Spiral Curriculum Approach for Teaching a Multiple-Course Sequence on Mixed-Methods Research

• In Event: Fairmont Roundtable Session Eleven
  In Roundtable Session: Teaching About Mixed-Methods Research to Address Diverse Learners' Needs Using a Socio-Ecological Perspective (Table 13)

Abstract

Objectives: The purpose of this presentation is to describe a multiple-course sequence on mixed methods research (MMR) that uses a spiral curriculum approach to train researchers and methodologists across a variety of educational, social, and health science disciplines. The author’s reflections highlight the structure, goals, and pedagogical practices that have been developed in response to the complexity of MMR and diverse perspectives and backgrounds of learners.

Framework: The spiral approach provides a framework for curriculum development that involves an intentional revisiting of core topics within and across courses as a means of increasing student knowledge and building competencies over time (Bruner, 1960). Harden and Stamper (1999) delineated four features of a spiral curriculum relevant to teaching MMR: (1) Topics, themes, and skills are revisited; (2) There is increasing level of complexity and sophistication; (3) New learning is related to previous learning; and (4) Student competence increases with each iteration.

Method: The experiences and insights are derived from personal reflections alongside a long-term joint reflective process (Author, 2018) over the author’s 16+ years of teaching MMR at the graduate level in research-intensive university settings.

Data Sources: Personal reflections about teaching MMR were informed by numerous sources of information, including:
• Instructor reflections recorded after classes, semesters, and across years.
• Student feedback at midterms, end of semesters, and post courses.
• Student performance and outcomes within and beyond courses.
• Informal feedback from colleagues and programs.

Results: The author will describe the development of a multiple-course sequence (MMR I, MMR II, and Advanced MMR Topics) to provide knowledge, skill development, and support for doctoral students and early-career scholars to develop as mixed methods researchers and methodologists. As an example of a spiral curriculum, the courses build on each other to revisit the MMR content and topics (as described within the socio-ecological framework for MMR; Plano Clark & Ivankova, 2016) at more sophisticated and deeper levels while students move from becoming consumers of MMR to being producers of MMR to envisioning themselves as advancers of MMR. Over time, the courses have embraced enhanced flexibility in terms of course structure (e.g., ability to retake courses) and assignments (e.g., breadth of possible course products) to serve a variety of student needs and socio-ecological contexts. Pedagogical practices related to knowledge, evaluation, communication, application, professional advancement, and methodological advancement are employed to foster students’ ongoing development throughout the courses.

Significance: This teaching approach serves as an exemplar of how one instructor designed a curriculum for developing emerging scholars’ MMR expertise at a research-intensive university. It highlights how curricular decisions within and across courses can support students in developing as knowledgeable consumers, competent researchers, and budding methodologists. The described curricular choices contribute to ongoing discussions about teaching MMR (e.g., Greene, 2010; Hesse-Biber, 2015) and provide professors of educational research with an example of the process and value of considering the unique contextual influences and circumstances present within a university’s environment and student needs when designing courses about MMR.

Author

• Vicki L. Plano Clark, University of Cincinnati
  Presenting Author