![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Abstract
Recognizing the negative outcomes associated with experiences in bullying at school, educational researchers, school officials, and policy-makers have called for more rigorous research on bullying in school. Research on bullying behavior in school has primarily been examined using quantitative methods. Mixed methods research in the field of education has gained ground in recent years. However, no systematic review of mixed methods studies on bullying and peer victimization has been conducted to date. The major focus of this article is to review empirical studies on bullying in schools using mixed methods. In particular, we examine research studies on bullying in schools within the contexts of new insights, complementary findings, and divergent findings. Directions for conducting mixed methods research on bullying and peer victimization are also discussed.
Acknowledgment
The first author wishes to express his gratitude to Dr Jennifer C. Greene, Professor in the Department of Educational Psychology at the University of Illinois at Urbana-Champaign for her feedback in the initial draft, which contributed to this article. This article was first written in her class entitled “Mixed Method Inquiry” during fall semester of 2008.