CoverPreface1. Overview of qualitative inquiry and general texts on this topicA School Story of Qualitative InquiryAn Analysis of the StoryQualitative Inquiry ProcessThe Reality about the ProcessOrganization of this BookConclusion2. Assumptions we make in doing qualitative inquirySome Common AssumptionsAn Analysis of AssumptionsCommon Questions about Qualitative InquirySome Additional Beliefs and Assumptions Regarding Human InquiryConclusion3. Keeping a record, writing fieldnotesA StoryAn AnalysisKinds of FieldnotesExampleSome Ideas about Record KeepingMechanics of FieldnotesConclusion4. Relationship building to enhance inquiryAn Article-Based StoryThe ProcessResults and ConclusionAn Analysis of KL's ExperienceConclusion5. Standards and quality in qualitative inquiryA Self-Critique StoryAn AnalysisCredibilityTransferabilityDependabilityConfirmabilityOther CriteriaA ChecklistAudit TrailConclusion6. Focusing the inquiryA School's Superintendent's StoryAn AnalysisConclusion7. Data collectionGathering Through Observations, Interviews and DocumentsAn Assistant Principal's StoryGeneral LessonsObserving LessonsInterviewing LessonsDocument Review LessonsConclusion8. Data interpretationA Graduate Student StoryStory Reading Through Analysis, Synthesis and InterpretationAn AnalysisSpradley's Approach to InterpretationDomain AnalysisConclusion9. Sharing and reportingSharing through Story TellingRevisiting Three StoriesAn Analysis of Three StoriesConclusion10. AppendicesAppendix A.1 - A Sample Study from BYU-Public School PartnershipAppendix A.2 - What Have We Learned?Appendix A.3 - Patterns of ExperienceAppendix B.1 - Allowing Space for Not-Knowing: What My Journal Teaches Me, Part 1Appendix B.2 - Allowing Space for Not-Knowing: What My Journal Teaches Me, Part 2Appendix B.3 - Allowing Space for Not-Knowing: What My Journal Teaches Me, Part 3Appendix B.4 - Allowing Space for Not-Knowing: What My Journal Teaches Me, Part 4Appendix B.5 - Marne's critique of her own studyAppendix C - An Elementary School Example: My Observations of JimmyAppendix D - Reflecting on ReflectionAppendix E - A Study of Educational Change in AlbertaAppendix F - Moving Ahead: A Naturalistic Study of Retention Reversal of Five Elementary School ChildrenAppendix G.1 - An Examination of Teacher ReflectionAppendix G.2 - Themes of ReflectionAppendix H - Spradley's theme synthesis and report writingAppendix I - Index of Topics



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Questions for Consideration

  1. What are the possible audiences educators-as-inquirers ought to share their learning with?
  2. What are the different kinds of stories that you can imagine for sharing what you learn with each of the audiences mentioned in the previous question?
  3. What are the various elements of a story?
  4. Why are all the elements essential for a good story, no matter what the audience or the nature of the publication?
  5. What are Spradley’s six levels of writing?
  6. Why are all six levels necessary in qualitative writing?
  7. How should one decide upon the proportion of a report to dedicate to each of the six levels?
  8. What are Spradley’s suggested stages of report writing?
  9. How do you plan to share your qualitative project?

Suggested Activities

  1. Decide who your audience will be. Might you have more than one? For example, you might consider both your professor and classmates, as well as readers of a professional journal or people attending a conference.
  2. With this audience in mind, what format would best carry your content and be most appropriate for your audience? Are there rhetorical demands (expectations for certain modes of sharing) from your audience? What political concerns ought you to consider? If you decide to publish, in what journal? Study one to be sure you realize content and format constraints.
  3. Informally formulate your ideas based on the inquiry you have done, create a draft, revise it, ask for peer response, edit, and prepare a final draft.
  4. Present your work to your audience.

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