How Mixed Methods Research Can Integrate Qualitative and Quantitative Approaches in Special Education Inquiry

• In Event: Advancing Mixed Methods Special Education Research

Abstract

Greene (2015) recently showed that mixed methods research (MMR) involves mixing at the methods, methodologies, paradigms, levels of analysis, and disciplines (and more). Therefore, this paper describes the use of a philosophical process and theory called dialectical pluralism (DP) which provides a systematic process for listing to and integrating differences into greater wholes. DP states that reality is plural (ontology) and uses a dialectical, dialogical, and hermeneutical process (epistemology) for listening and combining. Empirically supported social-psychological strategies also are used (e.g., equal power, superordinate goals). DP emphasizes that heterogeneous teams be used for representativeness (including those with the least power in society). Findings obtained using DP are superior because they have survived the disputatious community debates and revisions, and findings are more accepted because DP relies on deliberative democracy for decision making. DP listens to academic theoreticians and practitioners/contexts and can be used to produce practical theory (i.e., theory that works in particular contexts with particular people). DP can help researchers interact not just at the levels of ontology, axiology (different values), and epistemology. It also operates at the levels of methodologies and methods, showing how to produce mixes that maximize the potential of a research study and minimize weaknesses that researchers desire to avoid.

Integration is often thought to occur only at the end of a study where results are compared, contrasted, and integrated. However, using DP, integration also occurs at the study conceptualization stage and during data collection and analysis. Specific integrative strategies are discussed. For example, integrative or interactive research questions can be constructed. Data collection and analysis can be done iteratively allowing continual integration. Qualitative and quantitative research stages can be conducted sequentially allowing integration across stages. Inter-method integration can be used (e.g., use of in-depth interviews along with a structured questionnaire) as well as intra-method integration (e.g., a questionnaire can be constructed that includes approximately one half open-ended items and one half closed-ended/structured items). Data sets can be merged using various software programs. Contrast matrices can be constructed to contrast results and provide integrative analyses for each research question.

The paper also explains validity/legitimation in MMR. For example, multiple validities legitimation requires researchers to select and integrate the pertinent validity types from qualitative, quantitative, and mixed methods research on a study-by-study basis. Another type of legitimation is called inside-outside legitimation that requires researchers to examine and integrate the outsider’s etic viewpoint with the insiders’ emic viewpoint. Finally, in the recent Oxford Handbook of Multimethod and Mixed Methods Research Inquiry, Bazeley explains how to write integrated narrative when writing up a final MMR report. The presentation also explains how to deal with divergent findings (e.g., use of a broader theory and abduction).

In sum, dialectical pluralism provides a coherent system of thought that both justifies mixing of methods and values the diversity of perspectives that are derived from both qualitative and quantitative work and provides a systematic process for mixing and integrating. The use of deliberative democracy and valuing of difference in society also support the 2016 AERA Conference Theme.

References

Author (2015)

Author

• Burke Johnson, University of South Alabama