Journal of Music Therapy, 50(4), 2013, 321 325 G 2013 by the American Music Therapy Association Book Review Tashakkori, A., & C. Teddlie (Eds.). (2010). SAGE handbook of mixed methods in social & behavioral research. Thousand Oaks, CA, SAGE Publications, Inc., 912 pages. ISBN 10: 1412972663. Research in music therapy is changing as a result of dialogue regarding the need to balance perceived need for empirical research with qualitative ways of knowing. Mixed methods research (MMR) methodologies provide music therapists with a way to bridge the quantitative-qualitative divide. In the second edition of SAGE handbook of mixed methods in social & behavioral research, Tashakkori and Teddlie bring together a collection of readings from experts in MMR in response to the rapidly developing discourse surrounding research using mixed methodologies. As the guiding principle of this new edition, Tashakkori and Teddlie use Johnson, Onwuegbuzie, and Turner s 2007 definition of MMR in the Journal of Mixed Methods Research, 1(2): the type of research in which a researcher or team of researchers combines elements of qualitative and quantitative research approaches for the purpose of breadth and depth of understanding and corroboration (p. 19). Contributing Authors Tashakkori and Teddlie, both of the University of North Carolina, are well regarded in social psychology circles. Tashakkori was a Founding Editor of the Journal of Mixed Methods Research. Teddlie has written several books including The International Handbook of School Effective Research (2000). Together, they have co-authored several books on MMR. The Handbook provides a collection of readings from experts in MMR including the authors, Creswell, Johnson, Green, Mertens, Plano-Clark, Onwuegbuzie, and others. The coauthors of this comprehensive examination represent the full breadth of MMR, from its foundations to the most current, cuttingedge studies. Organization Organized into three sections conceptual issues: philosophical, theoretical, sociopolitical; issues regarding methods and methodology; and contemporary applications of MMR the Handbook seeks to fulfill the following goals: to provide a platform for discourse and
322 Journal of Music Therapy integration of current ideas among a variety of scholars, to recognize the achievement and contributions of the leaders in the field; to encourage the development of new mixed methods techniques; and to further reduce artificial boundaries between the qualitative and quantitative approaches by encouraging research aimed at answering important questions in the social and behavioral sciences using the most appropriate approach in applied areas (p. xiii). Each part of the Handbook includes approximately ten chapters. Because each chapter can be read separately, reading the Handbook straight through can become a bit tedious. The first pages of each chapter review the topic, establish the gap in the literature, and address how mixed methods (MM) should be considered a viable approach in research. Each chapter concludes with additional notes, study questions, and bibliography, further reinforcing the usefulness of the Handbook as an educational text. Also included is a preface and epilogue, co-written by the editors. Most chapters include helpful graphics to elucidate the complex methodological designs, typologies, and other aspects of MMR. In fact, according to Tashakkori and Teddlie, graphical representations are one of the idiomatic signposts of MMR and are one of the strengths of the Handbook. Each chapter is densely packed with relevant information (not one sentence was wasted). The writing in the Handbook is both scholarly and inviting, though some chapters were quite dense. Authors frequently reference other chapters in the Handbook. This provides a consistent voice throughout the book. Novice researchers will find this collection to be a clear guide through the potentially intimidating world of MMR. Experienced researchers will appreciate the in-depth explication that ties together two formerly discrete research worlds, qualitative and quantitative. All readers will have the benefit of having many of the foundational writings on MMR in one collection. Part I. Part I of the Handbook addresses the philosophical, theoretical, and sociopolitical influences that have shaped MMR methodology since its emergence about 20 years ago. Each chapter speaks to the quickly developing methodologies that are informed by many years of combined experience in qualitative (QUAL) and quantitative (QUAN) research methods and the contributing authors search for a deeper, more integrative way to look at data. Many different philosophical stances are represented in these chapters. Creswell (Chapter 2) and Johnson and Gray (Chapter 3) provide context for the current and historical landscape of MMR.
Vol. 50, No. 4, Winter 2013 323 Chapter 4 by Biesta addresses the alignment of MMR with a pragmatist orientation, a subject further explored in Chapter 5 by Greene and Hall. Chapter 6 is a discussion of realism as a philosophical orientation. Feminist (Chapter 7) and Transformative (Chapter 8) approaches to MMR are also featured. The next two chapters (9 & 10) consider design aspects of MMR study (a subject previously discussed in Creswell s Chapter 2). Chapter 11 concludes Part I with Leech s interviews of the early developers of MMR. The inclusion of this chapter, and others by the editors and contributing authors that situate MMR in a historical context, is another strength of the Handbook. Part II. Part II of the Handbook concerns methods and methodology and provides the reader with nine chapters of in-depth discussion on the intricacies of MMR design. Many authors reiterate the same important maxim the choice of research methods is based on the researcher s purpose in doing the research. Chapter 12 by Plano-Clark and Badiee is a cogent discussion on research questions as they relate to MMR. This chapter will be particularly illuminating for music therapists who feel caught between the competing needs for quantitative results (those that influence decisions regarding music therapy s efficacy) and qualitative understanding (concern for music therapy s impact on the quality of a person s lived experience). Throughout the Handbook, the researchers make the case for paradigmatic pluralism precisely because it is difficult to conduct nuanced inquiry using a single research paradigm. Nastasi, Hitchcock, and Brown argue in Chapter 13 for a design typology of MMR and a deconstruction of why this remains elusive. Morse (Chapter 14) articulates a way of walking through a research design to determine the potential research methodologies while maintaining rigor, parsimony, and remaining close to the chosen theoretical orientation. In Chapter 15, Collins offers an approach to sampling methods appropriate to MMR. The writing in this chapter is dense, but it is worth the effort in order to appropriately design studies that will inform the field. Chapters 16, 17, and 18 all emphasize the need for a deep understanding of QUAL and QUAN analysis in order to have a meaningful integrated analysis of data in a MMR study. The implicit recommendation from all authors (Bergman, Onwuegbuzie & Combs, & Bazeley) is that researchers either become proficient in QUAL and QUAN analysis or work with a team of researchers.
324 Journal of Music Therapy Chapter 19, by Dickinson, further explores the importance of graphical representations of information to communicate research design and results. Newman and Ramlo (Chapter 20) discuss two forms of data collection and analysis (Q methodology and Q factor analysis) that have gained prominence in MMR, despite predating MMR. This chapter, like others in the Handbook, is valuable to music therapy researchers because it encourages readers to start thinking of MMR as an additional instrument in research practice. While it may be convenient to think of MMR as the simple inclusion of QUAL and QUAN measures within a larger study, O Cathain effectively challenges this in Chapter 21. O Cathain also provides guidance for study design, planning, implementation, and analysis. Part III. The final section of the Handbook introduces different types of research, some of which may be new to the reader. Each chapter (22 31) begins with a review of the type of research and discusses how the goals of each type are achieved through the employment of MMR design. Chapter 22 by Lieber and Weisner is a systematic examination of study designs and appropriate methodology. Ivankova and Kawamura provide a meta-review of nine years worth of MMR (2000 09) in Chapter 23, while Bamberger, Rao, and Woolcock (Chapter 24) describe the growth of MMR internationally. Mixed methods research in the field of education is the topic in Chapters 25 and 27. Christ (Chapter 25) describes the development of two graduate level courses on research that was completed using MMR methodologies informed by action oriented pragmatism. Sammons (Chapter 27) suggests that MMR design bridges the gap created by over-reliance on single-method research paradigms. Chapter 26 by Nilsen and Brennan highlights the compatibility of biographical research and MMR methodologies. Song, Sandelowski, and Happ (Chapter 28) contend that studies using mixed methodologies in a strategic and integrative fashion are better able to balance potential threats to internal and external validity thereby providing the best understanding of a treatment protocol s effectiveness. An important function of research is the ability to use systematic review methods to judge the rigor of a particular study or group of studies. According to Harden and Thomas (Chapter 29), systematic reviews in MMR should be done using multiple methods for analysis (like the research it is reviewing) in order to provide an integrated,
Vol. 50, No. 4, Winter 2013 325 meaningful review. Chapter 30 by Dahlberg, Wittink, & Gallo provides guidance on grant proposal and publication. The Epilogue by Tashakkori and Teddlie (Chapter 31) articulates future directions for methodological inquiry. These directions include convergence of core ideas, conceptual stances, quality standards, the language used, design issues, and utilization of MMR for policy and practice. The Editors also respond to critiques of MMR in a logical fashion that highlights the humanistic stance inherent in MMR as both an approach and philosophy. Critique The Handbook does not include any reference to the use of artistic or musical processes or products in a mixed methodology. The traditional methodological concerns in arts-based research may not fit neatly into any of the methodologies described in the Handbook. Readers will need to look to other texts to get that information. I agree with the premise of the Handbook: there are many ways to conduct sound, integrated inquiry that provides depth and breadth of information. I encourage clinicians to deepen and broaden their knowledge of research philosophies and methods. Researchers likewise are challenged by the Handbook to consider modifying rigid research orientations (either quantitative or qualitative) in favor of paradigmatic pluralism and mixed methodologies. Educators and students might use sections of the Handbook to reflect on current research trends in their role as shapers of the future of the profession. Carol Ann Blank Drexel University
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