混合研究的实例分析
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Mouza, C., Codding, D. M., & Pollock, L. (2022). Investigating the impact of research-based professional development on teacher learning and classroom practice: Findings from computer science education. Computers & Education, https://doi.org/10.1016/j.compedu.2022.104530 （94位教师的单组准实验研究的前后测量化分析+8位教师个案的访谈分析）
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Malone，K. L. (2023). The effects of modeling-based pedagogy on conceptual understanding, scientific reasoning skills, and attitudes towards science of English learners. Science Education, https://doi.org/10.1002/sce.21805 (采用混合个案研究设计，对1个英语学校班和2个非英语学习班，分别采用建模教学方法和探究式教学法，采集了学生的知识和态度量化数据、教师和课堂教学的质性数据，最后融合了量化和质性的数据。
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Kong, S.-C., Lai, M., & Li, Y. (2023). Scaling up a teacher development programme for sustainable computationalthinking education: TPACK surveys, concept tests and primary school visits. Computers & Education, 194, 104707. https://doi.org/10.1016/j.compedu.2022.104707. （本报告包括两项研究。研究1量化分析了两个12小时课程对教师TPACK和CT概念的提升效果，涉及来自47所小学的245名教师。研究2通过对访谈内容的主题分析，报告了通过94次学校访问在47所学校中实施的CT策略、挑战等。）
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Siu-Cheung, K., & Yi-Qing, W. (2024). The impact of school support for professional development on teachers' adoption of student-centered pedagogy, students' cognitive learning and abilities: A three-level analysis. Computers & Education, https://doi.org/10.1016/j.compedu.2024.105016 ( 采用多级建模的方法，从学校、教师和学生三方面入手，探究以学生为中心的教学方法通过各种学习过程（如主动学习、建构学习、互动学习和反思学习）对学生 CT 认知能力的影响，课程结束后，教师通过课堂观察来评价他们的教学方法和学生的认知学习能力）