Publications

To date, I have published more than 50 refereed journal articles, 11 book chapters, 14 invited contributions/editorials, and written more than 30 Technical reports for a variety of scholarly and practitioner audiences.

Select Publications (* denotes graduate student). 

2024

Miller-Young, J., Poth, C., & Vargas Madriz, F.* (in press). What matters, to whom and why? Examining participation and impacts of instructor development efforts in higher education contexts, International Journal for  Academic Development

Searle, M., Cooper, A.*, Worthington, P.*, Hughes, J.*, Gokiert, R., & Poth, C. (in press). Mapping evaluation use: A scoping review of extant literature (2005-2022), American Journal of Evaluation.

2023

Poth, C., Bullock, E., & Eppel, E. (in press). Adaptive mixed methods research design practices to address complexity in business and management research. In R. Cameron & X. Golenko (Eds.) Handbook of Mixed Methods in Business and Management (pp. 329-347). Edward Elgar.

Poth, C., Creamer, E., & Cain, L. (2023). Promising ethical practices for fully integrated mixed methods research. In R. Tierney, F. Rizvi, K. Ercikan, & G. Smith (Eds.), International Encyclopedia of Education (4th ed., pp. 522-530). Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.11051-6

Joly, V.*, McClure, C.*, Poth, C., Bachan, N.*, McCarthy, R., & Redhead, C., &. Pei, J. (2023). Advancing an ethical imperative for collaborative approaches to evaluation with low incidence and underserved communities: insights from a DeafBlind support services pilot program evaluation, Evaluation Journal of Australasia, 23(3)

https://doi.org/10.1177/1035719X231179984

Poth, C. & Bullock, E. (2023). Mixed methods research design practices to address complexity in education. In R. Tierney, F. Rizvi, K. Ercikan, & G. Smith (Eds.), International Encyclopedia of Education (4th ed., pp. 615-625). Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.11061-9

2022

Poth, C. & Shannon-Baker, P. (2022). State of the methods: Leveraging design possibilities of qualitatively oriented mixed methods research, International Journal of Qualitative Methodology, 21, https://doi.org/10.1177/16094069221115302.

Poth, C., Molina-Azorin, J. F., & Fetters. M. D. (2022). Virtual special issue on “Design of mixed methods research: Past advancements, present conversations, and future possibilities,” Journal of Mixed Methods Research, 16(3), 274-280. https://doi.org/10.1177/15586898221110375

Poth, C. (2022). Mixed Methods Integration in Times of Complexity. In J. Hitchcock & A. Onwuegbuzie (Eds.) Routledge Handbook for Advancing Integration in Mixed Methods Research, (pp. 169-191). Routledge. https://doi.org/10.4324/9780429432828

Gokiert, R., Poth, C., Kingsley, B., El Hassar, & Tink, L. (2022). Insights from a complex mixed methods community-based participatory design for responding to the evaluation capacity needs of the early childhood field. Canadian Journal of Program Evaluation. 36(3), 287-315. https://doi.org/10.3138/cjpe.70920

Bulut, O. & Poth, C. (2022). Rapid assessment of communication consistency: Sentiment analysis of public health briefings during the COVID-19 Pandemic, Public Health, 9(2), 293-306. https://www.aimspress.com/article/doi/10.3934/publichealth.2022020

2021

Poth, C., Bulut, O., Aquilina, A.*, & Otto, S. J. G. (2021). Using data mining for rapid complex case study descriptions: Examples of public health briefings during the onset of the COVID-19 pandemic. Journal of Mixed Methods Research, 15(3), 348-373. https://doi.org/10.1177%2F15586898211013925.

Poth, C., & Searle, M (2021). Competency-based evaluation education: Four essential things to know and do. Canadian Journal of Program Evaluation. 35, 296-309. https:/doi.org/10.3138/cjpe.69577.

Stadnick, N., Poth, C., Maxwell, J., & Guetterman, T. (2021). Strategies for promoting ethical integrity in mixed methods health services research, BMC Health Service, 21, 577-586. https://doi.org/10.1186/s12913-021-06583-1

Miller-Young, J., & Poth, C. (2021). ‘Complexifying’ our approach to assessing educational development outcomes: Bridging theoretical innovations with frontline practice. International Journal for Academic Development. https://doi.org/10.1080/1360144X.2021.1887876.

Pei, J., Poth, C., Tremblay, M., & Walker, M.* (2021). An integrative systems approach to enhancing service delivery for individuals with complex needs, Current Developmental Disorders Reports. http://dx.doi.org/10.1007/s40474-021-00223-3.

2020

Poth, C.,  & Munce, S. (2020). Commentary— Preparing today’s researchers for a yet unknown tomorrow: Promising practices for a developmental mentoring approach to mixed methods research learning, International Journal of Multiple Research Approaches, 12, 56–64. http://doi.org/10.29034/ijmra.v12n1commentary. 

Poth, C. (2020). Confronting complex problems with adaptive mixed methods research practices. Caribbean Journal of Mixed Methods Research, 1(1), 29–46.  www.uwipress.com/journals/the-caribbean-journal-of-mixed-methods-research/

Poth, C., & Searle, M., Aquilina, A., * Ge, J.* & Elder, A.* (2020). Using the CIPP model to assess the impact of a competency-based approach to evaluation education: A case study of the student experience in a Canadian graduate course, Special Collection of Papers on Evaluator Education, Evaluation and Program Planning 79, 1–17. https://doi.org/10.1016/j.evalprogplan.2020.101789

2019

Poth, C. (2019). Realizing the integrative capacity of educational mixed methods research teams: Using a complexity-sensitive strategy to boost innovation, Mixed Methods special issue of the International Journal of Research and Method in Education, 42(3), 252-266.  https://doi.org/10.1080/1743727X.2019.1590813 

Poth, C. (2019). Editorial—Rigorous and ethical qualitative data reuse: Potential perils and promising practices, International Journal of Qualitative Methodology, 18. http://doi.org/10.1177/1609406919868870 

Pei, J., Carlson, E.*, Tremblay, M.*, & Poth, C. (2019). Exploring the contributions of relational and community-centered Fetal Alcohol Spectrum Disorder (FASD) prevention work in First Nation Communities, Birth Defects Research, 111, 835-847. https://doi.org/10.1002/bdr2.1480 

2018

Poth, C. (2018). The curious case of complexity: Implications for mixed methods research practices. International Journal of Multiple Research Approaches, 10(1), 403-411. http://doi.org/10.29034/ijmra.v10n1a27 

Poth, C. (2018). The contributions of mixed insights to advancing technology-enhanced formative assessments within higher education learning environments, International Journal of Educational Technology in Higher Education, 15(9). 1-19. https://doi.org/10.1186/s41239-018-0090-5 

Daniels, L. M., Poth, C., & Goegan, L.* (2018). Enhancing our understanding of teachers' personal responsibility for student motivation: A mixed methods study. Frontiers in Education, 3. https://doi.org/10.3389/feduc.2018.00091

2017

Poth, C., Anderson-Draper, M., & El Hassar, B.* (2017). Internship experiences. Influential mentoring practices for navigating challenges and optimizing learning during an evaluation internship experience, Canadian Journal of Program Evaluation, 31(3), 374-396. https://doi.org/10.3138/CJPE.325 

Daniels, L.M., & Poth, C. (2017). Relationships between pre-service teachers’ conceptions of assessment, approaches to instruction, and assessment: An achievement goal theory perspective, Educational Psychology, 37(7): 835-853. https://doi.org/10.1080/01443410.2017.1293800 

Gokiert, R. J., Kingsley, B., Poth, C., El Hassar, B.*, Tink, L. N., Tremblay, M.*, Cor, K., Springett, J., & Hopkins, S. (2017). Effective community-based participatory research for developing an evaluation capacity building network within the early childhood development field, Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning, 3(2), 59-80. https://doi.org/10.15402/esj.v3i2.333

2016

Poth, C., Pei, J., Atkinson, E., & Hanson, T. (2016). Evaluating system change initiatives: Advancing the need for adapting evaluation practices. Canadian Journal of Program Evaluation, 31(2), 242-252. https://doi.org/10.3138/CJPE.263 

Hall, M.*, Poth, C., Manns, P., & Beaupre, L. (2016). An exploration of physiotherapists’ decisions whether to supervise physiotherapy students: Results from a national survey. Physiotherapy Canada, 68(2), 141-148.https://doi.org/10.3138/ptc.2014-88E 

Onwuegbuzie, A., & Poth, C. (2016). Editors’ afterword: Toward evidence-based guidelines for reviewing mixed methods research manuscripts submitted to journals. International Journal of Qualitative Methods, 15, 1–13. http://doi.org/10.1177/1609406916628986 

2015 

Poth, C., Riedel, A.*, & Luth, R. (2015). Framing student perspectives into the higher education institutional review policy process. Canadian Journal of Higher Education, 45(4), 361-382.  https://doi.org/10.47678/cjhe.v45i4.184831 

Poth, C., & Onwuegbuzie, A. (2015). Editorial: How mixed Methods informs and enhances qualitative research, Special issue on Mixed Methods Research, International Journal of Qualitative Methods, 14(2), 1–4. 

Pei, J., Job, J.*, Poth, C., O’Brien-Langer, A*., & Tang, W.* (2015). Enhancing learning environments for students affected by Fetal Alcohol Spectrum Disorders: An exploratory study of Canadian pre-service teacher knowledge and conceptions. Journal of Education and Training Studies, 3(5), 134-143. https://doi.org/10.11114/jets.v3i5.955 

2014

Poth, C., Pei, J., Job, J.*, & Wyper, K.* (2014). Towards intentional, reflective, and assimilative classroom practices with students with FASD. The Teacher Educator. 49, 247-264. https://doi.org/10.1080/08878730.2014.933642

Poth, C. (2014). What constitutes effective learning experiences in a mixed methods research course? An examination from the student perspective. International Journal of Multiple Research Approaches, 8(1), 74-86. https://doi.org/10.3138/CJPE.29.1.87 

Daniels, L., M., Poth, C., Hutchison, M.*, & Papile, C.* (2014). Validating the conceptions of Assessment-III scale in Canadian pre-service teachers. Educational Assessment Journal, 19, 139–158. https://doi.org/10.1080/10627197.2014.903654

2013

Poth, C. (2013). What assessment knowledge and skills do initial teacher education programs address? A western Canadian perspective. Alberta Journal of Educational Research, 58, 634-656.  https://journalhosting.ucalgary.ca/index.php/ajer/article/view/55670 

Job, J.*, Poth, C., Pei, J., Carter-Pasula, B., Brandell, D., & Macnab, J. (2013).  Toward better collaboration in the education of students with Fetal Alcohol Spectrum Disorders: Voices of teachers, administrators, caregivers, and allied professionals. Qualitative Research in Education, 2(1), 38-64. http://dx.doi.org/10.4471/qre.2013.15 

Atkinson, E.*, Job, J., & Pei, J., Poth, C., O’Riordan, T., & Taylor, L. (2013). Capturing the experiences of FASD prevention workers through quilting. The First Peoples Child and Family Review: Focus on Fetal Alcohol Spectrum Disorder (FASD), 8(1), 122–129. https://fncaringsociety.com/sites/default/files/FPCFR%20journal%208(1)%202013_1.pdf

2012

Poth, C. (2012). Exploring the role of mixed methods practitioner within educational research teams: A cross case comparison of the research planning process. Special issue of “Mixed Methods Research in Education” International Journal of Multiple Research Approaches, 6, 315-332. https://doi.org/10.5172/mra.2012.6.3.314 

Turner, S. R.*, White, J., & Poth, C. (2012). Learning the CanMEDS roles in a near-peer shadowing program: A   mixed methods randomized control trial. Medical Teacher, 34, 888-892. https://doi.org/10.3109/0142159X.2012.716179 

Turner, S. R.*, White, J., Poth, C., & Rogers. W. T. (2012). Preparing students for clerkship: A resident shadowing Program. Academic Medicine, 87, 1288-1291.https://doi.org/10.1097/ACM.0b013e3182623143 

2011

Ross S., Poth C., Donoff, M., Humphries P., Steiner I., Schipper S., Janke F., & Nichols D. (2011). Program description: The competency-based achievement system (CBAS): Using formative feedback to teach and assess competencies with family medicine residents. Canadian Family Physician, 57, e323-e330. https://www.cfp.ca/content/cfp/57/9/e323.full.pdf 

Poth, C. (2011). The untapped potential of developmental evaluation in teacher education programs. In T. Falkenberg

and H. Smits (Eds.) The question of evidence in research in teacher education in the context of teacher education program review in Canada (2 vols.) (pp. 205–214). Canadian Association for Teacher Education. http://dx.doi.org/10.11575/PRISM/38785

2010

Hutchinson, N. L., Versnel, J.,  Poth, C., Berg, D., deLugt, J.*, Dalton, C. J.,  Chin, P., &  Munby, H. (2010). “They want to come to school”: Work-based education programs designed to prevent the social exclusion of two groups of vulnerable youth. WORK: A Journal of Prevention, Assessment & Rehabilitation, 39, 1-15. https://doi.org/10.3233/WOR-2011-1220 

Chin, P., DeLuca, C.*, Poth, C., Chadwick, I.*, Hutchinson, N. L., & Munby, H. (2010). Enabling youth to advocate for workplace safety. Safety Science, 48, 570-579. https://doi.org/10.1016/j.ssci.2010.01.009 

2009

Ross, S., Poth, C., Donoff, M., & Humphries, P. (2009). Monitoring, adapting, and evaluating a competency-based assessment framework in medical education through participatory action research. Alberta Journal of Educational Research, 55(4), 549-552. https://journalhosting.ucalgary.ca/index.php/ajer/article/view/55345 

DeLuca, C.*, Poth, C., & Searle, M.* (2009). Evaluation for learning: A cross-case analysis of evaluator strategies. Studies in Educational Evaluation. 35, 121-129. https://doi.org/10.1016/j.stueduc.2009.12.005 

Broers, T., Poth, C., & Medves, J. (2009). What’s in a word: Understanding “interprofessional collaboration” from the student’s perspective. Journal of Research in Interprofessional Education, 1,3-9. http://dx.doi.org/10.22230/jripe.2009v1n1a1 

2008

Poth, C., & Shulha, L. (2008). Encouraging stakeholder engagement: A case study of evaluator behaviour. Studies in Educational Evaluation, 34, 218-223. https://doi.org/10.1016/j.stueduc.2008.10.006 

2007

Chin, P., Zanibbi, M., Dalgarno, N., Poth, C., Ayala, G., Hutchinson, N., & Munby, H. (2007). Teaching science for the workplace? Analysis of Canadian science curriculum documents. Canadian Journal of Science, Mathematics & Technology Education, 7, 107-132. https://doi.org/10.1080/14926150709556723 

Munby, H., Zanibbi, M., Poth, C., Hutchinson, N., & Chin, P. (2007). Metacognitive instruction for adolescents in the workplace: A self-questioning strategy. Education & Training, 49, 8-24. https://doi.org/10.1108/00400910710729848 

2006

Klinger, D. A., Rogers, W. T., Anderson, J. O., Poth, C., & Calman, R.  (2006). Contextual and school factors associated with achievement on a high-stakes examination. Canadian Journal of Educational Research, 29, 771-797.  https://www.jstor.org/stable/20054195