Rebecca K. Frels

Foreword: Using Bronfenbrenner’s ecological systems theory to frame quantitative, qualitative, and mixed research

2 INTERNATIONAL JOURNAL OF MULTIPLE RESEARCH APPROACHES Volume 7, Issue 1, April 2013 Teddlie and Tashakkori (2010) identified the following nine important issues or controversies in contemporary mixed research: (a) conceptual stances; (b) the conceptual/methodological/methods interface; (c) research question or research problem; (d) language; (e) design issues; (f ) analysis issues; (g) drawing inferences; (h) practical applications (e.g., pedagogy, collaboration, and other models, funding); and (i) cross-disciplinary and cross-cultural applications. According to Teddlie and Tashakkori, ‘there are obvious overlaps across some of these areas’ (p. 12). Indeed, we believe that these nine issues/controversies can be simplified by characterizing them as representing one or more of the following three elements: Philosophy (e.g., conceptual stances in mixed research; the conceptual/ methodological/methods interface in mixed research), policy (e.g., the language of mixed research), and practice (e.g., research question or problem; design issues in mixed research; analysis issues in mixed research; practical issues in the application of mixed research). By philosophy, we are referring to what Greene (2006, 2008) refer to as philosophical assumptions and stances, which are the core epistemological assumptions of the methodology, or what Greene (2008) refers to as mental models, which represent:

CONCLUSION: A Four-Phase Model for Teaching and Learning Mixed Research

Abstract In this editorial, we outline a model for teaching a doctoral-level mixed research course either face-to-face or on-line. This model is designed to provide doctoral students with varied opportunities to acquire the knowledge and skills to formulate, to plan, and to implement rigorous and successful mixed research studies and programs of research. We discuss the four overlapping phases of the model: conceptual/theoretical, technical, applied, and emergent scholar phases. Finally, we provide the challenges for instructors using this model via a qualitative inquiry, and challenges and learning benefits of students via a mixed research analysis of reflections of the course. In conclusion, we present a rationale for integrating our model, or components of the model, into doctoral-level research courses.

A mixed research study of pedagogical approaches and student learning in doctoral-level mixed research courses

Abstract Scant explicit guidance currently exists on how to teach mixed research courses. Thus, the purpose of this mixed research study was to compare and to contrast pedagogical approaches used by instructors in mixed research courses, as well as the learning experiences of students enrolled in a mixed research course. This investigation involved the use of a fully mixed concurrent dominant status design and a mixed sampling design that involved a combination of concurrent, identical, sequential, nested, and multilevel sampling. The teacher participants were eight instructors of mixed research courses from institutions around the United States who were purposively selected via critical case sampling such that they represented first generation instructors of mixed research courses. These participants were interviewed either face-to-face or remotely (e.g., via Skype). The student participants were 48 doctoral students enrolled in one of three sections of a doctoral-level mixed research course taught by one of the teacher participants who provided both quantitative (e.g., number of research methodology courses taken) and qualitative (e.g., mixed methodological dissertation research proposals, reflexive journals) data. Among the numerous findings emerging from the instructor interview data was the emergence of a three-dimensional model for categorizing and organizing pedagogical approaches used in mixed research courses. For the student participants, the number of prior research methodology courses was positively related to the quality of mixed methodological dissertation research proposals. Further, the vast majority of students (91.7%) reported positive course experiences and expressed positive perceptions about mixed research. Implications are discussed.

Practice note: Using debriefing interviews to promote authenticity and transparency in mixed research

Abstract Our goal in this editorial is to promote transparency in mixed research by detailing how to conduct d ebriefing interviews throughout the research process to document the degree that quality criteria are designed and implemented. First, we examine the role of transparency in establishing credibility of findings and conclusions. We provide a rationale for using debriefing interviews to elevate transparency in mixed research. Second, we discuss the process of peer debriefing in the context of qualitative studies because it is this context that formed the catalyst for developing a debriefing interview protocol. Third, we apply in the context of mixing approaches, five authenticity criteria (Guba & Lincoln, 1989) developed in accordance with a constructivist tradition. We present a debriefing interview technique accompanied by example interview questions to document the degree that researchers have met, in practice, these five quality criteria and other quality criteria such as philosophical clarity and incorporation of multiple standpoints. We conclude by discussing the process and benefits of debriefing interviews in mixed research studies.

INTRODUCTION: Toward a New Research Philosophy for Addressing Social Justice Issues: Critical Dialectical Pluralism 1.0

Abstract We introduce a new mixed research paradigm: Critical dialectical pluralism. We describe critical dialectical pluralism with respect to three axiomatic components (i.e., ontological, epistemological, and methodological foundations) and seven issues (i.e., nature of knowledge, knowledge accumulation, goodness or quality criteria, values, ethics, inquirer posture, and training). Critical dialectical pluralists are committed to research that promotes and sustains an egalitarian society; aims to promote both universalistic theoretical knowledge and local practical knowledge; and promotes culturally progressive research. Several exemplars of critical dialectical pluralist research are presented demonstrating that critical dialectical pluralism has the potential to promote social justice more than does any other paradigm.

The Experiences of Selected Mentors: A Cross-cultural Examination of the Dyadic Relationship in School-based Mentoring

To address comprehensive program services that are self-sustaining and systemic in nature, school counselors and educational leaders have increasingly implemented school-based mentoring to impact student and school success. In this qualitative case study, we examined the experiences of 11 selected mentors and their respective dyadic relationships in school-based mentoring with at-risk elementary school students to understand ways mentors might better form closer dyadic bonds yielding longer mentoring relationships. Four metathemes emerged: (a) encouragement, (b) relating style, (c) time and presence, and (d) language nuances. Specific components within these metathemes increased both synergy in the dyad and satisfaction for the mentors. Ethnic and cultural dyad characteristics are discussed and presented via proposed effective practices for cross-cultural, cross-age mentoring.

The Use of Sandtray in Solution-Focused Supervision

Counselors-in-training are in a unique position to begin bridging theory with practice. Supervision and strong supervisory relationships allow supervisees to verbalize and explore goals, case conceptualizations, and client relationships. Solution-focused supervision, like solution-focused counseling, maintains that supervisees build upon times of success for insight and goal setting. Likewise, the modality of sandtray in supervision allows for supervisees to freely express and explore personal and professional growth as counselors. In this article, we advocate the interface of solution-focused techniques and the use of sandtray to facilitate and enhance counselor supervision.

Differences of Mentoring Experiences across Grade Span among Principals, Mentors, and Mentees

The purpose of this mixed research study was to examine mentoring experiences specific to grade span through the perspective of principals, mentors, and mentees. An instrument containing items on demographics, administrative support, and mentoring program components was administered to first-year teachers (n = 998), mentors (n = 791), and principals (n = 73). Mentors’ attitudes towards mentoring were statistically significantly more positive than were the mentees’ attitudes, although, on average, the attitudes for both groups were positive. A statistically significant difference in attitudes emerged as a function of grade span, with elementary school mentees reporting the highest levels of motivation to be mentored and the greatest desire to observe veteran teachers. Qualitative analyses revealed that mentoring includes specific format, better matches, increased time for mentoring, observation opportunities, and better training for mentors. Implications are discussed.

A Framework for Using Discourse Analysis for the Review of the Literature in Counseling Research

Onwuegbuzie, Leech, and Collins outlined the role that 5 qualitative data analysis techniques can play in the literature review process. Thus, the purpose of this article is to provide a framework for counselor researchers and practitioners for using another qualitative data analysis technique to analyze and interpret literature review sources—a process that we call a Discourse Analysis-Based Research Synthesis (DARS). Using a real review of the literature and with the use of visual aids, we illustrate how to conduct a DARS using a qualitative data analysis software program to address ethical standards when investigating evidence-based practices in counseling research.

Creativity and Solution-Focused Counseling for a Child With Chronic Illness

Children living with chronic illnesses deal with a unique set of challenges, specifically when living in a hospital setting. This counseling experience illustrates how a counselor intern used creativity and solution-focused counseling for goal-setting and exceptional outcomes with a 7-year-old client restricted to a hospital room. The authors describe specific applications of solution-focused techniques and imagination, spontaneity, and creative play to spark hope in the future for one young client.