Submission deadline: December 1, 2021
Mixed methods research integrates quantitative and qualitative traditions for the primary purpose of maximizing our understanding of a complex phenomenon (Teddlie & Tashakkori, 2010). Quantitative studies traditionally focus on analyzing relationships between numeric variables while qualitative studies explore and analyze non-numeric data.
Mixed methods approaches seek to integrate quantitative and qualitative approaches together to provide a more complete, complex, or holistic understanding than either quantitative or qualitative methods alone (Onwuegbuzie & Teddlie, 2003).
Despite the established tradition of mixing methods in social and behavioral research and the emergence of mixed methods as a distinct methodological field, these studies have rarely been applied in school psychology despite their unique capacity to enrich science and practice in our discipline.
This special issue of School Psychology will be devoted to publishing papers that apply emergent and advanced mixed methods designs and analyses in an effort to advance science and practice in school psychology and to improve student, classroom, schoolwide, or system-level outcomes for children and youth.
The special issue will be edited by Elisa Shernoff and John Hitchock and is slated to be published in September 2022.
Manuscript length for the special section will be determined based on the quality and number of proposals, but is targeted to not exceed the journal standard of 6,000 words, inclusive of all tables, figures, and references.
Submitted manuscripts will be given masked peer review, as per usual journal policy, prior to a final decision on publication. Submit through the journal’s manuscript submission portal using the “Special Section – Mixed Methods” article type