title: Mixed-methods and evaluation research: trends and issues.
abstract: In this article, the authors attempt an initial exploration of the relevancy of the newly emerging field of mixed-methods research for educational evaluation. They give a brief introduction concerning the intent and variety of mixed-methods designs and models. They focus the analysis on some of the general issues and problems of this emerging field, including the lack of clear-cut procedural rules and differing ontological commitments. However, they argue that a particular form of mixed-methods design called quantitative-dominant sequential analysis might prove useful for some educational evaluation and policy studies.
authors.affiliation: School of Education, Loyola University Chicago, IL, USA.
authors.forename: Steven I
authors.initials: SI
authors.lastname: Miller
authors.forename: Marcel
authors.initials: M
authors.lastname: Fredericks
mesh_terms: D004521:Educational Measurement / Q000379:methods*; D005069:Evaluation Studies as Topic; D006801:Humans; D036301:Qualitative Research