Exploring the role of the mixed methods practitioner within educational research teams: A cross-case comparison of the research planning process
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This article, involving the comparison of two multi-year mixed methods research studies aimed at enhancing the post-secondary, large-class teaching and learning environments, has as its purpose to illustrate the role of a mixed methods practitioner (MMP) by examining the processes undertaken by the educational research teams. The impetus for this work is the lack of practical application of the legitimation theory espoused in the literature and the need for guiding practices for MMPs working within research teams. A two-stage process of reflecting upon the planning decisions guided the cross-case analysis method involving writing individual accounts for each study followed by a comparison of the studies in terms of key features (e.g., purpose, design) and sources of legitimation (Onwuegbuzie & Johnson, 2006). These findings are discussed in light of implications for conducting mixed methods research in teams specifically focused on the MMP roles as a boundary spanner and issue mediator.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.101 | 0.079 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.003 | 0.001 |
| Research integrity | 0.000 | 0.005 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it