Why talk about qualitative and mixed methods in educational psychology? Introduction to special issue

Abstract

This article is an introduction to a special issue on qualitative and mixed methods research in educational psychology. In this special issue, we focus on contemporary research by educational psychologists who are using qualitative and mixed methods to highlight the complexity and rigor of their approaches and how their methodological choices are expanding the field of educational psychology. The articles reflect a different format and voice than is typical for Educational Psychologist in that authors share their inquiry worldviews, address issues of equity, discuss their reflexivity, and explain how they ensured trustworthiness while investigating the complex, socially and historically situated contexts of classrooms, schools, and educational systems. We believe the issues and research approaches discussed in this special issue will be valuable for graduate students who are exploring these research approaches and for all scholars who are weighing the costs and benefits of qualitative and mixed methods research.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 45 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.