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Abstract
This inquiry developed during the process of “quantitizing” qualitative data the authors had gathered for a mixed methods curriculum efficacy study. Rather than providing the intended rigor to their data coding process, their use of an intercoder reliability metric prompted their investigation of the multiplicity and messiness that, as they suggest here, are inherent to work that crosses the epistemological boundaries of academic fields and research paradigms. Even as the authors developed a deeper understanding of—and appreciation for—the nature of quantitative rigor, they moved toward a more deeply constructivist view of the research process itself. Ultimately, the authors abandoned the neat study of intercoder reliability that they had envisioned and moved toward the present dialogic report to reveal and examine their process.
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