ABSTRACT
This chapter defines mixed-methods research as empirical research involving both qualitative and quantitative data collection and analysis. I suggest the difference between these two modes of inquiry is more than a difference in procedures. Rather, they each involve a different approach to knowledge generation; the former builds theory through an inductive approach and the latter tests theory through a deductive approach. The two approaches are illustrated through a description of my own ongoing multi-project sequential mixed-methods research on sensemaking in dance education. Across this research what is emerging is a view of dance education as a process of developing culturally situated shared patterns of attention through patterned physical practices.
