Exemplary Mixed-Methods Research Studies Compiled by the Mixed Methods Working Group

Alexander J. , Entwisle D. , & Olson L. (2014). The long shadow: Family background, disadvantaged urban youth, and the transition to adulthood. Volume in the American Sociological Association's Rose Series in Sociology. New York, NY: Russell Sage Foundation.

Bartlett L. , & Vavrus F. (2014). Transversing the vertical case study: A methodological approach to studies of educational policy as practice. Anthropology and Education Quarterly, 45(2), 131—147.

Bernheimer L. P. , & Weisner T. S. (2007). “Let me just tell you what I do all day…”: The family story at the center of intervention research and practice. Infants & Young Children, 20(3), 192—201.

Boaler J. , & Staples M. (2008). Creating mathematical futures through an equitable teaching approach: The case of Railside School. Teachers College Record, 110, 608—645.

DeLuca S. , & Rosenblatt P. (2010). Does moving to better neighborhoods lead to better schooling opportunities? Parental school choice in an experimental housing voucher program. Teachers College Record, 112(5), 7—8.

Duncan G. J. , Huston A. C. , & Weisner T. S. (2007). Higher ground: New hope for the working poor and their children. New York, NY: Russell Sage Foundation.

Frodeman R. , Klein J. T. , & Mitcham C. (2010). The Oxford handbook of interdisciplinarity. Oxford, England: Oxford University Press.

Heinrich C. J. , Burch P. , Good A. , Acosta R. , Cheng H. , Dillender M. , … Stewart M (2014). Improving the implementation and effectiveness of out-of-school-time tutoring. Journal of Policy Analysis and Management, 33(2), 471—494.

Hill H. C. , Kapitula L. , & Umland K. (2011). A validity argument approach to evaluating teacher value-added scores. American Educational Research Journal, 48(3), 794—831.

Holland D. , & Skinner D. (1987). Prestige and intimacy: The cultural models behind Americans' talk about gender types. In Holland D. , & Quinn N. (Eds.), Cultural models in language and thought (pp. 78—111). Cambridge, England: Cambridge University Press.

Kim K. H. (2014). Community-involved learning to expand possibilities for vulnerable children: A critical communicative, Sen's capability, and action research approach. Journal of Mixed Methods Research, 8, 308—316.

LeVine R. A. , LeVine S. , Schnell-Anzola B. , Rowe M. , & Dexter E. (2012). Literacy and mothering: How women's schooling changed the lives of the world's children. New York, NY: Oxford University Press.

Oliver M. , & Shapiro T. M. (2006). Black wealth/White wealth: A new perspective on racial inequality. New York, NY: Routledge.

Penuel W. R. , Riel M. , Krause A. , & Frank K. A. (2009). Analyzing teachers' professional interactions in a school as social capital: A social network approach. Teachers College Record, 111(1), 124—163.

Poteete A. R. , Janssen M. A. , & Ostrom E. (2010). Working together: Collective action, the commons, and multiple methods in practice. Princeton, NJ: Princeton University Press.

Ream R. K. (2003). Counterfeit social capital and Mexican American underachievement. Educational Evaluation and Policy Analysis, 25(3), 237—262.

Rowan B. , & Correnti R. (2009). Studying reading instruction with teacher logs: Lessons from the study of instructional improvement. Educational Researcher, 38(2), 120—131.

Rumbaut R. G. (2005). Sites of belonging: Acculturation, discrimination, and ethnic identity among children of immigrants. In Weiner T. S. (Ed.), Discovering successful pathways in children's development: Mixed methods in the study of childhood and family life (pp. 111—164). Chicago, IL: University of Chicago Press.

Weisner T. S. (2011). “If you work in this country you should not be poor, and your kids should be doing better”: Bringing mixed methods and theory in psychological anthropology to improve research in policy and practice. ETHOS, 39(4), 455—476.