Using a Dialectical Stance to Enhance Our Understanding of Early Childhood Special Education Teachers' Well-Being

• In Event: Marriott Roundtable Session Four
  In Roundtable Session: Mixed Methods Research SIG Roundtable (Table 4)

Abstract

The dialectical stance provides an opportunity to think about integration (i.e., mixing) at the abstract (paradigmatic) and concrete (method) levels. This methodological discussion provides a framework and an example on how a dialectical stance can help drive more nuanced results to inform practice. To illustrate the application of using a dialectical stance to enhance integration, we present an exemplar of an equal status (QUAN → QUAL) explanatory sequential mixed methods. This study aimed at understanding the connection between early childhood special education (ECSE) teacher retention and teacher well-being to gain a multidimensional understanding of ECSE teacher well-being.

Authors

• Heather Walter, George Mason University
  Presenting Author

• Elisabeth Kutscher, The George Washington University
  Presenting Author

• Marcia Gail Headley, University of Delaware
  Presenting Author

• Lionel Howard, The George Washington University
  Presenting Author