The Role of Mixed Methods in Design-Based Research: Developing Intervention for Teaching Historical Reasoning in Special Education

• In Event: AERA Roundtable Session 5
  In Roundtable Session: Mixed-Methods Research Applications for Students

Abstract

The epistemological nature of understanding teaching and learning in this study hinges on the intersection of design-based research (DBR) and mixed methods research (MMR). The goal of this methodological paper is to demonstrate the added benefit of combining qualitative and quantitative data within design-based research. we sought to answer the research question: What is the role of mixed methods in design-based research when developing an intervention for teaching historical reasoning in special education? The use of convergent design in the last two phases of the study has provided robust data to understand the development of educational intervention/curriculum within an authentic context. It provides a detailed description of students' learning (qualitative) and measures the significance and strength of the intervention (quantitative).

Authors

• Eric Claravall, California State University - Sacramento

• Robin Irey, University of California, San Francisco