| Title: |
Is Mixed Methods Bridging Educational Research Divides? Using Prevalence as an Indicator of Change |
| Language: |
English |
| Authors: |
Melinda R. Snodgrass (ORCID 0000-0001-7120-0243); Hailey R. Love (ORCID 0000-0002-4905-9551); Carly A. Roberts; Carly Blustein Gilson; Xueyan Yang; Natalie M. Badgett (ORCID 0000-0002-1211-2240) |
| Source: |
Journal of Mixed Methods Research. 2024 18(4):430-446. |
| Availability: |
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
17 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
Mixed Methods Research; Educational Research; Incidence; Students with Disabilities; General Education; Special Education; Periodicals; Research Methodology; Journal Articles |
| DOI: |
10.1177/15586898231184663 |
| ISSN: |
1558-6898; 1558-6901 |
| Abstract: |
Mixed methods research (MMR) can serve to bridge fields of study disconnected by differences in content, epistemologies, and methods. Such bridging can benefit fields that are interconnected in practice but generally separated in research, such as educational research with its silos of "general" and "special" education in addition to various topic area foci. We explored the extent to which MMR has bridged education research silos by examining the prevalence of MMR studying a single topic (disability) across three subfields: general education, special education, and disability studies in education. We found differences in the prevalence of MMR between subfields and journals within subfields. We discuss patterns in ways MMR may both reflect silos and be employed to bridge long-standing divides. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1443787 |
| Database: |
ERIC |