When Qualitative Data Are Not Enough: Theory-Informed Quantitizing

• In Event: Conducting and disseminating high quality mixed methods research: Exemplars and advice

Abstract

This methodological paper describes the use of mixed methods in an exploratory study that investigates alternatively licensed teachers’ (N = 366) commitment to continue teaching. The focus is on the multi-step process used to make meaning of mixed data, illustrating how integrating qualitative findings with quantitative data can create new insights and support theory development. Seven steps are described that led to the creation of a theoretical model that explains alternatively licensed teachers’ commitment to continue teaching. One methodological highlight is the creation of a theory-informed, integrated inter-respondent matrix.

Author

• Evan McClintock, University of Colorado - Denver