Pedagogical Considerations for Developing an Introductory Guide to the Field of Mixed Methods Research

• In Event: Pedagogical Considerations for Addressing Advancements in Mixed Methods Research: Reflections From Authors in the Field

Abstract

Mixed methods research is growing in acceptance and application across disciplines and countries, but continues to generate controversies, unresolved issues, and debates (Alise & Teddlie, 2010; Ivankova & Kawamura, 2010; Plano Clark, 2010; Teddlie & Tashakkori, 2010). This tension has important implications for the teaching of mixed methods research to graduate students who are new to the field. The purpose of this paper is to discuss the pedagogical considerations that emerged when developing a book that serves as a “guide” by introducing the topics, debates, and applications of the field of mixed methods research to graduate students.

Our work advances a mixed methods socio-ecological framework of three interconnected levels that represents the field of mixed methods research (XXX, in press). This framework places the mixed methods research process (research purpose and questions, methods, and inferences) at the center as the first level. The second level acknowledges that this process unfolds based on decisions informed by mixed methods content (e.g., mixed methods research definitions, rationales, designs, intersections with other approaches, and quality) and the third level indicates that these decisions are dynamically shaped within a system of hierarchical contexts (personal, interpersonal, and social) that influence and shape mixed methods research practice.

Our development of this conceptualization of the field of mixed methods research emerged over many years of reflecting on and evaluating our teaching of mixed methods research. Through this process we developed a wide range of materials and approaches that we found useful for enhancing students’ understanding of the major topics and issues found in mixed methods research. Several pedagogical features emerged in the process and guided the development of this book. These features include a conceptual model that depicts the dynamic relationships among key content and contexts related to the mixed methods research process, parsimonious learning objectives, topical key concepts, tabular summaries of major perspectives in the field, debate issues phrased as questions, recommendations for research practice, application questions, and key resources. Each of these features serves a particular purpose in helping students identify major topics, recognize different perspectives within each topic, engage in ongoing debates and conversations about the topics, apply the topics to their own mixed methods research practice, and understand the dynamic relationships among the topics. An example of linking these pedagogical features to course elements will be provided.

We see this book as a potential model for helping others structure their teaching to introduce emerging and experienced scholars to the field of mixed methods research and identifies a wide range of pedagogical tools useful for teaching about the field of mixed methods research.

Authors

• Nataliya V. Ivankova, The University of Alabama - Birmingham

• Vicki L. Plano Clark, University of Cincinnati