This article discusses the importance of mixed-methods research, in particular the value of qualitatively driven mixed-methods research for quantitatively driven domains like educational accountability. The article demonstrates the merits of qualitative thinking by describing a mixed-methods study that focuses on a middle school’s system of internal accountability and its perceived collective capacity in relation to external accountability mandates. The study also demonstrates the value of using an overarching instrumental case study framework to extend understandings of theoretical frameworks from previous accountability studies and to illuminate contextual complexities and nuances on multiple levels.
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