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Designing, Teaching, and Evaluating Two Complementary Mixed Methods Research Courses

^* To whom correspondence should be addressed. E-mail: tchrist{at}hawaii.edu.

	Abstract

Teaching mixed methods research is difficult. This longitudinal explanatory study examined how two classes were designed, taught, and evaluated. Curriculum, Research, and Teaching (EDCS-606) and Mixed Methods Research (EDCS-780) used a research proposal generation process to highlight the importance of the purpose, research question and methodology relationship following eight interactive features: (a) problem/focus of the study; (b) intended audience; (c) the role of the researcher; (d) theory, (e) exploratory, explanatory, confirmatory, and/or critical design; (f) how the project is "bound"; (g) sampling; and (h) validity/ credibility issues. Advanced organizers and concept maps were included in the introductory and advanced research classes to support students. Analysis of the case studies revealed the curricula and strategies markedly improved student dissertation and thesis proposals.

First published on October 13, 2009
Journal of Mixed Methods Research 2009, doi:10.1177/1558689809341796


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