Abstract
Conceptual stances provide guidance to the mixed methods researcher as he or she makes decisions throughout the research process, including determining the dimensions of integration or levels at which mixing occurs. Only the dialectic conceptual stance specifically encourages mixing at the abstract paradigmatic level. This article outlines four characteristics of the dialectic stance and proposes a four-step analytic framework, Paradigm Parley. Each analytic step is illustrated with data from the author’s dissertation, a music education study investigating the teaching of middle school general music. The Paradigm Parley framework is one possibility for adopting the dialectic stance but requires additional testing by other scholars. Suggestions for implementing the framework or developing alternative analytic frameworks are offered to stimulate future scholarly dialogue.
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