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10 ReseaRch Design in Qualitative/Quantitative/ MixeD MethoDs Michael R. ha Rwell University of Minnesota he editors of this handbook assert that cases, these designs are currently available, and educational inquiry is weakly connected the challenge is for more researchers to employ Tto the study of promising ideas. The them (or continue to employ them) in a rigorous implication is that much educational research has manner. In other instances, new designs will need a “nuts and bolts” character that limits creative to be developed. The net effect is that the catalog problem generation or problem solving and of research designs available to educational discourages risk taking. The consequences of this researchers is expanding dramatically. This practice are missed opportunities to advance our change does not threaten or undermine the value understanding of important educational problems of designs that are currently widely used, but and solutions. This is a bold assertion, but it is one rather it increases the pool of research designs that is supported by an examination of published available to support rigorous inquiry. and unpublished educational studies. This chapter explores the role of research A key player in this process is a study’s research design in the study of promising ideas in educa- design. In many educational studies, research tion, assuming two conditions are present. First is design reflects a “cookie cutter” approach in which that the idea being pursued is worth pursuing, the same designs are repetitively and narrowly that is, an idea that could reasonabl