Gwen Marchand (Educational Psychology & Higher Education) and co-editors Matthew T. McCrudden (Pennsylvania State University) and Paul Schutz (University of Texas-San Antonio) published Mixed Methods in Educational Psychology, a special issue of Contemporary Educational Psychology. The publication aims to support the development of mixed methods research as an approach to inquiry by showcasing high-quality mixed methods research studies conducted by educational psychologists across a range of topics.

Mixed Methods in Educational Psychology features articles that provide methodological and theoretical insights for researchers about the use of mixed methods to help address common educational problems including: identifying and exploring socially-situated and contextualized learning processes; providing insights into differences across individuals with respect to educational outcomes; and building instruments that reflect the experiences of individuals who will be assessed by these instruments.

Contemporary Educational Psychology is an international journal that focuses on the application of psychological theory and science to the educational process.