Uncovering Preservice Teachers' Beliefs About Diversity Through Reflective Writing

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The Value of Mixed Methods Designs to Social Justice Research in Counseling and Psychology (2013, background): “This challenge has been labeled the “incompatibility hypothesis” and has led to the “paradigm wars” in the 1970s and 1980s (Karasz & Singelis, 2009, pp. 909-910).”
Student Teaching’s Contribution to Preservice Teacher Development (2013, methodology): “For example, drawing on PSTs’ survey responses and reflective narratives, Kyles and Olafson (2008) attribute in part the “failure” of placement experiences to engender increases in self-efficacy to placements’ limited length (16 weeks) and consequently limited opportunities for PSTs to engage in…”
Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? (2012, methodology): “Kyles and Olafson (2008) engaged in a mixedmethods analysis of 15 preservice teachers ’ beliefs regarding self-effi cacy, diversity, and hope.”