The nascent field of mixed methods research has yet to develop a cohesive framework of guidelines and procedures for mixed methods data analysis (Greene, 2008). To support the field's development of analytical frameworks, this case study reflects on the development and implementation of a mixed methods study engaged in integrated data analysis. The purpose of this study is to describe how inquiry and methodological components influence integrated data analysis decisions, and to describe the processes and outcomes of engaging in integrated data analysis. The sample for this case study is a mixed methods study that was developed within the context of a program evaluation of the U.S. Department of Education Teaching American History grant, the American Dreams Project. This study suggests that mixed methods researchers should consider how qualitative and quantitative methodologies influence integrated data analysis approaches, embrace the generative possibilities of dissonance between qualitative and quantitative results, and engage in iterative, inquiry oriented analyses of qualitative and quantitative data that respect the multiple perspectives, or mental models, of the researchers involved in the study.
","abstract_html":"<p>The nascent field of mixed methods research has yet to develop a cohesive framework of guidelines and procedures for mixed methods data analysis (Greene, 2008). To support the field's development of analytical frameworks, this case study reflects on the development and implementation of a mixed methods study engaged in integrated data analysis. The purpose of this study is to describe how inquiry and methodological components influence integrated data analysis decisions, and to describe the processes and outcomes of engaging in integrated data analysis. The sample for this case study is a mixed methods study that was developed within the context of a program evaluation of the U.S. Department of Education Teaching American History grant, the American Dreams Project. This study suggests that mixed methods researchers should consider how qualitative and quantitative methodologies influence integrated data analysis approaches, embrace the generative possibilities of dissonance between qualitative and quantitative results, and engage in iterative, inquiry oriented analyses of qualitative and quantitative data that respect the multiple perspectives, or mental models, of the researchers involved in the study.</p>","abstract_has_math":false,"creators":["Schiazza, Daniela Marie"],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-01-01T08:00:00Z","date_published":"2013-01-01T08:00:00Z","updated_at":"2026-07-24T02:55:50Z","subjects":["case study","integrated data analysis","mixed methods","Educational Assessment, Evaluation, and Research"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://ecommons.luc.edu/luc_diss/686","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Schiazza, Daniela Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-31T17:14:21Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["case study","integrated data analysis","mixed methods","Educational Assessment, Evaluation, and Research"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://ecommons.luc.edu/luc_diss/686"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The nascent field of mixed methods research has yet to develop a cohesive framework of guidelines and procedures for mixed methods data analysis (Greene, 2008). To support the field's development of analytical frameworks, this case study reflects on the development and implementation of a mixed methods study engaged in integrated data analysis. The purpose of this study is to describe how inquiry and methodological components influence integrated data analysis decisions, and to describe the processes and outcomes of engaging in integrated data analysis. The sample for this case study is a mixed methods study that was developed within the context of a program evaluation of the U.S. Department of Education Teaching American History grant, the American Dreams Project. This study suggests that mixed methods researchers should consider how qualitative and quantitative methodologies influence integrated data analysis approaches, embrace the generative possibilities of dissonance between qualitative and quantitative results, and engage in iterative, inquiry oriented analyses of qualitative and quantitative data that respect the multiple perspectives, or mental models, of the researchers involved in the study.
"]},{"key":"dc:title","label":"Title","values":["A Case Study of a Mixed Methods Study Engaged in Integrated Data Analysis"]}]}],"canonical_facts":{"dc:creator":["Schiazza, Daniela Marie"],"dc:date.available":["2016-03-31T17:14:21Z"],"dc:description.abstract":["The nascent field of mixed methods research has yet to develop a cohesive framework of guidelines and procedures for mixed methods data analysis (Greene, 2008). To support the field's development of analytical frameworks, this case study reflects on the development and implementation of a mixed methods study engaged in integrated data analysis. The purpose of this study is to describe how inquiry and methodological components influence integrated data analysis decisions, and to describe the processes and outcomes of engaging in integrated data analysis. The sample for this case study is a mixed methods study that was developed within the context of a program evaluation of the U.S. Department of Education Teaching American History grant, the American Dreams Project. This study suggests that mixed methods researchers should consider how qualitative and quantitative methodologies influence integrated data analysis approaches, embrace the generative possibilities of dissonance between qualitative and quantitative results, and engage in iterative, inquiry oriented analyses of qualitative and quantitative data that respect the multiple perspectives, or mental models, of the researchers involved in the study.
"],"dc:identifier":["https://ecommons.luc.edu/luc_diss/686"],"dc:subject":["case study","integrated data analysis","mixed methods","Educational Assessment, Evaluation, and Research"],"dc:title":["A Case Study of a Mixed Methods Study Engaged in Integrated Data Analysis"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T02:55:50Z"}