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This single-site investigative action research study used an insider research strategy using selfdirected focus groups comprised of the four participants/researchers. These "four voices" include the Program Director of the doctoral program in instruction and leadership, a recent program graduate, and two faculty members who teach the quantitative and qualitative components of the program. Survey data from students represent the "fifth voice". The focus of our research was to discuss the most effective ways to prepare doctoral students to use research methodologies in an accelerated, cohort-based doctoral program. Qualitative data from the focus groups were coded independently by two of the researchers to promote credibility and the secondary data set ("fifth voice") was used to evaluate student views. The analyses produced five themes that describe the experiences and understandings of the participants in regard to research methods preparation as well as seven recommendations for rebalancing methods curriculum and methods instruction in order to improve practice. In order to triangulate findings, student data served as a corroborating voice. From the analyses and interpretation of these data, the following program changes were made to the research methodology courses: (1) a team-taught integrative methods course for qualitative and quantitative design was initiated; (2) a related course sequence change that places statistics in the more logical position of following rather than preceding research design; and (3) the formation of an ad-hoc committee that is currently examining the qualifier exam (largely methods) with the intention of restructuring it based on student feedback that suggests perhaps a more project-based assignment reflecting changes made to qualitative and quantitative methods courses and incorporating a subject or content-specific focus.

This article explores my journey from quantitative to qualitative researcher, including the effects this journey has had on my identity as well as on those whom I previously referred to as “subjects”. “Identity” is examined from both an historical as well as from a self-dialogical, autobiographical perspective. Eleven “twists” that mark turning points and detours describe this journey, and this paper employs “voices” that offer contextual background and contradictory advice on the road towards methodological identity. These twists describe experiences as both teacher and student and readers are invited to join in this retrospective reflection in order to experience insights and new appreciations. The article concludes with a brief integration of the literature and contextual reflection as well as several questions that invite readers to consider issues related to methodological identity and implications for teaching and learning that arose as a consequence of this journey.

The purpose of this study is to explain how performances are used within a flipped classroom environment in a university educational psychology class. This instructional approach also incorporates the concept of “integrated assessment” where assessment and instruction are intimately connected. Examples of student-led instruction using performances are provided. Results of a teacher-developed assessment administered during the past several years to elicit student evaluations of these instructional practices have provided evidence that using this instructional approach is effective for most but not all students.

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