Preface1. 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

Some Ideas about Record Keeping

Doing qualitative or interpretive inquiry is a systematic way to learn about the world we live in. This process builds on the natural ways most of us learn already. As indicated in Chapter One, the inquirer participates in several activities repeatedly, simultaneously, and continuously throughout the learning process. The inquirer:

  1. participates in a social situation (the world) and develops relationships with others there;
  2. asks questions about what is going on in that social world;
  3. collects information to address those questions (using observation, conversations, etc.);
  4. makes sense of the information gathered in order to ask deeper questions, collect more information, interpret that information, and so on; and
  5. shares with others the experience of being involved and learning, often through writing.

Keeping field notes or an inquiry journal is a common way to maintain a record of the qualitative inquiry experience. These notes are most commonly written records; but they may also be video or audio tapes, drawings, student work, memoranda, minutes from meetings, or any other artifact that contains useful information. Field notes should be kept consistently up to date because any experience you may have could be relevant to your interpretation of any particular event or idea.