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This article presents a thorough review of the literature dedicated to learning more about mixed methods research design. Explanatory sequential mixed methods studies and exploratory sequential mixed methods studies are the two types of mixed methods research design models that this article presents in detail. To contextualize different ideas related to research design, the author provides examples of research studies that exemplify different research designs falling within mixed methods. The main objective of this article is to highlight the important role that qualitative research design plays in mixed methods research. Such a presentation of the literature aims to argue that qualitative data substantiates quantitative data as a means to heighten the regard to which qualitative methodology receives.

While passionate, project-based, and place-based education may sound like a stream of buzz-phrases or fads in education at face-value, this article uncovers their impact on student engagement and academic proficiency. While they are not textbook, traditional, pedagogical approaches, they are esteemed in the field of Education as undeniably effective and worth teachers’ consideration. This article discusses the impactful aspects of a.) passionate teaching, b.) project-based learning (PBL), and c.) place-based education (PBE). A former fifth-grade teacher’s experience in creating and implementing a curriculum titled, “Farm-to-Table,” contextualizes the power of passionate teaching, PBL, and PBE when used simultaneously. The article concludes with special considerations for other teachers that warrant attention before they start planning their own passionate, PBL, and PBE curriculum.

The authors illustrate the compatibility of building K-2 readers’ foundational skills and their motivation for completing reading and related tasks within reading interventions. First, the authors introduce the orthographic mapping process, which requires foundational reading skills because of its role in facilitating fluent reading. Research demonstrating the relation between motivation and achievement is synthesized next to convey the need to maximize students’ motivation for intervention tasks. Finally, the authors offer five general design principles to support motivation. They underscore the importance of educators relying on these principles in combination with their deep knowledge of each student to offer intervention experiences that nurture motivation. An example of a foundational skills activity supportive of the orthographic mapping process and adapted to exemplify the motivation principle of focus accompanies each principle.

Public education in the United States is often run like a business-driven by money. A school's decisions, like which textbooks to use, how many paraprofessionals to hire to support teachers, and the technology offered throughout the school, are all contingent upon a budget. In the field of education, while administrators encourage life-long learning, this message neglects to acknowledge a sad reality reflected by the practices of public school districts. The more education a teacher receives, the more expensive they are to the district. While such continuing education benefits instruction, and thus student learning, the increased pay commonly outlined in school districts' collective bargaining agreements shows that at the highest ranking of doctorate, teachers are too expensive. This narrative depicts my journey of pursuing a doctorate while teaching but hiding it out of this fear.