Mixed-methods (MM) designs have gained increasing interest in educational research. Still, many studies collect quantitative and qualitative data but report these data separately and do not attempt to integrate them in practice. The aim of this article is to discuss the purposes and processes of integrating qualitative and quantitative data in an MM classroom interaction study. Issues regarding mixing and integration, including how to overcome integration barriers, are discussed. Based on this outline, the study then presents details about the various integration processes adopted in a recent MM study on classroom interaction in Norway. The possibilities and challenges of integration to produce new knowledge and a deeper understanding throughout the research process in classroom studies are illustrated with a specific focus on points of interface. A key issue is whether the new knowledge obtained in an MM study is more than the sum of the individual quantitative and qualitative parts. Using selected questions from the MM alphabet proved a helpful heuristic for guiding the iterative processes of integration and provided richer explanations and an enhanced understanding of the implementation and impact of a complex classroom intervention initiative. The study provides a new methodological contribution to the MM literature by examining the integration processes and challenges faced in a specific study.

中文翻译：

---

在复杂的混合方法课堂互动研究中整合数据

混合方法 (MM) 设计在教育研究中越来越受到关注。尽管如此，许多研究收集定量和定性数据，但单独报告这些数据，并没有尝试将它们整合到实践中。本文的目的是讨论在 MM 课堂互动研究中整合定性和定量数据的目的和过程。讨论了有关混合和整合的问题，包括如何克服整合障碍。根据这一大纲，该研究随后详细介绍了最近一项关于挪威课堂互动的 MM 研究中采用的各种整合过程。整合在课堂研究的整个研究过程中产生新知识和更深入理解的可能性和挑战，特别关注界面点。一个关键问题是在 MM 研究中获得的新知识是否大于单个定量和定性部分的总和。使用从 MM 字母表中选择的问题被证明是指导整合迭代过程的有用启发式方法，并提供了更丰富的解释和对复杂课堂干预计划的实施和影响的更深入的理解。该研究通过检查特定研究中面临的整合过程和挑战，为 MM 文献提供了新的方法论贡献。使用从 MM 字母表中选择的问题被证明是指导整合迭代过程的有用启发式方法，并提供了更丰富的解释和对复杂课堂干预计划的实施和影响的更深入的理解。该研究通过检查特定研究中面临的整合过程和挑战，为 MM 文献提供了新的方法论贡献。使用从 MM 字母表中选择的问题被证明是指导整合迭代过程的有用启发式方法，并提供了更丰富的解释和对复杂课堂干预计划的实施和影响的更深入的理解。该研究通过检查特定研究中面临的整合过程和挑战，为 MM 文献提供了新的方法论贡献。