Mixed Method Approach to Understanding STEM Reform in North Carolina

• In Event: Roundtable Session 41
  In Roundtable Session: Using Mixed Methods Research to Examine Educational Reform and Practices

Abstract

Schools may implement reform differently for many reasons. A mixed methods analysis, incorporating data from multiple perspectives, can provide insights into implementation strategies. In seven re-designed high schools in North Carolina, we conducted interviews, classroom observations, teacher logs, and student surveys to understand each school’s instructional strategies. With these different methods, we find some consistencies in the popularity of some of the teaching strategies. Some schools get high marks on multiple elements while others consistently appear to be low implementers. The mixed method approach does highlight some inconsistencies in perceptions, which warrant further investigation.

Authors

• Elizabeth J. Glennie, RTI International

• Terri Dempsey, RTI International

• Karen Charles, RTI International

• Olivia Rice, RTI International

• Suyapa Silvia, RTI International

• Nina Arshavsky, University of North Carolina - Greensboro

• Julie A. Edmunds, University of North Carolina - Greensboro