The Mixed Methods Reader

Vicki L. Plano Clark (Ph.D., University of Nebraska-Lincoln) is an assistant professor in the Quantitative and Mixed Methods Research Methodologies concentration of Educational Studies at the University of Cincinnati. Her teaching focuses on foundations of research methodologies and mixed methods research, including a two-semester mixed methods sequence and special topics courses. As a methodologist specializing in mixed methods research, her scholarship aims to delineate useful designs for conducting mixed methods research, examine procedural issues associated with these designs, and consider larger questions about the contexts for the adoption and use of mixed methods. She has also co-authored several books with John W. Creswell including Designing and Conducting Mixed Methods Research (SAGE, 2007, 2011), The Mixed Methods Reader (SAGE, 2008), and Understanding Research: A Consumer's Guide (Pearson Education, 2010, 2015). She was the founding Managing Editor for the Journal of Mixed Methods Research and currently serves as an Associate Editor. In 2011, she co-led the development of Best Practices for Mixed Methods in the Health Sciences for NIH's Office of Behavioral and Social Sciences Research. She is a founding co-editor of SAGE's Mixed Methods Research Series. As an applied research methodologist, Vicki also engages in research and evaluation projects on a wide array of topics such as the management of cancer pain, the identity development of STEM graduate students, the professional development of teachers of Chinese, and the effectiveness of school reform initiatives. Before joining the University of Cincinnati, she was the director of the Office of Qualitative and Mixed Methods Research, a service and research unit that provides methodological support for proposal development and funded projects at the University of Nebraska-Lincoln. Originally trained in physics, she spent 12 years developing innovative curricular materials for introductory physics as the Physics Laboratory Manager at the University of Nebraska-Lincoln. John W. Creswell, PhD, has been a professor of educational psychology at the University of Nebraska-Lincoln since 1978. In addition to teaching at the university, he has authored numerous articles on mixed methods research, qualitative methodology, and general research design and 12 books, many of which focus on types of research designs, comparisons of different qualitative methodologies, and the nature and use of mixed methods research. His books are translated into many languages and used around the world. For the last five years, Dr. Creswell served as a co-director at the Office of Qualitative and Mixed Methods Research at the University of Nebraska, which provided support for scholars incorporating qualitative and mixed methods research into projects for extramural funding. He served as the founding co-editor of the Sage Journal of Mixed Methods Research, and as an adjunct professor of family medicine at the University of Michigan where he assisted investigators in the health sciences and education with research methodology for National Institutes of Health (NIH) and National Science Foundation projects. He also served extensively as a consultant in the health services research area for the U.S. Department of Veterans Affairs. Dr. Creswell was a Senior Fulbright Scholar to South Africa and in 2008 lectured to faculty at five universities on education and the health sciences. In 2012 he served as a Senior Fulbright Scholar to Thailand. Recently he served as a co-leader of a national working group developing guidelines for mixed methods research for NIH. He lives with his wife, Karen, in Lincoln, Nebraska.

List of Editor's Introduction Figures Introduction Part I. Methodological Selections Chapter 1. The Evolution of Mixed Methods Research Chapter 2. Pragmatism as a Philosophical Foundation for Mixed Methods Research Chapter 3. The Transformative-Emancipatory Perspective as a Philosophical Foundation for Mixed Methods Research Chapter 4. Triangulation as the First Mixed Methods Design Chapter 5. Identifying the Purposes for Mixed Methods Designs Chapter 6. A Notation System for Mixed Methods Designs Chapter 7. An Expanded Typology for Classifying Mixed Methods Research Into Designs Chapter 8. Different Sampling Techniques for Mixed Methods Studies Chapter 9. Data Analysis Strategies in Mixed Methods Research Chapter 10. Expanding the Reasons for Conducting Mixed Methods Research Chapter 11. Types of Legitimation (Validity) in Mixed Methods Research Chapter 12. Powerful Rhetorical Devices Used in Writing Mixed Methods Research Chapter 13. An Improved Role for Qualitative Research in Mixed Methods Chapter 14. An Alternative to Reconciling the Different Realities of Qualitative and Quantitative Research Part II. Exemplar Research Studies Chapter 15. A Concurrent/Triangulation Mixed Methods Design With Merged Results Chapter 16. A Concurrent/Triangulation Mixed Methods Design With Data Transformation Chapter 17. An Embedded Experimental Before-Intervention Mixed Methods Design Chapter 18. An Embedded Experimental During-Intervention Mixed Methods Design Chapter 19. An Embedded Experimental After-Intervention Mixed Methods Design Chapter 20. A Sequential Explanatory Mixed Methods Design to Explain Findings Chapter 21. A Sequential Explanatory Mixed Methods Design With Participant Selection Chapter 22. A Sequential Exploratory Mixed Methods Design With Instrument Development Chapter 23. A Sequential Exploratory Mixed Methods Design to Generate and Test a Model References Cited in the Editors' Introductions Index

"It premieres the most adept researchers in the field who have bravely and soundly followed mixed methodology approaches." -- Heather T. Zeng "Excellent book for students gaining a masters or doctorial degree." -- Gineida Morales-Guasch, Ed.D.