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

A Self-Critique Story

The circle in Figure 1 [https://edtechbooks.org/-ruW] represents standards for conducting qualitative inquiry as well as assumptions the inquirer makes. Assumptions were addressed in Chapter 2 - Assumptions [https://edtechbooks.org/-oLg]. Now let’s discuss standards. An understanding of standards should not only help you in conducting your own inquiry but in judging inquiries others may share with you, particularly in the literature. Educators have standards they use in judging how they are doing as teachers and how their students are doing as students. People in most fields have standards and qualitative inquirers also have standards they use in judging how well they conduct their studies. This chapter suggests that you ought to examine several qualitative inquiry standards to see how compatible they are with your inquiry and other standards. You may find them helpful in doing inquiry in your educational setting that is more credible and useful to others.

In the Appendices are several examples of qualitative inquiry reports. In Appendix B.1 - Another Sample Study [https://edtechbooks.org/-YKy], Marné Isakson presents her inquiry and what she learned from it. In Appendix B.5 - A Critique [https://edtechbooks.org/-fhP], she also critiques her work against the standards presented in this chapter. Her critique is the story around which this chapter is organized. Please review Marné’s study in Appendix B and the self-critique she made in Appendix D in preparation for the discussion of standards for qualitative inquiry.

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