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Since 2000, only 13% of the total number of empirical research articles (n = 230) published in Human Resource Development Quarterly (HRDQ) have represented mixed research studies. Plausible explanations for why the HRDQ prevalence rate is not more than 13% include the possibility that a high proportion of mixed research studies that are being submitted to HDRQ are not of suffi cient quality to be accepted. Thus, in this editorial, we provide evidence-based guidelines for conducting and reporting mixed research that are framed around Collins, Onwuegbuzie, and Sutton’s (2006) 13-step model of the mixed research process. Further, we divide our reporting standards into four general areas—research formulation, research planning, research implementation, and research dissemination—that we itemize via a taxonomy that contains more than 60 elements.
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Digital technologies have the potential to enable history teachers to engage student learning, meet diverse learning styles, present a diversity of perspectives, and foster historical inquiry. Pre-service teachers entering today’s Canadian faculties of education are surrounded by more technology than their predecessors. But are they equipped with requisite knowledge and strategies to integrate these technologies effectively into their classrooms? This exploratory study used a cross-sectional survey to investigate pre-service teachers’ experiences with digital technologies in relation to teaching history. By doing so it provides a context for further research into the pedagogical impacts of integrating digital technologies into history classrooms. Keywords: |
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