published mixed methods research in special education. We conducted a systematic literature review of 15 top-ranked journals in special education from 2007 to July 2019. Specifically, we used the seminal work of Greene et al. as a conceptual framework for describing how researchers designed and implemented their mixed methods research studies. We found a very small proportion of the total number of original research studies purported to use mixed methods (0.62%; N = 43). Within this small set of mixed methods research studies, very few explicitly articulated and defended how they addressed the recommended components identified by Greene et al. Implications for applying mixed methods to special education research are discussed.

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The untapped potential of mixed-methods research approaches for German history education research

History Education Research Journal ◽

10.18546/herj.16.1.03 ◽

2019 ◽

Vol 16 (1) ◽

Author(s):

Manuel Köster ◽

Holger Thünemann

Keyword(s):

Education Research ◽

Mixed Methods ◽

Mixed Methods Research ◽

Quantitative Methods ◽

History Education ◽

Added Value ◽

German History ◽

Research Approach ◽

German Studies ◽

Qualitative Approaches

Despite some pioneering studies, mixed-methods research approaches are uncommon in the German history education community, in contrast to the general increase in mixed-methods research in the educational and social sciences. Conversely, German history education research currently appears to favour quantitative methods as opposed to qualitative approaches – at least in larger research projects. In this paper, we argue for a more inclusive research approach combining qualitative and quantitative methods. Discussion of a pioneering study from the 1980s (Jeismann et al ., 1987) highlights implementation of this unusual approach to history education research in Germany. To illuminate the added value of such a mixed-methods research approach, we discuss two published German studies that respectively rely on quantitative (Trautwein et al ., 2017) and qualitative (Köster, 2013) research methods. A mixed-methods approach might have illuminated each study's 'blind spots'.

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Linking Quantitative and Qualitative Network Approaches: A Review of Mixed Methods Social Network Analysis in Education Research

Review of Research in Education ◽

10.3102/0091732x20903311 ◽

2020 ◽

Vol 44 (1) ◽

pp. 244-268 ◽

Cited By ~ 2

Author(s):

Dominik E. Froehlich ◽

Sara Van Waes ◽

Hannah Schäfer

Keyword(s):

Education Research ◽

Social Network ◽

Mixed Methods ◽

Social Network Analysis ◽

Network Analysis ◽

Social Relationships ◽

Mixed Methods Research ◽

Qualitative Approaches ◽

Research Questions ◽

Network Approaches

Social network analysis (SNA) is becoming a prevalent method in education research and practice. But criticism has been voiced against the heavy reliance on quantification within SNA. Recent work suggests combining quantitative and qualitative approaches in SNA—mixed methods social network analysis (MMSNA)—as a remedy. MMSNA is helpful for addressing research questions related to the formal or structural side of relationships and networks, but it also attends to more qualitative questions such as the meaning of interactions or the variability of social relationships. In this chapter, we describe how researchers have applied and presented MMSNA in publications from the perspective of general mixed methods research. Based on a systematic review, we summarize the different applications within the field of education and learning research, point to potential shortcomings of the methods and its presentation, and develop an agenda to support researchers in conducting future MMSNA research.

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Mixed-Methods Design in Biology Education Research: Approach and Uses

CBE—Life Sciences Education ◽

10.1187/cbe.16-01-0022 ◽

2016 ◽

Vol 15 (4) ◽

pp. rm5 ◽

Cited By ~ 14

Author(s):

Abdi-Rizak M. Warfa

Keyword(s):

Education Research ◽

Mixed Methods ◽

Educational Research ◽

Mixed Methods Research ◽

Biology Education ◽

Research Approach ◽

Mixed Methods Design ◽

Methodological Issues ◽

Practical Guidelines ◽

Single Method

Educational research often requires mixing different research methodologies to strengthen findings, better contextualize or explain results, or minimize the weaknesses of a single method. This article provides practical guidelines on how to conduct such research in biology education, with a focus on mixed-methods research (MMR) that uses both quantitative and qualitative inquiries. Specifically, the paper provides an overview of mixed-methods design typologies most relevant in biology education research. It also discusses common methodological issues that may arise in mixed-methods studies and ways to address them. The paper concludes with recommendations on how to report and write about MMR.

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