Overview

Editors: Anthony J. Onwuegbuzie, Sam Houston State University (USA)

Kathleen M. T. Collins, University of Arkansas at Fayetteville (USA)

Rebecca K. Frels, Sam Houston State University (USA)

Alicia O'Cathain, University of Sheffield, (UK)

Contributions are invited to a special issue of the International Journal of Multiple Research Approaches (IJMRA) dedicated to Mixed Methods Research in Education.

Mixed methodologies have been utilized to a greater degree by educational researchers than by researchers representing any other field, with Alise and Teddlie (2010) recently documenting a prevalence rate of mixed methodology articles in education of 24%. Further, Collins, Onwuegbuzie, and Jiao (2007) reported that journals representing the field of education published the highest proportion of mixed methods research studies (32.2%) among nine fields representing the social and behavioral sciences (i.e., education, business, social work, public health, psychology, medicine, sociology, nursing, and library science). Some education disciplines have even higher prevalence rates. In particular, the prevalence of mixed methods research studies in mathematics education has been found to range from 29% (Hart, Smith, Swars, & Smith, 2009) to 33% (Ross & Onwuegbuzie, 2010). Nevertheless, some disciplines within the field of education have low prevalence rates, such as gifted education (prevalence rate = 4.38%; Leech, Collins, Jiao, & Onwuegbuzie, 2010).

Moreover, across all disciplines, the field of education still is dominated by monomethodology research (e.g., quantitative research prevalence rate = 42%, qualitative research prevalence rate = 34%; Alise & Teddlie, 2010). Thus, it is clear that a significant proportion of researchers representing the field of education have not fully embraced mixed methodology research, thereby justifying more publications and special issues that increase the visibility and utility of mixed methodology research.

This issue will include manuscripts covering a range of topics pertinent to the field of education that illustrate innovative issues or applications of mixed methodologies, as well as identification and discussion of current challenges and emerging directions in mixed methodology research.

These topics include, but certainly are not limited to:

• Philosophical Perspectives

• Conceptual and Theoretical Perspectives

• Methodological Perspectives

• Sociopolitical Perspectives

• Ethical Perspectives
• Empirical Studies

• Challenges and Emerging Directions

Editors: Anthony J. Onwuegbuzie, Sam Houston State University (USA)

Kathleen M. T. Collins, University of Arkansas at Fayetteville (USA)

Rebecca K. Frels, Sam Houston State University (USA)

Alicia O'Cathain, University of Sheffield, (UK)

Mixed methodologies have been utilized to a greater degree by educational researchers than by researchers representing any other field, with Alise and Teddlie (2010) recently documenting a prevalence rate of mixed methodology articles in education of 24%. Further, Collins, Onwuegbuzie, and Jiao (2007) reported that journals representing the field of education published the highest proportion of mixed methods research studies (32.2%) among nine fields representing the social and behavioral sciences (i.e., education, business, social work, public health, psychology, medicine, sociology, nursing, and library science). Some education disciplines have even higher prevalence rates. In particular, the prevalence of mixed methods research studies in mathematics education has been found to range from 29% (Hart, Smith, Swars, & Smith, 2009) to 33% (Ross & Onwuegbuzie, 2010). Nevertheless, some disciplines within the field of education have low prevalence rates, such as gifted education (prevalence rate = 4.38%; Leech, Collins, Jiao, & Onwuegbuzie, 2010).

Moreover, across all disciplines, the field of education still is dominated by monomethodology research (e.g., quantitative research prevalence rate = 42%, qualitative research prevalence rate = 34%; Alise & Teddlie, 2010). Thus, it is clear that a significant proportion of researchers representing the field of education have not fully embraced mixed methodology research, thereby justifying more publications and special issues that increase the visibility and utility of mixed methodology research.

This issue will include manuscripts covering a range of topics pertinent to the field of education that illustrate innovative issues or applications of mixed methodologies, as well as identification and discussion of current challenges and emerging directions in mixed methodology research.

These topics include, but certainly are not limited to:

• Philosophical Perspectives
• Conceptual and Theoretical Perspectives
• Methodological Perspectives
• Sociopolitical Perspectives
• Ethical Perspectives
• Empirical Studies
• Challenges and Emerging Directions

References

Alise, M. A., & Teddlie, C. (2010). A continuation of the paradigm wars? Prevalence rates of methodological approaches across the social/behavioral sciences. Journal of Mixed Methods Research, 4, 103-126.

Collins, K. M. T., Onwuegbuzie, A. J., & Jiao, Q. G. (2007). A mixed methods investigation of mixed methods sampling designs in social and health science research. Journal of Mixed Methods Research, 1, 267-294.

Hart, L. C., Smith, S. Z., Swars, S. L., & Smith, M. E. (2009). An examination of research methods in mathematics education. Journal of Mixed Methods Research, 3, 26-41.

Leech, N. L., Collins, K. M. T., Jiao, Q. G., & Onwuegbuzie, A. J. (2010, November). Gifted education: A mixed methods study of the literature. Paper presented at the annual meeting of the Mid-South Educational Research Association, Mobile, AL.

Ross, A., & Onwuegbuzie, A. J. (2010). Mixed methods research design: A comparison of prevalence in JRME and AERJ. International Journal of Multiple Research Approaches, 4(3).