| Owner: |
Emily Mack
|
| Owner Email: |
|
| Paper Title: |
Leveraging Mixed-Methods Educational Research Teams in a School Literacy Study of COVID-19 Impacts
|
| Session Title: |
Mixed-Methods Design Considerations
|
| Paper Type: |
Paper
|
| Presentation Date: |
4/14/2023
|
| Presentation Location: |
Chicago, IL
|
| Descriptors: |
Collaboration, Learning from Experience, Research Methodology
|
| Methodology: |
Mixed Method
|
| Author(s): |
Emily Mack, University of Alberta; Cheryl-Anne Nadine Poth, University of Alberta; George Georgiou, University of Alberta; Matthew Kierstead, Black Gold
|
| Unit: |
SIG-Mixed Methods Research
|
| Abstract: |
Practical guidance for leveraging differing perspectives, experiences, and assumptions within mixed methods educational research (MMER) teams is warranted. This methodological discussion, informed by our experiential reflection during a school literacy study of Covid 19 impacts, extends existing theoretical understandings of a complexity-informed team development strategy. We bridge theory with real world practice in advancing how MMER teams form, contribute, interact, and perform in novel and greater ways than possible by any individual or collective of members. Our findings distinguish the niche for integrative team capacity and its emergence from the interactions among disciplinary and methodologically diverse MMER teams. Our discussion extends educational applications of complexity theory to research team development and serves as a reference beyond the current study context.
|
| DOI: |
https://doi.org/10.3102/2002429
|