EDUC 681: Mixed Methods Research
Spring 2014
Mondays - 4:25-7:00pm
Marla Mallette, Ph.D.
Email: mmallett@binghamton.edu
Office Phone: 777-7731
Cell Phone: 618-559-5338
Office Hours: Monday: 3:00-4:00, Thursday at JC: 3:15-3:45, or by appointment
Course Goal: This course is designed to familiarize students with the concepts, purposes, and
methods that are fundamental to conducting mixed research studies. A strong focus will be
placed on the complementary nature of qualitative and quantitative methodologies for mixed
methods studies.
Course Objectives: This course is intended to enhance the student's ability to become both a
consumer and producer of educational research. Upon completion of the course students will be
able to:
1.
2.
3.
4.
5.
6.
7.
Understand the history of mixed methods research.
Define and explain mixed methods research.
Describe the major steps in the mixed methods research process.
Generate mixed methods research questions.
Compare and contrast several mixed methods research designs.
Explain how mixed methods data analyses can enhance data analysis.
Understand issues involved in writing mixed methods research articles.
Classroom Environment: The Graduate School of Education is committed to serving all
enrolled students in a respectful and intellectually stimulating atmosphere. In return, it is
expected that each of you will honor and respect the opinions and feelings of your fellow
students. If you have concerns that this atmosphere is not being upheld, please contact me
immediately.
Electronic Devices: In keeping with a respectful class environment, please turn off all
electronic devices during class time, unless you have explicit permission. If you have urgent
circumstances, please talk with me before class.
Accommodations: Any student with a disability who wants to request accommodations should
notify each course instructor by the second class meeting. You are also encouraged to contact the
Office of Services for Students with Disabilities (SSD) at 777-2686. Their office is at UU-119.
The SSD office makes formal recommendations regarding necessary and appropriate
accommodations based on an individual's specifically diagnosed disability. SSD, faculty, and
staff are required to treat Information about a student's disability as confidential.
Writing Support: If you have difficulty communicating your thoughts in writing, please make a
point of using the campus Writing Center before your first paper is due. (If your letter of
acceptance advised you to get support from the Writing Center, this is required.) Writing support
is most effective if you make appointments with the same tutor throughout the semester. Please
go to: http://www2.binghamton.edu/writing/writing-center/wc-faq.html
Academic Honesty: Binghamton University provides explicit guidelines in the Student
Academic Honesty Code (see the University Bulletin - Academic Policies and Procedures for All
Students). Unless specified otherwise in the syllabus, I expect the work you submit for grading to
be yours and yours alone. Not acknowledging another's work with proper references, taking
credit for someone else's work, letting your work appear in another student's paper, or fabricating
"results" are grounds for failing the assignment and/or the course. The Academic Honesty Code
specifically prohibits "Submitting substantial portions of the same work for credit more than
once, unless there is prior explicit consent of the instructor(s) to whom the material is being or
has been submitted." If you have any questions about what constitutes plagiarism or cheating,
please ask me.
The following link describes the GSE Academic Honesty Policy:
http://www2.binghamton.edu/grad-school/manual/index.html#Academic_Honesty
Student Grievances: The Graduate School of Education outlines procedures if you have a
grievance about a course grade. The first step is to contact the instructor to discuss your
concerns. If you have any questions or concerns about how I have graded your work, please
arrange to meet with me.
Blackboard Information: Course handouts and readings are posted on BB for downloading &
printing. You will need a BU ID to access BB and online journals from the library. You can
print 50 pages per week free in any campus computer pod.
1. Go to http://blackboard.cc.binghamton.edu and login using the first part of your BU email
address (Use BUSI to find out your BU email) http://busi.binghamton.edu/ (go to active
accounts). You need the pac number from your BU student ID to login on BUSI. If you don’t
know your PAC, contact the Registrar's Office at 777-6871.
2. Your initial password should be the first 2 letters of your last name & the last 4 numbers of
your SS#. You can change your password once you are logged in.
3. Once logged in you will see a list of your classes using BB and new announcements.
4. Click on the class link you want to enter. From there you can view class documents.
Course Requirements
Research Team – Mixed Methods Study (40 Points)
For this assignment, we will work as a research team to conduct a mixed research study. As a
research team, will complete a review of the literature and analyze and interpret real data using
mixed methodological data-analytic techniques. The research team will be required to submit a
conference proposal for AERA. The proposal will be written in research report format, which
contains all the major elements of a research study (with appropriate subheadings and in APA
style). The research project should help in demystifying the dissertation process. The group
research report is worth 75 points. Individual scores will be weighted by participation scores,
thus if you receives 100% of the participation points available, your score will be exactly
equivalent to the group score. If you receive 90% of the participation points available, your
individual score will be worth 90% of the group score, and so on.
Your Proposal– Mixed Methods Study (45 Points)
You will write a mixed methods dissertation proposal. It is encouraged that the study proposed is
in the your area of research and, if possible, represents a potential dissertation/thesis topic. The
proposed investigation must integrate quantitative and qualitative research methodologies.
Specifically, the dissertation proposal MUST include an introductory chapter (i.e., Chapter 1),
comprising background information, theoretical framework/conceptual framework, rationale of
the study, statement of the purpose, grand tour questions, research question(s), educational
significance, limitations, delimitations, and organization of remaining proposal chapters. In
addition, the dissertation proposal must include a literature review section (i.e., Chapter 2) and
methods (e.g., participants, instruments, procedures, analysis) section (i.e., Chapter 3) for a
dissertation. That is, the research proposal should contain all the major elements of Chapters 1,
2, and 3 of a traditional dissertation, containing at least 20 complete and consistent references.
Mixed Methods Critical Analysis: >>>> Dissertation (15 Points)
You will need to critically analyze a mixed research dissertation in your area of interest. The
analysis includes three parts: (a) Evaluation of the study using the 13 Steps; (b) The study & Tony O’s
challenges; and (c) the study--reflection on Yin & Wooley: Integration or isolation.
Grading Scale:
95-100
90-94
86-89
83-85
80-82
76-79
73-76
70-72
70
A
AB+
B
BC+
C
CF
Class Schedule (As with all things in life and in education – this is subject to change)
Date
1/27 &
1/30
2/3
Topics /
(Research Team)
Introduction / Syllabus
Virtual Coffee with
Dr. Onwuegbuzie
Mixed Methods
Research: What is it?
Research Team Roles
Research Team Plan
Lit Review
Readings Completed
PRIOR to Class
Assignments Due
Working on…
Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed
methods research: A research paradigm whose
time has come. Educational Researcher, 33(7),
14-26.
Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A.
(2007). Toward a definition of mixed methods
research. Journal of Mixed Methods Research, 1,
112-133.
2/10
Dr. O’s Framework:
3 stages / 13 steps
Tashakkori, A., & Teddlie, C. (2010). Putting the human
back in ''human research methodology'': The
researcher in mixed methods research. Journal of
Mixed Methods Research, 4, 271-277.
Identify a mixed
methods dissertation
in your area of
interest.
2/17
Research
Conceptualization
Stage: Steps 1-4
Research Team
Steps 1-4
Maxwell, J. A. (2006). Literature reviews of, and for,
educational research: A commentary on Boote
and Beile’s “Scholars before researchers.
”Educational Researcher, 35(9), 28-31.
Dissertation Chaps. 1-2
Meta-Typology:
Your Proposal:
Steps 1-4
2/24
Research
Conceptualization
Stage: Step 5
(Research Questions)
Research Team:
Research Questions
Research Planning
Stage: Sample &
Design
Onwuegbuzie, A. J., & Leech, N. L. (2006). Linking
research questions to mixed methods data
analysis procedures. The Qualitative Report, 11,
474-498.
Dissertation Chap. 3
Meta-Typology:
Your Proposal:
Research Questions
3/3
3/10*
Your Proposal:
Individual meetings
with me
Onwuegbuzie, A. J., & Collins, K. M. T. (2007). A
typology of mixed methods sampling designs in
social science research. The Qualitative Report,
12(2).
Teddlie, C., & Tashakkori, A. (2006). A general typology
of research designs featuring mixed methods.
Research in the Schools, 13(1), 12-28.
Teddlie, C., & Yu, F. (2007). Mixed methods sampling: A
typology with examples. Journal of Mixed
Methods Research, 1, 77-100.
Dissertation Chaps. 4 & 5
Meta-Typology:
Your Proposal:
Steps 6-7
Critical Analysis:
Evaluation of
Dissertation Study
(13 Steps)
5
3/17
Research
Implementation Phase:
Steps 8-13
Onwuegbuzie, A. J., & Johnson, R. B. (2006). The validity
issue in mixed research. Research in the Schools,
13(1), 48-63.
Onwuegbuzie, A. J., & Leech, N. L. (2009). Conclusion:
Lessons learned for teaching mixed research: A
framework for novice researchers. International
Journal of Multiple Research Approaches, 3,
105-107.
3/24
Data Analysis
Research Team:
Data Analysis
3/31
Data Analysis
Research Team:
Data Analysis
4/7
Data Analysis
Research Team:
Writing
Onwuegbuzie, A. J., & Combs, J. (2011). Data analysis in
mixed research: A primer. International Journal of
Education, 3(1), 1-25.
Tashakkori and Teddlie (2010): Chapter 17: Emergent
Data Analysis Techniques in Mixed Methods
Research: A Synthesis & Chapter 19: Visual
Displays for Mixed Methods Findings
Dissertation Chap. 5
Yin, R. K. (2006). Mixed methods research: Are the
methods genuinely integrated or merely parallel?
Research in the Schools, 13(1), 41-47.
Wooley, C. M. (2009). Meeting the mixed methods
challenge of integration in a sociological study of
structure and agency. Journal of Mixed Methods
Research, 3, 7-25.
Leech, N. L., & Onwuegbuzie, A. J. (2010). The mixed
research journey: From where we started to where
we hope to go. International Journal of Multiple
Research Approaches, 4, 73-88
4/14
Spring Break
4/21
Written Report
4/28
Your Proposal:
Individual meetings
with me
Your Proposal:
Class Discussion
5/5
5/12
Final Week / IRA
Mixed Methods Dissertation Book??? (TBD)
Critical Analysis:
Dissertation Study &
Dr. O’s Challenges
Critical Analysis:
Dissertation Study
Yin & Wooley–
Integration or
Isolation?
Research Team
Proposal
Your Proposal