The Intersectionality of Teacher Inquiry and Design-Based Experiments With Mixed-Methods Research

• In Event: 46.086 - Roundtable Session 16
  In Roundtable Session: 46.086-15 - Multiple Uses of Mixed-Methods Research

Abstract

This conceptual paper argues that the qualitative nature of teacher inquiry and the quantitative aspects of design-based experiments offer a rich paradigm for using a mixed methods approach in applied research. The purpose is to describe how we combined these two methods under the larger umbrella of a mixed methods design to understand a specific problem of practice in literacy instruction with special education students. The paper demonstrates how teacher research can be situated within mixed methods research to create a space for teachers as generators of expert knowledge, while addressing the complex unpredictability of classroom practice. The by-product of this merging is the transformation of teachers from technicians to experts and to the development of teacher leadership within schools.

Authors

• Eric Claravall, San Francisco State University

• Barbara A. Henderson, San Francisco State University