Qualitative & Quantitative Research Angela Eckhoff, Educational Psychology (EPSY) "Prior to entering the Educational Psychology program at the University of Colorado at Boulder, I had primarily been exposed to traditional quantitative research methodologies. Once in my program, I had the opportunity to learn more about both qualitative and quantitative methodologies through the various coursework offered in the School of Education. As a student, this exposure has helped me in developing an appreciation of the value of multiple methodologies in educational research and also in developing an understanding of the strengths of each methodology. I believe it is necessary to employ a variety of research methodologies in order to effectively study and develop understandings of the problems seen in today's educational climate. In my own research, I've utilized methodologies such as classroom observation, surveys, interviews, and randomized experimental trials. I believe that the use of multiple methodologies has enabled me to explore interesting research questions to a degree not possible if I were to retain a singular methodology focus. The exposure I've gained from the School of Education to multiple methodologies has been one of the most positive aspects of my experiences in the doctoral program at CU. "

Reflection from Dean Lorrie Shepard We are delighted to have had the opportunity to partner with the Carnegie Initiative on the Doctorate. We have used the opportunity to strengthen the integration of qualitative and quantitative research methods and to connect the learning of research methods to substantive work on educational policy and practice.

Teacher Education & Education Policy Michael Orosco, Educational Equity and Cultural Diversity (EECD) "As I complete my second year in the Educational Equity and Cultural Diversity Doctoral Program at CU-Boulder, I look back at a critical mission that I wanted to address personally and professionally. This mission was to develop into a strong researcher who incorporates teacher education and educational policy. CU’s Education faculty and its doctoral program have guided me in fulfilling this vision by modeling the implementation of rigorous standards that NCATE and NCLB require for researchers and practitioners alike. CU’s top-rated faculty has provided me a first-class research-based education, not only through its doctoral courses but also by allowing me to apply these research skills in training future teachers through its teacher education program and to work on two federally-funded technical assistance and development projects (Bueno & NCCRESt) . After two years, CU-Boulder has not only allowed me to keep my teacher voice but also has given me a researcher voice that will allow me to conduct research and scholarship that improves educational policies and classroom practices for public education."