Firestone, A. R., Cruz, R. A., & Massey, D. (2023). Theorizing with joint displays: Salient contributors to improving preservice teachers’ practice. Journal of Mixed Methods Research, 18(2), 115–136. https://doi.org/10.1177/15586898231179508

Firestone et al. (2023) illustrate, in a conceptually clear and methodologically innovative article, the steps they took to develop and substantiate a theoretical model in their research on factors contributing to pre-service teachers’ capacity for high-quality instruction. In the process, they used multiple approaches to modelling and displaying their data and findings.

Bustamante, R. M. (2019). TPACK and teachers of Spanish: Development of a theory-based joint display in a mixed methods research case study. Journal of Mixed Methods Research, 13(2), 163–178. https://doi.org/10.1177/1558689817712119

Bustamante (2019) developed a very detailed and, at the time, innovative circular display, prompted by having three theoretical elements to their study and a very large amount of data. The result is impressive, but somewhat overwhelming.