Applying the Integration Dimensions of Quantitative and Qualitative Methods in Education Policy Research: Lessons Learned From Investigating Micro Policymaking in Norwegian Schools

Abstract

Qualitative research methods have been predominantly used to understand the complex phenomenon of educational policy enactment at the school level. This article contributes to the field of mixed methods research by applying three dimensions of integration—rationale, study purpose, and research design—to the study of micro-policymaking in schools. By examining these three dimensions, this article contributes to the limited body of mixed-methods models in this field. The findings show that the mixed methods approach provides unique insights into education policy scholarship, thus broadening the understanding of the relations and purposes of accountability and control in education.