Using a Mixed Methods Approach to Engage in Revelatory Self-Study

• In Event: Making Abstract Research Concepts Concrete: Using Paradigms and Theoretical Frameworks in Mixed Methods Research

Abstract

This self-study used a mixed methods research methodology to examine ways that teacher educators uncovered and addressed a programmatic issue during their accreditation process. Faculty first examined quantitative findings related to a key assessment tool. Findings revealed a significant discrepancy in their students’ understandings of Culturally Responsive Pedagogies (CRP). Faculty then met in small and large groups to take a deep look at the way their school of education took up, taught, and measured CRP. Meeting transcripts and notes were analyzed qualitatively to locate ways that faculty acknowledged the problem, recommitted to the core ethos of CRP, and found ways to bring enhanced understandings of and appreciation for CRP into their teacher preparation programs.

Authors

• MaryBeth Schaefer, St. John's University

• Maria Paula Mello, St. John's University

• Aliya Holmes, St. John's University