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本书版权归SAGE所有

The Sage Handbook of
Mixed Methods
Research Design

Editorial Section Leads
Each of the six sections of the Sage Handbook of Mixed Methods Research Design has
benefited from being led by talented section leads. The 13 section leads are established authors
and esteemed contributors to the global mixed methods research community. The section leads
have worked closely and tirelessly with the editor and supporting authors to bring to life the
ideas first advanced in their proposals, further developed in their initial chapter drafts, and
then refined with peer review and editorial feedback. We thank them heartily for their wisdom,
commitment, and enthusiasm!
Section 1: Inspiring Diversity and Innovation in Mixed Methods Design
Sergi Fàbregues, Universitat Oberta de Catalunya, Spain
José F. Molina-Azorin, University of Alicante, Spain
Section 2: The Craft of Mixed Methods Design
Judith Schoonenboom, University of Vienna, Austria
Sophia L. Johnson, USA
Section 3: Expanding Mixed Methods Design Approaches
Peggy Shannon-Baker, Georgia Southern University, USA
Jessica T. DeCuir-Gunby, University of Southern California, USA
Section 4: Designing Innovative Integrations with Technology
Timothy C. Guetterman, University of Michigan, USA
Section 5: Navigating Research Cultures in Mixed Methods Design
Elizabeth G. Creamer, Virginia Tech University, USA
Elsa Lucia Escalante-Barrios, Universidad del Norte, Colombia
Section 6: Exploring Design Possibilities and Challenges for Mixed Methods
Research for the Future
Peter Rawlins, Massey University, New Zealand
Maggie Hartnett, Massey University, New Zealand

International Advisory Board
The Sage Handbook of Mixed Methods Research Design has benefited from the contributions
and insights of an International Advisory Board. The 12 Advisory Board members represent a
range of established and emerging scholars from varied disciplines and geographical locations.
The members have played vital roles in community-sourcing suggestions for chapter topics
and authors, in providing constructive feedback to authors, and in some cases, lending support
to chapter contributors as coaches. We are deeply appreciative of their investment of time and
expertise to bring this handbook to life.
Mandy M. Archibald, University of Manitoba, Canada
Lisbeth M. Brevik, University of Oslo, Norway
Roslyn Cameron, Torrens University Australia, Australia
Loraine D. Cook, University of West Indies, Mona Campus, Jamaica
John W. Creswell, University of Michigan, USA
Jenny Douglas, Open University, UK
Michael D. Fetters, University of Michigan, USA
Taichi Hatta, Shizuoka Graduate University of Public Health, Japan
Tera R. Jordan, Iowa State University, USA
Donna M. Mertens, Gallaudet University in Washington, DC, USA
Katrin Niglas, Tallinn University, Estonia
Vanessa Scherman, University of South Africa, South Africa

This page intentionally left blank

Edited by
Cheryl N. Poth
The Sage Handbook of
Mixed Methods
Research Design

At Sage we take sustainability seriously.
Most of our products are printed in the
UK using responsibly sourced papers
and boards. When we print overseas we
ensure sustainable papers are used as
measured by the Paper Chain Project grad-
ing system. We undertake an annual audit
to monitor our sustainability.
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Typeset by KnowledgeWorks Global Ltd
Printed in the UK
Section 1 Introduction © Sergi
Fàbregues and José F. Molina-Azorin,
2023
Chapter 2 © John W. Creswell and
Vicki L. Plano Clark, 2023
Chapter 3 © Joseph A Maxwell,
2023
Chapter 4 © Donna M. Mertens,
2023
Chapter 5 © Katrin Niglas, 2023
Chapter 6 © Dawn Freshwater and
Jane Cahill, 2023
Section 1 Conclusion © José F.
Molina-Azorin & Sergi Fàbregues,
2023
Section 2 Introduction ©
Sophia L. Johnson and Judith
Schoonenboom, 2023
Chapter 7 © Manuela De Allegri and
Julia Lohmann, 2023
Chapter 8 © Judith Schoonenboom,
2023
Chapter 9 © Julie A. Corrigan and
Anthony J. Onwuegbuzie, 2023
Chapter 10 © Susanne Vogl, 2023
Chapter 11 © Roslyn Cameron and
Heinz Herrmann, 2023
Chapter 12 © Elizabeth G. Creamer,
Cassandra McCall and Cherie D.
Edwards, 2023
Section 2 Conclusion © Judith
Schoonenboom and Sophia L.
Johnson, 2023
Section 3 Introduction © Peggy
Shannon-Baker and Jessica T.
DeCuir-Gunby, 2023
Chapter 13 © Jenny Douglas, 2023
Chapter 14 © Mehdi
Taghipoorreyneh, 2023
Chapter 15 © Peter Rawlins,
Philippa Butler, Spencer Lilley and
Maggie Hartnett, 2023
Chapter 16 © Tera R. Jordan and
Maya Bartel, 2023
Chapter 17 © Jenevieve Mannell
and Audrey Prost, 2023
Chapter 18 © Joanne Mayoh, Talia
Thompson and Shanlee Davis, 2023
Chapter 19 © Loraine D. Cook and
Vimala Judy Kamalodeen, 2023
Chapter 20 © Vanessa Scherman
and Lisa Zimmerman, 2023
Chapter 21 © Michelle C. Howell,
Wayne A. Babchuk and Timothy C.
Guetterman, 2023
Section 3 Conclusion © Jessica T.
DeCuir-Gunby and Peggy Shannon-
Baker, 2023
Section 4 Introduction © Timothy C.
Guetterman, 2023
Chapter 22 © Udo Kuckartz and
Stefan Rädiker, 2023
Chapter 23 © Mitsuyuki Inaba and
Hisako Kakai, 2023
Chapter 24 © Lisbeth M. Brevik, 2023
Chapter 25 © Daphne C. Watkins
and Natasha C. Johnson, 2023
Chapter 26 © Carolina Bustamante,
2023
Section 4 Conclusion © Timothy
Guetterman, 2023
Section 5 Introduction © Elizabeth
Creamer, 2023
Chapter 27 © Jori N. Hall and
Ayesha S. Boyce, 2023
Chapter 28 © Taichi Hatta, 2023
Chapter 29 © P. Paul
Chandanabhumma, Annika Agni
and Melissa DeJonckheere, 2023
Chapter 30 © Hongling Chu, Xuejun
Yin and Hueiming Liu, 2023
Chapter 31 © M. Teresa Anguera,
Eulàlia Arias-Pujol, Francisco
Molinero and Luca Del Giacco, 2023
Section 5 Conclusion © Elsa Lucia
Escalante Barrios, 2023
Section 6 Introduction © Peter
Rawlins and Maggie Hartnett, 2023
Chapter 32 © Peggy Shannon-
Baker, 2023
Chapter 33 © José F. Molina-Azorin
and Michael D. Fetters, 2023
Chapter 34 © Nataliya V. Ivankova,
Jami L. Anderson, Ivan I. Herbey, Linda
A. Roussel and Daniel Kim, 2023
Chapter 35 © Mandy M. Archibald,
2023
Chapter 36 © John W. Creswell,
Cheryl N. Poth and Peter Rawlins,
2023
Section 6 Conclusion © Peter
Rawlins and Maggie Hartnett, 2023
Chapter 37 Handbook Conclusion ©
Cheryl N. Poth, 2023
Editorial Arrangement & Introduction © Cheryl N. Poth, 2023
Apart from any fair dealing for the purposes of research, private study,
or criticism or review, as permitted under the Copyright, Designs and
Patents Act, 1988, this publication may not be reproduced, stored or
transmitted in any form, or by any means, without the prior permission
in writing of the publisher, or in the case of reprographic reproduc-
tion, in accordance with the terms of licences issued by the Copyright
Licensing Agency. Enquiries concerning reproduction outside those
terms should be sent to the publisher.
Library of Congress Control Number: 2023942652
British Library Cataloguing in Publication data
A catalogue record for this book is available from the British Library
ISBN 978-1-5297-2396-0

For ALL the researchers around the world who continue to enrich our mixed methods research
community and field with their cultural diversity and design innovations.
Dare to follow your own paths.
Dare to be yourself.
Dare to be different.
— Lailah Gifty Akita
Author and Founder of Smart Youth Volunteers Foundation
In memory of our esteemed colleague and chapter contributor Dr. Vimala J. Kamalodeen who touched
many lives, and brought great energy and vision to the global mixed methods research community.

This page intentionally left blank

Contents
List of Figures xiii
List of Tables xvi
List of Box xviii
Notes on the Editor, Section Leads, and Chapter Contributors xix
Preface xxxii
Acknowledgements xxxiii
1 Dilemmas and Opportunities for Mixed Methods Research Design:
Handbook Introduction 1
Cheryl N. Poth
SECTION 1 INSPIRING DIVERSITY AND INNOVATION IN MIXED
METHODS DESIGN
Evolving Tensions and Conversations in Mixed Methods Research Design
Approaches: Section 1 Introduction 17
Sergi Fàbregues and José F. Molina-Azorin
2 Revisiting Mixed Methods Research Designs Twenty Years Later 21
John W. Creswell and Vicki L. Plano Clark
3 Mixed Methods Design in Historical Perspective: Implications for Researchers 37
Joseph A. Maxwell
4 Mixed Methods Designs to Further Social, Economic and Environmental Justice 48
Donna M. Mertens
5 Developments in Mixed Methods Designs: What Have Been the Dominant
Pathways and Where Might They Take Us in the Future? 59
Katrin Niglas
6 The Role of Methodological Paradigms for Dialogic Knowledge Production: Using a
Conceptual Map of Discourse Development to Inform Mixed Methods Research Design79
Dawn Freshwater and Jane Cahill
Future Tensions and Design Conversations in the Mixed Methods Field:
Section 1 Conclusions 91
José F. Molina-Azorin and Sergi Fàbregues
SECTION 2 THE CRAFT OF MIXED METHODS RESEARCH DESIGN
The Craft of Mixed Methods Research Design: Section 2 Introduction 97
Sophia L. Johnson and Judith Schoonenboom
7 Embracing Emergence in Mixed Methods Designs: Theoretical Foundations
and Empirical Applications 101
Manuela De Allegri and Julia Lohmann

THE SAGE HANDBOOK OF MIXED METHODS RESEARCH DESIGN x
8 The Methods-Inference Map: Visualizing the Interactions Between Methods
and Inferences in Mixed Methods Research 114
Judith Schoonenboom
9 Towards Sampling Designs that are Transparent, Rigorous, Ethical and
Equitable (TREE): Using a Tree Metaphor as a Sampling Meta-Framework
in Mixed Methods Research 130
Julie A. Corrigan and Anthony J. Onwuegbuzie
10 Data Integration as a Form of Integrated Mixed Analysis in Mixed Methods
Research Designs 143
Susanne Vogl
11 Ethical Issues and Practices for Mixed Methods Research in an Era of Big Data 154
Roslyn Cameron and Heinz Herrmann
12 Building the Logic for an Integrated Methodology: Mixed Method Grounded Theory
as an Example of Constructing a Methodology to Guide Design and Integration 166
Elizabeth G. Creamer, Cassandra McCall and Cherie D. Edwards
The Craft of Mixed Methods Research Design: Section 2 Conclusions 180
Judith Schoonenboom and Sophia L. Johnson
SECTION 3 EXPANDING MIXED METHODS DESIGN APPROACHES
Expanding Beyond Typology-Based Mixed Methods Designs:
Section 3 Introduction 187
Peggy Shannon-Baker and Jessica T. DeCuir-Gunby
13 Exploring Interlocking Relationships of Race, Gender, and Class with an
Intersectionality-Informed Mixed Methods Research Design Framework 191
Jenny Douglas
14 Indigenous Cultural Values Instrument Development: Using Mixed Methods
Research 203
Mehdi Taghipoorreyneh
15 What Can Mixed Methods Partnerships Learn from Kaupapa Māori Research
Principles? 218
Peter Rawlins, Philippa Butler, Spencer Lilley and Maggie Hartnett
16 Prioritizing Cultural Responsiveness in Mixed Methods Research and
Team Science with Underrepresented Communities 233
Tera R. Jordan and Maya Bartel
17 Using Participatory Methods in Randomised Controlled Trials of Complex
Interventions 245
Jenevieve Mannell and Audrey Prost
18 Illustrating the Mixed Methods Phenomenological Approach (MMPR) 256
Joanne Mayoh, Talia Thompson and Shanlee Davis
19 Intersection of Mixed Methods and Case Study Research (MM+CSR):
Two Design Options in Educational Research 267
Loraine D. Cook and Vimala Judy Kamalodeen

Contents xi
20 Harnessing Mixed Methods for Research Instrument Development and Legitimation 278
Vanessa Scherman and Lisa Zimmerman
21 Mixed Methods-Grounded Theory: Best Practices for Design and Implementation 291
Michelle C. Howell, Wayne A. Babchuk and Timothy C. Guetterman
Moving Beyond Tradition: The Need for Expanded and Culturally Relevant
Mixed Methods Design Typologies: Section 3 Conclusions 305
Jessica T. DeCuir-Gunby and Peggy Shannon-Baker
SECTION 4 DESIGNING INNOVATIVE INTEGRATIONS WITH
TECHNOLOGY
Expanding Innovative Integrations with Technology: Section 4 Introduction 311
Timothy C. Guetterman
22 Using Software for Innovative Integration in Mixed Methods Research:
Joint Displays, Insights and Inferences with MAXQDA 315
Udo Kuckartz and Stefan Rädiker
23 Grounded Text Mining Approach: An Integration Strategy of Grounded
Theory and Textual Data Mining 328
Mitsuyuki Inaba and Hisako Kakai
24 A “Mixed Methods Way of Thinking” in Game-based Research Integrations 346
Lisbeth M. Brevik
25 Integrating Secondary Data from Ethnically and Racially Minoritized
Groups in Mixed Methods Research 361
Daphne C. Watkins and Natasha C. Johnson
26 Beyond the Joint Display in Mixed Methods Convergent Designs:
A Case-Oriented Merged Analysis 372
Carolina Bustamante
The Untapped Potential of Technology for Integration: Section 4 Conclusions 387
Timothy C. Guetterman
SECTION 5 NAVIGATING RESEARCH CULTURES IN MIXED
METHODS DESIGN
From Margin to Center: The Design Implications of a Cultural Component
in Mixed Methods Research: Section 5 Introduction 393
Elizabeth G. Creamer
27 Culturally Responsive Mixed Methods Evaluation Design 397
Jori N. Hall and Ayesha S. Boyce
28 Integrating a Four-Step Japanese Cultural Narrative Framework, Ki-Shou-Ten-Ketsu,
into a Mixed Methods Study 411
Taichi Hatta
29 Leveraging Mixed Methods Community-based Participatory Research (MMCBPR)
in Diverse Social and Cultural Contexts to Advance Health Equity 422

THE SAGE HANDBOOK OF MIXED METHODS RESEARCH DESIGN xii
30 Cultural Diversity in Intervention Designs: A Chinese Illustrative Example 434
Hongling Chu, Xuejun Yin and Hueiming Liu
31 Examining the Influences of Spanish Research Culture in Systematic
Observation with Mixed Methods 446
M. Teresa Anguera, Eulàlia Arias-Pujol, Francisco Molinero and Luca Del Giacco
Future Direction for Navigating Research Cultures in Designs:
Section 5 Conclusions 463
Elsa Lucia Escalante-Barrios
SECTION 6 EXPLORING DESIGN POSSIBILITIES AND
CHALLENGES FOR MIXED METHODS RESEARCH
Exploring Possibilities and Challenges for Mixed Methods Research for the Future:
Section 6 Introduction 469
Peter Rawlins and Maggie Hartnett
32 Visualizing the Process: Using Visuals to Teach and Learn Mixed Methods Research 472
Peggy Shannon-Baker
33 Towards the Future Legitimacy of Mixed Methods Designs: Responsible Mixed
Methods Research for Tackling Grand Challenges for the Betterment of Society 485
José F. Molina-Azorin and Michael D. Fetters
34 Realizing Methodological Potentials and Advantages of Mixed Methods
Research Design for Knowledge Translation 496
Nataliya V. Ivankova, Jami L. Anderson, Ivan I. Herbey, Linda A. Roussel
and Daniel Kim
35 Opportunities and Challenges for a Transdisciplinary Mixed Methods Research
Future 512
Mandy M. Archibald
36 Mapping Design Trends and Evolving Directions Using the Sage Handbook
of Mixed Methods Research Design 527
John W. Creswell, Cheryl N. Poth and Peter Rawlins
Where to Next in Exploring Possibilities and Challenges for Mixed Methods
Research for the Future? Section 6 Conclusions 538
Peter Rawlins and Maggie Hartnett
37 An Emerging and Exciting Future for Mixed Methods Research Design: Handbook
Conclusions 542
Cheryl N. Poth
Index 549

List of Figures
1.1 An overview of the Handbook by key numbers 2
1.2 Geographical locations of Handbook contributors on a 1954 Buckminster
Fuller Airocean projection of the world map 3
1.3 Overview of Handbook chapters and unique contributions of sections 6
1.4 Key events, decisions and people influencing the development of this Handbook 11
2.1 A simplified presentation of the interconnection of four core components of
mixed methods research 25
2.2 Evolution of diagrams used to depict the convergent mixed methods design
type over time 28
4.1 Multi-stage transformative mixed methods design 51
5.1 The conceptual map of the notion “design” as used in the context of
(mixed methods) research 62
5.2 The historical key influences on the development of mixed methods designs 64
6.1 Conceptual map of discourse development 84
6.2 Map of therapeutic relationship 85
8.1 Reflecting the fit of design components 115
8.2 Design flow of an explanatory sequential design 117
8.3 Design flow of an explanatory sequential mixed methods study 118
8.4 A methods-inference map of McCrudden and McTigue (2019) 120
8.5 Design components at the level of the whole study in Figure 8.4 121
8.6 Research questions at the level of the whole study and the level of the
research strands in Figure 8.4 122
8.7 Research strand 1 in Figure 8.4 123
8.8 Research strand 2 in Figure 8.4 125
8.9 Developing the meta-inference in Figure 8.4 126
9.1 Using a tree metaphor as a sampling meta-framework for enhancing
representation in mixed methods research 132
9.2 A flowchart illustrating the decisions in the tree sampling meta-framework 133
11.1 Big data components relevant for MMR researchers 156
12.1 The figure conceptualizes an integrated methodology as an example of
intentional mixing at many levels. It is only a partial list of the ways that integration
could occur when another methodology is paired with mixed methods. 167
12.2 Taking culture seriously in community mental health data analysis progression 173
12.3 Conceptualizing community-focused mental health 174
14.1 Procedural diagram of using a mixed method to create an indigenous cultural
values instrument 207
14.2 The Delphi process 208
14.3 Correspondence analysis output for Malays’ cultural values scales and
demographic categories 214
15.1 A braided river 219
15.2 The IBRLA framework and corresponding kaupapa M¯aori research principles 224
15.3 Ethnic groups of respondents in COVID assessment research compared
with university figures 228
17.1 Participatory methods as part of an RCT of a complex intervention 249
18.1 Evolution of study design for illustrative case 262
19.1 Illustration of a CS-MMR embedding an MM intervention design in a
game-based learning investigation 272
19.2 Illustration of an MM-CSR explanatory sequential design 273
19.3 Application of case study mixed methods (CS-MMR) using an exploratory
sequential design 274

THE SAGE HANDBOOK OF MIXED METHODS RESEARCH DESIGN xiv
20.1 Guidelines related to item construction 281
20.2 Interview schedule development considerations 283
20.3 Examples of instrument development designs in mixed methods research 285
22.1 Crosstab created with MAXQDA Stats with using a code as categorial
variable 319
22.2 Selecting categories (codes) and variables in MAXQDA Stats for statistical
analysis 319
22.3 ANOVA table created with MAXQDA Stats using a code as the factor
with three levels 320
22.4 Document Map in MAXQDA (partial view). The cases (interview respondents)
are shown in a two-dimensional display using multi-dimensional scaling
on codes as categorial variables and standardized variables 320
22.5 Mixed Methods Crosstab in MAXQDA. Multiple categorial variables
(subcategories) form the rows, the values of a standardized variable
form the columns 321
22.6 Case comparison table with mixed data in MAXQDA (partial view) 322
22.7 The QTT workspace of MAXQDA 324
23.1 Framework and iterative process of GTxA 331
23.2 Correspondence analysis of challenges in practising mixed methods research 334
23.3 Context of the phrase “research question” 335
23.4 The context for the keyword “timing” 336
23.5 A screenshot of qualitative data analysis with MAXQDA 337
23.6 Three hierarchical code groups of hurdles in mixed methods nursing research 338
23.7 An example of auto-coding rules for KH Coder 338
23.8 Results of auto-coding using KH Coder 339
23.9 Integrated results of grounded theory analysis and auto-coding 340
24.1 The initial hybrid design (two planned phases and an optional
third phase) 351
24.2 The final hybrid design (three phases) 352
24.3 The integrated sampling strategy to gain access to key populations 353
24.4 Joint display: integration through stepwise data collection within and
across phases 353
24.5 Screen capture of the gameplay from one screen recording 354
24.6 Joint display: integrated data analysis within and across phases 354
24.7 Percentage of participants (n = 34) who reported using English 355
24.8 A written, step-by-step procedure to protect the third party 356
25.1 Critical race mixed methodology with secondary data (CRMM+SD) 363
26.1 The Web 2.0 for Teachers of Spanish program and the TPACK model 374
26.2 Procedural diagram 375
26.3 TPACK-based joint display 376
26.4 Participants’ demographic data 379
26.5 Demographic data examination in case-oriented merged analysis 380
26.6 Case-oriented merged analysis visuals unfolding from joint display 381
26.7 Case-oriented merged analysis visual display 382
S5.1 Summary of the ways a cultural component impacts research design
among chapter authors 395
28.1 Procedural diagram of the convergent study design 415
28.2 ki-shyou-ten-ketsu style and the four-stage framework in clinical dialogue 417
30.1 Distribution of the five provinces in China 436
30.2 The team consists of global and local research members 437
30.3 Key functions of process evaluation and relations among them 438
30.4 Scaffolded mixed methods design integrated mixed methods interventional
approach with a framework of developing and evaluating complex interventions 439
30.5 Implementation matrix focused on culture diversity based on scaffolded
mixed methods 439

List of Figures xv
31.1 Data types and relation with primary parameters (frequency, order,
and duration), according to Bakeman (1978) 452
31.2 Graphic information about the psychotherapeutic intervention performed
in Carrilet Training and Research Center 453
32.1 Jannet’s research diagram based on Patel et al. (2016) 477
32.2 Brandi’s research diagram included in her mock mixed methods research
design proposal final 478
32.3 Karis’s merging integration joint display based on Olkin et al. (2019) 479
32.4 Sasha’s building integration joint display for adding a quantitative phase
to Robinson-Wood et al. (2015) 480
34.1 Levels of intersection in a mixed methods translational research study 500
34.2 Mixed methods translational research process 501
34.3 Mixed methods translational research framework 502
36.1 Key contributors to our mapping process and outcomes 528

List of Tables
S1.1 Summary of Section 1 chapters: Inspiring Diversity and Innovation in Mixed
Methods Design 18
2.1 Intent, procedures and wording for mixed methods integration 31
5.1 The varied use of the notion “design” within the context of mixed methods
research 61
5.2 Examples of early classifications of studies by their ways of using/combining
quantitative and qualitative approaches (adapted from Niglas, 2004) 65
5.3 Selected most recent typologies of mixed methods designs 67
S2.1 Summary of Section 2 chapters: The Craft of Mixed Methods Research Design 98
7.1 Synthesis of the practice of embracing emergence in mixed methods research 105
8.1 Linking research questions, theoretical basis, data sources and methods of
data analysis 116
8.2 Design elements shown and not shown by each of the four visualizations 119
11.1 MMR studies using big data in Scopus until 2021 (n = 6) 159
11.2 Consideration of big data components 160
11.3 Consideration of ethical principles for big data 161
12.1 A multilevel framework to identify the unique contribution of each method
and the potential synergies of MM-GTM, organized by philosophical assumptions
and research procedures 170
12.2 Visualizing the analysis in a generic MM-GTM design with an abductive
component and an iterative loop 171
12.3 Deconstructing the levels of mixing in Westhues et al. (2008) with the
multilevel framework 172
S3.1 Summary of Section 3 chapters: Expanding Mixed Methods Design
Approaches 188
13.1 Implications of Cole’s three questions for each stage of the research process 194
13.2 Cigarette smoking in African-Caribbean young women: flowchart of the
basic procedures in implementing a convergent design 198
14.1 Importance rate and expert consensus 209
14.2 Malay values and their dimensions 210
14.3 The experts’ final evaluation results 211
14.4 Final Malay value items 212
14.5 Respondents’ demographic profile 213
14.6 Results of the field test 213
15.1 Three approaches to research with M¯aori 222
17.1 Approaches to evaluating interventions by research paradigms 247
18.1 Models for mixed methods phenomenological research 259
19.1 A comparison of key attributes of MMR and CSR and the commonality
between MMR and CSR 271
20.1 An example of a questionnaire framework for quantitative instruments 280
20.2 Interview schedule framework 283
20.3 Specifications for quantitative instruments aligned with qualitative data 286
20.4 Specifications for qualitative instruments aligned with quantitative data 286
21.1 Key MM-GT article citations in an MM-GT review pool 295
21.2 Best practices for grounded theory features to include in published
MM-GT studies 296
21.3 Best practices for mixed methods features to include in published
MM-GT studies 296
21.4 Correlations between methodological citations and mixed methods-grounded
theory best practices 297

List of Tables xvii
21.5 Theories, frameworks, models or typologies developed in MM-GT studies 299
S4.1 Summary of Section 4 chapters: Designing Innovative Integrations with Technology 312
23.1 Key terminologies and definitions 333
23.2 Examples of focused coding (mentoring) 337
24.1 Ten strategies for innovative mixed methods integrations: valuing diverse
voices and perspectives across contexts 350
25.1 Common challenges and solutions when integrating secondary data from ERM groups
in mixed methods research 364
26.1 Mean and individual differences for pedagogy-related scales 378
26.2 Mean and individual differences for technology-related scales 378
26.3 Mean and individual differences for content-related scales 378
S5.1 Summary of Section 5 chapters: Navigating Research Cultures in Mixed
Methods Design 394
29.1 Key terms and definitions 423
30.1 The diet and culture in five provinces in China 436
30.2 The health belief model (HBM) and derived intervention used in the example project 440
30.3 Joint display of fidelity, delivered, reach, receipt and meta inferences by each
component of intervention 442
31.1 Software designed from the framework of the Spanish research culture 448
31.2 Basic quantitative data analysis techniques in systematic observation studies
(with methodological contributions made from the Spanish research culture) 451
31.3 Fragment of the observation instrument (field format combined with
category systems) used in psychotherapy and elaborated ad hoc. This
fragment includes a small part of the categories of the therapist 454
31.4 Record fragment where the initial transcription is shown, barely systematized
and the coding to which it gives rise, thanks to the observation instrument.
The + sign indicates co-occurrence, both for the therapist and for the patient 455
31.5 Table of parameters corresponding to the analysis of polar coordinate, with
VSUP as focal behaviour and all the others as conditional. Only the
conditioned behaviours that generate significant (*) and very significant (**)
vectors have been selected 455
31.6 Fragment of the observation instrument (field format modality) elaborated
ad hoc 456
S6.1 Summary of Section 6 chapters: Exploring design possibilities and challenges for
mixed methods research 470
33.1 Eight principles for guiding responsible research in the field of mixed
methods research 487
36.1 Key characteristics of previous mixed methods research handbooks 530
36.2 This Handbook’s six section titles, leads, key questions and unique issues 531
36.3 Mapping projections from Mertens et al. (2016b), Creswell’s (2022)
symposium themes, topics, and example chapters from this Handbook 533
36.4 Mapping Handbook chapters onto the evolving directions for mixed
methods research design 534

List of Box
6.1 Key definitions 80

Notes on the Editor, Section Leads,
and Chapter Contributors
THE EDITOR
Cheryl N. Poth is a Professor in the Centre for Research and Applied Measurement and Evaluation in the
Faculty of Education at the University of Alberta (Canada) and an award-winning instructor and author. Her
teaching and research interests have been related to enhancing research quality, complexity-informed study
design, and collaborative research teams in the fields of education and the health sciences. She teaches
mixed methods research courses and workshops around the globe and served as the fourth president of the
Mixed Methods International Research Association. She serves as associate editor of the impactful Journal
of Mixed Methods Research (Sage) and as an editorial board member of several journals. She has guest
edited several mixed methods-focused special issues, including in the International Journal of Qualitative
Inquiry, Journal of Mixed Methods Research, and the Canadian Journal of Program Evaluation, and
authored works across a wide variety of Educational, Evaluation, Research Methods, Medical, and Health
Sciences journals, encyclopedias, and books. She has served in several past leadership roles, including as
Associate Dean (Research), Associate Director (Assessment) at the Centre of Teaching and Learning,
Associate Chair (Undergraduate) of the Department of Educational Psychology, and Measurement,
Evaluation, and Data Science Program Coordinator. Dr. Poth has an adjunct appointment in the Faculty of
Medicine and Dentistry, and serves as the methodologist on several cross-disciplinary research teams. Her
books, including the 4th edition of the Qualitative Inquiry & Research Design with John W. Creswell (2017,
Sage), Innovation in Mixed Methods Research: Guiding Practices for Integrative Thinking with Complexity
(2018, Sage), and Research Ethics (2021, Sage), are inspired by the practice dilemmas experienced in the
field. Together with Peggy Shannon-Baker, she was awarded the 2023 American Educational Research
Association Division D Significant Contributions to Research Methodology (Mixed Methodologies).
THE SECTION LEADS
Elizabeth G. Creamer is a Professor Emerita in Educational Research and Evaluation from Virginia Tech
University in the US where she taught several graduate level research methods courses in mixed methods
and grounded theory. She is the author of two textbooks promoting an integrated approach to mixed
methods, An Introduction to Fully Integrated Mixed Methods Research (2018) and Advancing Grounded
Theory with Mixed Methods (2021). She is editor-in-chief of the mixed methods section of a methodologi-
cal journal, Methods in Psychology, and served as co-editor of three special issues for journals on partner-
ing mixed methods with qualitative research.
Jessica T. DeCuir-Gunby is a Professor of educational psychology at the University of Southern California’s
Rossier School of Education. She is also an associate editor of the Review of Educational Research jour-
nal. Her research interests include the impact of race and racism on the educational experiences of African
American students, emotions and coping related to racism, Critical Race Theory, and mixed methods
research. She loves cooking, traveling, and spending time with her husband, son, and two cats.
Elsa Lucia Escalante-Barrios is an Associate Professor at the Universidad del Norte in Colombia
where she teaches mixed methods courses for graduate students. Dr. Escalante-Barrios’s research areas
include early childhood education, child development, cross-cultural research methods, and mixed
methods. Dr. Escalante completed her PhD in Human Sciences at the University of Nebraska-Lincoln,

THE SAGE HANDBOOK OF MIXED METHODS RESEARCH DESIGN xx
where she completed the Mixed Methods Research Certificate. Her dissertation was awarded a Patrice
Engle Dissertation Award for Global Early Child Development from the Society for Research in Child
Development (SRCD) for a mixed methods cross-cultural multiple case study about feeding practices
in the Latino population. She is currently the president of ALIMM (Latin American Mixed Methods
Research Association). Dr. Escalante has published on the topics of childhood education and mixed meth-
ods research in several international journals, including Plos One, Research in Developmental Disabilities,
Early Childhood Research Quarterly, and International Journal of Early Childhood.
Sergi Fàbregues is an Associate Professor of Research Methods at the Department of Psychology and
Education of the Universitat Oberta de Catalunya (Barcelona, Spain), Associate Editor of the Journal
of Mixed Methods Research (JMMR) and PLOS One, and Associate Member of the University of
Michigan Mixed Methods Program. His qualitative and mixed methods research interests include qual-
ity appraisal, integration, analysis, and the process of carrying out systematic methodological reviews.
He has led several workshops internationally. He has worked collaboratively on funded research pro-
jects in various fields on a number of research topics, including nutrition, child sexual abuse, chil-
dren and adolescents with developmental disabilities, gender and Information and Communications
Technology (ICTs), and ICTs in education. In 2021, he co-edited the JMMR Virtual Special Issue on
“Quality in Mixed Methods Research”.
Timothy C. Guetterman is an interdisciplinary, applied research methodologist specialized in mixed
methods research at the University of Michigan. His methodological goal is to advance rigorous methods
of mixed methods research, particularly strategies for integrating qualitative and quantitative research. He
applies mixed methods research to investigate informatics technology to improve health services, com-
munication, and simulation training. Tim is also actively engaged in developing research methods capacity
as an investigator for foundation grants and the NIH Mixed Methods Research Training Program for the
Health Sciences. He serves as Co-Editor-in-Chief for the Journal of Mixed Methods Research. He co-
authored the sixth edition of Educational Research: Planning, Conducting, and Evaluating Quantitative
and Qualitative Research with John W. Creswell.
Maggie Hartnett is an Associate Professor and Director of the Teaching Academy responsible for aca-
demic staff professional development at Massey University, New Zealand. She is a Senior Fellow of
AdvanceHE and has worked in the tertiary education sector for over 20 years. She is a mixed methods
researcher and has served as an executive board member for the Flexible Learning Association of New
Zealand (FLANZ) and as the Associate Editor for the Journal of Open, Flexible and Distance learning
(JoFDL). She is a current board member of Ako Aotearoa, a government-funded organization that sup-
ports New Zealand’s tertiary sector.
Sophia L. Johnson brings experiences as a mixed methods research instructor, editorial board member of
the International Journal of Multiple Research Approaches and as a School of Pharmacy faculty member
at the University of Maryland, Baltimore to her role as section co-lead. Her research is at the intersec-
tion of population health and chronic disease pharmacotherapy, focusing on understanding chronic dis-
ease self-management and related barriers and facilitators, particularly for patients with complicated drug
therapy regimens from low-resourced communities. With co-author Nataliya Ivankova, she contributed a
chapter “Designing Integrated Mixed Methods Action Research Studies” to the 2022 Routledge Handbook
for Advancing Integration in Mixed Methods Research among other publications.
José F. Molina-Azorin is a Professor at the Department of Management in the University of Alicante
(Spain). His main research topics are strategic management, organizational design, environmental man-
agement, quality management and sustainability in the tourism industry. From a methodological perspec-
tive, he is interested in mixed methods and multilevel research. He uses mixed methods research in his
substantive studies, and he has also conducted systematic reviews and prevalence studies about the use of
mixed methods in multiple management areas. He served on the Mixed Methods International Research
Association’s Presidential Task Force with a report about the Future of Mixed Methods. He is Co-Editor-
in-Chief of the Journal of Mixed Methods Research. He has been guest co-editor of two special issues on
mixed methods in business and management published in the International Journal of Multiple Research
Approaches and Organizational Research Methods.

Notes on the Editor, Section Leads, and Chapter Contributors xxi
Peter Rawlins is an Associate Professor and the Director of Academic Quality for the College of
Humanities and Social Science at Massey University, New Zealand. Before joining the university, he
was a secondary mathematics teacher for 18 years. Peter was a founding member of the Mixed Methods
International Research Association Oceania Regional Chapter (MMIRA-ORC) and was the conference
chair for the inaugural MMIRA-ORC conference held in Wellington, New Zealand, in 2019. He is cur-
rently Secretary for the MMIRA-ORC committee. Peter was also the chair of the conference committee
for the MMIRA global governance board and led the planning group for the online global MMIRA confer-
ence held in August 2022.
Judith Schoonenboom holds the chair for empirical pedagogy at the University of Vienna, Austria.
She specializes in mixed methods research in education. Her research interests include mixed methods
research design and the foundations of mixed methods research. Judith has been an associate editor of the
Journal of Mixed Methods Research since 2014. In 2018, she was co-organizer of the biannual global con-
ference of the Mixed Methods International Research Association (MMIRA), which was held in Vienna.
She participated in the committee that prepared the 2022 online global MMIRA conference. Judith has
served as MMIRA’s President-Elect, President, and Past-President in the years 2019–2022.
Peggy Shannon-Baker is an associate professor of educational research at Georgia Southern University,
where they teach and research mixed methods and other forms of research in primary, secondary, post-
secondary, and teacher education. Peggy is also an associate editor of the Journal of Mixed Methods
Research. They come to mixed methods especially interested in looking for the connections between data,
theory, and practices because they are at heart a lumper (someone who primarily sees similarities) and not
a splitter (someone who primarily separates things into categories).
THE CHAPTER CONTRIBUTORS
Annika Agni is an undergraduate student at the University of Michigan–Ann Arbor. She is currently a
Research Assistant for the Department of Family Medicine, and works on multiple projects in the health
science field that involve mixed methods research, including a study on hypoglycemia self-management
in adults with type 1 diabetes, and a scoping review on mixed methods articles that focus on racial/ethnic
disparities across the cancer care continuum. She first became involved with research through the
Undergraduate Research Opportunity Program at the University of Michigan, and her research interests
include public health and health science topics.
Jami L. Anderson is a postdoctoral research associate with the Implementation Science Center for
Cancer Control at Washington University in St. Louis. Dr. Anderson’s research focuses on the inter-
section of mixed methods research and knowledge translation for cancer prevention and control in
rural and remote areas. She is also an advocate for the development of innovative rapid-cycle imple-
mentation research methods and learning health systems to support evidence-based policies and shift
research into practice at organization, state, and national levels. Dr. Anderson is a member of the Mixed
Methods International Research Association, Academy Health, and the American Society of Clinical
Oncologists.
M. Teresa Anguera holds degrees in Psychology and Law. She is an Emeritus Professor at the Faculty of
Psychology from the University of Barcelona. Since 1972 she has taught in various methodological sub-
jects, and over four decades she has been working on observational methodology. In the last two decades,
she has dedicated herself to the study of mixed methods and the positioning of systematic observation
from this approach. She has coordinated numerous competitive nationally funded research projects. She
has directed/co-directed 68 doctoral theses. She has numerous publications at a national and international
level, and she has been part of research evaluation committees in several countries. She has carried out
research stays in Chile, México, Portugal, and the USA. Her h index is 70. She has had management
responsibilities at the University of Barcelona, including serving as Vice-rector for Scientific Policy and
Vice-rector for Teaching and Scientific Policy.

THE SAGE HANDBOOK OF MIXED METHODS RESEARCH DESIGN xxii
Mandy M. Archibald is an Assistant Professor in the College of Nursing, University of Manitoba,
Research Scientist at the Children’s Hospital Health Research Institute of Manitoba, an interdisciplinary
artist, and Senior Research Fellow (Academic Status) at Flinders University, South Australia. She com-
pleted a three-year postdoctoral fellowship in a Transdisciplinary Centre of Research Excellence where
she studied transdisciplinary research processes. Mandy is also an associate editor of the Journal of Mixed
Methods Research and the International Journal of Multiple Research Approaches. As an applied research
methodologist, she leads a research program integrating diverse bodies of knowledge generated through
arts-based, mixed-methods, co-designed, and transdisciplinary research in chronic illness contexts. In the
field of mixed methods, this work has advanced integration of arts-based and mixed-methods research
mergers, qualitatively driven mixed-methods research, investigator triangulation and transdisciplinary
research for impact, and has published in leading journals such as the Journal of Mixed Methods Research,
International Journal of Qualitative Methods, American Behavioural Scientist, as well as mixed methods
chapters for publishers Springer and Routledge.
Eulàlia Arias-Pujol is an Associate Professor of “Evaluation and psychopathology in Childhood and
Adolescence” at the Faculty of Psychology and Educational Sciences and Sports Blanquerna of the
Ramon Llull University (URL). She is a specialist in clinical psychology with extensive training in psy-
choanalysis. She teaches various seminars on professionalizing skills for the Degree in Psychology. She
also collaborates in postgraduate courses and in the doctoral program in psychology. She has directed
doctoral theses from the Research Group on Couple and Family of the URL and has published several
scientific articles in national and international journals. Her lines of research follow the mixed methods
methodology and focus on studying the interaction in individual and group psychotherapeutic interven-
tions. She has received several awards for research on childhood autism carried out in collaboration with
the Carrilet Training and Research Center of Barcelona.
Wayne A. Babchuk is a Professor of Practice in the Qualitative, Quantitative, and Psychometric Methods
(QQPM) program in the Department of Educational Psychology at the University of Nebraska–Lincoln
(UNL) and holds courtesy appointments in the Departments of Anthropology and Sociology. He is an
applied research methodologist focusing on the history, epistemology, application and instruction of quali-
tative and mixed research across disciplines, research ethics, grounded theory, ethnography, grounded
ethnography, mixed methods-grounded theory, and community-based participatory research. He is co-
founder and co-chair of UNL’s Qualitative and Mixed Methods Group and serves as Editor-in-Chief
for the Journal of Ethnographic and Qualitative Research (JEQR). Dr. Babchuk has facilitated work-
shops in qualitative and mixed methods research for the African Doctoral Academy (ADA), Stellenbosch
University, Stellenbosch, South Africa, and in Osaka, Japan, for the Japan Society for Mixed Methods
Research affiliated through the University of Michigan Mixed Methods Program, as well as in the United
States.
Maya Bartel received her doctorate in HDFS at Iowa State University in 2022. Maya also earned a
Graduate Certificate in Developmental and Family Sciences Advanced Research Design and Methods
in 2019, and an MS in HDFS in 2021 from ISU. Maya’s research interests include adoption, qualitative
research methodologies, and gender and racial identity development. Maya has contributed to multiple
research efforts spanning parenting education, substance abuse, data systems, child welfare, mathematics
education, and mixed methods. In recognition of her excellence as an emerging scholar and community
servant, she received the 2021 HDFS Research Excellence Award, served as the Graduate Student Marshal
in May 2021, earned the 2022 Martin Luther King, Jr. Advancing One Community Award, and was a 2022
Woman of Achievement. In 2016, she graduated magna cum laude from Portland State University with a
BS in community health education and women’s studies.
Ayesha S. Boyce is an Associate Professor in the Division of Educational Leadership and Innovation at
Arizona State University. Dr. Boyce’s scholarship focuses on attending to value stances and issues related
to diversity, equity, inclusion, access, cultural responsiveness, and social justice within evaluation—espe-
cially multi-site, STEM, and contexts with historically and systematically marginalized populations. She
also examines teaching, mentoring, and learning in evaluation. Dr. Boyce is a 2019 American Evaluation
Association Marcia Guttentag Promising New Evaluator Award recipient and a 2019 UNC Greensboro
School of Education Distinguished Research Scholar Award recipient.

Notes on the Editor, Section Leads, and Chapter Contributors xxiii
Lisbeth M. Brevik is an award-winning teacher educator and researcher. She joined the University of
Oslo, Norway, as a full Professor in 2021 within the Faculty of Educational Sciences and was appointed
Academic Chair of the European University Alliance Circle U. She has developed and taught mixed meth-
ods and research design courses, in addition to supervising doctoral and Master’s students. Her field of
research is English language education, and, over the years, she has gained expertise in game-based mixed
methods research integrations. She is the PI of several externally funded research projects. In 2018, she
was awarded membership of Kellogg College, University of Oxford, UK, and in 2020, she was recognized
with the University of Oslo’s Education Prize and Teaching Excellence Award. She is the author of arti-
cles, chapters, and anthologies, and currently is an editorial board member of the International Journal of
Multiple Research Approaches (IJMRA) and Reading in a Foreign Language (RFL).
Carolina Bustamante has been an Associate Professor in the School of Education at the State University
of New York at Old Westbury since 2014. She coordinates the Graduate Spanish Adolescence Education
Program and teaches courses on language pedagogy for second-language learners and heritage speakers,
second-language acquisition, and Spanish. She has also worked on seminars on mixed methods research
at the TESOL division at the University of Cambridge, England, and Graduate School of Education at the
University of Pretoria, South Africa. Her published research has focused on professional development on
technology for teachers of Chinese, German, and Spanish, development of heritage speakers of Spanish
as language teachers, integrated performance assessment in Spanish classrooms, and mixed methods
research, particularly innovative ways to mix qualitative and quantitative data.
Philippa Butler is a lecturer of research methods in the Institute of Education, Massey University, New
Zealand. She has also worked as a research officer and is very experienced at conducting externally funded
education research projects. Her teaching interests are in mixed methods research and research methodol-
ogy, and her research interests include ethnic group identifications and issues of equity in education.
Jane Cahill is a lecturer in the School of Healthcare, University of Leeds. Jane has published widely in the
field of psychological therapy effectiveness research, as well as continuing to work and publish within the
wider field of mental health. Her research has focused on the therapeutic alliance, clinically representa-
tive approaches to psychotherapy research, and mental health and workforce mental health issues. Jane’s
research interests have their origin in psychotherapy research, and her career as a researcher began with
working on research programs focused on the effectiveness of psychotherapy in clinically representative
settings, working with a range of clinical datasets and addressing clinical, research and practice questions.
Key areas of interest and expertise have been processes and outcomes in clinically representative research,
methodology of clinically representative research, measure development and the developments of the
wider methodological paradigm of clinically representative research.
Roslyn Cameron is a Professor and Director of the Centre for Organisational Change and Agility (COCA)
at Torrens University Australia, Australia. She is Co-Convenor and founder of the Mixed Methods Research
Special Interest Group of the Australian and New Zealand Academy of Management (ANZAM), a previ-
ous Board Member of the Mixed Methods International Research Association (MMIRA), and a member
of the Australian Human Resources Institute (AHRI) Advisory Research Panel in Australia. She has been
the recipient of several large-scale workforce development research grants and an array of smaller scale
research grants related to skilled migration, work readiness/employability and future skilling/future of
work for the 4th Industrial Revolution, totalling $AUD1.9m, and has over 90 publications.
P. Paul Chandanabhumma is an Assistant Professor in the Department of Family Medicine, and
Executive Committee Member of the Michigan Mixed Methods Program. He completed his PhD in
Community Health Sciences at UCLA Fielding School of Public Health. His mixed methods dissertation
research examined the influence of group diversity on the achievements of community-based participatory
research partnerships. His research interests include health inequities, race, culture, community engage-
ment, and the social production of medical and public health practices.
Hongling Chu is an Assistant Professor working in Research Center of Clinical Epidemiology, Peking
University Third Hospital, Beijing, China. She is a visiting scholar for the MMR Project Group at the
University of Michigan. Dr. Chu led the establishment of the MMIRA—China Chapter (MMIRA–ChC)

THE SAGE HANDBOOK OF MIXED METHODS RESEARCH DESIGN xxiv
in 2020 and the translation for A Practical Guide to Using Qualitative Research with Randomized
Controlled Trials and The Mixed Methods Research Workbook: Activities for Designing, Implementing,
and Publishing Projects. From 2018 to 2022, she organized the MMR conferences and seminars. Her
areas of expertise are in implementation science, mixed methods, qualitative research and clinical trials.
She participated in three large-scale multicenter intervention research projects in the design, implementa-
tion and process evaluation, and published several related articles.
Loraine D. Cook is a Professor at the School of Education, University of the West Indies. She lectures in
Research Methods and Educational Psychology Mona. She has authored and co-authored peer-reviewed
book chapters and journal articles. Dr. Cook is the founding president of the Mixed Methods International
Research Association–Caribbean Chapter (MMIRA–CC). She is a founding co-chief editor of the
Caribbean Journal of Mixed Methods Research (CJMMR). Dr. Cook was the recipient of the Fulbright
Visiting Researcher Award (2011). Dr. Cook has been a visiting scholar in Applied Psychology at New
York University (NYU) and the Faculty of Education, Language and Literacy Education, University of
British Columbia, Canada.
Julie A. Corrigan is an Assistant Professor at Concordia University in Montreal where she teaches
courses in educational technology and research methods. Her Canadian and Quebec funded research is
focused on closing the socio-digital divide by equipping teachers with the practices and resources to teach
and assess digital literacies. Along with co-author Anthony Onwuegbuzie, she has delivered a number of
presentations in the area of mixed methods research, including a workshop for Canadian researchers on
using mixed research to achieve more ethical and rigorous research. Dr. Corrigan has also co-authored
methodological and theoretical papers on mixed research, including those on sampling (The Qualitative
Report), mixed research in special education (Research in the Schools), and mixed research in human
resources and development (Human Resource Development Quarterly). She runs research writing support
groups at Concordia University where she enjoys challenging graduate students to consider their sampling
designs as a means to conduct more transparent, rigorous, ethical, and equitable research.
Elizabeth G. Creamer is Professor Emerita from the educational research program in the School of
Education at Virginia Tech in the US, where she taught doctoral-level research methods courses in
qualitative research and mixed methods for more than fifteen years. A prolific writer, Dr. Creamer is
the author of two recent books: An Introduction to Fully Integrated Research (2018) and Advancing
Grounded Theory with Mixed Methods Research (2021). Her research focus is on integration in quali-
tatively oriented mixed methods research. A third textbook is in progress: Leveraging Visual Displays
in Mixed Method Research.
John W. Creswell is a Senior Research Scientist in the Michigan Mixed Methods Program, University of
Michigan, Ann Arbor, USA. He has authored numerous articles and 33 books on mixed methods research,
qualitative research, and research design. He has held an Endowed Chair at Nebraska, co-founded the
Journal of Mixed Methods Research, co-led the NIH “best practices in mixed methods” study group, and
lectured at Harvard University. He served as a Senior Fulbright Scholar in South Africa and in Thailand,
was the founding President of the Mixed Methods International Research Association, co-directed the
University of Michigan Mixed Methods Research Program, and co-authored “standards” on mixed meth-
ods research for the American Psychological Association. He makes his home in Honolulu, Hawaii, and
Ashiya, Japan.
Shanlee Davis is a pediatric endocrinologist and the Director of the eXtraOrdinary Kids multidiscipli-
nary Turner Syndrome Clinic at Children’s Hospital Colorado, and Assistant Professor of Pediatrics at
the University of Colorado School of Medicine. She has content expertise in sex chromosome aneuploi-
dies and other genetic conditions associated with endocrinopathies. Dr. Davis’ clinical and translational
research program incorporates interdisciplinary methods and perspectives to answer clinically important
research questions with the overarching goal of improving health and wellbeing for these individuals.
Manuela De Allegri has a diverse academic training in Sociology, Health Economics, and Public Health.
She leads the Research Group in Health Economics and Financing at the Heidelberg Institute of Global
Health. Through the systematic application of mixed methods approaches, Manuela combines quantitative

Notes on the Editor, Section Leads, and Chapter Contributors xxv
and qualitative methods of data collection and analysis to her work in Global Health. Her work focuses
primarily on the evaluation of health financing and system reforms in low- and middle-income countries.
Melissa DeJonckheere is an Assistant Professor with the Department of Family Medicine and Executive
Committee Member of the Michigan Mixed Methods Program. She is a health services researcher and
mixed methodologist specializing in qualitative and participatory research design. Her research focuses on
understanding the psychological and social contexts of chronic disease management in adolescence. She
previously was a postdoctoral research fellow in the Michigan Mixed Methods Program. Dr. DeJonckheere
completed her PhD in Educational Studies at the University of Cincinnati, where she worked on qualita-
tive and mixed methods projects in both the education and health fields.
Luca Del Giacco is a clinical-dynamic psychologist born in Perugia (Italy). He obtained the Master’s
degree cum laude in 2014 at the University of Padua (Italy) and collaborated with its clinical service
until 2017. From 2017 to 2020, he collaborated in several research projects on communication in psy-
chotherapy at the University of Padua; furthermore, in 2018, he was a member of the work team in the
project “Physical activity and sport as a healthy lifestyle enhancer: evaluation of sports behavior from
non-intrusive methodologies” at the University of Barcelona. He is the author of various publications
on therapeutic discourse and has participated in several national and international congresses. Currently,
he is a member of the work team in the project “New approach to research in physical activity and sport
from a mixed-methods perspective” at the University of Barcelona, and is a reviewer for the Research in
Psychotherapy: Psychopathology, Process, and Outcome.
Jenny Douglas is a Senior Lecturer in Health Promotion in the Faculty of Wellbeing, Education and
Language Studies at the Open University. The focus of her research and activism is intersectional-
ity – exploring how ‘race’, class and gender affect particular aspects of African Caribbean wom-
en’s health. She established and chairs the Black Women’s Health and Wellbeing Research Network
(www.open.ac.uk/black-womens-health-and-wellbeing). She is a medical sociologist with a PhD in
Women’s Studies from the University of York, the focus of which was cigarette smoking and African
Caribbean young women in the UK. This study employed intersectionality-informed mixed methods
research. She was a visiting scholar at George Washington University, Washington, DC during the tenure
of a National Centre for Research Methods Fellowship on intersectionality informed research methods.
She is a Plumer Visiting Research Fellow at St. Anne’s College, University of Oxford.
Cherie D. Edwards is an Assistant Professor at Virginia Commonwealth University’s School of Medicine.
Dr. Edwards earned her PhD in Educational Evaluation and Research from Virginia Tech. Her research
interests are in exploring the implementation of mixed methods and visual research designs in studies
examining social justice and equity in education research.
Michael D. Fetters is Professor, Department of Family Medicine, Director, the Mixed Methods Program,
and Director, Japanese Family Health Program at the University of Michigan. He has served as Co-Editor-
in-Chief of the Journal of Mixed Methods Research and co-edited a special issue on conducting research
in primary care in Family Medicine and Community Health (2019). His research focuses on cultural
influences on medical decision-making, health services research, and qualitative and mixed methods
research methodology. He authored The Mixed Methods Research Workbook: Activities for Designing,
Implementing, and Publishing Projects (2020), Sage.
Dawn Freshwater is Vice-Chancellor of the University of Auckland, and Clinical Professor of Mental
Health at the University of Western Australia. She became the University’s first female Vice-Chancellor
in March 2020, after serving as the University of Western Australia’s Vice-Chancellor and Senior Deputy
Vice-Chancellor and Registrar for six years (2014–2020). Professor Freshwater was the first female
Chair of the G08 Research Intensive Universities in Australia and is currently Chair of UNZ Research
Committee, a board Director of Research Australia, and a Steering Committee Member for the Asia Pacific
Rim of Universities. Professor Freshwater is a highly experienced and driven supporter of translational
research, methodological innovations for health research, and research-led teaching. Her contribution to
the fields of public health and in researching leadership practices won her the highest honor in her field –
the Fellowship of the Royal College of Nursing (FRCN). She has contributed to almost 200 publications

THE SAGE HANDBOOK OF MIXED METHODS RESEARCH DESIGN xxvi
and was recently elected MAE (Member of the Academia Europea). She previously served as Editor of
the Journal of Mixed Methods Research.
Timothy C. Guetterman is an interdisciplinary, applied research methodologist specialized in mixed
methods research. He is faculty and Associate Director of the Mixed Methods Program at the University
of Michigan. His methodological goal is to advance rigorous methods of mixed methods research, par-
ticularly strategies for integrating and intersecting qualitative and quantitative research. Funded by the
National Institutes of Health (NIH), he investigates informatics technology to improve health services,
communication, and simulation training. Tim is also actively engaged in developing research methods
capacity as an investigator for foundation grants and the NIH Mixed Methods Research Training Program
for the Health Sciences. He serves as Co-Editor-in-Chief for the Journal of Mixed Methods Research.
Jori N. Hall has published numerous peer-reviewed works addressing issues of evaluation and research
methodology, cultural responsiveness, and the role of values and privilege within the fields of education
and health. She has authored an award-winning book, Focus Groups: Culturally Responsive Approaches
for Qualitative Inquiry and Program Evaluation, and was selected as a Leader of Equitable Evaluation
and Diversity (LEEAD) fellow by The Annie E. Casey Foundation. Dr. Hall is the 2020 recipient of the
American Evaluation Association’s Multiethnic Issues in Evaluation Topical Interest Group Scholarly
Leader Award for scholarship that has contributed to culturally responsive evaluation.
Maggie Hartnett is an Associate Professor and Director – Teaching Academy at Massey University, New
Zealand. Her research focuses on the intersection of technologies and pedagogies and their influence
on learners’ and teachers’ experiences, motivation, engagement and behaviour in technology-enhanced,
mediated and immersive learning contexts.
Taichi Hatta is a lecturer at Shizuoka Graduate University of Public Health. His research interests
lie in health science, medical sociology, medical ethics, cultural psychology, quantitative and qualita-
tive research, and mixed methods. His doctoral paper, published online in 2018 in the Journal of Mixed
Methods Research, demonstrated a new way of analyzing temporal changes of moods in physician–patient
dialogues for cancer treatment at a hospital in Japan using a Japanese narrative framework. Following that,
he was awarded a PhD from Kyoto University in 2019, and also received the Honorable Mention award
for the Mixed Methods International Research Association’s Dissertation Award in 2022. He is one of the
few scholars who has imported mixed methods to Japan, encouraging home students and researchers to
engage in mixed methods research and writing articles in Japanese. Dr. Hatta translated Foundations of
Mixed Methods Research (Tashakkori & Teddlie, 2009) into Japanese as one of the translation supervisors.
Ivan I. Herbey is consultant and data analyst in the Schools of Medicine and Health Professions at the
University of Alabama at Birmingham (UAB). As a trained epidemiologist and medical scientist with exten-
sive expertise in qualitative and mixed methods research, he contributes to the design and implementation of
funded research projects in social and health sciences, including patient-centered research and translational
science. He is the lead consultant in the Mixed Methods and Qualitative Research and Evaluation (MMQRE)
unit within the Center for Health Informatics for Patient Safety and Quality (CHIPS/Q) at UAB.
Heinz Herrmann is Adjunct Professor at the Australian Graduate School of Leadership, and a Research
Fellow and Senior Lecturer at Torrens University Australia. He is a member of scientific and editorial
boards, and has a research focus on business, artificial intelligence, competitive bidding, applied ethics
and mixed methods research. In industry, he is a CEO with more than 25 years’ standing in Technology,
Media & Telecommunications (TMT), including commercial and NFP board director roles.
Michelle C. Howell is an Assistant Professor at the University of Nebraska Medical Center where she
serves as an Educational Researcher for the Interprofessional Academy of Educators, and teaches research
methodology courses in the College of Public Health. Trained by John W. Creswell and mentored by Vicki
Plano Clark, Dr. Howell has developed expertise in mixed methods research designs, with particular focus
on instrument development procedures such as grounded theory analysis, cognitive interviews and factor
analysis. Dr. Howell has served as an evaluator on numerous mixed methods projects funded by NIH,
NSF, and IES, as well as private contracts.

Notes on the Editor, Section Leads, and Chapter Contributors xxvii
Mitsuyuki Inaba is a Professor at the College of Policy Science, Ritsumeikan University, Japan. His
research interests include text mining, computational linguistics, and research methods. He has published
several articles and research papers applying text mining and CAQDAS for forensic science. He is the
president of the Japan Society for Mixed Methods Research. He is also a member of the Mixed Methods
International Research Association, the Association for Computing Machinery, the Japanese Society of
Artificial Intelligence and other academic associations.
Nataliya V. Ivankova is Professor in the School of Health Professions at the University of Alabama at
Birmingham. As an applied research methodologist working at the intersection of mixed methods, quali-
tative, community-based participatory, action and translational research, she directs an online graduate
certificate program in Applications of Mixed Methods Research. She is a founding co-editor of the Mixed
Methods Research Series (Sage), and is a qualitative and mixed methods research section editor for the 4th
edition of the International Encyclopedia of Education (Elsevier). She also serves as an associate editor
for the Journal of Mixed Methods Research.
Natasha C. Johnson is an Assistant Professor of social work at Columbia University. She has experience
using strengths-based methodologies, including mixed methods, person-centered quantitative methods,
and qualitative methods, to address systemic inequities that hinder Black youths’ thriving. Dr. Johnson’s
program of research examines critical developmental processes that facilitate resilient pathways to pro-
mote mental wellness and improve academic outcomes for Black youth. Additionally, she examines Black
youth’s awareness of and responses to racial inequality, development of racial identity, and race-related
experiences. Dr. Johnson earned her BA in psychology from Spelman College, and her MSW and PhD in
Social Work & Personality Psychology from the University of Michigan.
Tera R. Jordan is the Assistant Provost for faculty development and an Associate Professor of Human
Development and Family Studies (HDFS) at Iowa State University (ISU). She has published scholarly
work under the name Tera R. Hurt. Her research focuses on relationships and family wellbeing among
underrepresented adults. She has taught advanced qualitative methods and mixed methods at the graduate
level. An award-winning scholar, she has been honored by the ISU Department of Human Development
and Family Studies, the ISU College of Human Sciences, and the University for her dedication and com-
mitment to teaching, mentoring, community engagement, diversity enhancement, and inclusive excel-
lence. Prior to her faculty appointment in 2012, she earned a dual-title PhD in HDFS and demography
from The Pennsylvania State University in 2005, and worked as a research scientist at the University of
Georgia from 2004 to 2012.
Hisako Kakai is a Professor in international communications at Aoyama Gakuin University in Tokyo.
Her Introduction to Mixed Methods Research is the first book regarding mixed methods research written
by a Japanese scholar in Japanese. Dr. Kakai also translated Creswell’s A Concise Introduction to Mixed
Methods Research and Charmaz’s Constructing Grounded Theory (1st edn). Since its inauguration, she
has served as an editorial board member for the Journal of Mixed Methods Research. She also served as
the founding president of the Japan Society for Mixed Methods Research (2015–2017).
Vimala Judy Kamalodeen specializes in Math and Computer Science education at the School of
Education, University of the West Indies, St. Augustine, Trinidad and Tobago. Her doctoral thesis used
an eclectic mixed methods design focusing on hybrid data from educational online social networking.
Vimala is the founding President of ITTPN Global, a professional learning network and focused on mixed
methods research in game-based learning. Dr. Kamalodeen is a past president of the Caribbean Chapter
of Mixed Methods International Research Association and successfully hosted the 3rd regional mixed
methods conference in the Caribbean.
Dae Hyun (Daniel) Kim currently serves as an Assistant Professor of Health Management and Policy
at Georgetown University. He received his undergraduate degree in Psychology from the University of
Michigan (2017) and doctorate degree in Health Services Administration from the University of Alabama
at Birmingham (2020). His primary research interests focus on health literacy, health disparity, leader-
ship competencies, strategic management and outcomes. Dr. Kim is an avid advocate of mixed methods
research and is actively engaged in AUPHA, CAHME, AOM, and Academy Health.

THE SAGE HANDBOOK OF MIXED METHODS RESEARCH DESIGN xxviii
Udo Kuckartz is a Professor Emeritus of Education and Research Methods at the Philipps University
Marburg (Germany). He has authored 23 books and numerous articles on qualitative and quantitative
methods, on computer-assisted qualitative data analysis, and on environmental issues. His books have
been translated into several languages (English, Chinese, Japanese, and Spanish). He was one of the pio-
neers of computer-assisted analysis of qualitative data, earning his doctorate as early as the 1980s with a
thesis on “Computer and verbal data: Opportunities for innovation of social science research techniques”.
With this, he created the foundation for corresponding computer software (QDA software) that he devel-
oped in the following years (MAX, winMAX, MAXQDA). He has been principal investigator for projects
and grants funded by the German Ministry of Environment and the German Environment Agency. His
research focused on the topics of environmental attitudes and behaviour, sustainability, and perceptions
of climate change.
Spencer Lilley is an Associate Professor at the School of Information Management, Victoria University
of Wellington. Spencer’s research interests focus on indigenous engagement with information, and the
indigenisation of cultural heritage institutions. Spencer has tribal affiliations to Te Atiawa, Mua ¯upoko and
Ng¯apuhi.
Hueiming Liu is a public health physician and an conjoint senior lecturer with a PhD from the University
of Sydney (awarded 2019) in addition to a BA, MBBS, and Master’s in International Public Health. She
is a Senior Research Fellow, Centre Health Systems Science, and leads the process evaluation research
program at the George Institute for Global Health. She brings expertise in mixed methods process evalu-
ations, qualitative research, clinical trials, community engagement, program management, capacity build-
ing, and has worked extensively in cross cultural and interdisciplinary research.
Julia Lohmann is an Assistant Professor at the London School of Hygiene and Tropical Medicine. She
uses mixed methods in her research on health systems. Her work focuses more specifically on the health
workforce and how it can be supported and strengthened in low- and middle-income countries.
Jenevieve Mannell is a mixed methods researcher and expert in the use of qualitative methods along-
side randomised controlled trials of complex interventions in global health. In 2018 she co-edited a
special issue of Qualitative Health Research on innovative qualitative methods for RCTs, and has devel-
oped new methodological approaches including Visual Participatory Analysis (VPA) and Participatory
Community Intervention Development (PCID). Her current research focus is the prevention of violence
against women in high-prevalence settings, with ongoing projects in Afghanistan, India, Peru, Samoa,
and South Africa.
Joseph A. Maxwell is a Professor (Emeritus) in the Research Methods program in the College of
Education and Human Development at George Mason University. His doctoral degree is in anthropol-
ogy, but for the past 40 years his research and teaching have focused on methodology. He is the author
of Qualitative Research Design: An Interactive Approach (3rd edn, 2013), and A Realist Approach for
Qualitative Research (2012), as well as articles on qualitative and mixed methods research, indigenous
North American societies, and medical education. His current research and writing deal with using quali-
tative and mixed methods for causal explanation and generalization; validity in qualitative and quantitative
research; the history and breadth of mixed methods research; the value of philosophic realism for social
research; and the importance of diversity and dialogue across research paradigms and methods.
Joanne Mayoh is a Senior Academic at Bournemouth University who offers expertise in research meth-
odology specializing in phenomenological research and mixed-methods research. She has a passion for
methodology and has previously collaborated with internationally renowned authors on methodological
journal articles that focus on the formal conceptualisation and review of Mixed Methods Phenomenological
Research (MMPR). Joanne is proud to be a co-convenor of Bournemouth University Women’s Academic
Network, and is a fierce advocate of equity, diversity, and inclusion.
Cassandra McCall is an Assistant Professor in the Department of Engineering Education at Utah State
University. Her research focuses on grounded theory applications to explore professional identity and
disability identity formation in engineering. Dr. McCall has authored several publications that expand
conceptions of grounded theory and promote its use in education research.

Notes on the Editor, Section Leads, and Chapter Contributors xxix
Donna M. Mertens is Professor Emeritus at Gallaudet University with a specialization in mixed methods
approaches that are designed to support social transformation. She has authored, co-authored, or edited
many methodological books related to justice and human rights, most recently Mixed Methods Research,
Program Evaluation Theory and Practice (2nd ed); Mixed Methods Design in Evaluation; Research
and Evaluation in Education and Psychology: Integrating Diversity with Quantitative, Qualitative, and
Mixed Methods (5th ed); Indigenous Pathways into Social Research, and Transformative Research and
Evaluation. She focuses on the intersection of research design and social, economic and environmen-
tal justice within the philosophical assumptions of the transformative paradigm. Dr. Mertens served as
the Editor for the Journal of Mixed Methods Research, 2010–2014. She was President of the American
Evaluation Association in 1998, and served on the board from 1997 to 2002; she was a founding board
member of the Mixed Methods International Research Association.
José F. Molina-Azorin is Professor at the Department of Management in the University of Alicante
(Spain). His main research topics are strategic management, organizational design, environmental man-
agement, quality management and sustainability in the tourism industry. From a methodological perspec-
tive, he is interested in mixed methods and multilevel research. He uses mixed methods research in his
substantive studies and he has also conducted systematic reviews and prevalence studies about the use of
mixed methods in multiple management areas. He served on the Mixed Methods International Research
Association’s Presidential Task Force with a report about the Future of Mixed Methods. He is Co-Editor-
in-Chief of the Journal of Mixed Methods Research. He has been co-guest editor of two special issues on
mixed methods in business and management published in the International Journal of Multiple Research
Approaches and Organizational Research Methods.
Francisco Molinero is a doctor in Psychology. He is a researcher, mediator and psychotherapist. He is
a specialist in Solution-Focused Brief Therapy and Motivational Interviewing. He has been formed in
Microanalysis of the Therapeutic Dialog by the group of Janet Bavelas. He is an expert in qualitative
research using digital tools such as ATLAS.ti (he is certified trainer) and ELAN. He incorporates observa-
tional methodology and mixed methods, the contributions of the Conversational Analysis and the method-
ology of Reflective Professional Practice with the aim of improving the effectiveness of the professional
intervention in change processes. He is part of the Mixed Methods Research Group led by Dr. Anguera at
the University of Barcelona.
Katrin Niglas is an elected professor with the focus on research methods at Tallinn University (Estonia).
Since 2011, she serves as a Vice-Rector for Research. After achieving the teacher training diploma and
MA degree in Estonia, Katrin studied at the University of Cambridge and earned the MPhil degree in
Educational Research in 1999. In her PhD dissertation, defended in 2004, she focused on the combined use
of qualitative and quantitative methods in social and educational research. This topic continues to be her
main research and writing interest. She is a member of the editorial board of the Journal of Mixed Methods
Research, as well as of the International Journal of Multiple Research Approaches. She is also a co-author
of a chapter published in the Sage Handbook of Mixed Methods Research (2nd edn), published in 2010.
Anthony J. Onwuegbuzie is a Senior Research Associate at the University of Cambridge. Further, he
is a Distinguished Visiting Professor at the University of Johannesburg; Professor Extraordinarius at the
University of South Africa; Visiting Senior Scholar, St. John’s University, New York; and an Honorary
Recognised Supervisor (online), University of Liverpool. As Past President of the Mixed Methods
International Research Association (MMIRA), and as someone who is passionate about qualitative
research, quantitative research, and mixed research, Tony co-authored the Sage mixed research textbook
with Rebecca Frels (Lamar University), Seven Steps to a Comprehensive Literature Review: A Multimodal
and Cultural Approach. He is former editor of Educational Researcher. Currently, he is Editor-in-Chief of
both the International Journal of Multiple Research Approaches and the Journal of Mixed Methods Studies.
Vicki L. Plano Clark is Professor of Research Methods in the School of Education at the University
of Cincinnati, USA. She is an applied research methodologist who studies, teaches, mentors, and writes
about the adoption and use of mixed methods research. Her scholarship focuses on resolving methodologi-
cal issues associated with mixed methods designs, and understanding larger contexts that influence the
application of mixed methods research. Her writings include Designing and Conducting Mixed Methods
Research (2018, co-authored with John W. Creswell) and Mixed Methods Research: A Guide to the Field

THE SAGE HANDBOOK OF MIXED METHODS RESEARCH DESIGN xxx
(2016, co-authored with Nataliya V. Ivankova). She currently serves as an Associate Editor for the Journal
of Mixed Methods Research and is Co-Editor of the Mixed Methods Research Series with Sage.
Audrey Prost trained in social anthropology, epidemiology and public health. She has used qualitative
methods within cluster randomised controlled trials in global health for over a decade, with an emphasis
on mixed methods approaches in process evaluation. Her current research focuses on developing and
evaluating participatory interventions to improve women’s, children’s and adolescents’ health in Eastern
India in partnership with the civil society organisation, Ekjut, and local government.
Stefan Rädiker is a consultant and trainer for research methods and evaluation. His research focuses on
the computer-assisted analysis of qualitative and mixed methods data. Stefan is a passionate lecturer and
has given more than 200 workshops and webinars on analysing qualitative data, conducting mixed methods
studies, and doing evaluation. His intention is to teach the application of research methods in a structured
and easy-to-understand manner. In addition to several book chapters, he has co-authored and co-edited
several books on qualitative and quantitative research methods, among others The Practise of Qualitative
Data Analysis: Research Examples Using MAXQDA, Analyzing Qualitative Data with MAXQDA: Text,
Audio, and Video, and Focused Analysis of Qualitative Interviews with MAXQDA: Step by Step.
Peter Rawlins is an Associate Professor and Director of Academic Programmes for the Institute of
Education, Massey University, New Zealand. Peter’s research interests are in assessment and mixed meth-
ods research. He teaches in undergraduate and postgraduate assessment, as well as a postgraduate mixed
methods research course and a research project course.
Linda A. Roussel served on the Improvement Science Research Network (ISRN) as Steering Committee
member at the University of Texas Medical Center, San Antonio, engaging in research on operational fail-
ures (STAR-2) in healthcare systems. She is currently a member of a research team from the University of
Alabama at Birmingham investigating methodological potentials and advantages of mixed methods research
design for knowledge translation. Dr. Roussel has also developed, managed and coordinated Executive Nursing
Leadership, Clinical Nurse Leader (CNL), and Doctor of Nursing Practice (DNP) academic programs. She was
instrumental in developing the first DNP program in Alabama at the University of South Alabama and served as
a key faculty in developing and growing the Clinical Nurse Leader (CNL) and Nurse Executive programs. Dr.
Roussel is currently DNP faculty at the University of Texas Houston Cizik School of Nursing.
Vanessa Scherman is a Professor in Psychology of Education at the University of South Africa and has been
working in the field of mixed methods for a number of years. Drawing on her expertise are school effec-
tiveness and psychosocial support, and drawing on data to make informed decisions. She has been project
leader for a number of projects focusing on the design and development of interventions and instruments
in both education and psychology. Previously, as part of her work on mixed methods school effectiveness
studies, she worked extensively on the adaptation and implementation of monitoring frameworks, as well
as exploring the influences of relationships within the school context on the achievement of learners. She
has worked on a number of funded projects, including for the World Bank, United Nations Children’s Fund,
National Research Foundation, as well as the Nelson Mandela Children’s Fund. She has also collaborated
with national and provincial Departments of Education, and has served on national and international commit-
tees such as the UMALUSI Accreditation Committee, PSYSSA Research Methodology Division, as Chair
of Governance and President of the Mixed Methods International Research Association (MMIRA).
Judith Schoonenboom holds the chair for empirical pedagogy at the University of Vienna, Austria. She
has extensive experience in designing and evaluating innovations in education. Judith specializes in mixed
methods research in education, focusing on mixed methods design and the foundations of mixed methods
research. Together with Burke Johnson, she wrote the highly successful article, “How to construct a mixed
methods research design” (2017). Since 2014, Judith has held around 25 invited workshops on mixed
methods research design.
Peggy Shannon-Baker is an Associate Professor of Educational Research and an affiliate faculty mem-
ber of Women’s, Gender, and Sexuality Studies at Georgia Southern University (USA). Their scholarship
bridges two areas: systems of oppression such as racism and heteronormativity in education, and cultur-
ally relevant and sustainable research practices in mixed methods. This work has been published in the

Notes on the Editor, Section Leads, and Chapter Contributors xxxi
Journal of Mixed Methods Research, International Journal of Qualitative Methods, and International
Journal of Multiple Research Approaches, as well as edited volumes, such as The Routledge Handbook
for Advancing Integration in Mixed Methods Research, and elsewhere. Dr. Shannon-Baker is also an
Associate Editor of the Journal of Mixed Methods Research and has given workshops and guest lectures
on mixed methods around the world.
Mehdi Taghipoorreyneh is an Assistant Professor of Marketing at the University of Applied Science and
Technology, Tehran. He uses mixed methods design as a methodological tool to understand the relation-
ship between consumers’ cultural and identity backgrounds, and their response to new technology. He
published a paper entitled “Using mixed methods research as a tool for developing indigenous cultural
values instruments in Malaysia” in the Journal of Mixed Methods Research. In his previous work, he pro-
posed mixed methods design as a new approach for assessing individuals’ attitudes toward social media
advertisements. He works as Head of Marketing Research Department at Mines and Mining investment
company, Sales Manager at Almas company, and as consultant for several energy companies. Currently,
he is editorial board member of the Asian Journal of Business Research (AJBR), International Journal of
Consumer Research (IJCR), and Borneo Journal of Social Sciences and Humanities (BJSSH).
Talia Thompson is a licensed psychologist with Children’s Hospital Colorado and an Assistant Professor
of Pediatrics at the University of Colorado School of Medicine. As a Qualitative and Mixed Methodologist,
she supports child health researchers across the Anschutz Medical Campus with study design, data collec-
tion and analysis, and stakeholder-engaged program implementation. Dr. Thompson’s research focuses on
enhancing quality of life and promoting psychological thriving for children with genetic differences and
neurodevelopmental disorders.
Susanne Vogl is a Professor of Sociology at the University of Stuttgart with a focus on research methods.
Her research agenda is centered on improving existing methods in social sciences, and further developing
techniques and methods. This line of research requires an in-depth understanding of data collection as a
series of complex social interactions. Based on her aim to contribute to a more inclusive research practice,
she develops integrative strategies for data collection and methods of analysis. Her work on interview-
ing special population groups, obtaining multiple perspectives, and conducting qualitative longitudinal
research has led to philosophical and conceptual underpinnings of data integration in various forms, and
contributes to advances in mixed methods analysis. Professor Vogl’s substantive fields of research include
the sociology of deviance, children and young people, family, and life course.
Daphne C. Watkins is a Professor of Social Work and a University Diversity and Social Transformation
Professor at the University of Michigan. Professor Watkins developed the first Certificate Program in Mixed
Methods Research, which was the motivation behind her first book Mixed Methods Research (2015, Oxford
University Press). Professor Watkins also published a second book, Secondary Data in Mixed Methods
Research in 2022 (Sage), after seeing exponential growth in resources using secondary quantitative and
qualitative data, but not secondary data in mixed methods research. Professor Watkins is passionate about
developing culturally appropriate strategies for conducting mixed methods and efficient data analysis tools,
such as the Rigorous and Accelerated Data Reduction (RADaR) technique (2017), an individual and team-
based approach for organizing, coding, and analyzing qualitative data. She currently directs the Vivian A.
and James L. Curtis Center for Health Equity Research and Training at the University of Michigan.
Xuejun Yin is a postdoctoral research fellow at the Chinese Academy of Medical Sciences and Peking
Union Medical College. Her research has focused on improving health care and health systems, particu-
larly in the cardiovascular health area through epidemiology, implementation science, and health policy
research. She has experience with both qualitative and quantitative study designs, data analysis, and mixed
methods for the implementation and evaluation of complex interventions. Dr. Yin completed her PhD in
the George Institute for Global Health where she developed the evidence base for population-level salt
reduction strategies for China through mixed methods.
Lisa Zimmerman has had an interest in mixed methods for the last 15 years, and has used mixed methods
in working with large-scale international studies of educational achievement, and in her work with studies
in language and literacy curriculum implementation at school level, and testing and assessment systems.
She teaches at the University of South Africa as an educational psychologist, working with undergraduate
teacher education students, as well as teaching research methodology to postgraduate students.

Preface
The Sage Handbook of Mixed Methods Research Design is a trailblazing edited book involving 80 chapter
authors — the first to focus on community-sourced design topics and illustrative studies from around the
world. Each of the 37 seminal chapters provides practical guidance for researchers tackling the complex
processes involved in mixed methods research design. Many of the chapters point to essential new and
emerging mixed methods design practices for researchers to know about and be able to perform.
Importantly, the contributors to this Handbook are geographically diverse and represent both internation-
ally renowned scholars, as well as those who are rapidly becoming established as innovators.
As an essential resource for anyone interested in the contemporary, emerging, and evolving practice of
mixed methods research and scholarship — a community-sourcing approach drew upon the expertise and
experiences of our 12-member International Advisory Board to ensure the relevance of the design topics
explored in this Handbook for our varied and dynamic audience needs. New and established researchers
and evaluators will find the up-to-date literature as well as the historical and future-forward design dis-
cussions helpful for a field orientation. Instructors and learners enrolled in courses and workshops will
find the in-depth descriptions and discussions of illustrative studies helpful for bridging theory with real
world practice examples. Research teams will find the discussions and examples of innovative ways to
collaborate on designs helpful for realizing desired outcomes.
The book is organized into six sections led by an interdisciplinary group of 13 internationally renowned
editorial section leads. To help researchers, the 35 chapters are organized in six sections with introductory
and concluding chapters.
• Handbook Introduction (Chapter 1) offers an overview of what you can expect, how the sections comple-
ment each other, and the unique perspectives afforded by a curated collection of chapters focused on mixed
methods research design.
• Section 1 (Chapters 2–6) relates the evolving dialogues from authors who have experienced and contributed
to the many crossroads of mixed methods research design practices.
• Section 2 (Chapters 7–12) details the craft attitude necessary for navigating specific components of the
mixed methods research design process, such as emergence, sampling, data, ethics, visualization, and
integration.
• Section 3 (Chapters 13–21) expands what is currently known about how we might meaningfully use cultural
contexts and intersections with other design types to inform mixed methods research practice innovations.
• Section 4 (Chapters 22–26) leverages technology applications across design processes to advance new pos-
sibilities for innovative integrations.
• Section 5 (Chapters 27–31) navigates research cultures in dynamic mixed methods research design pro-
cesses to make explicit the ways our designs and team practices are informed by many cultural influences.
• Section 6 (Chapters 32–36) explores emerging directions for design innovations by identifying and discuss-
ing how new things are coming together in ways we have not yet seen, or how existing things are coming
together in new ways.
• Handbook Conclusion (Chapter 37) explores the emerging and exciting future for mixed methods research
design through discussions of four design topics and a concluding call for researchers to be bold and open
in their thinking about design possibilities, be creative in their design practices, and be adaptive to their
design contexts.

Acknowledgements
The idea for this Handbook was the outcome of a conversation about the limited practical mixed methods
research design guidance from a global perspective with Alysha Owens at Sage following the publication
of my 2018 Innovation in Mixed Methods Research. I had the great fortune to have Colette Wilson and
Umeeka Raichura as steadfast supporters throughout its development. Thank you very much for your
guidance and patience and to everyone involved in this project at Sage.
That such a Handbook was possible remains the consequence of the trailblazing efforts of Abbas
Tashakkori and Charles Teddlie as the editors of the 2003 and 2010 editions of The Sage Handbook of
Mixed Methods of Social & Behavioral Research and the many contributors whose chapters I have often
referred to. I am indebted to the members of the global mixed methods community who have contributed,
and continue to do so, to design practice advancements. My Editor role was made easier by the involvement
of incredible chapter authors, section leads, and members of the International Advisory Board. Together
with the Section Leads, we thank each of the 78 chapter authors for their insightful design work and will-
ingness to engage in our review processes and respond productively to our comments. I thank each of the
13 section leads for their tireless efforts in supporting chapter authors and working with me to realize a truly
unique and innovative vision for each of their sections. I also thank the 12 International Advisory Board
members for their major role in supporting the inclusion of global and culturally diverse perspectives.
To complement the International Advisory Board members, additional academic colleagues who
appear in the list below offered their expertise and provided constructive comments during their review of
chapters. My sincere apologies if I have inadvertently missed anyone.
Sandra S. Abrams, St. John’s University
Leena Åkerblad, University of Jyväskylä
Louis Botha, University of the Witwatersrand
Okan Bulut, University of Alberta
Leia Cain, University of Tennessee, Knoxville
Lina Eklund, Uppsala University
José Luís Guedes dos Santos, Universidade Federal de Santa Catarina
Jennifer Greene, University of Illinois Urbana-Champaign
Will Mason, University of Sheffield
The development of this Handbook happened while the COVID-19 pandemic had differential impacts
around the world, from increased workloads to managing extreme and changeable conditions, including
working from home and caregiving responsibilities. Throughout it all, we persisted with kindness and
patience with one another as we each managed impossible situations.
I am grateful to those who continue to influence my thinking about mixed methods research design—
from those involved in this Handbook to the many learner participants who enroll in my mixed methods
classes, workshops, and webinars, in addition to others with whom I interact in various places and ways.
I thank the University of Alberta for their support in awarding me the McCalla Teaching Professorship
(2020–2022) to focus on building mixed methods research capacity, and my department and faculty for
their support to realize this project. Key among those who have helped me include three doctoral students:
Alexandra Aquilina, whose early consultations provided the foundation for my editorial processes, Emily
Mack, whose coordination of the peer review process was unparalleled, and Danae Strelau, whose keen
eye helped finalize the Handbook materials for publication.
To my many friends and colleagues locally and around the world, and my family – Joyce, Brian,
Andrea, Lisa, Dennis, Anna, Thomas, Madison, and Jacob – thank you for your encouragement to pursue
my own path. To my dad, Richard, whose influences can be seen in the way I live my life and who is lov-
ingly remembered every day. Finally, to members of my Edmonton-based family – Damian, Avery, and
Jasper – thank you for providing me the time and space to work with exceptional colleagues to create this
Handbook.
Thank you all.
Cheryl N. Poth

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1
The Sage Handbook of Mixed Methods Research
Design (subsequently referred to as the Handbook)
was developed to offer a global perspective of how
researchers are leveraging the dilemmas and
opportunities for mixed methods research design
with the aim to inspire further innovations. The
Handbook represents the culmination of sustained
efforts over three years involving more than 80
mixed methods researchers from around the world
to distil key learnings and guidance. Curating an
inclusive collection was essential to capture the
diversity of discussions and debates that abound
in relation to just about everything about mixed
methods research design—if you ask several
researchers what it is, how we do it, where it
begins and ends—I expect you will hear many
different responses. Enriching our global mixed
methods research community design conversation
with learning about and from diverse perspectives
contributes meaningfully to design practice inno-
vations. My aim as Handbook Editor is to advo-
cate for inclusion and innovation as I support and
further mixed methods research design conversa-
tions that are useful for a global audience. The
development of the Handbook was inspired by
several questions including (but not limited to):
• What ought to be the scope of mixed methods
research design?
• What mixed methods research design perspec-
tives would benefit others to learn from and
advance the field?
• What processes and outcomes ought to be
involved in future-forward mixed methods
research design practices?
• What recent practice advances ought to be incor-
porated into the design of future-forward mixed
methods research?
Design has been a frequently discussed and debated
topic within the field of mixed methods research
(e.g., Tashakkori et al., 2021; Tashakkori &
Teddlie, 2003, 2010) and I argue that the Handbook
advances our design conversations in important
and new ways. See the Handbook Conclusions
(Chapter 37) for my revisit of these questions. I
begin the Introduction to this Handbook with
clarifying key terminology and perspectives that
influenced its development.
KEY HANDBOOK TERMINOLOGY
By mixed methods research design, I refer to the
emerging processes that initiate at a study’s
Dilemmas and Opportunities for
Mixed Methods Research Design:
Handbook Introduction
Cheryl N. Poth

THE SAGE HANDBOOK OF MIXED METHODS RESEARCH DESIGN 2
conceptualization, that continue through to its
conclusions and encompass the outcomes (e.g.,
proposals, publications) generated along the way.
With this definition, I expand the conceptualiza-
tion of mixed methods research design beyond the
initial study formulation process and outcome. I
use this definition to further explicate my view of
the design of mixed methods research as para-
doxically feasible and unwieldy:
Feasible because the design of mixed methods
research has been widely described in the literature
as necessary to initiate prior to beginning research
for the purpose of planning research procedures,
to continue throughout the research process for
the purpose of describing the research logic, as
well as to depict the procedures employed after
the research is completed for reflecting on threats
to validity and research integrity as well as for
comparison with other similarly designed studies
(e.g., Creswell & Plano Clark, 2018; Tashakkori
et al., 2021). Unwieldy because the design of
mixed methods research is so ubiquitous in the
literature, it is often difficult to pinpoint exactly
what it entails and how these understandings have
evolved over time. (Poth et al., 2022, p. 274)
The paradox is evident within the wide-ranging
design topics and illustrative examples discussed
throughout the Handbook chapters. To that end,
this Handbook explores and addresses the ques-
tion: What ought to be the scope of mixed methods
research design?
KEY HANDBOOK PERSPECTIVES
I offer an overview of the Handbook’s key numbers
in Figure 1.1 as evidence of its commitment to a
global audience and practice-orientation. The
Figure 1.1 An overview of the Handbook by key numbers
Note: *Total represents unique contributors as many of the editorial Section Leads and International Advisory Board
members were also chapter authors.
Source: Author created.

DILEMMAS AND OPPORTUNITIES FOR MIXED METHODS RESEARCH DESIGN 3
development of this Handbook involved more than
80 contributors who played various functions as
chapter authors, Section Leads and International
Advisory Board members, all aimed at increasing
the relevance of this Handbook for a global audi-
ence. From its initial conception, I imagined this
Handbook as an opportunity to bring together
global perspectives in a curated collection to help
mixed methods researchers navigate the design
complexities they are likely to encounter. It was my
intention for the Handbook to reflect diverse per-
spectives and divergent viewpoints because, as
Fàbregues, Escalante-Barrios, et al. (2021) noted:
“such engagement will lead to valuable insights
that could lay the basis for further discussion
needed to ensure the healthy development of the
field” (p. 2). We asked subject matter experts to use
illustrative examples to advance practical guidance
in their chapters about different aspects of the com-
plex processes involved in mixed methods research
design. Together, this collection of 37 chapters plus
Introductions and Conclusions for each of the six
sections point to established as well as essential
new and emerging mixed methods design practices
that researchers should know about and be able to
perform. To that end, this Handbook explores and
addresses the question: What mixed methods
research design perspectives would benefit others
to learn from and advance the field?
A commitment to inclusion of global perspec-
tives can be seen in the country of primary affilia-
tion of Handbook contributors shown in Figure 1.2.
The shading represents the 16 countries from
which the chapter authors hail, and icons distin-
guish the location of the Section Leads, the Editor
and International Advisory Board members. Note
that the icons do not differentiate if more than one
contributor is from the same location. Importantly,
in addition to the geographical diversity of
Handbook contributors, career stages are also rep-
resented; these include internationally renowned
scholars, as well as those who are rapidly becom-
ing established as innovators. Noteworthy is the
less familiar map which I have used to represent
the geographical locations of Handbook contribu-
tors. Figure 1.2 uses a 1954 Buckminster Fuller
Airocean projection of the world map onto the
surface of an icosahedron, which is a variant of
the Dymaxion map (also known as Fuller map) to
reduce the distortion of the relative size of areas
in a flat drawing. The intention was for this pro-
jection to avoid having a “right way up”, which
supports the efforts to reflect diverse and novel
perspectives in this Handbook.
After more than two decades as an instructor,
researcher, reviewer and author, I have come to
recognize three essential influences on my think-
ing about mixed methods research design. I share
Figure 1.2 Geographical locations of Handbook contributors on a 1954 Buckminster Fuller
Airocean projection of the world map
Source: Author created.

THE SAGE HANDBOOK OF MIXED METHODS RESEARCH DESIGN 4
them here to make explicit my epistemological
orientation to the Handbook.
1 Integration as the distinguishing feature of
mixed methods research design. Without evi-
dence of integration in a design, I do not consider
it to be mixed methods research. In this way, I
preserve important distinctions between multi
method and mixed methods that others have
also made explicit in descriptions of key char-
acteristics (i.e., Creswell & Plano Clark, 2018),
thoughtful arguments (i.e., Greene, 2015), and
discussions of mixed analysis strategies (i.e.,
Hitchcock & Onwuegbuzie, 2020). I also recog-
nize that my thinking continues to evolve with
experience and commit to making such evolu-
tions explicit in my writing. A key example is that
while I have defined mixed methods research
design in the current Handbook as necessitating
the integration of qualitative and quantitative
data, I am becoming more open to arguments
highlighting the constraints introduced by cat-
egorizing data as either qualitative or quantita-
tive. I attribute this shift to my experiences with
data formats, such as Tweets and videos, that, in
my view, can transcend this dichotomy. I might
need to revisit my current conceptions of inte-
gration within mixed methods research design in
the near future. I consider monitoring evolutions
in my thinking as a key part of engaging as a
lifelong mixed methods research learner.
2 Representing diverse perspectives is key to
creating an inclusive global mixed methods
research community. Without seeking others
who think differently or work in unfamiliar
research contexts and valuing their perspec-
tives, we risk ill-informed assumptions about the
applicability of design practices across diverse
contexts. Through seeking and valuing diverse
perspectives, I commit to an inclusive approach
where I advocate for opportunities for authors
to represent voices, experiences and perspectives
that have not previously been represented in pub-
lications such as this Handbook. I acknowledge
that there remains much work to be done within
the field of mixed methods research and the
growing body of literature to guide this work—
for example, mixed methods research design
intersections with Indigenous, community-based,
and participatory research approaches (e.g.,
DeJonckheere et al., 2019; Mertens, 2023). I am
eager to learn from others and assimilate those
learnings in future researcher, author, reviewer
and editorial roles.
3 Accessible opportunities for respectful shar-
ing and discussing of emerging ideas are
central to advancing mixed methods research
design practice. As mixed methods research pro-
fessionals, we risk stagnation and isolation with-
out opportunities to share and receive feedback on
our ideas. Technology-mediated interactions, such
as webinars and emails, have greatly expanded
the frequency and accessibility of opportunities
that at one time could only occur in-person at
conferences and meetings. I commit to engaging
with others respectfully in forming relationships
while interacting and supporting others. I am
mindful of the need for and an advocate of public
scholarship to increase audience reach through
(but not limited to) open access mixed methods
research-focused public talks and publications.
Now to explore the why, what and how of the
Handbook.
WHY DOES THE HANDBOOK FOCUS ON
DESIGN?
The Handbook’s focus on mixed methods research
design is timely to promote innovation in our
thinking and actions. The Handbook is made pos-
sible by building upon the previous contributions
of others discussing the topic of mixed methods
research design, including the trailblazing work of
Abbas Tashakkori and Charles Teddlie as the
Editors of the 2003 and 2010 editions of The
SAGE Handbook of Mixed Methods of Social &
Behavioral Research, and the many chapters and
articles that have since been published. In a virtual
special issue focused on the design of mixed
methods research, I and colleagues describe some
of the remaining design challenges that research-
ers face alongside a discussion of seminal and
contemporary design advancements (Poth et al.,
2022). Key among those challenges involves the
lack of transparency in mixed methods research
design descriptions that is highlighted as a key
quality criterion (e.g., Fàbregues, Molina-Azorin,
et al., 2021; Hirose & Creswell, 2022; O’Cathain,
2010; Onwuegbuzie & Poth, 2016). Noteworthy,
Guetterman and colleagues (2022) define quality
as a broader concept than validity and legitimation
that refers to “how well a mixed methods study
was conducted through scientifically accepted

DILEMMAS AND OPPORTUNITIES FOR MIXED METHODS RESEARCH DESIGN 5
design and procedures” (p. 2). To this end, we
support the advocacy efforts calling for authors to
report the essential design aspects, including
“what they did, how they did, and why they did it”
(Zhou & Wu, 2022, p. 275).
I, along with others, consider mixed methods
research designs as prevalent, recognizable and
rapidly evolving, and researchers need to be pre-
pared for the changing conditions in which they
will conduct studies. Access to information about
how researchers plan for and navigate changeable
conditions would help guide researchers in pre-
paring more authentic design descriptions in their
proposals and reports. Mixed methods researchers
need to be able to think and act “complexively”
and creatively in research design. Over the last
decade, the ever-increasing recognition and use
of mixed research approaches to solve complex
societal issues have created great interest in and
opportunities for novel thinking about designs. I
advocate for further innovation in mixed methods
research design as we tackle societal issues within
increasingly complex conditions. The key charac-
teristic of complex conditions is its changeability,
meaning that mixed methods research designs can
no longer be assumed to be fixed and conducted
in predetermined ways. Instead, researchers must
pay close attention and adapt appropriately to the
changing study conditions. The adaptive prac-
tice ideas advanced in my book, Innovations in
Mixed Methods Research: A Practical Guide
to Integrative Thinking with Complexity (Poth,
2018), have gained acceptance as researchers
increasingly recognize the complexity inherent
in their studies. I point to the wise guidance from
Pat Bazeley (2018) that “this complexity, evident
across many fields of action and inquiry, demands
methods able to investigate a problem from multi-
ple viewpoints, with flexibility to adapt to chang-
ing situations, yet able to produce credible results
convincing to diverse audiences” (p. 4). To that
end, this Handbook explores and addresses the
question: What processes and outcomes ought
to be involved in contemporary mixed methods
research design?
WHO ARE THE AUDIENCES FOR THIS
HANDBOOK?
As an essential resource for anyone interested in
the contemporary, emerging and evolving prac-
tice of mixed methods research and scholarship,
this Handbook is written for those with various
roles and experience in mixed methods research
design. These include (but are not limited to)
graduate students, instructors and learners of
mixed methods research courses or workshops,
individual researchers or members of a mixed
methods research team, research associations
and communities, research managers and
reviewers of mixed methods research. In
particular:
• New and established researchers and evaluators
will find the up-to-date literature as well as the
historical and future-forward design discussions
helpful for a field orientation.
• Instructors and learners enrolled in courses and
workshops will find the in-depth descriptions and
discussions of illustrative studies helpful for bridg-
ing theory with real-world practice examples.
• Research teams will find the discussions and
examples of innovative ways to collaborate on
designs helpful for realizing desired outcomes.
To that end, this Handbook explores and addresses
the question: What recent practice advances ought
to be incorporated into the design of future-for-
ward mixed methods research?
WHAT UNIQUE INSIGHTS DOES THIS
HANDBOOK OFFER?
Individual chapters offer practical guidance
grounded in illustrated examples from authors’
own experiences and existing literature related to
a specific mixed methods research design topic.
Each of the six Handbook sections has its own
Introduction highlighting the contribution of each
chapter, which I encourage you to read. Here in
the Handbook Introduction, Chapter 1 and in
Figure 1.3, I offer an overview of each section
by briefly describing what you can expect and
how the sections complement each other and the
unique perspectives afforded by a curated col-
lection of chapters. By studying the information
below and the individual section introductions,
readers can locate the chapters relevant to their
needs. Readers may also discover additional chap-
ters that pique their interest. Readers should not
feel restricted to reading the chapters in order, but
instead to read ahead and return as they are com-
pelled. The Handbook Conclusions (Chapter 37)
allude to ideas woven across the sections to describe
four emerging and exciting future directions for
mixed methods research design conversations
and practices.

THE SAGE HANDBOOK OF MIXED METHODS RESEARCH DESIGN 6
Section 1: Inspiring Diversity and
Innovation in Mixed Methods Design
With a focus on design diversity and innovation,
Section 1’s chapters relate the evolving design
dialogues from authors who have experienced and
contributed to the many crossroads of mixed
methods research design practices. Section co-
leads Sergi Fàbregues and José F. Molina-Azorin
begin the section Introduction, “Evolving Tensions
and Conversations in Mixed Methods Research
Design Approaches”, with an orientation to the
diversity and lack of consensus around the con-
struct of mixed methods designs and suggest that
the continuing coexistence of multiple perspec-
tives serves the field well. Chapters 2–4 discuss
design typologies and approaches, whereas
Chapters 4–6 focus on the design of mixed meth-
ods for advocacy and knowledge. In the Section 1
Conclusion, “Future Tensions and Design
Conversations in the Mixed Methods Field”,
Molina-Azorin and Fàbregues point to the highly
changeable mixed methods research design
conceptions that are likely to evolve alongside
design practice expansions. We can infer from this
first section that mixed methods research design
developments are likely to help researchers solve
specific problems and promote a better, more
equitable society.
In Chapter 2, “Revisiting Mixed Methods
Research Designs Twenty Years Later”, John
W. Creswell and Vicki L. Plano Clark explore
the evolution of their prevalent design typolo-
gies and reflect on their changing perspectives
of mixed methods research design. In Chapter 3,
“Mixed Methods Design in Historical Perspective:
Implications for Researchers”, Joseph A. Maxwell
makes the case for interactive design approaches
that are more inclusive of studies that meet the cri-
teria for mixed methods research (even when the
authors may not identify them as such) as benefit-
ting the field. Chapter 4, “Mixed Methods Designs
to Further Social, Economic and Environmental
Justice” by Donna M. Mertens, details the poten-
tial of mixed methods designs informed by a trans-
formative lens to realize research that is closely
Figure 1.3 Overview of Handbook chapters and unique contributions of sections
Source: Author created.

DILEMMAS AND OPPORTUNITIES FOR MIXED METHODS RESEARCH DESIGN 7
aligned with notions of social, economic and envi-
ronmental justice. In Chapter 5, “Developments
in Mixed Methods Designs: What Have Been the
Dominant Pathways and Where Might They Take
Us in the Future?”, after revisiting four key histor-
ical influences on the evolution of designs, Katrin
Niglas encourages flexible thinking, and mixed
methods research design adaptations and adjust-
ments as useful for addressing wicked programs
and grand societal challenges. In Chapter 6, “The
Role of Methodological Paradigms for Dialogic
Knowledge Production: Using a Conceptual Map of
Discourse Development to Inform MMR Research
Design”, Dawn Freshwater and Jane Cahill describe
a conceptual map of discourse development. The
conceptual map is used to explain the epistemologi-
cal process and relational activity through which
the mixed methods research paradigm and knowl-
edge is generated, emphasizing critical reflection
for informing research design.
Section 2: The Craft of Mixed
Methods Research Design
To detail the craft of mixed methods research
design, Section 2’s chapters present innovative
approaches and practical guidance for navigating
key design components. In Section 2 Introduction,
“The Craft of Mixed Methods Research Design”,
co-leads Sophia L. Johnson and Judith
Schoonenboom aptly describe the craft attitude as
needed for addressing the complexity inherent in
designing and conducting mixed methods
research. They frame the craft of mixed methods
design as a product of the interplay among an
iterative and adaptive decision-making process
(techne), continuous reflection on the ethical
implications of those decisions (phronesis), and
general knowledge (episteme). In the Section 2
Conclusion, “The Craft of Mixed Methods
Research Design”, Schoonenboom and Johnson
highlight the key contribution of Chapters 7–12 to
elucidate a craft approach to mixed methods
design decisions, which are complex, multi-step,
detailed, and iterative. The Section 2 chapters
offer practical navigation guidance to researchers
in crafting mixed methods research design.
In Chapter 7, “Embracing Emergence in Mixed
Methods Designs: Theoretical Foundations and
Empirical Applications”, Manuela De Allegri and
Julia Lohmann feature a discussion of definitions
and theoretical foundations for emergent mixed
methods designs, and guide its implementation
through their illustrative healthcare design example
in Malawi. In Chapter 8, “The Methods-Inference
Map: Visualizing the Interactions Between Methods
and Inferences in Mixed Methods Research”,
Judith Schoonenboom describes the methods-infer-
ence map using an illustrative secondary educa-
tion example in New Zealand that offers practical
visualization guidance for the interactions between
methods and inferences in mixed methods research.
In Chapter 9, “Towards Sampling Designs that
are Transparent, Rigorous, Ethical and Equitable
(TREE): Using a Tree Metaphor as a Sampling
Meta-Framework in Mixed Methods Research”,
Julie A. Corrigan and Anthony J. Onwuegbuzie
demonstrate the TREE meta-framework for devel-
oping sampling designs using a multi-country
higher education COVID-19 study. In Chapter 10,
“Data Integration as a Form of Integrated Mixed
Analysis in Mixed Methods Research Designs”,
Susanne Vogl introduces a conceptualization of
integration that considers the blurring bounda-
ries between qualitative or quantitative data clas-
sifications. She uses focus groups with kids to
illustrate design innovations addressing complex
mixed methods research questions in action. In
Chapter 11, “Ethical Issues and Practices for Mixed
Methods Research in an Era of Big Data”, Roslyn
Cameron and Heinz Herrmann weave ethical con-
siderations within their discussion of a conceptual
framework depicting the technology relationships
in big data across two studies. These studies illus-
trate the Fourth Industrial Revolution era involving
digital transformations, including the adoption of
artificial intelligence and algorithms across systems
and societies. In Chapter 12, “Building the Logic
for an Integrated Methodology: Mixed Method
Grounded Theory as an Example of Constructing
a Methodology to Guide Design and Integration”,
Elizabeth G. Creamer, Cherie D. Edwards, and
Cassandra McCall demonstrate how to integrate
mixed methods into another research methodology
by identifying compatibilities and tensions between
the philosophical assumptions and core proce-
dures of the methodologies involved. Their fully
integrated approach to methodology integration
embeds multilevel mixing from its conception, as
demonstrated by their illustrative mixed methods–
grounded theory study involving Canadian mental
health organizations.
Section 3: Expanding Mixed Methods
Design Approaches
To expand what is currently known about how we
might meaningfully use cultural contexts and
intersections with other design types to inform
mixed methods research practice innovations,
Chapters 13–21 illustrate design intersections and
cultural considerations in real-world research

THE SAGE HANDBOOK OF MIXED METHODS RESEARCH DESIGN 8
contexts. In the Section 3 Introduction, “Expanding
Beyond Typology-Based Mixed Methods
Designs”, section co-leads Peggy Shannon-Baker
and Jessica T. DeCuir-Gunby describe their aim
for Section 3 as expanding typology-based mixed
methods design across the two themes: cultural
considerations in mixed methods design and
design combinations of mixed methods with other
methodological approaches. Together, the nine
chapters feature embedded illustrative examples
to showcase how their innovative designs look in
practice across global contexts and how the design
contributes to practice advancements beyond their
current study contexts. In the Section 3 Conclusion,
“Moving Beyond Tradition: The Need for
Expanded and Culturally Relevant Mixed Methods
Design Typologies”, DeCuir-Gunby and Shannon-
Baker imagine a future for mixed methods
research with calls for more culturally relevant
design practices throughout mixed methods
research designs. In so doing, they imagine adapt-
ing mixed methods designs to their cultural con-
texts, encouraging participatory approaches, and
increasing researcher reflexivity.
Chapters 13–16 describe cultural considera-
tions in mixed methods design. In Chapter 13,
“Exploring Interlocking Relationships of Race,
Gender and Class with an Intersectionality-
Informed Mixed Methods Research Design
Framework”, Jenny Douglas describes the contri-
bution of the theoretical frame of intersectionality
within a mixed methods study of cigarette smok-
ing among African-Caribbean teen girls to the
development of relevant and appropriate public
health research and promotion initiatives address-
ing inequalities in healthcare delivery. In Chapter
14, “Indigenous Cultural Values Instrument
Development: Using Mixed Methods Research”,
Mehdi Taghipoorreyneh elucidates how a sequen-
tial mixed methods research design integrated
the cultural values of three major ethno-cultural
groups (i.e., Malay, Chinese and Indian) within the
multicultural country of Malaysia. He details the
mixed methods procedures involving a three-round
Delphi study and correspondence analysis of scale
for generating the necessary reliability and valid-
ity evidence for the Indigenous Cultural Values
instrument. In Chapter 15, “What Can Mixed
Methods Partnerships Learn from Kaupapa M¯aori
Research Principles?”, Peter Rawlins, Philippa
Butler, Spencer Lilley, and Maggie Hartnett
describe the principles underpinning Kaupapa
M¯aori research, an Aotearoa New Zealand
Indigenous research approach, in the context of
mixed methods research. The He Awa Whiria
(braided river) metaphor, which conceptualizes
how Western and Indigenous research approaches
can work together to create a whole that is more
than the sum of the parts, holds great potential
for guiding indigenous-involved and culturally
appropriate mixed methods design practices that
are transferable beyond their study context. In
Chapter 16, “Prioritizing Cultural Responsiveness
in Mixed Methods Research and Team Science
with Underrepresented Communities”, Tera R.
Jordan and Maya Bartel relate a team-based mixed
methods research design prioritizing cultural
responsiveness with underrepresented communi-
ties. The authors advance the need for effective
cross-disciplinary teamwork to tackle increasingly
complex societal issues and inequality in research.
Gleaned from a comprehensive review of relevant
literature and experiential reflection, this chapter
offers novel insights, practical strategies and inno-
vative solutions for engaging underrepresented
communities in mixed methods research.
Chapters 17–21 detail design combinations
of mixed methods with other methodological
approaches. In Chapter 17, “Using Participatory
Methods in Randomized Controlled Trials of
Complex Interventions”, Jenevieve Mannell and
Audrey Prost highlight the enormous value of par-
ticipatory qualitative methods in randomized con-
trolled trials (RCT) for advancing mixed methods
evaluation design practices of complex interven-
tions. The authors’ illustrative example elucidates
the embedded mixed methods design of a cluster
RCT to evaluate an intervention to prevent vio-
lence against women in Samoa that uses participa-
tory methods to ensure appropriate randomization
procedures, inform outcome measurement and
engage stakeholders in interpreting the results
using visual images. In Chapter 18, “Illustrating
the Mixed Methods Phenomenological Approach
(MMPR)”, Joanne Mayoh, Talia Thompson and
Shanlee Davis advance the use of MMPR for com-
plementarity purposes and demonstrate its poten-
tial for supporting equity, diversity and inclusion
using an example to explore physical activity and
quality of life in adolescents with Turner syn-
drome. In Chapter 19, “Intersection of Mixed
Methods and Case Study Research (MM+CSR):
Two Design Options in Educational Research”,
Loraine D. Cook and Vimala Judy Kamalodeen
use higher education examples from the
Caribbean context to distinguish the key features
and future potential for case study mixed meth-
ods (CS-MMR) and mixed methods case study
(MM–CSR). In Chapter 20, “Harnessing Mixed
Methods for Research Instrument Development
and Legitimation”, Vanessa Scherman and Lisa
Zimmerman describe the value of integration and
advance practical tools for guiding mixed methods
instrument development. In Chapter 21, “Mixed
Methods-Grounded Theory: Best Practices for
Design and Implementation”, Michelle C. Howell,

DILEMMAS AND OPPORTUNITIES FOR MIXED METHODS RESEARCH DESIGN 9
Wayne A. Babchuk and Timothy C. Guetterman
advance a set of strategies, guidelines or best
practices to help guide mixed methods-grounded
theory research practice.
Section 4: Designing Innovative
Integrations with Technology
To design innovative integrations with technology
and advance new possibilities, Section 4’s chap-
ters leverage technology applications across
design processes. In “Designing Innovative
Integrations with Technology”, Section Lead
Timothy C. Guetterman asks readers if they have
“considered how technology can help to achieve
integration in mixed methods research” (p. 311).
He goes on to define integration and explain how
the Section 4 description evolved to focus on tech-
nology after reading the initial chapter drafts.
Together, the collection of Chapters 22–26 dem-
onstrates how software, technology and technol-
ogy-oriented research offer additional ways to
mine and mix data. In the Section 4 Conclusion,
“The Untapped Potential of Technology for
Integration”, Guetterman outlines future direc-
tions to promote the use of technology in mixed
methods research integrations. A unique contribu-
tion to the conversation involves his descriptions
of advocacy roles for mixed methods research
practitioners in the field, those who act as method-
ologists tasked with advancing practices, and
software developers who are working on new
ways to embed technology in mixed methods
research design practices.
In Chapter 22, “Using Software for Innovative
Integration in Mixed Methods Research:
Joint Displays, Insights, and Inferences with
MAXQDA”, Udo Kuckartz and Stefan Rädiker
explore the use of software in mixed analysis and
identify interactivity in their illustrative exam-
ples as a key factor for software-based integration
and joint display representation. In Chapter 23,
“Grounded Text Mining Approach: An Integration
Strategy of Grounded Theory and Textual Data
Mining”, Mitsuyuki Inaba and Hisako Kakai pro-
vide practical guidance through the description
and real-data illustration of four iterative stages
of a grounded text-mining approach using focus
group interview data obtained from Japanese
graduate students and professors of nursing. In
Chapter 24, “A ‘Mixed Methods Way of Thinking’
in Game-based Research Integrations”, Lisbeth M.
Brevik uses game-based mixed methods research
with teenage boys as co-researchers in Norway
to demonstrate the value of integrating various
voices and perspectives—and the differences
between them—when studying complex phenom-
ena. In Chapter 25, “Integrating Secondary Data
from Ethnically and Racially Minoritized Groups
in Mixed Methods Research”, Daphne C. Watkins
and Natasha C. Johnson examine the challenges
and propose solutions for guiding the integration
of secondary data from ethnically and racially
marginalized groups into mixed methods research
designs. In Chapter 26, “Beyond the Joint Display
in Mixed Methods Convergent Designs: A Case-
Oriented Merged Analysis”, Carolina Bustamante
offers practical guidance for selecting cases of
exceptional teachers of Spanish participating in
an online professional development program and
using graphics to facilitate insights.
Section 5: Navigating Research
Cultures in Mixed Methods Design
To guide how researchers navigate research cul-
tures in mixed methods research, Chapters 27–31
explicate how research culture influences designs
across global research contexts. Authors were
asked, to the extent possible, to make explicit the
ways their designs are informed by cultural influ-
ences and how their designs and practices adapted
to their unique research contexts. Section co-lead
Elizabeth Creamer in “From Margin to Center:
The Design Implications of Cultural Component
with Mixed Methods”, highlights the elusive
nature of the concept of culture and the difficulties
faced by researchers in recognizing cultural influ-
ences on their designs. In the Section 5 Conclusion,
“Future Directions for Research Cultures in
Mixed Methods Designs”, section co-lead Elsa
Lucia Escalante-Barrios recognizes this section’s
significant and relevant contributions to design
conversations advancing complex designs where
features were determined by unique characteris-
tics of cultural groups. She also emphasizes the
need to make visible the ongoing methodological
dialogues to consolidate new ways of implement-
ing mixed methods.
In Chapter 27, “Culturally Responsive Mixed
Methods Evaluation Design”, Jori N. Hall and
Ayesha S. Boyce discuss the essential role
of researcher reflexivity in their illustrative
example of a culturally responsive mixed
methods evaluation of a US-based STEM project.
A key contribution of this chapter involves
recognizing the various influences of culture on
and within the evaluation from the individuals
(i.e., evaluators and stakeholders) involved to
the geographical (i.e., US) and disciplinary
(i.e., STEM) contexts for the evaluation.
Importantly, Hall and Boyce call for considering

THE SAGE HANDBOOK OF MIXED METHODS RESEARCH DESIGN 10
the applicability of their culturally responsive
mixed methods stance with values-engaged,
equity-focused, and anti-racist commitments
and acknowledge culturally responsive
stances as necessary and credible frameworks
for mixed methods inquiry. In Chapter 28,
“Integrating a Four-Step Japanese Cultural
Narrative Framework, Ki-Shou-Ten-Ketsu, into a
Mixed Methods Study”, Taichi Hatta explicates
how a cultural narrative framework from Japan,
ki-shou-ten-ketsu, informed the analysis of a
qualitative dialogue in a mixed methods study
of cancer treatment. In Chapter 29, “Leveraging
Mixed Methods Community-based Participatory
Research (MMCBPR) in Diverse Social and
Cultural Contexts to Advance Health Equity”, P.
Paul Chandanabhumma, Annika Agni and Melissa
DeJonckheere illustrate the value of MMCBPR
to meaningfully engage socially and culturally
diverse US Indigenous communities and advance
well-being and health equity. In Chapter 30,
“Cultural Diversity in Intervention Designs:
A Chinese Illustrative Example”, Hongling
Chu, Xuejun Yi and Huieming Liu illustrate the
impacts of cultural diversity on large-scale mixed
methods intervention studies by describing a
health-prevention process evaluation conducted
in 120 villages across five provinces in culturally
diverse rural China. In Chapter 31, “Examining
the Influences of Spanish Research Culture in
Systematic Observation with Mixed Methods”,
M. Teresa Anguera, Eulàlia Arias-Pujol, Francisco
Molinero and Luca Del Giacco explicate how
observational methodology as mixed methods
is influenced by the Spanish research cultural
context where it takes place.
Section 6: Exploring Design
Possibilities and Challenges for Mixed
Methods Research for the Future
To imagine future possibilities for mixed methods
research, Chapters 32–36 explore emerging direc-
tions for design innovations by identifying and
discussing how new things are coming together in
ways we have not yet seen, or how existing things
are coming together in new ways. In the Section 6
introduction, “Exploring Possibilities and
Challenges for Mixed Methods Research for the
Future”, section co-leads Peter Rawlins and
Maggie Hartnett orient readers to three threads
(i.e., evidence, people, and technology) and the
interconnections among those threads that they
asked authors to address. In the Section 6
Conclusions, “Where to Next in Exploring
Possibilities and Challenges for Mixed Methods
Research for the Future?” Rawlins and Hartnett
revisit the key threads to discuss the ideas
advanced by each of the chapters and connect
them with their own lived experiences.
In Chapter 32, “Visualizing the Process: Using
Visuals to Teach and Learn Mixed Methods
Research”, Peggy Shannon-Baker demonstrates
their use of visuals for building emerging research-
ers’ capacities. In Chapter 33, “Toward the
Future Legitimacy of Mixed Methods Designs:
Responsible Mixed Methods Research for
Tackling Grand Challenges for the Betterment of
Society”, José F. Molina-Azorin and Michael D.
Fetters advocate the use of mixed methods designs
for the betterment of society and guide research-
ers in achieving academic, practical and social
impact using illustrative examples addressing
timely grand challenges. In Chapter 34, “Realizing
Methodological Potentials and Advantages of
Mixed Methods Research Design for Knowledge
Translation”, Nataliya V. Ivankova, Jami L.
Anderson, Ivan I. Herbey, Linda A. Roussel and
Daniel Kim enhance translational research by its
intersection with mixed methods as an integrative
thinking guide for addressing complex knowledge
translation problems. In Chapter 35, “Opportunities
and Challenges for a Transdisciplinary Mixed
Methods Research Future”, Mandy Archibald
relates the possibilities of transdisciplinary mixed
methods research arguing its usefulness as a col-
laborative approach for addressing wicked social
problems. In Chapter 36, “Mapping Design Trends
and Evolving Directions Using This Handbook”,
John Creswell, Cheryl N. Poth and Peter Rawlins
convey mixed methods design trends repre-
sented by the Sage Handbook of Mixed Methods
Research Design and use a roadmap metaphor
to describe four evolving directions for mixed
methods research design.
Handbook Conclusions
Finally, I conclude the Handbook with a short
chapter, “An Emerging and Exciting Future for
Mixed Methods Research Design: Handbook
Conclusions”. In discussing four design topics, I
weave my own perspectives with ideas alluded to
in the Handbook sections and individual chapters
illustrating some evolving landscapes of design
terminology, illuminating many complex influ-
ences on design practices, representing diverse
design perspectives and assimilating practice evo-
lutions in design education. I speculate about the
challenges likely to be encountered for each topic

DILEMMAS AND OPPORTUNITIES FOR MIXED METHODS RESEARCH DESIGN 11
and suggest actions aimed at moving the field
forward. I conclude by advocating that both crea-
tivity and openness are vital for inspiring the
design of mixed methods research applicable for
global contexts and the education of mixed meth-
ods researchers capable of design innovations for
the yet unknown future.
WHAT INFLUENCED THIS HANDBOOK’S
DEVELOPMENT?
Central influences on the development of this
Handbook involve key events, decisions and
people as well as a commitment to diversity,
equity and inclusion (DEI). While my description
of these influences represents a departure from
what is typical to include in a handbook’s intro-
ductory chapter, my inclusion reflects a commit-
ment to transparency about this Handbook’s
development. It is my hope that making explicit
details, such as how chapter topics were decided
and how contributors came to be involved, can
provide an example for others to follow in future
publications. I hope it ultimately opens doors and
opportunities for new perspectives and contribu-
tors to become involved in future discussions and
publications, and for the global mixed methods
research community to benefit and learn from the
description of this Handbook’s development.
Key Events, Decisions and People
As I reflected upon the key events, decisions and
people influencing the development of this
Handbook, I began to sketch what now appears as
Figure 1.4. In representing the development as a
path, it is important to note that the sequence of
the key events is non-linear and both influencing
to and influenced by the people involved in each
key event. This Handbook resulted from a
unique set of circumstances, involving myself as
the Editor working closely with 11 dedicated
Section Leads and a 12-member International
Advisory Board who together have generated a
product that otherwise would have been impossi-
ble. I use the metaphor of a symphony composer
and conductor to describe my role as Handbook
Editor. My editor role involved supporting the
development of the sections and integrating them
Figure 1.4 Key events, decisions and people influencing the development of this Handbook
Source: Author created.

THE SAGE HANDBOOK OF MIXED METHODS RESEARCH DESIGN 12
into a cohesive handbook. Readers should note the
essential role of the chapter authors to make pos-
sible the ‘performance’ of this Handbook.
The launching event involved the editor devel-
oping a handbook proposal that was subsequently
subject to peer review and feedback. The proposal
required making the case for this Handbook’s
focus on mixed methods research design and
detailing potential chapter topics and contributors.
In this work, I relied on two sources for inspira-
tion: my previous interactions with global mixed
methods research community members and my
reading of novel mixed methods research publica-
tions. I tracked, over several previous years, ideas
for design topics that emerged from conversations
at conferences and during workshops as well as
from reading literature. I also noted people I met
and heard present at various in-person and virtual
conferences and webinars who were introspec-
tive in their examination of design experiences,
dilemmas, and insights. As an example, I con-
sulted notes I made after seeking out to speak with
Jenny Douglas in 2019 at the 3rd Mixed Methods
Research Caribbean Conference held in Trinidad
and Tobago about an intersectional-informed
mixed methods study she had completed. Likewise,
I spoke with Taichi Hatta at the 2019 Mixed
Methods International Research Association Asia
Regional Conference in Hamamatsu, Japan about
his recent cultural narrative framework. Note that
while these researchers joined this Handbook as
subject matter experts and served as lead chapter
authors, not all researchers who appeared in the
initial proposal were then invited to contribute.
I credit the community sourcing of contributors
(see next section for details) that played an essen-
tial role in expanding my network of potential
Handbook contributors.
Having secured a publishing contract for this
Handbook based on the initial proposal, I then
recruited Section Leads and an International
Advisory Board. As an interdisciplinary group
of 11 established authors, Section Leads shaped
each of the six Handbook sections and worked
closely and tirelessly with me as Editor and with
the chapter authors within their sections. The
12-member International Advisory Board rep-
resenting a range of established and emerging
scholars from varied disciplines and geographi-
cal locations helped identify design topics and
potential chapter authors. They also played a
vital role in supporting the development of chap-
ters by providing constructive feedback as peer
reviewers.
A community-sourcing approach informed
how we (i.e., the Editor, Section Leads and
International Advisory Board members) worked
together to increase the real-world relevance of the
design practices discussed in this Handbook. We
did this by seeking input from diverse members
of the global mixed methods research commu-
nity about the design dilemmas they experienced
and their perspective of areas of design practice
in need of further development. We also sought
ideas about who might be suitable for writing
on these design topics, and developed systems to
work as efficiently and effectively as possible with
one another. Together, the input shaped the ques-
tions that Handbook sections sought to examine,
the design topics covered by individual chapters,
and the subject matter experts ultimately invited
to contribute a chapter. The resulting Handbook
reflects a mix of chapters that are authored by
newly established or familiar authors, solely or in
pairs and teams. These chapter contributors then
worked tirelessly with the Editor, editorial Section
Leads and International Advisory Board members
for readers to benefit from their lived design expe-
riences and expertise.
Together, the Editor and Section Leads
extended invitations to authors to submit chapter
proposals on specific topics. We invited authors
to negotiate the focus of the topic and describe
the illustrative examples they would use to
offer practical guidance. In recruiting authors
and design topics for the Handbook, we were
mindful to provide space for both new ideas and
for disagreements with established ones. Once
agreement about the foundational elements of
the chapter was reached, a chapter template and
writing guidelines were provided to the authors
along with a submission deadline approximately
six months henceforth. Throughout the initial
chapter development, the Editor and Section
Leads interacted regularly to discuss and support
authors. Once chapters were deemed ready
for peer review, a chapter author contract was
extended and the Editor organized the in-depth
review involving the Editor, Section Leads and
two peers to provide constructive feedback to
authors. Peer reviewers were usually International
Advisory Board members. When required, we
sought additional perspectives from specific
content experts. An editorial letter was compiled
to guide the chapter revisions. In some cases,
more than one round of revisions was supported.
As part of the finalizing process, the Editor
embedded suggestions for cross-referencing
among Handbook chapters. As Editor, I saw cross-
referencing as important to help readers make
connections within and across the Handbook
chapters and sections. Once authors reviewed the
cross-referencing suggestions and prepared files
for submission, the chapter was deemed to be

DILEMMAS AND OPPORTUNITIES FOR MIXED METHODS RESEARCH DESIGN 13
finalized. Once all the chapters were submitted,
production involving copy-editing, typesetting,
proofing and marketing began!
Actioning A Commitment to
Diversity, Equity and Inclusion (DEI)
Inclusion efforts of Handbook contributors with
diverse perspectives, as well as Handbook chap-
ters advancing equitable design practices and
featuring illustrative examples reflective of the
wide-ranging contexts in which mixed methods
research design takes place, are a few of the
ways we actioned DEI during its development
and in this Handbook itself. I note the need for
future efforts to further expand the diverse per-
spectives, equitable practices and illustrative
examples included in this Handbook. I believe
these efforts are vital to increasing the impact of
mixed methods research.
Chapters advancing equitable design practices
can be seen in discussions of design approaches
that empower stakeholders and promote ethical
research practices appear across the Handbook
leveraging— for example, an innovative TREE
sampling framework (Chapter 9), Maori-involved
mixed methods research in New Zealand (Chapter
15), student involvement as co-researchers
(Chapter 24), integration of secondary data from
ethnically and racially marginalized groups
(Chapter 25), and mixed methods community-
based participatory research with diverse US
Indigenous communities (Chapter 29). We have
a lot to learn from experts advancing equita-
ble design practices and impactful experiential
accounts, and the Handbook aims to provide this
access.
Chapters featuring illustrative examples reflec-
tive of the wide-ranging contexts in which mixed
methods research design takes place can be seen in
the more than 50 unique study contexts providing
practical guidance here. It is noteworthy that more
than half of the illustrative examples featured in
this Handbook take place in contexts beyond
North America. This introduces readers to mixed
methods research contexts that may be less famil-
iar and gives access to experiential accounts of
real-world design processes to help them navigate
their own cultural research contexts—for exam-
ple, obstetric services in Malawi (Chapter 7), ciga-
rette smoking among African-Caribbean teen girls
(Chapter 13), violence prevention against women
in Somalia (Chapter 17), challenges experienced
by nursing graduate students and professors in
Japan (Chapter 23) and communications during
psychotherapy interactions in Spain (Chapter 31).
Again, there are many more to explore. I leave
you here to embark on a mixed methods research
design journey!
REFERENCES
Bazeley, P. (2018). Integrating analyses in mixed
methods research. Sage.
Creswell, J. W., & Plano Clark, V. L. (2018). Designing
and conducting mixed methods research (3rd ed.).
Sage.
DeJonckheere, R., S. T. Lindquist-Grantz, K. Haddad
& L. M. Vaughn (2019). Intersection of mixed
methods and community-based participatory
research: A methodological review, Journal of
Mixed Methods Research, 13(4): 481–502. https://
doi.org/10.1177/1558689818778469
Fàbregues, S., Escalante-Barrios, E. L., Molina-Azorin,
J. F., Hong, Q. N., & Verd, J. M. (2021). Taking a
critical stance towards mixed methods research: A
cross-disciplinary qualitative secondary analysis of
researchers’ views. PLoS ONE, 16(7), e0252014.
https://doi.org/10.1371/journal.pone.0252014
Fàbregues, S., Molina-Azorin, J. F., & Fetters, M. D.
(2021). Editorial: Virtual special issue on “quality
in mixed methods research”. Journal of Mixed
Methods Research, 15(2), 146–151. https://doi.
org/10.1177/15586898211001974
Fetters, M., Wu, J. P., & Chandanabhumma, P. P.
(2021). Words matter: Calling on the community
of research to recognize, react to, and remove
racializing research rhetoric. Journal of Mixed
Methods Research, 15(1), 6–7. https://doi.
org/10.1177/1558689820977233
Greene, J. (2015). Preserving distinctions within the
multimethod and mixed methods research merger.
In S. Hesse-Biber & R. B. Johnson (Eds.), The
Oxford handbook of multimethod and mixed
methods research inquiry (pp. 606–615). Oxford.
Guetterman, T. C., Molina-Azorin, J. F., & Fàbregues,
S. (2022). The need to rigorously develop common
quality guidelines for reporting mixed methods
research. Journal of Mixed Methods Research.
https://doi.org/10.1177/15586898221143561
Hirose, M., & Creswell, J. W. (2022). Applying core
quality criteria of mixed methods research to an
empirical study. Journal of Mixed Methods Research.
https://doi.org/10.1177/15586898221086346
Hitchcock, J. H., & Onwuegbuzie, A. (2020). Develop-
ing mixed methods crossover analysis approaches.
Journal of Mixed Methods Research, 14, 63–83.
https://doi.org/10.1177/1558689819841782
Mertens, D. M. (2023). Mixed methods research.
Bloomsbury Academic.

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O’Cathain A. (2010). Assessing the quality of mixed
methods research: Toward a comprehensive
framework. In Tashakkori A., Teddlie C. (Eds.), The
Sage handbook of mixed methods in social and
behavioral research (2nd ed., pp. 531–555). Sage.
https://doi.org/10.4135/9781506335193.n21
Onwuegbuzie, A., & Poth, C. (2016). Editors’ after-
word: Toward evidence-based guidelines for
reviewing mixed methods research manuscripts
submitted to journals. International Journal of
Qualitative Methods, 15, 1–13. https://doi.org/
10.1177/1609406916628986
Poth, C. (2018). Innovation in mixed methods
research: A practical guide to integrative thinking
with complexity. Sage.
Poth, C., Molina-Azorin, J. F., & Fetters, M. D. (2022).
Virtual special issue on “Design of mixed methods
research: Past advancements, present conversations,
and future possibilities. Journal of Mixed Methods
Research, 16(3), 274–280. https://doi.org/10.1177/
15586898221110375
Tashakkori, A. M., Johnson, R. B., & Teddlie, C. B.
(2021). Foundations of mixed methods research
(2nd ed.). Sage.
Tashakkori A., & Teddlie, C. (2003; Eds.). The Sage
handbook of mixed methods in social and behav-
ioral research. Sage.
Tashakkori A., & Teddlie, C. (2010; Eds.). The Sage
handbook of mixed methods in social and behav-
ioral research (2nd ed). Sage.
Zhou, Y., & Wu, M. L. (2022). Reported methodologi-
cal challenges in empirical mixed methods articles:
A review on JMMR and IJMRA. Journal of Mixed
Methods Research, 16(1), 47–63. https://doi.
org/10.1177/1558689820980212

SECTION 1
Inspiring Diversity
and Innovation in Mixed
Methods Design

Random documents with unrelated
content Scribd suggests to you:

Simon the Cellarer.

Old Simon, the Cellarer, keeps a rare store
Of Malmsey and Malvoisie
And Cyprus, and who can say how many more!
For a chary old soul is he,
A chary old soul is he.
Of Sack and Canary he never doth fail,
And all the year round there is brewing of ale;
Yet he never aileth, he quaintly doth say,
While he keeps to his sober six flagons a day;
But ho! ho! ho! his nose doth show
How oft the black Jack to his lips doth go.
But ho! ho! ho! his nose doth show
How oft the black Jack to his lips doth go.
Dame Margery sits in her own still room,
A matron sage is she;
From thence oft at Curfew is wafted a fume
She says it is “Rosemarie:”
She says it is “Rosemarie:”
But there’s a small cupboard behind the back stair,
And the maids say they often see Margery there.
Now Margery says that she grows very old,
“And must take a something to keep out the cold!”
But ho! ho! ho! old Simon doth know,
Where many a flask of his best doth go.
But ho! ho! ho! old Simon doth know,
Where many a flask of his best doth go.
Old Simon reclines in his high-back’d chair,
And oft talks about taking a wife;
And Margery is often heard to declare:
“She ought to be settled in life!”
“She ought to be settled in life!”
But Margery has (so the maids say) a tongue,
And she’s not very handsome, and not very young;

So somehow it ends with a shake of the head,
And Simon he brews him a tankard instead;
While ho! ho! ho! he will chuckle and crow,
What! marry old Margery? no! no! no!
While ho! ho! ho! he will chuckle and crow,
What! marry old Margery? no! no! no!

Washington, Star of the West.
There’s a Star in the West that will never go down,
Till the records of valor decay;
We must worship its light, for it is our own,
And liberty bursts in its ray.
Shall the name of Washington ever be heard
By a freeman, and thrill not his breast?
Is there one out of bondage that hails not the name
Of Washington, Star of the West?
War! war to the knife—be enthrall’d or ye die!
Was the echo that waked up the land;
But it was not this frenzy that promoted the cry,
Nor rashness that kindled the brand.
He threw back the fetters, he headed the strife,
Till man’s charter was firmly restored;
Then he pray’d for the moment when liberty and life
Would no longer be pressed by the sword.
Oh! his laurels were pure, and his patriotic name
In the pages of the future shall dwell,
And be seen in all annals, the foremost in fame,
By the side of a Hoffer and Tell.
Then cherish his memory, the brave and the good,
At Mount Vernon the hero now rests;
Peace, peace to his ashes, our father is dead!
Great Washington, Star of the West!

CONTENTS
OF
Beadle’s Dime Military Song Book
AND SONGS FOR THE WAR.
A Dragoon Song,
A Good Time Coming,
A Hero of the Revolution,
A National Song,
A Soldier Lad my Love Shall be,
A Steed, a Steed of Matchless Speed,
All do Allow it, March where we may,
America,
Annie Laurie,
Auld Lang Syne,
Battle Hymn, Columns, Steady!
Bruce’s Address,
Burial of Sir John Moore,
Charge of the Light Brigade,
Hail Columbia,
Hail to the Chief,
Happy are we to-night, Boys,
Hohenlinden,
Hymn,
I’m Leaving Thee in Sorrow, Annie,
It is Great for Our Country to Die,
It is not on the Battle-field,
Light Sounds the Harp,
Mad Anthony Wayne,
Martial Elegy,
Merrily every Bosom Boundeth,

My Soldier Lad,
National Song,
Our Flag,
Peace be to those who Bleed,
Prelude—The American Flag,
Red, White and Blue,
Soldier’s Dirge,
Song,
Song for Invasion,
Song for the Fourth of July,
Star-Spangled Banner,
The American Boy,
The American Volunteer,
The Army and the Navy,
The Battle of Lexington,
The Dead at Buena Vista,
The Death of Napoleon,
The Dying Soldier to his Sword,
The Fallen Brave,
The Flag of our Union,
The Land of Washington,
The Marseilles Hymn,
The Mothers of our Forest Land,
The Myrtle and Steel,
The Origin of Yankee Doodle,
The Rataplan,
The Revolutionary Battle of Eutaw,
The Soldier’s Adieu,
The Soldier’s Dream,
The Soldier’s Farewell,
The Soldier’s Return,
The Soldier’s Wife,
The Sword Chant,
The Sword and the Staff,
The Sword of Bunker Hill,
The Triumph of Italian Freedom,

The Wounded Hussar,
Through Foemen Surrounding,
To the Memory of the Americans who bled at Eutaw
Springs,
Uncle Sam’s Farm,
Unfurl the Glorious Banner,
Up! March Away,
War Song,
Warren’s Address,
Yankee Doodle.

CONTENTS
OF
Beadle’s Dime Union Song Book
No. 1.
A “Big Thing” Coming,
A Doleful Ballad,
All Hail to the Stars and Stripes,
America,
An Ode to Washington,
An Old Story with a New Moral,
Anthem,
Army Hymn,
A Yankee Ship and a Yankee Crew,
Banner Song,
Cairo,
Columbia Forever,
Columbia Rules the Sea,
Dixie’s Farms,
Dixie for the Union,
Eighty-five Years Ago,
Enfield Gun,
Freedom’s Light,
God Save our Native Land,
God Save the Union,
God Save the Volunteers,
Hail Columbia,
Heaven for the Right,
Her Own Brave Volunteer,
Hunting Song of the Chivalry,
Hurra for the Union,

Let Cowards Shrink,
Long Live the Great and Free,
March Away, Volunteers,
Marching,
March of the Loyal States,
My own Native Land,
On, Brothers, on,
One I left There,
Our Banner Chorus,
Our Country,
Our Country, Right or Wrong,
Our Flag,
Our Good Ship Sails To-night,
Our Union, Right or Wrong,
Our Whole Country,
Red, White and Blue,
Soldier’s Tent Song,
Song for Battle,
Stand by the Union,
Star-Spangled Banner,
Step to the Front,
The Banner of the Nation,
The Bold Zouaves,
The Dead of the Battle-field,
The Flag of our Union,
The Irish Brigade,
The Michigan “Dixie,”
The Northern Boys,
The Northmen’s Marseilles,
The Old Union Wagon,
The Original Yankee Doodle,
The Patriot Flag,
The Rock of Liberty,
The Southrons are Coming,
The Stripes and Stars,
The Sword of Bunker Hill,

The Union—It must be Preserved,
The Union, Young and Strong,
The Yankee Boy,
The Zouave Boys,
The Zouave’s Song,
To the Seventy-ninth, Highlanders,
Traitor, Beware our Flag,
Unfurl the Glorious Banner,
Viva l’America,
Yankees are Coming.

CONTENTS
OF
Beadle’s Dime Union Song Book
No. 2.
A Life in the Soldier’s Camp,
A Mother’s Hymn in Time of War,
A Soldier’s Dream of Home,
A Yankee Volunteer,
Away to the Fray,
Battle Invocation,
Beautiful Union,
Begone, Secesh,
Blue Jackets, Fall in,
Draw the Sword, Northland,
Drummer Boy of the National Greys,
“E Pluribus Unum,”
Flag Song,
Following the Drum,
Gathering Song,
Give us Room,
Hail Columbia,
Hark! to the Tread,
Hurrah for the Land we Love,
Liberty,
Mustering Chorus,
My Love he is a Zou-zu,
Our Country, Now and Ever,
Our Flag,
Rally, Boys!
Remember Traitors,

Rule, Columbia,
Song of the Zouaves,
Song of Union,
Stand by the Union,
Summons to the North,
Sweet is the Fight,
Sweet Maid of Erin,
The Alarum,
The Banner of Stars,
The Birth of our Banner,
The Brave and Free,
The Delaware Volunteers,
The Flag and the Union,
The Flag of the Brave,
The Flag of the Free,
The Great Union Club,
The “Mud-Sills” Greeting,
The Nation of the Free,
The Northmen are Coming,
The Northern Hurrah,
The Past and Present,
The Patriot’s Address,
The Patriot’s Serenade,
The Patriot’s Wish,
The Patriot Soldier,
The Star Flag,
The Star-Gemmed Flag,
The Star-Spangled Banner,
The Stripes and Stars,
The Union Gunning Match,
The Union Harvesting,
The Union Marseillaise,
The Union Sacrifice,
The Volunteer Yankee Doodle of ’61.
Three Cheers for our Banner,
Traitor, Spare that Flag,

Union Forever,
Victory’s Band,
Volunteer’s Song,
Where Liberty dwells there is my Country,
Wife of my Bosom,
Words of Sympathy.

CONTENTS
OF
Beadle’s Dime Song Book
No. 1.
All’s for the Best,
Annie Laurie,
A National Song,
Answer to a Thousand a Year,
Answer to Kate Kearney,
A Thousand a Year,
Belle Brandon,
Ben Bolt,
Blind Orphan Boy’s Lament,
Bob Ridley,
Bold Privateer,
Do They Miss me at Home?
Don’t be Angry, Mother,
Down the River,
E Pluribus Unum,
Evening Star,
Faded Flowers,
Gentle Annie,
Gentle Jenny Gray,
Glad to Get Home,
Hard Times,
Have You Seen my Sister,
Heather Dale,
Home Again,
I am not Angry,
I Want to Go Home,

Juney at the Gate,
Kate Kearney,
Kiss me Quick and Go,
Kitty Clyde,
Little Blacksmith,
My Home in Kentuck,
My Own Native Land,
Nelly Gray,
Nelly was a Lady,
Old Dog Tray,
Our Mary Ann,
Over the Mountain,
Poor Old Slave,
Red, White, and Blue,
Root, Hog, or Die,
Root, Hog, or Die, No. 2,
Root, Hog, or Die, No. 3,
Root, Hog, or Die, No. 4,
Row, Row,
Shells of the Ocean,
Song of the Sexton,
Star-Spangled Banner,
The Age of Progress,
The Dying Californian,
The Hills of New England,
The Lake-Side Shore,
The Miller of the Dee,
The Marseilles Hymn,
The Old Folks we Loved Long Ago,
The Old Farm-House,
The Old Play-Ground,
The Rock of Liberty,
The Sword of Bunker Hill,
The Tempest,
There’s a Good Time Coming,
Twenty Years Ago,

Twinkling Stars,
Uncle Sam’s Farm,
Unfurl the Glorious Banner,
Wait for the Wagon,
Willie, we have Miss’d You,
Willie’ll Roam no More.

CONTENTS
OF
Beadle’s Dime Song Book
No. 2.
Alice Gray,
America,
Banks of the Old Mohawk,
Be Kind to Each Other,
Billy Grimes the Rover,
Bryan O’Lynn,
Come Sit Thee Down,
Cora Lee,
Crazy Jane,
Darling Nelly Moore,
Darling Old Stick,
Fireman’s Victory,
Good News from Home,
Good-Night,
Grave of Lilly Dale,
Graves of a Household,
Home, Sweet Home,
I have no Mother Now,
I’m leaving Thee in Sorrow, Annie,
I miss Thee so,
I Shouldn’t like to Tell,
I Wandered by the Brook-Side,
Katy Darling,
Kathleen Mavourneen,
Little Katy; or, Hot Corn,
Mary of the Wild Moor,

Mable Clare,
Mary Alleen,
Mill May,
Minnie Moore,
Minnie Dear,
Mrs. Lofty and I,
Mr. Finagan,
My Eye and Betty Martin,
My Love is a Saileur Boy,
My Mother Dear,
My Grandmother’s Advice,
My Mother’s Bible,
New England,
Oh! I’m Going Home,
Oh! Scorn not thy Brother,
O! the Sea, the Sea,
Old Sideling Hill,
Our Boyhood Days,
Our Father Land,
Peter Gray,
Rory O’More,
Somebody’s waiting for Somebody,
The Farmer Sat in his Easy Chair,
The Farmer’s Boy,
The Irishman’s Shanty,
The Old Folks are Gone,
The Post-Boy’s Song,
The Quilting Party,
Three Bells,
’Tis Home where the Heart is,
Waiting for the May,
We Stand Here United,
What other Name than Thine, Mother?
Where the Bright Waves are Dashing,
What is Home without a Mother,
Widow Machree,

Willie’s on the Dark Blue Sea,
Winter—Sleigh-Bell Song,
Nancy Bell; or, Old Pine Tree.

CONTENTS
OF
Beadle’s Dime Song Book
No. 3.
Annie, Dear, Good-by,
A Sailor’s Life for Me,
Bessy was a Sailor’s Bride,
Bonny Jean,
Comic Katy Darling,
Comic Parody,
Darling Jenny Bell,
Darling Rosabel,
Death of Annie Laurie,
Ettie May,
Few Days,
Give ’em String and let ’em Went,
Go it while You’re Young,
Hail Columbia,
Happy Hezekiah,
I’d Choose to be a Daisy,
I have Something Sweet to Tell You,
Isle of Beauty,
I Think of Old Ireland whereever I Go,
Jeannette and Jeannot,
John Jones,
Jordan is a Hard Road to Travel,
Kitty Kimo,
Lather and Shave,
Lager Bier Song,
Linda has Departed,

Lillie Bell,
Love Not,
Man the Life-Boat,
My Dear Old Mother,
My Girl with a Calico Dress,
My Heart’s in Old Ireland,
My Poor Dog Tray,
Old Rosin the Bow,
Over the Left,
Old Dog Tray, No. 2.,
Parody on the West,
Pop Goes the Weasel,
Pretty Jane,
Rosa Lee,
Song of the Locomotive,
Sparking Sarah Jane,
The American Girl,
The American Boy,
The Boys of Kilkenny,
The Emigrant’s Farewell,
The Fine Old English Gentleman,
The Fine Old Irish Gentleman,
The Fine Old Dutchman,
The Fireman’s Death,
The Fireman’s Boy,
The Girl I Left behind Me,
The Gold-Digger’s Lament,
The Indian Hunter,
The Old Oaken Bucket,
The Old Whiskey Jug,
The Other Side of Jordan,
The Pirate’s Serenade,
The Yellow Rose of Texas,
Ten O’Clock, or, Remember, Love, Remember,
Tilda Horn,
True Blue,

To the West,
Uncle Ned,
Unhappy Jeremiah,
Vilkins and his Dinah,
We Miss Thee at Home,
What Will Mrs. Grundy Say?
Woodman, Spare that Tree.

CONTENTS
OF
Beadle’s Dime Song Book
No. 4.
Ain’t I Glad to get out of the Wilderness,
A National Song,
Answer to Katy Darling,
A Merry Gipsy Girl again,
A Parody on “Uncle Sam’s Farm,”
Ben Fisher and Wife,
Bonnie Jamie,
Broken-Hearted Tom, the Lover,
By the Sad Sea-Waves,
Columbia Rules the Sea,
Come, Gang awa’ wi’ Me,
Commence you Darkies all,
Cottage by the Sea,
Daylight is on the Sea,
Don’t you cry so, Norah, Darling,
Erin is my Home,
Gal from the South,
He Led Her to the Altar,
Home, Sweet Home,
I am a Freeman,
I’ll hang my Harp on a Willow-Tree,
I’m not Myself at all,
Indian Hunter,
I’ve been Roaming o’er the Prairie,
I Wish He would Decide, Mamma,
Jane Monroe,

Johnny is Gone for a Soldier,
Jolly Jack the Rover,
Kate was once a little Girl,
Kitty Tyrrel,
Let Me Kiss Him for his Mother,
Linda’s Gone to Baltimore,
Maud Adair, and I,
Molly Bawn,
My ain Fireside,
My Boyhood’s Home,
Nora, the Pride of Kildare,
O, God! Preserve the Mariner,
Oh, Kiss, but never tell,
Old Uncle Edward,
Paddy on the Canal,
Poor old Maids,
Ship A-Hoy!
Somebody’s Courting Somebody,
Song of the Farmer,
Song of Blanche Alpen,
Sparking Sunday Night,
Sprig of Shilleleh,
Stand by the Flag,
The Farmer’s Boy,
The Hazel Dell,
The Harp that once Through Tara’s Hall,
The Indian Warrior’s Grave,
The Little Low Room where I Courted my Wife,
The Low Backed Car,
The Old Brown Cot,
The Old Kirk-Yard,
The Railroad Engineer’s Song,
They don’t wish Me at Home,
Tom Brown,
Terry O’Reilly,
Uncle Gabriel,

Uncle Tim the Toper,
We were Boys and Girls together,
We are Growing Old together,
We are all so Fond of Kissing,
Where are now the Hopes I Cherished?
Within a Mile of Edinburgh Town,
Would I were a Boy again,
Would I were a Girl again,
Would I were with Thee.

CONTENTS
OF
Beadle’s Dime Song Book
No. 6.
Annie Lisle,
Beautiful World,
Be Kind to the Loved Ones,
Bobbin’ Around,
Bonnie Dundee,
Courting in Connecticut,
Dearest Mae,
Dear Mother, I’ll Come again,
Ella Ree,
Fairy Dell,
Far, far upon the Sea,
Gentle Hallie,
Gentle Nettie Moore,
Happy are we To-night,
Hattie Lee,
He Doeth All Things Well,
I can not Call her Mother,
I’ll Paddle my own Canoe,
I’m Standing by thy Grave, Mother,
Is it Anybody’s Business?
Jane O’Malley,
Jenny Lane,
Joanna Snow,
Johnny Sands,
Lilly Dale,
Little more Cider,

Lulu is our Darling Pride,
Marion Lee,
Meet me by the Running Brook,
Minnie Clyde,
Not for Gold,
Not Married Yet,
Oh, carry me Home to Die,
Oh! Silber Shining Moon,
Oh! Spare the Old Homestead,
Old Homestead,
Ossian’s Serenade,
Over the River,
Riding on a Rail,
Sailor Boy’s Last Dream,
“Say Yes, Pussy,”
Spirit Voice of Belle Brandon,
Squire Jones’s Daughter,
The Bloom is on the Rye,
The Blue Junietta,
The Carrier Dove,
The Child’s Wish,
The Cottage of my Mother,
The Female Auctioneer,
The Irish Jaunting Car,
The Lords of Creation shall Woman obey,
The Maniac,
The Merry Sleigh-Ride,
The Miller’s Maid,
The Modern Belle,
The Mountaineer’s Farewell,
The Old Mountain Tree,
The Strawberry Girl,
The Snow Storm,
The Song my Mother used to Sing,
Three Grains of Corn,
Washington’s Grave,

What is Home without a Sister,
Where are the Friends?
Why Chime the Bells so Merrily?
Why don’t the Men propose?
Will Nobody Marry Me?
Young Recruit.

HAND-BOOKS FOR HOUSEKEEPERS.
BEADLE’S DIME COOK-BOOK,
BEADLE’S DIME RECIPE-BOOK,
BEADLE’S DIME DRESS-MAKER AND MILLINER,
BEADLE’S DIME BOOK OF ETIQUETTE,
BEADLE’S DIME FAMILY PHYSICIAN.
The COOK-BOOK embraces Recipes, Directions, Rules and Facts relating to every
department of Housekeeping.
The RECIPE-BOOK is a perfect treasure house of knowledge, for the kitchen,
parlor, nursery, sick-room, the toilet, &c., &c.
The BOOK OF ETIQUETTE can truly be called a useful work. It embodies all the
information necessary to “post” the reader, old or young, male or female, upon
every point of etiquette or social usage.
The FAMILY PHYSICIAN is an invaluable hand-book for the family and an
indispensable aid to the thrifty housewife.
BOOKS FOR THE SCHOOL AND HOME
STUDENTS.
BEADLE’S DIME SPEAKER Nos. 1 & 2,
BEADLE’S DIME DIALOGUES Nos. 1 & 2,
BEADLE’S DIME SCHOOL MELODIST,
BEADLE’S DIME LETTER-WRITER.
This series of educational works is designed to meet the wants of every school,
public or private—every scholar, male or female, in our country.
MUSIC AND SONG.
Beadle’s Dime Song Books, No’s 1, 2, 3, 4, 5, 6 & 7

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The Sage Handbook Of Mixed Methods Research Design Cheryl N Poth Editor

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