Mixing Messy Data: Understanding the Effects of Classroom Intervention on Higher Level Thinking

• In Event: Mixed Methods: Policy, Practice, Strategies, and Critical Stances

Abstract

The purpose of this paper is to address the complexities in using a mixed methods study to understand the effects of using an intervention strategy to develop grade 5 students’ higher level thinking in social studies. We used a quasi-experimental design with an instructional intervention that combined formative assessment and explicit instruction based on the assessment. We developed a teacher learning community to implement a research-based intervention strategy. The quasi-experimental and qualitative elements were integrated throughout the study and provided a deeper and more nuanced understanding of the effects of the instructional intervention, and how to sustain the effects in classroom practice. The study was conducted over two years and results from both years were used for our analyses.

Authors

• Beverly Ann Fitzpatrick, Memorial University

• Henry W. Schulz, Memorial University