Abstract
<jats:title>Abstract</jats:title> <jats:p>The purpose of this entry is to briefly describe a study for which mixed methods were best suited. This study examined the growth of two groups of preservice literacy teachers in their abilities to recognize salient features of children's reading development. Quantitative data were used to ascertain growth, while qualitative data were used to situate the learning experiences in which this growth occurred. A purely quantitative study could have revealed growth, but little would be known about how that growth occurred. A purely qualitative study could have provided a rich description of two different ways to implement case‐based instruction but would not provide information about the growth of the learners. A mixed design helped to account for both the growth of the learners and an understanding of the interventions experienced by each group of learners.</jats:p>