432 CHAPTER 16 • ETHNOGRAPHIC RESEARCH
10:00 AM The Superintendent returns to the out to you. This strategy gives you an oppor-
lyrics of “The Greatest Love of All” and tunity to look for the bumps in the setting. In
suggests that the message from the song ethnographic research studies focused in class-
may be suitable as the district’s charge: rooms, these bumps may be unexpected student
“Everyone is searching for a hero. People responses to a new curriculum or teaching strategy
need someone to look up to. I never found or an unexpected response to a new classroom
anyone who fulfilled my needs. . . .” The management plan, seating arrangement, monitor-
Superintendent compels the teachers to be ing strategy, or innovation. For example, a teacher
the heroes for their students and wishes concerned with gender inequity in the classroom
them a successful school year before may notice that one or two boys seem to be con-
closing the in-service. trolling the classroom. Upon noticing this bump,
he keeps a tally of the number of times students
As you can see from this abbreviated example, command his attention by answering or asking
there is nothing mystical about field notes. They questions, and it becomes painfully evident that
serve as a record of what a researcher attended to one or two boys are regularly the focus of atten-
during the course of an observation and help guide tion during a lesson.
subsequent observations and interviews. These
notes were taken at the beginning of Geoff’s year- Ethnographic researchers should also look for
long fieldwork in the McKenzie School District, and contradictions or paradoxes in their classrooms.
this initial observation helped him to frame ques- Like a bump, a paradox will often stand out in an
tions that guided his efforts to understand how obvious way to the researcher who has taken the
central office personnel, principals, and teachers time to stand back and look at what is happen-
manage and cope with multiple innovations. ing in the classroom. Teacher researchers using
ethnographic techniques often comment on the
Looking for Nothing in Particular; unintended consequences of a particular teaching
Looking for Bumps and Paradoxes strategy or a curriculum change that has become
evident only when they have had an opportunity
While working in the field, you should try to see to observe the results of their actions. These con-
routines in new ways. If you can, try to look with sequences often present themselves in the form of
new eyes and approach the scene as if you were an a paradox—a contradiction in terms. For example,
outsider. Wolcott14 offered helpful advice for teach- one teacher researcher had recently incorporated
ers conducting observations in classrooms that are manipulatives (e.g., tiles, blocks, etc.) into her
so familiar that everything seems ordinary and math instruction in a primary classroom. After ob-
routine: serving her students, she commented, “I thought
that the use of manipulatives in teaching math-
Aware of being familiar with classroom routines, ematics would also lead to increased cooperation
an experienced observer might initiate a new in group work. Instead, what I saw were my kids
set of observations with the strategy that in yet fighting over who got to use what and not wanting
another classroom one simply assumes “busi- to share.”
ness as usual” . . . The observer sets a sort or
radar, scanning constantly for whatever it is that Figure 16.2, which represents an adaptation
those in the setting are doing to keep the system of Patton’s guidelines, provides a useful sum-
operating smoothly. mary of fieldwork and field notes in ethnographic
research. If you undertake this intimate and open-
You should consider the environment you are ended form of research, you may be faced with a
observing as if it were metaphorically flat, or in set of personal (and perhaps interpersonal) chal-
other words with nothing in particular standing lenges, but you may also find yourself engaged in
a meaning-making activity that belies description
14 Transforming Qualitative Data: Description, Analysis, and and that redefines your life as an educational
Interpretation (p. 162), by H. F. Wolcott, 1994, Thousand Oaks, researcher.
CA: Sage.
An example of ethnographic research appears
at the end of this chapter.
CHAPTER 16 • ETHNOGRAPHIC RESEARCH 433
FIGURE 16.2 • Summary guidelines for fieldwork and field notes
1. Be descriptive in taking field notes.
2. Gather a variety of information from different perspectives.
3. Cross-validate and triangulate by gathering different kinds of data (e.g., observations,
documents, interviews) and by using multiple methods.
4. Use quotations; represent people in their own terms. Capture their experiences in their own
words.
5. Select “key informants” wisely and use them carefully. Draw on the wisdom of their
informed perspectives, but keep in mind that their perspectives are limited.
6. Be aware of and sensitive to different stages of fieldwork.
a) Build trust and rapport at the beginning. Remember that the observer is also being
observed.
b) Stay alert and disciplined during the more routine, middle phase of fieldwork.
c) Focus on pulling together a useful synthesis as fieldwork draws to a close.
7. Be disciplined and conscientious in taking field notes at all stages of fieldwork.
8. Be as involved as possible in experiencing the situation as fully as possible while maintaining
an analytical perspective grounded in the purpose of the fieldwork.
9. Clearly separate description from interpretation and judgment.
10. Include in your field notes and report your own experiences, thoughts, and feelings.
Source: From M. Q. Patton, Qualitative Evaluation and Research Methods, pp. 272–273, copyright © 1990
by Sage Publications, Inc. Adapted by permission of Sage Publication, Inc. Reproduced with permission of
Sage Publications, Inc. Books in the format Textbook via Copyright Clearance Cenger.
434 CHAPTER 16 • ETHNOGRAPHIC RESEARCH
SUMMARY
ETHNOGRAPHIC RESEARCH: DEFINITION 11. Data are primarily collected through fieldwork
AND PURPOSE experiences.
1. Ethnographic research is the study of 12. It typically uses multiple methods for data
the cultural patterns and perspectives of collection, including conducting interviews
participants in their natural settings. and observations and reviewing documents,
artifacts, and visual materials.
2. Ethnography produces a picture of a way of
life of some identifiable group of people using 13. It frames all human behavior and belief within
a process (primarily participant observation) a sociopolitical and historical context.
that enables the researcher to discern patterns
of behavior in human social activity. 14. It uses the concept of culture as a lens
through which to interpret results.
3. Ethnographers describe and interpret
culture—the set of attitudes, values, concepts, 15. It places an emphasis on exploring the
beliefs, and practices shared by the members nature of particular social phenomena,
of a group. rather than setting out to test hypotheses
about them.
THE ETHNOGRAPHIC RESEARCH PROCESS
16. It investigates a small number of cases,
4. In ethnographic research, the researchers first perhaps just one case, in detail.
identify the purpose of the research study
and frame it as a larger theoretical, policy, 17. It uses data analysis procedures that involve
or practical problem. The researcher then the explicit interpretation of the meanings and
decides on the site and the sample for the functions of human actions.
study, secures permissions and negotiates
entry, and begins data collection. 18. It requires that researchers be reflective about
their impact on the research site and the
5. The primary data collection techniques cultural group.
in ethnographic research are participant
observation, field notes, interviews, and the 19. It offers interpretations of people’s actions
examination of artifacts such as school policy and behaviors that must be uncovered
documents and attendance records. through an investigation of what people do
and their reasons for doing it.
6. Following analysis of the data, the researcher
writes an ethnographic account, which is usually 20. It offers a representation of a person’s
a narrative that captures the social, cultural, and life and behavior that is built on points of
economic themes that emerge from the study. understanding and misunderstanding that
occur between researcher and participant.
KEY CHARACTERISTICS
OF ETHNOGRAPHIC RESEARCH 21. Ethnographic descriptions are necessary
partial, bound by what can be handled within
7. Ethnographic research is carried out in a a certain time, under specific circumstances,
natural setting, not a laboratory. and from a particular perspective.
8. It involves intimate, face-to-face interaction TYPES OF ETHNOGRAPHIC RESEARCH
with participants.
22. A critical ethnography is a highly politicized
9. It presents an accurate reflection of form of ethnography written by a researcher
participants’ perspectives and behaviors. in order to advocate against inequalities and
domination of particular groups that exist in
10. It uses inductive, interactive, and repetitious society.
collection of unstructured data and analytic
strategies to build local cultural theories. 23. A realist ethnography is written with an
objective style and using common categories
(e.g., “family life”) for cultural description,
analysis, and interpretation.
CHAPTER 16 • ETHNOGRAPHIC RESEARCH 435
24. An ethnographic case study focuses on Field Notes
describing the activities of a specific group
and the shared patterns of behavior the group 28. Field notes are the written records of
develops over time. participant observers.
ETHNOGRAPHIC RESEARCH TECHNIQUES 29. Field notes are characterized by headnotes
and jottings. The observer records literal,
25. Triangulation is the use of multiple methods, objective descriptions and personal
data collection strategies, and data sources reactions, generally referred to as reflective
to get a more complete picture of the topic field notes.
under study and to cross-check information.
Looking for Nothing in Particular;
26. A researcher who is a genuine participant in Looking for Bumps and Paradoxes
the activity under study is called a participant
observer. The participant observer is fully 30. Ethnographic researchers try to look with
immersed in the research setting to get close to new eyes and approach the scene as if an
those studied as a way of understanding what outsider. Ethnographic researchers also
their experiences and activities mean to them. look for contradictions or paradoxes that
stand out.
27. A participant observer can be an active
participant observer; a privileged, active
observer; or a passive observer.
Go to the topic “Ethnographic Research” in the MyEducationLab (www.myeducationlab.com) for your course,
where you can:
◆ Find learning outcomes.
◆ Complete Assignments and Activities that can help you more deeply understand the chapter content.
◆ Apply and practice your understanding of the core skills identified in the chapter with the Building
Research Skills exercises.
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Enrichment activities to enhance your understanding. You can then complete a final posttest.
TASK 8B Qualitative Example
Preparing Preservice Teachers in a Diverse World
SUSAN DAVIS LENSKI KATHLEEN CRAWFORD THOMAS CRUMPLER
Portland State University Wayne State University
AND CORSANDRA STALLWORTH
Illinois State University
ABSTRACT This study was designed to develop more of institutional racism within the educational system; and
effective ways to address culture and cultural differences the many factors that shape students’ opportunities to learn
in the preparation of preservice teachers. Its purpose within individual classrooms” (p. 9).
was to provide a more adequate preparation for work-
ing in high-need schools by assisting educators in the Past efforts at preparing future teachers to become
development of “habits of mind” that incorporate an culturally responsive through traditional multicultural
understanding and valuing of students’ cultures and a courses have shown mixed results. Some researchers
recognition of the need to consider those cultures in have indicated that preservice teachers in multicultural
teaching practices. This paper reports data from the courses had improved racial attitudes (Delany-Barmann &
second year of a five-year study that examined the expe- Minner, 1997; Ross & Smith, 1992) while others reported
rience of six preservice teachers. The data indicate that few or even negative changes (Bollin & Finkel, 1995;
using ethnography as an observational tool helps preser- Cannella & Reiff, 1994; Haberman & Post, 1990; McDiar-
vice teachers become more aware of cultural differences. mid & Price, 1993; Zeichner et al., 1998). On the whole,
multicultural courses have tended to reinforce the idea of
The teaching force in the United States is becoming in- “difference blindness” which suggests that a neutral im-
creasingly White during a time when the student popula- age of students promotes equality (Cochran-Smith, 2004).
tion is becoming increasingly diverse. The percentage of Recent research, however, has indicated that teachers
preservice teachers of diverse races ranges from 7% to 68% who believe that they are “color blind” and treat all stu-
per state while the national percentage of White teachers dents equally, actually privilege mainstream students in
remains over 90% (Hodgkinson, 2002). Because of the subtle but important ways (Lewis, 2001; Reeves, 2004).
disparities between the backgrounds of teachers and those
of students, multicultural education in schools is essential Because preservice coursework in multicultural educa-
because the “classroom is a meeting ground of cultures tion has not made enough of an impact on future teachers,
where the worlds of the students meet the worldview of teacher educators have recently been working to rede-
schools and teachers” (Cumrot, 2002, p. 14). The meeting fine multicultural education (Cochran-Smith, 2003; Vavrus,
of cultures in schools, however, can result in a cultural clash 2002). In an outline of a new curriculum for multicultural
when the culture of students is different from that of the education, Villegas and Lucas (2002) argue that preservice
teacher. Since the way that teachers address cultural differ- teachers need to become socio-culturally conscious. In order
ences can influence student learning, it is imperative that for that to occur, some researchers believe that White pre-
preservice teachers learn to become culturally responsive to service teachers need to come to an understanding of their
students from diverse backgrounds (Garcia & Willis, 2001). own White culture and that they should examine their iden-
tity in relation to other cultures (Johnson, 2002; Howard,
Teachers need to become culturally responsive whether 1999; Tatum, 1994). This change in directions has shown
the teachers themselves are White or from other cultural promise. Studies conducted by Schmidt (1998) and Xu
backgrounds (Gay, 2000). Over the course of their careers, (2001) indicated that asking teachers and preservice teach-
teachers can expect to teach students who come from ers to examine their own cultural beliefs and compare them
dozens of different cultural groups, so it is unrealistic to with the beliefs of someone outside their cultural group
expect teachers to have a deep understanding of all of the helps them become more aware of cultural differences.
cultures that are represented in their classrooms (Nieto,
2002). Instead, teachers need to learn new ways of thinking Studies for preparing future teachers to become cultur-
about cultural differences, and this learning should begin ally responsive have not previously taken into account the
in teacher preparation programs. According to Darling- observational tools ethnographers use to learn about new
Hammond and Garcia-Lopez (2002), “it is impossible to cultures. Ethnography is sometimes discounted in educa-
prepare tomorrow’s teachers to succeed with all of the tional circles because it is traditionally a long-term, labor-
students they will meet without exploring how students’ intensive activity. However, some ethnographers believe
learning experiences are influenced by their home lan- that ethnographic practices can be used in short-term proj-
guages, cultures, and contexts; the realities of race and class ects (Handwerker, 2001) since ethnography is “a way of
privilege in the United States; the ongoing manifestations seeing” the community and the cultures of students’ class-
rooms (Wolcott, 1999). For example, Moll and Gonzalez
436 (1994) used ethnography to help practicing teachers learn
about the funds of knowledge of families of their students.
Other studies indicate that student teachers and practicing During the data-gathering period the preservice teach-
teachers can become ethnographers in order to learn about ers continued to receive instruction on ethnographic re-
their students (Dixon, Frank, & Green, 1999; Frank, 1999; search. The project was designed with the assumption
Frank & Uy, 2004). These studies influenced our work as that to learn to conduct ethnographic research it is nec-
we developed a project that would help our preservice essary for individuals to develop into a researcher while
teachers become culturally responsive teachers. simultaneously grasping how the process evolves. The
preservice teachers took field notes and wrote reflections
Beyond Awareness Project throughout the year and discussed them every week in
class. Upon completion of the fieldwork, the preservice
The Beyond Awareness Project was a five-year program teachers wrote a final paper and prepared presentations
designed to move preservice teachers from being aware of for their classmates and for a state reading conference.
cultural differences to the development of “habits of mind”
that incorporate an understanding and valuing of students’ Participants
cultures and recognition of the need to consider those cul-
tures in teaching practices. As we developed the program, The participants of this study were enrolled in an elemen-
we decided to implement an ethnography project for pre- tary education program at a large Midwestern university.
service teachers thinking that ethnography would help pre- The group included 28 preservice teachers, 26 females
service teachers become aware of the cultural complexities and 2 males. Of the participants, 25 were of European
of the school communities where they would student teach. American background and one was Hispanic. All of the
The goals of the ethnography were to promote the construc- participants attended a Professional Development School
tivist dispositions necessary to work with diverse popula- (PDS) that was located in a suburb of a metropolitan cen-
tions and to move beyond awareness of other cultures to a ter. The PDS was a partnership between the university and
real sensitivity toward differences. During the ethnography a school district that has a large number of students from
project, we repeatedly discussed the numerous non-visible diverse backgrounds. During the PDS year, the preservice
types of diversity such as gender issues, religious diver- teachers took courses from university faculty on site, and
sity, and socioeconomic (SES) influences to bring about an they also spent two or three days each week in schools.
awareness of the complexities of the populations that would
constitute their future classrooms of preservice teachers. Data Sources
Method Over the course of this five-year project, an ethnographi-
cally informed approach to data collection was used
Before and during the ethnography the preservice (Lecompte & Priessle, 1993). The first year of the project
teachers were instructed how to conduct ethnographic was a pilot year. We collected and analyzed data and
research. This process was based on Spradley’s book learned how to tailor the project to better serve the preser-
(1980) Participant Observation. During the fall semester, vice teachers (See Lenski, Crawford, Crumpler, & Stallworth,
an anthropologist, Rob, a literacy educator, Susan, and an in press). Data from the second year of the study were
on-site teacher, JoNancy, instructed the preservice teach- collected on multiple levels. Data sources included 1) neigh-
ers in the steps of ethnography. The steps in the ethno- borhood observations, 2) reflections of a school bus ride,
graphic process included learning about ethnography, 3) observations of school sites, 4) observational field notes
conducting participation observation, making descriptive and reflections of community sites, 5) interviews of six
observations, analyzing the data, and writing a report. preservice teachers during the project, 6) student papers
describing ways to address cultural issues in classrooms,
Every two weeks the preservice teachers held informa- and 7) final ethnographic papers. The data from the second
tion sharing discussions with Rob, Susan, and JoNancy. year of the project will be described in this paper.
During these sessions, the steps of ethnography were dis-
cussed and modeled. During the yearlong project, Susan Data Analysis
also completed an ethnography and used her work to il-
lustrate the ethnographic process. Before beginning their All twenty-eight of the preservice teachers were partici-
projects, however, the preservice teachers practiced their pants in the study. However, after a preliminary analysis of
observation skills in a school setting. They completed walks the neighborhood observation and school bus ride, a sub-
around the neighborhood and the school, took a school bus group of six students were chosen to be interviewed. This
ride, made observations in their schools, and wrote reflec- group was chosen as representative of the larger group of
tions. The goal of pre-ethnography activities was to increase preservice teachers and was viewed as a variation of the
the preservice teachers’ confidence in ethnographic tools. concept of “key informants” (Lecompte & Preissle, 1993).
While they did not have “specialized knowledge” that is
After the preservice teachers grew comfortable with their often attributed to individuals who are members of the
role as observer and were adept at taking field notes, they community where research was conducted, as members
formed groups to choose a community site for the ethnogra- of the community of preservice teachers, they did provide
phy. Community sites were chosen with the help of an advi- researchers access to more in depth information about
sory group composed of community members, teachers, and issues of diversity” (Lecompte & Preissle, 1993, p. 166).
administrators. The preservice teachers were encouraged to The interviews spanned the year and included three for-
make at least 10 visits to their site, first observing and taking mal interviews and five informal interviews.
field notes and then becoming participant observers.
437
The data from these participants were separated from after seeing “neighborhood watch” signs. Inez wrote, “I
the larger data set. Interviews were transcribed and cop- thought that you don’t need a neighborhood watch un-
ies of all of the data were given to the research team. less your area had some violence or vandalism.” Another
At bi-monthly meetings, the researchers discussed their assumption Inez made about the neighborhood was that
overall perceptions of the data. Discussions led to the it had “many elderly people living in it along with a new
formulation of four non-overlapping themes indicative of crowd that moved there within the last couple of years.”
patterns that surfaced throughout the review of the data. The basis for her assumption was that many houses were
In each of the four areas, sample comments were selected older and were neatly kept while other houses looked “run
to illustrate the pattern of responses. The themes were down.” Inez, therefore, used brief snatches of observation
then reformulated into questions that framed the next to make assumptions and draw conclusions about the com-
stages of data analysis. The questions were: munity and the people in that community.
1. How do participants view themselves as cultural Although the assumptions students made about a com-
beings? munity may be benign, other assumptions they made could
be potentially damaging to the students they would teach.
2. How do participants view issues of diversity? For example, Taylor recorded, “most bilingual-Hispanic
3. In what ways do participants “step into the com- homes are single parent or combined households.” She
also wrote, “many teachers have a narrow mind when it
munity,” or actually become a participant observer? comes to diversity.” These comments seem to indicate that
4. How do the participants use the experiences Taylor, like many other preservice teachers, tend to over
generalize information. The school where Taylor was ob-
they had in the ethnography project to represent serving had a large Hispanic population in an area of low-
themselves as an emerging teacher? cost houses and apartments where the parents of some of
the students from her class were living. Taylor met some
The researchers used these questions to delve back into of the parents from her class who did not live in traditional
the data and to analyze it more thoroughly. The multiple families and she heard teachers denigrating these families.
data sources were used as triangulation for validity and From this small sample of information, Taylor concluded
reliability purposes (Yin, 1994). Based on this analysis, that many Hispanics lived in the same situations and that
codes were developed by each of the four researchers teachers tended to be narrow-minded.
independently, using a system of “open coding,” and then
the research team met, compared and refined these initial After reading these comments, we were concerned
codes to arrive at consensus (Strauss, 1987; Strauss & that the ethnographic process was leading students to use
Corbin, 1990). Using these revised codes, the researchers small bits of observations and making assumptions about
re-examined the data to ensure theoretical rigor and to people based on limited information. Therefore, we be-
ground their analysis in conceptual precision. gan examining students’ assumptions in class and holding
discussions about ways in which previous beliefs color
Results observations. We also emphasized that ethnography was
not intended to have investigators draw conclusions quite
One of the primary goals of this study was to look at as rapidly as our students seemed to do. As we worked
ways that preservice teachers view themselves as cultural with students, we saw rapid growth and understanding.
beings. Since examining one’s own culture is a prerequi-
site for understanding differences, we were interested in By the time students had spent two or three visits at
knowing whether our students were able to understand their community sites, they began viewing themselves in
their own privileged position as future teachers in a di- a different light. Taylor, who spent her time observing an
verse community. One way we approached the data was after-school program, stated, “This project is making me
to look for ways students were able to confront their aware of my own culture and that of other students. Before
assumptions of culture and to look at the ways in which this, I didn’t think of myself as having a culture.” Like many
they could be open to new ways of thinking. people, Taylor had previously considered herself “just an
American.” Lynch and Hanson (2004) have found this lack
Views of Self as a Cultural Being of cultural understanding to be common among White teach-
by Confronting Cultural Assumptions ers. They also suggest that not understanding one’s own cul-
tural background is an obstacle to understanding the cultural
One of the purposes for asking students to conduct ethnog- backgrounds of their students. As the project progressed
raphy was to help them sharpen their observation skills and through the year, the preservice teachers continued to grow
learn about communities before jumping to conclusions. in their understanding of themselves as a cultural being.
The data indicated that the students in our study had made
a variety of assumptions while during their observations. Issues of Diversity
One of the activities that illustrated the assumptions stu-
dents automatically made was during their walk around the The preservice teachers learned to expand their ideas of
neighborhood. As students observed houses, stores, and diversity through this project. In classroom conversations,
people, they tended to make unwarranted assumptions. they focused on race as the only aspect of diversity. As
For example, Inez (all names are pseudonyms) observed a students visited a variety of community sites, however,
school neighborhood that was near a bus station and power they found that diversity can be found in other areas. Bob,
lines, so she concluded that the neighborhood was low in-
come. She also assumed that the neighborhood was violent
438
for example, stated, “Teachers need to be aware of gender, change about views of diversity. In our study, we found
ethnic, and socio-economic differences.” This statement that all six of the preservice teachers moved from being
was a major breakthrough for him; he had described di- mildly afraid in their new surroundings to becoming en-
versity in an earlier class as ethnic heritage. thusiastic champions of the people at their site.
An example of ways students learned to expand their Emergence as Teachers
internal definition of diversity was illustrated by the stu-
dents who visited an Asian Mexican grocery store. In the One of the strongest areas of the ethnography project was
store, they found many religious icons for sale. Jodi, who the preservice teachers’ ability to apply the knowledge of
was observing at the store, wrote, “This informed us how their experiences and learning to future classroom instruc-
important Catholicism is to the Hispanic culture.” Another tion. In every area of the project, students attempted to
student visited a Hebrew Saturday school. During class make sense of the activity through the lens of a teacher.
discussions, the discussions of religion as a component We encouraged this kind of thinking. In the first year of the
of diverse cultures helped some of the preservice teach- ethnography project, we asked preservice teachers to think
ers expand their views of diversity to include issues of like “researchers.” The preservice teachers, however, could
religion, gender, and socio-economic status. see little value in looking at teaching as a researcher and
balked at the entire notion (Lenski, Crawford, Crumpler, &
Near the end of the project, the preservice teachers Stallworth, in press). Learning that preservice teachers be-
wrote about diversity in their final papers. Jodi wrote, lieved they needed to apply every activity in their methods
“Diversity is far reaching . . . It’s not just race/ethnicity. courses to teaching, we emphasized applications to teach-
My classroom will be full of children who are diverse and ing during the second year of the project.
I want to be aware and sensitive of all kinds of diversity
(race, gender, academics, economics, etc.) to be an effec- We found that our preservice teachers were able to ap-
tive teacher.” In group discussions of the ideal classroom, ply their experiences to teaching easily. For example, as
Taylor said, “It calls to mind a classroom of different gen- Jodi spent time in the Asian Mexican grocery store talking
ders, race, religions, cultures, and all kinds of different with the owners and patrons, she concluded, “The traditions
people; all the things that make people unique.” of the Filipino culture we learned will aid us in giving our
students the best experience possible, by carrying on some
Becoming a Participant Observer of the traditions in school. This knowledge we have gained
will help us to be more culturally sensitive teachers.” In this
The preservice teachers voiced concerns throughout the case, Jodi realized that they had little knowledge of the Fili-
project about being asked to conduct ethnographies. One pino culture before spending time interacting with people
of the concerns of the researchers was that the preservice with Filipino heritage. She realized that learning about the
teachers would see the project as one more teaching activ- culture of their students in one of the prerequisites of be-
ity, where they, as student teachers, would find themselves coming a culturally responsive teacher (Gay, 2000).
in situations where they were considered an “authority.”
Instead, students were encouraged to make observations Our data were replete with such specific examples, and
as researchers or ethnographers. We thought that by ask- we also found that students were able to generate their
ing students to position themselves as ethnographers, they own teaching principles about teaching and learning. For
would be able to distance themselves from their role as example, Inez wrote, “we must connect learning to personal
teachers and actually learn about a cultural group. experience for all students to comprehend what’s happen-
ing.” In their final papers, many students used language
Most of the students found that it took some time to similar to Inez’s by discussing the ways to connect curricula
learn how to observe community sites without making to students’ lives, to help students apply their background
judgments. However, they found that stepping into the knowledge, and to differentiate instruction. Some of the
role of participant observer helped them look at their practical applications of these principles included learning
students differently. For example, Bob said that observing words in students’ native languages, researching authors
students on the bus “brought back a lot of memories and from the students’ culture, having books read in students’ na-
reminded me of when I was in school.” Bob continued, tive language, posting students’ native language alphabet in
“I have a better idea of where the students live and what the classroom if it’s not the Roman alphabet, and valuing stu-
their neighborhoods are like.” As Jodi began her ethnog- dents’ funds of knowledge (e.g., Moll & Gonzalez, 1994). Per-
raphy of an Asian Mexican store, she said in her interview, haps the most telling comment from the preservice teachers,
“I began to feel very comfortable in the store, even help- though, was Jennifer’s comment: “I don’t want to see them
ing other customers find items.” Jodi moved from being an as a group of children; I want to see them as individuals.”
uncomfortable observer to a participant observer.
Discussion
Although it was difficult for the preservice teachers to
“step into the community,” time at the site helped them Analysis of the data indicated three trends. First, while the
feel comfortable. Other studies support this notion. Kidd, preservice teachers valued the ethnographically informed
Sanchez, and Thorp (2004) found that having preservice work, there was a tension between looking for specifics
teachers learn about family stories helped them become and using the observations as a way to learn how to see. In
more culturally aware, and Garmon (2004), in his study other words, the preservice teachers seemed to want to be
of a White preservice teacher, hypothesized that learning told specifically what to look for while the researchers were
about a different culture can be the basis for potential
439
interested in the preservice teachers opening themselves to teachers that we studied moved “beyond awareness” of
the dynamics and interactions of the chosen observational cultural differences to thinking about ways to effectively
site. While this could be viewed as part of the challenge of teach all students in their classrooms—especially those
the “dual purposes of participant observation” (Spradley, who have been overlooked because of their cultural back-
1980, p. 54), it also suggested how ethnographic work in ground. The preservice teachers in our study learned to
diverse settings might help faculty in teacher education be problem posers through real life experiences within
courses encourage preservice teachers to examine their own ethnographic inquiry. They learned to examine more
views about diversity education. Second, data indicated that critically the situations they observed and question their
all six preservice teachers concluded that as they prepared beliefs and understandings of the community.
to pursue teaching jobs in schools, participating in this proj-
ect had shifted their thinking about diversity. Individuals The data from this study suggest that participant observa-
described how they had moved beyond being aware of the tion and ethnographically informed approaches embedded
need for dealing with diversity to actually planning strategies within teacher preparation courses could be key elements
for bringing students’ communities into their classrooms. in developing more effective ways to address culture and
This shift from general concern to specific plans suggested cultural diversity in teacher education. However, this study
that the project impacted these preservice teachers’ views has taken place in one PDS with preservice teachers who
about instruction. We hypothesize that the process of learn- self-selected into the site so cannot be generalizable to other
ing about people from different backgrounds and becoming groups. Our findings, however, indicate that an ethno-
personally engaged in their culture was one reason for this graphic approach could have the potential to impact views
change. Third, preservice teachers reported that the writing of diversity and needs to be tested in a larger arena.
component of this project was a burden, given the chal-
lenges of their methods coursework. We are committed to Our goal for the future of this project is to take the
continuing participant observation in this project; however, knowledge gained from this project back to the main cam-
as our larger goal is reforming aspects of teacher education, pus program with the hope of transforming the methods
we must be sensitive to how we build this approach into an courses and experiences for a larger number of preservice
already full curriculum for preservice teachers. teachers. We will continue our research in this broader
context to progressively refine our approaches to educat-
Conclusions ing preservice teachers about diversity. Such an approach
may allow more insights into preservice teachers’ “habits
Many teacher educators recognize that recruiting and prepar- of mind” about diversity and that lead to even more effec-
ing teachers who can be effective to work with preservice tive ways to encourage inclusive and transformative teach-
teachers from diverse backgrounds is at a crisis level. Haber- ing for a wider audience in deeper, more meaningful ways.
man (2003) argues that securing and retaining effective teach-
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441
CHAPTER SEVENTEEN
The Hangover, 2009
A case study research method is appropriate
when the researcher wants to answer a descriptive
question (e.g., what happened?) or an explanatory question
(e.g., how or why did something happen?). (p. 445)
Case Study
Research
LEARNING OUTCOMES
After reading Chapter 17, you should be able to do the following:
1. Define and explain the purpose of case study.
2. Describe the characteristics of case study research.
3. Describe the processes involved in designing case study research.
4. Describe the issues related to sample selection in case study research.
5. Describe how to conduct and analyze multiple case studies.
The chapter objectives form the basis for the following task, which requires you to
develop the research procedures section of a qualitative research report.
TASK 8C
For a qualitative study, you have already created research plan components
(Tasks 2, 3B) and described a sample (Task 4B). If your study involves case study
research, now develop the research procedures section of the research report.
Include in the plan the overall approach and rationale for the study, site and sample
selection, the researcher’s role, data collection methods, data management strate-
gies, data analysis strategies, trustworthiness features, and ethical considerations
(see Performance Criteria at the end of Chapter 19, p. 492).
Definition RESEARCH METHODS SUMMARY
Design(s)
Case Study Research
Types of appropriate
research questions Case study research is a qualitative research approach in which researchers
focus on a unit of study known as a bounded system (e.g., individual teachers,
a classroom, or a school).
The process of designing case study research involves determining the research
questions, defining the case, determining the role of theory development in case
selection, determining the theoretical and conceptual framework for the study,
and deciding whether a single case study, a multiple case study, or a collective
case study is appropriate.
A case study research method is appropriate when the researcher wants to
answer a descriptive question (e.g., what happened?) or an explanatory question
(e.g., how or why did something happen?).
(continued)
443
444 CHAPTER 17 • CASE STUDY RESEARCH
Key characteristics Case Study Research (Continued)
Steps in the process
• Case studies can be described as particularistic, descriptive, and heuristic.
Potential challenges • Case studies are focused on studying a bounded system or unit of study.
Example • Case study research is a narrative account that provides the researcher (and
reader of the case study) with new insights into the way things are and into
the kinds of relationships that exist among participants in the study.
1. State the purpose of the research.
2. Develop initial research questions.
3. Review related literature.
4. Develop rationale for the selection of the case (i.e., unit of analysis)
including sample selection.
5. Determine data collection strategies.
6. Conduct data analysis and interpretation.
• Sample selection / case selection / unit of analysis.
• Data analysis of multiple cases.
How do central office personnel, principals, and teachers manage and cope with
multiple innovations? (cf. Mills, 1988).
CASE STUDY RESEARCH: case to define case study research as a research
DEFINITION AND PURPOSE strategy that is an all-encompassing method cover-
ing design, data collection techniques, and specific
As discussed in Chapter 1, case study research is approaches to data analysis. Taken together, these
a qualitative research approach in which research- statements suggest that case study research is
ers focus on a unit of study known as a bounded
system (e.g., individual teachers, a classroom, or a ■ a qualitative approach to studying a
school). A number of researchers have addressed phenomenon
the definition of a case, which is a concept that is
sometimes difficult to grasp. Merriam1 explained, ■ focused on a unit of study, or a bounded system
the case is “a thing, a single entity, a unit around ■ not a methodological choice, but a choice of
which there are boundaries. I can ‘fence in’ what I
am going to study.” Stake2 further pointed out, “Case what to study
study is not a methodological choice but a choice of ■ an all-encompassing research method
what is to be studied.” Similarly, Miles and Huber-
man3 described a case study as an investigation of Furthermore, the term case study is used not only
a phenomenon that occurs within a specific con- for the research approach but also for the product
text. In other words, if the phenomenon you want of case study research.
to study is not bounded, not identifiable within a
specific context, it is not appropriately studied as Case study research is unique in that it leads to
a case study. Yin4 went beyond the definition of a different kind of knowledge compared to other
kinds of research. It is more concrete—case study
1 Qualitative Research and Case Study Applications in Education knowledge resonates with the readers’ experiences
by S. B. Merriam, 1998, San Francisco: Jossey-Bass, p. 27. because it is tangible and illuminative. It is rooted
2 “Qualitative Case Studies” by R. E. Stake, 2005, in The Hand- in the context of the study and is also related to the
book of Qualitative Research (3rd ed.), N. K. Denzin and readers’ knowledge, experience, and understandings
Y. S. Lincoln (eds.), pp. 443–466. as they compare and contrast the case to their own
3 Qualitative Data Analysis: An Expanded Sourcebook (2nd ed.) by life experiences. Case study knowledge is interpreted
M. B. Miles and A. B. Huberman, 1994, Thousand Oaks, CA: Sage. by readers who are affected not only by the context
4 Case Study Research: Design and Methods (3rd ed.) by R. K. Yin, but also by the populations the reader has in mind.
2003, Thousand Oaks, CA: Sage. Most important, what we learn from a single case is
dependent on the ways in which the case is like and
unlike other cases. This idea is sometimes called the
CHAPTER 17 • CASE STUDY RESEARCH 445
“epistemology of the particular.”5 That is, the context to answer a descriptive question (e.g., what hap-
of the case and the reader’s prior knowledge and ex- pened?) or an explanatory question (e.g., how or
periences affect how the reader is able to scaffold the why did something happen?). For example, Mills
case study and apply the findings to a similar context. started his investigation of the change processes
at the McKenzie School District by focusing on an
For an example of case study research, consider explanatory question, “How do central office per-
Mills’6 study of educational change, which is dis- sonnel, principals, and teachers manage and cope
cussed throughout this chapter. Mills described and with multiple innovations?” Closely related to this
analyzed how change functioned and what func- question was a descriptive question, “What hap-
tions it served in an American school district. The pened in the process of managing and coping with
function of change was viewed from the perspec- multiple innovations?”
tives of central office personnel (e.g., superinten-
dent, director of research and evaluation, program Case study research is also an appropriate
coordinators), principals, and teachers as they choice of research method if the researcher is in-
coped with and managed multiple innovations, in- terested in studying process. Case studies are use-
cluding the introduction of kindergartens to el- ful when describing the context of the study and
ementary schools, the continuation of an “at-risk” the extent to which a particular program or inno-
program, and the use of the California Achievement vation has been implemented. They are also use-
Test (CAT) scores to drive school improvement ef- ful for researchers interested in providing causal
forts. Mills’ study focused on the question “How do explanations, such as describing the process by
central office personnel, principals, and teachers which a particular innovation had a particular ef-
manage and cope with multiple innovations?” and fect on the participants in the setting. For example,
he used qualitative data collection techniques in- Mills wanted to describe the change processes
cluding participant observation, interviewing, writ- at work in the McKenzie School District and to
ten sources of data, and nonwritten sources of data. provide an explanation of the outcomes for the
study. The case study account, therefore, provided
This study showed the characteristics of case rich descriptions of how central office person-
study research outlined previously: The focus was on nel, principals, and teachers managed and coped
a school district as the unit of study, or bounded sys- with multiple innovations as well as a statement
tem; qualitative data collection techniques included of the strategies used in the process. This method
participant observation, interviewing, written sources resulted in a taxonomy of managing and coping
of data, and nonwritten sources of data to answer the strategies that represented the gamut of behav-
question “How do central office personnel, princi- iors used at different levels in the school district
pals, and teachers manage and cope with multiple (see Table 17.1).
innovations?” Sub-cases of central office personnel,
principals, and teachers were studied to understand Characteristics
how personnel within the school district–bounded of Case Study Research
system managed and coped with multiple innova-
tion and educational change writ large; and the Case studies can be described as particularistic,
product of the research was a case study. descriptive, and heuristic.7 To say a case study is
particularistic means that it is focused on a particu-
When to Use the Case Study lar phenomenon, such as a situation or event. That
Research Approach is, a case study researcher may specifically choose
a particular instance of a phenomenon under in-
Like other qualitative research approaches, case vestigation to understand a specific problem that
study research allows a researcher to study phe- occurs in everyday practice. For example, a teacher
nomena that are not easily or appropriately studied may choose to conduct a case study of a child with
by other research methods. A case study research special needs to understand the effectiveness of
method is appropriate when the researcher wants a specified Individualized Educational Plan (IEP).
5 “Qualitative Case Studies,” Stake, p. 454. 7 See Qualitative Research and Case Study Applications, Merriam,
6 Managing and Coping with Multiple Educational Change: A for further discussion.
Case Study and Analysis by G. E. Mills, 1988, unpublished doc-
toral dissertation, University of Oregon, Eugene.
446 CHAPTER 17 • CASE STUDY RESEARCH
TABLE 17.1 • Taxonomy of managing and coping strategies and secondary source materials. In
education, this type of case study
School District Level Strategies Used for Coping with Multiple Change research has tended to focus on de-
scriptions of institutions, programs,
Central Office Personnel Using the committee structure and practices, including how they
Keeping in touch with the “real world” have changed over time. Psycho-
Administrative posturing: “the façade” logical case studies focus on the
Inaction individual. Although Freud is most
commonly associated with psycho-
Principals Maintaining the status quo: logical case study research, the case
Fine-tuning instructional programs studies conducted in psychology
Using personal beliefs, values, and goals
Accountability
Teachers Using compliance and resistance behaviors with an emphasis on learning are
Seeking motivation for a career in teaching the ones most commonly cited by
educational researchers. Sociologi-
cal case study research typically fo-
The case study can then supplement any data about cuses on the constructs of society and socialization
the child gathered through standardized testing in studying educational phenomena. For a classic
procedures. To say that a case study is descriptive example of a sociological case study, see William F.
means that the end result of the case study, the Whyte’s Street Corner Society.10
narrative, includes “thick description”8 of the phe-
Regardless of the disciplinary orientation un-
nomenon that was the focus of the case study derpinning case study research, case studies can be
research—inclusion of many variables and analyses characterized in terms of their overall intent. For
of their interactions. The term heuristic refers to example, is the case study researcher intending to
the fact that case studies “illuminate the reader’s be largely descriptive, or is the goal to contribute to
understanding of the phenomenon under study,”9 existing theory or to evaluate an existing program?
beyond the reader’s original knowledge. In short, Although most case study research in education
one outcome of case study research is a narrative tends to be descriptive, the use of case studies
account that provides the researcher (and reader in program evaluation has been well established:
of the case study) with new insights into the way “Case studies are particularly valuable in program
things are and into the kinds of relationships that evaluation when the program is individualized, so
exist among participants in the study. the evaluation needs to be attentive to and capture
individual differences among participants, diverse
Case study research can also be characterized
by the disciplinary orientation the researcher brings experiences of the program, or unique variations
to the case study. That is, different disciplinary from one program setting to another. . . . Regardless
fields use case study research for different purposes. of the unit of analysis, a qualitative case study seeks
Educational researchers frequently rely on the dis- to describe that unit in depth and detail, holistically,
ciplines of anthropology, history, psychology, or and in context.”11
sociology for their conceptual frameworks and for
techniques for data collection, data analysis, and CASE STUDY RESEARCH DESIGN
data interpretation. Anthropological case studies
on educational topics, for example, are influenced The process of designing a case study research
by the techniques commonly used in ethnographic project shares many of the design features of other
research—Mills’ study of the culture of change in the qualitative approaches discussed in previous chap-
McKenzie School District was as an ethnographic ters. As with other qualitative research designs, a
case study. In historical case studies, researchers use good case study research design includes a state-
techniques commonly used in historical research. ment of the purpose of the research, initial research
For example, researchers collect data from primary
8 The Interpretation of Cultures: Selected Essays by C. Geertz, 10 Street Corner Society: The Social Structure of an Italian Slum
1973, New York: Basic Books, p. 6. by W. F. Whyte, 1955, Chicago: University of Chicago Press.
9 Qualitative Research and Case Study Applications, Merriam, 11 Qualitative Research and Evaluation Models (3rd ed.) by
p. 30. M. Q. Patton, 2002, Thousand Oaks, CA: Sage, p. 55.
CHAPTER 17 • CASE STUDY RESEARCH 447
questions, review of related literature, and a ratio- regardless of disciplinary orientation,
nale for the selection of the case (i.e., unit of analy- enters a research setting as a tabula rasa,
sis). Specifically, the case study researcher should12 unencumbered by preconceived notions of
the phenomenon that he or she seeks to
■ Determine the research questions. This step understand. Theory can be defined as a set
is probably the most important step taken in of formal propositions or axioms that explain
the case study research process. As is the case how some part of the world operates. In the
with all research, the questions asked by the field of education, for example, well-known
researcher will determine the appropriateness theories include Kohlberg’s theory of moral
of the research method. Questions that address development and Piaget’s theory of child
who, what, how, and why provide the case development. However, theory can also be
study researcher with good starting points. characterized as a general set of ideas that
guide actions. We all have theories that affect
■ Define the case under study. This step is similar the way we view the world, and as William
to that in other research approaches where James is reported to have said: “You can’t pick
the researcher defines the variables under up rocks in a field without a theory”14 (for a
investigation (i.e., in quantitative research) comprehensive discussion of the role of theory
or a specific educational innovation being in qualitative research, see work by Flinders
implemented to improve student performance and Mills15). These theoretical frameworks are
(i.e., in action research). For example, in Mills’ derived from our disciplinary orientations,
study, the case was the McKenzie School which in turn inform what we are studying
District. More specifically, the school district and how we are studying it. For example, an
cases were focused on central office personnel, educational sociologist and an educational
principals, and teachers—all of which were anthropologist look at children and classrooms
units of analysis. quite differently based on their disciplinary
orientations: The sociologist is likely to focus
■ Determine the role of theory development on social interactions, and the anthropologist
in case selection. This step in the design is likely to focus on the culture of the
process involves deciding whether or not to classroom.
use theory development to select your cases.
Clearly, no researcher is atheoretical, and case One way to help you identify your
study researchers should make explicit the conceptual or theoretical framework is to
theoretical/conceptual framework that supports attend to the literature you are reading related
the choice of participants. For example, a case to your research interest. Reflecting on the
study researcher can use the review of related literature and developing a list of propositions
literature process and the development of about your research problem will help you
explicit propositions related to the research. In identify the predominant theories and concepts
his study, Mills developed a comprehensive list that have emerged over a period of time.
of propositions based on his review of related Invariably, these theories and concepts emerge
literature that included statements related to as significant influences on the way you
educational change processes, educational conduct your own research.
leadership, and change theory (e.g., Merton’s13 ■ Determine whether a single case study, a
discussion of manifest function, latent function, multiple case study, or a collective case
and the unanticipated consequences of change). study is appropriate. The decision about
the number of cases to be studied should
■ Determine the theoretical and conceptual not be related to any preconceived notion
framework of the case study. No researcher, that more is necessarily better or that more
12 Adapted from “Case Study Methods” by R. K. Yin, 2006, in the 14 As cited by Agar in The Professional Stranger: An Informal
Handbook of Complementary Methods in Education Research, Introduction to Ethnography by M. Agar, 1980, p. 23.
J. L. Green, G. Camilli, and P. B. Elmore (eds), pp. 111–122, 15 Theory and Concepts in Qualitative Research: Perspectives from
Mahwah, NJ: Lawrence Erlbaum Associates; “Qualitative Case the Field by D. J. Flinders and G. E. Mills (eds.), 1993, New York:
Studies” Stake, pp. 443–466; Case Study Research, Yin; and Teachers College Press.
Qualitative Research and Case Study Applications, Merriam.
13 On Theoretical Sociology: Five Essays, Old and New by
R. K. Merton, 1967, New York: Free Press Paperback.
448 CHAPTER 17 • CASE STUDY RESEARCH
cases lead to greater generalizability or those from which the researcher can learn a great
external validity. This is a seductive trap for deal about the research problem.
new case study researchers who have come
out of a quantitative tradition or who have Another consideration in the selection of the
faculty urging them (inappropriately) to do case or cases is the viability of the case. That is, the
more so that they can increase the rigor of case study researcher should consider a screening
the study. New researchers should resist procedure to avoid the problems associated with
the temptation to do more unless the use of choosing a particular case or cases, only to discover
sub-cases will strengthen the understanding once the research has been initiated that the case
or even theorizing of the phenomenon study participants withdraw from participation in
under investigation. For example, as noted the study. Screening also helps the case study re-
previously, Mills focused on three subcases searcher determine whether the case study partici-
(i.e., central office personnel, principals, and pant has the necessary experience or knowledge of
teachers) to contribute to his understanding the phenomenon under investigation.
of the educational change processes at work
in the McKenzie School District. A focus A screening procedure may include the follow-
on any one of these cases alone would ing steps:18
not have provided a broad picture of how
change functions in an American school ■ Review documents about the proposed case
district from the perspectives of the players study site to determine whether or not it is
(i.e., participants) intimately involved in the an appropriate choice. For example, local
process. The challenges of conducting and newspaper stories, school board minutes, and
analyzing multiple case studies are discussed department of education publications can
later in this chapter. provide a wealth of historical information about
a particular school or district.
SAMPLE SELECTION
IN CASE STUDY RESEARCH ■ Conduct informal interviews of key
participants in the study to determine their
Qualitative sampling is the process of selecting a willingness to participate in the study and to
small number of individuals for a study in such a ensure that they fully understand the nature of
way that the individuals chosen will be able to help their commitment over the length of the study.
the researcher understand the phenomenon under
investigation. In case study research, the researcher ■ Determine whether the case study participants
is charged with selecting the unit of analysis; the have the necessary experience and knowledge
educational researcher’s unit of analysis may be a of the phenomenon under investigation
child, a classroom of children, or an entire school and the ability to provide information. For
district, depending on the research question. In example, selecting someone who provides
case study research the most common form of sam- only monosyllabic responses to questions
pling is purposive or purposeful sampling “based to be a key informant can make for very
on the assumption that the investigator wants to long interviews! Not all interviewees will be
discover, understand, and gain insight and there- conversational in the way they interact with the
fore must select a sample from which the most researcher, but very shy participants who are
can be learned.”16 The benefit of this approach to unwilling or uncomfortable to converse with
sampling for case study research is the purposeful the researcher may not be the best choice.
selection of cases that are “information-rich”17 or
Data Collection Techniques
16 Qualitative Research and Case Study Applications, Merriam,
p. 61. Like other qualitative researchers, case study re-
17 Qualitative Evaluation and Research Methods, Patton, p. 169, searchers use the same data collection techniques
cited by S. B. Merriam in Qualitative Research and Case Study used by researchers conducting other genres of
Applications in Education, 1998, San Francisco: Jossey-Bass. qualitative research (e.g., ethnographic research
and narrative research) with the aim of seeking
understanding about the case under investigation—
a case study researcher collects descriptive narrative
18 Adapted from “Case Study Methods,” Yin, pp. 111–122.
CHAPTER 17 • CASE STUDY RESEARCH 449
and visual data to answer “how” and “why” ques- researchers with helpful strategies for cross-site
tions. Furthermore, like other qualitative research- analysis, noting, “By comparing sites or cases, one
ers, case study researchers are aware of the need can establish the range of generality of a finding or
to triangulate their data through the use of multiple explanation, and at the same time, pin down the
data sources. conditions under which that finding will occur. So
there is much potential for both greater explanatory
CONDUCTING AND ANALYZING power and greater generalizability than a single-
MULTIPLE CASE STUDIES case study can deliver.” Their comprehensive list of
strategies to be used for cross-site analysis can assist
In educational research it is common to find case the case study researcher with the challenging data
study research undertaken about the same phe- analysis task unique to multiple case study research,
nomenon but at multiple sites. These studies are especially as he or she moves from a descriptive/
commonly referred to as collective case studies, mul- narrative mode to an increasing level of abstraction
ticase or multisite studies, or comparative case stud- while undertaking data analysis and interpretation.
ies.19 The use of multiple case studies in educational We present a brief summary of these strategies,
research is a common strategy for improving the along with examples to illustrate how the techniques
external validity or generalizability of the research. may be applied, and recommend that prospective
Multisite case studies allow the researcher to make case study researchers using multiple case studies
claims that the events described at one site are not read the original source.
necessarily idiosyncratic to that site and thus contrib-
ute to the researcher’s understanding about contex- Unordered Meta-Matrix. Simply put, an unordered
tual variations, or lack thereof, across sites. However, meta-matrix is a data management tool that enables
the traditional claims with respect to external validity the case study researcher to assemble master charts
are still limiting for the case study researcher. For with descriptive data from each site on one large
example, the case study researcher may have limited sheet, known as a “monster dog.” This phrase is a
ability to generalize the events from one site to other helpful way to think of one large piece of paper
sites with similar characteristics. where the case study researcher attempts to lay out,
site-by-site, all relevant data under organizing head-
Multiple case studies require cross-site analysis. ings. For example, Mills constructed such a chart
In fact, an essential skill for case study researchers, for each sub-group (i.e., central office personnel,
and perhaps for all qualitative researchers who are principals, and teachers) shown in Figure 17.1. This
concurrently involved in observation and interview chart was the starting point for Mills’ management
activities that inform each other, is the ability to of the volumes of qualitative data collected over
undertake data collection and data analysis activities the course of a school year and his analysis of the
together. For example, the case study researcher themes that emerged from the study.
may, in the course of interviewing and observing
an informant, identify inconsistencies between what Site-Ordered Descriptive Matrix. The site-ordered
the informant describes as “business as usual” and descriptive matrix differs from the unordered meta-
what the researcher observes in the setting. Con- matrix in that it includes descriptive data for each
ducting the interviews and observations is data col- site but orders the sites on the variable of interest
lection, but recognizing the discrepancies between so that the researcher can see differences between
the two sources is data analysis. That is, the case high, medium, and low sites. For example, using
study researcher is attempting to make sense of the this second strategy, Mills ordered the data from
data that have been collected, and in so doing, is the principals in his study on the basis of how
identifying new questions and issues that will drive they dealt with change. In this example, princi-
further data collection and analysis. pals ranged from “doing nothing” (i.e., ignoring
central office directions) to “working with faculty
Miles and Huberman,20 in their seminal work to develop action plans” to deal with the change.
on qualitative data analysis, provided case study The site-ordered matrix helped show the full range
of responses to the challenges of managing and
19 Qualitative Research and Case Study Applications, Merriam, p. 40. coping with educational change.
20 Qualitative Data Analysis, Miles and Huberman, p. 151.
450 CHAPTER 17 • CASE STUDY RESEARCH
FIGURE 17.1 • Unordered meta-matrix
Principal Feelings about Interactions with Interactions with Strategies for dealing
educational change central office teachers with change
1
2
3
4
5
Site-Ordered Predictor-Outcome Matrix. A site- some principals to the conclusion that the superin-
ordered predictor-outcome matrix moves the case tendent was not serious about the need for school
study researcher from working descriptively and improvement plans.
deductively to a more explanatory and interpre-
tive mode in an attempt to order the case study Scatterplots. Scatterplots are visual displays of
sites in a manner that allows the researcher to data from all the case study sites based on di-
understand the variables that appear to contribute mensions or themes of interest that appear to be
most directly to the outcomes. For example, Mills related to each other. In so doing, the case study
was most interested in the factors that appeared to researcher can see how different cases are aligned
contribute to whether the principals under study and where clustering of themes and trends oc-
chose to do nothing or to work with faculty as a cur. For example, Mills developed a scatterplot
response to the superintendent’s mandate to imple- that suggested a relation between different change
ment educational change based on student per- strategies used by central office personnel, princi-
formance on standardized tests. From the study pals, and teachers and change in the school sys-
emerged the revelation that individual principals tem. A visual display is a useful tool for case study
made their choices based on whether or not they researchers as they continue to narrow their ana-
believed that taking action carried consequences lytical focus and to triangulate their understand-
and whether or not they believed the results of the ings of the research phenomenon with other data
standardized tests were valid. sources and displays.
Time-Ordered Meta-Matrix. A time-ordered meta- Site-Ordered Effects Matrix. A site-ordered ef-
matrix extends the cross-site analysis to include fects matrix is used by case study researchers to
chronology as an organizing variable with the spe- sort through the research sites and to display prob-
cific purpose of enabling the case study researcher able cause-and-effect relations among the focus
to display descriptive data from several sites with of the study (i.e., the action) and the outcomes
respect to events that occurred over time and that of the action. For example, Mills used a site-
may have contributed to the outcomes of the study. ordered effects matrix to identify potential rela-
For example, by developing a time-ordered meta- tions among educational change strategies used at
matrix, Mills was able to see the chronology of different levels within the school district (e.g., cen-
events that led some principals to adopt a “do tral office personnel, principals, teachers) and the
nothing” response to a district mandate for change. resulting manifest functions, latent functions, and
Specifically, the time-ordered meta-matrix revealed unintended consequences of the change efforts.
that the superintendent consistently delayed imple- Manifest functions are objective consequences con-
mentation timelines and school site visits to collect tributing to the adjustment or adaptation of a sys-
evidence of action plan implementation, leading tem (in this case, a school district) that are intended
CHAPTER 17 • CASE STUDY RESEARCH 451
or recognized.21 On the other hand, latent functions as an attempt to validate the status of the district
are those functions that are neither intended nor administrators in evaluative roles. The unintended
recognized. Finally, the unintended consequences consequences of the testing movement were to
of latent functions can be categorized as functional, develop an anti-testing and anti-evaluation attitude
dysfunctional, and irrelevant and unimportant to among principals and teachers in the district and
a system. to unify school personnel against the development
and implementation of the plans for improvement.
For each change strategy used at different levels
in the school district, Mills was able to describe the Causal Models. A causal model continues to
corollary manifest functions, latent functions, and extend the case study analysis and to assist the case
unintended consequences that accompanied each study researcher to identify how things go together.
action. The manifest function of using so-called Causal models, like the site-ordered effects matrix,
hard data (i.e., standardized test scores) as the display the probable causal connections between
basis for instructional improvement was to pro- the variables under study. Mills’ causal model con-
vide nationally normed, statistical data on which tributed to building a theory of educational change
to build instructional improvement programs and using Merton’s22 discussion of manifest functions,
enlist school board and community support for latent functions, and unintended consequences, as
innovative instructional initiatives in the district. shown in Figure 17.2.
These data also provided central office personnel
with baseline achievement test scores that princi- Regardless of the specific case study data
pals and teachers were expected to “improve” as a analysis techniques used, the case study researcher
result of the implementation of local school-based should present the evidence systematically and
instructional improvement plans. However, the clearly so that an independent reader of the case
latent function of the central office effort to use study will be able to follow the analysis and in-
hard data and their efforts to convince principals terpretations of the data. As Yin23 stated, “In do-
and teachers that they were still in touch with the ing your case study, you should follow the classic
real world (i.e., of schools, teachers, and children) way of presenting evidence: arraying data through
was to validate the superior (i.e., better informed) tables, charts, figures, other exhibits (even pic-
status of central office personnel in the evaluation tures), and vignettes.” In so doing, the case study
of schools and teachers. In other words, claim- researcher will be able to build a compelling narra-
ing to be in touch with the real world was seen tive that informs and engages the reader.
FIGURE 17.2 • Causal model
School Change
District Strategy
Levels
Inaction
Committee Keeping The Status Personal Accountability Compliance Motivation
Structures in Touch Façade X Quo Beliefs
Central X X X
Office
Principals XX X
Teachers XX
21 On Theoretical Sociology: Five Essays, Old and New by R. K. 22 Ibid.
Merton, 1967, New York: Free Press Paperback. 23 Adapted from “Case Study Methods,” Yin, p. 117.
452 CHAPTER 17 • CASE STUDY RESEARCH
SUMMARY
CASE STUDY RESEARCH: DEFINITION SAMPLE SELECTION IN CASE STUDY
AND PURPOSE RESEARCH
1. Case study research is a qualitative research 9. The researcher is charged with selecting the
approach in which researchers focus on a unit unit of analysis.
of study known as a bounded system. It is an
all-encompassing method covering design, 10. The most common form of sampling is
data collection techniques, and specific purposive or purposeful sampling.
approaches to data analysis.
11. Screening helps the researcher determine
2. The term case study is also used for the whether a case study participant has the
product of case study research. necessary experience or knowledge of the
phenomenon under investigation.
3. What we learn from a single case is dependent
on the ways in which the case is like and Data Collection Techniques
unlike other cases.
12. Case study researchers use the same data
When to Use the Case Study Research Approach collection techniques used by researchers
conducting other genres of qualitative research
4. Case study research is appropriate when a with the aim of seeking understanding about
researcher wants to answer a descriptive the case under investigation.
question (e.g., what happened?) or an
explanatory question (e.g., how or why did 13. Case study researchers must also be
something happen?) or when the researcher is concerned with triangulation.
interested in studying process.
CONDUCTING AND ANALYZING
Characteristics MULTIPLE CASE STUDIES
of Case Study Research
14. In educational research it is common to find
5. Case studies can be described as case study research undertaken about one
particularistic, descriptive, and heuristic. phenomenon but at multiple sites. These
studies are commonly referred to as collective
6. Different disciplinary fields use case study case studies, multicase or multisite studies, or
research for different purposes, and specific comparative case studies.
characteristics of the study are determined by
the discipline. 15. Multiple case studies require cross-site analysis.
16. An unordered meta-matrix is a data
7. Regardless of the disciplinary orientation, case
studies can be characterized in terms of their management tool that enables the case study
overall intent. researcher to assemble master charts with
descriptive data from each site on one large
CASE STUDY RESEARCH DESIGN sheet of paper.
17. In a site-ordered descriptive matrix, sites are
8. The process of designing case study research ordered on a variable of interest so that the
involves determining the research questions, researcher can see differences.
defining the case, determining the role 18. A site-ordered predictor-outcome matrix
of theory development in case selection, moves the case study researcher from
determining the theoretical and conceptual working descriptively/deductively to a more
framework for the study, and deciding explanatory/interpretive mode.
whether a single case study, a multiple case 19. A time-ordered meta-matrix extends the cross-
study, or a collective case study is appropriate. site analysis to include chronology as an
organizing variable.
CHAPTER 17 • CASE STUDY RESEARCH 453
20. Scatterplots are visual displays of data from all sites and to display probable cause-and-effect
the case study sites based on dimensions or relations.
themes of interest that appear to be related to 22. Causal models extend the case study analysis
each other. and assist the case study researcher to identify
how things go together.
21. A site-ordered effects matrix is used by case
study researchers to sort through the research
Go to the topic “Case Study Research” in the MyEducationLab (www.myeducationlab.com) for your course,
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TASK 8C Qualitative Example
Using Community as a Resource
for Teacher Education: A Case Study
MARI E. KOERNER NAJWA ABDUL-TAWWAB
University of Massachusetts Amherst University of Massachusetts Amherst
ABSTRACT This is an account of a teacher education and with their families (Berliner, 2005). These sheer num-
program’s attempt to connect with a neighboring com- bers alone speak to the issue of the strong impact of the
munity in order to better prepare faculty to teach about neighborhood. It is a force influencing children’s learning
the urban context in which their preservice teacher edu- that has to be recognized.
cation students practice. Taking a feminist perspective,
the two authors discuss their goals—the processes of When these new teachers face a classroom of children
using a community organization to lead the discussion who may be different from themselves (for example, in
and obstacles inherent to university settings. Knowledge race, ethnicity, or language) how do they see and relate
about urban communities is an area that is often ne- to the students and their families? Ayers (1996) believes
glected in teacher preparation and one that needs to be that school people need to understand and respond to
more fully considered. the conditions that shape students’ lives rather than try-
ing to “fix” community and family problems. It is impor-
“We do not really see through our eyes or hear tant that these teachers be prepared to work effectively
through ears, but through our beliefs.” with children they may perceive to be “at risk” and there-
fore, perhaps unteachable (Haberman, 1995). They have
—Delpit (1988, p. 297) to be prepared to be effective in teaching children from
a wide range of diversity. This is contrary to the idea
Most teachers in urban classrooms instruct students that the culture of the students is irrelevant. As Ladson-
who are very different from themselves, and often Billings (2001) points out, in a “middle-income, white,
teach in communities that they have never previously English-speaking school community, teachers do use stu-
even visited (Wirt, Choy, Rooney, Hussar, Povasnik, & dent culture as a basis for learning” (p. 99). That culture
Hampden-Thompson, 2005). It is important that teacher is invisible. It is only when the children’s home culture is
preparation programs address these issues of diversity different from the school norms and school culture that
by helping their education students understand the value it becomes visible and often seemingly problematic. In
of making connections with their PreK–12 students’ order for all teachers, and especially teachers in urban
families and communities. The following study, written areas to be successful, they have to take responsibility
from a holistic and feminist perspective, tells the story of for learning about the culture and the community of the
a teacher education program and a community organiza- children they teach (Ladson-Billings, 2001). Prospective
tion working together to institutionalize a partnership teachers, particularly those who are white and middle-
whose main objective is to improve teacher preparation. class, need cross-cultural opportunities with families and
students who are neither white nor middle-class and who
In the Graduate College of Education at the Univer- often speak a language other than English at home. It
sity of Massachusetts—Boston, those of us who prepare can be argued that without connection to diverse schools
students to be effective urban school teachers, know that and local communities, bias and stereotyping of children
many of our students have never visited the communities by teachers may go unexamined (Cochran-Smith, 1995)
in which they will student teach and (perhaps eventually) and interfere with the success of the children in school.
work. Yet, as Delpit (1988) points out, they do come to Schools cannot work successfully in isolation from
their preparation programs with beliefs about children students’ families and communities (Chrispeels & Rivero,
and families who live in urban neighborhoods. According 2001; Comer, 2005; Epstein, Sanders, Simon, Salinas,
to the U.S. Department of Education, 84% of U.S. teachers Jansom, & Van Voohis, 2002; Henderson & Mapp, 2002;
are white and middle-class with limited experience with Sheldon & Epstein, 2002; Taylor & Adelman, 2000).
people of backgrounds different from their own (Wirt Epstein (1995) talks about the overlapping spheres of
et al., 2005). A new teaching reality for which we need to influence determining a child’s achievement. Teachers
prepare students in the 21st century is that “multicultural- play the central role in the overlapping spheres of family,
ism is simply a fact” (Oakes & Lipton, 2003). Another fact community, and school. It is clear that teacher candi-
is that children spend only 1000 hours per year in schools dates must learn about the inclusion of children’s social
as compared with 5000 hours spent in their communities context in the school experiences.
454
We are arguing that teacher education programs need licensure, which drives much of what is taught in prep-
to take the lead in showing how to build a bridge be- aration programs, rarely looks at content in relation
tween the school (in this case, the university) and the to knowledge about community. With state licensing
families and cultures of PreK–12 students whom their agencies increasingly focusing on alternative routes to
preservice teachers will be instructing. Teacher education teacher preparation, the requirements become more
is under constant scrutiny (Cochran-Smith, 2001; Fullan, focused on minimum literacy and content requirements
1998; Goodlad, 1990) because there are doubts that it can (Berliner, 2000). As a result, teacher education programs
meet the needs of teachers who are coming into schools. often lack a comprehensive family involvement practi-
cum. Little is known about alternative ways to pre-
Although most new teachers have positive things to pare prospective teachers to interact with families and
say about teacher education, and they believe it is students outside the structured and traditional parent-
a necessary part of becoming a teacher, many feel teacher conference or parent-teacher sessions regarding
that teacher education needs to be rethought and disciplinary actions. Since most teacher educators do
reconfigured to provide prospective teachers with not have knowledge about the local urban communi-
opportunities to spend more time in classrooms and ties, they are not able to be a resource for their student
communities. (Ladson-Billings, 2001, p. 3) teachers. If prospective teachers need opportunities to
visit and interact with families and community mem-
It is not surprising that these teachers “are often ill- bers, it makes sense that teacher educators need to lead
prepared to connect with students, families, and commu- the way.
nities” (Oaks & Lipton, 2003, p. 432). This is especially
true for those teachers who work in schools where there Building Bridges
are students of color who live in poverty.
This is an account of a teacher education program strug-
[Changed] social and political circumstances mean gling to find a way to connect with the surrounding com-
that for teacher education to matter it too will have munity through a grassroots, neighborhood organization.
to change. It will have to offer new teachers a fight- Our story has a feminist view as a theoretical perspec-
ing chance to both survive and thrive in schools and tive. The feminist view embraces the value of multiple
classrooms filled with students who are even more perspectives, erases the distinction in hierarchy between
dependent on education to make the difference in “researcher” and “researched” (Lather, 1991) and values
their life circumstances. (Ladson-Billings, 2001, p. 6) both “subjectivity and personal experience” (Black, 1989,
p. 75). We researchers are participants as well, and in
It is clear that teacher education faculty, the people telling authentic stories, there is a comfort with “unfin-
who plan and create the curriculum for would-be teach- ished stories” (Black, 1989, pp. 4–5). That is, the story
ers, need to see the big picture of how to relate to continues after the study is completed; this is only one
families. They also need to know about the specific com- moment in time. It also means that it may be the telling
munities in which they place their students and where of the story that makes the most sense to the readers
many of their students will work and some may live: and that they, the consumers of the research, make sense
What are the names of the schools? Where do families of it for use in their own lives. It becomes applicable
shop? Go to church? Play? in the lives of teacher educators as they read and think
about it, perhaps applying pieces of it to themselves and
Often, in responding to issues of diversity, teacher their situations. In addition, “feminist research strives to
education programs offer courses about sociocultural represent human diversity” (Reinharz, 1992, p. 252). All
perspectives, multicultural education, and anti-bias cur- of these characteristics describe the value system that
riculum with no consistent focus on the role of the underlies both the project and the research about the
community (Villegas & Lucas, 2002). Clearly, there is a project. The validity is internal validity, which means that
need for teachers and teacher educators to connect with it makes sense in its own context. We hope to be part of
the communities where the children and their families the conversation. The few tentative steps we have taken
reside. Historically, it has been difficult to find a way to may spark interest and possibility for other teacher edu-
connect communities and public schools (Honig, Kahne, cation programs.
& McLaughlin, 2002). These links are ill-defined and
often put the parents in a “helping” role rather than in As researchers and teacher educators we have these
a full partner position (Ayers, 1996). If we extend the firm beliefs: The overarching and most important objec-
notion of community involvement to university pro- tive for teacher educators is to improve the teaching and
grams, it becomes even more of a stretch. However, learning of students in urban schools; this can be done
the practicum experience within the school-community through improved instruction of teacher candidates. It is
setting is a good starting point and may be the most the responsibility of Colleges of Education to enhance
important element of teacher education (Bullough teacher education programs through community bridg-
et al., 2002; Guyton & McIntyre, 1990). Knowledge of ing, making and sustaining authentic collegial relation-
the community in which schools reside and in which our ships with parents of students in urban schools and
students will work is an obviously important element in community organizations.
the success of preservice teachers.
We at the University of Massachusetts—Boston’s
There is very little incentive for teacher education (UMB) Graduate College of Education began to look
programs to change (Ladson-Billings, 2001). Even teacher
455
closely at how our teacher education programs were avoid objectification and to conduct research that is trans-
addressing education in urban public schools. We could formative” (Creswell, 1998, p. 83). Stake (1995) stresses
not help but notice that there was an almost complete that a qualitative, holistic case study is highly personal
lack of knowledge about the specific social context of research. He notes that “the quality and utility of the re-
the surrounding urban communities. We decided to try search is not based on its reproducibility but on whether
to integrate community members in our ongoing discus- or not the meanings generated, by the researcher or the
sion as informants, as people who had knowledge we reader are valued. Thus a personal valuing of the work is
lacked. At the same time, we were at the beginning of a expected” (p. 135). Certainly the work was valued by the
Title II (Higher Education Amendments of 1998) Teacher people involved in the study and in the project. Specifi-
Enhancement grant, which gave us even more opportu- cally this is considered a holistic case study, which is a
nities to shape and reshape our programs. The Director “highly subjective affair and includes the personal value
of the grant, Najwa Abdul-Tawwab (the second author of system of the case study team” (Scholz & Tietje, 2002,
this article), was also the president of the board of a local p. 21). Holistic nature means that there is a description
community organization. We wanted a renewed focus on of the case and in-depth understanding is a desirable
preparing teachers for urban public schools. outcome. Even this written account illustrates a feminist
influence as it becomes more personal when it moves
Research Question away from the formal presentation of the methodology
A compelling issue for those of us who work in teacher and moves toward our story. Another important feature
education is to prepare our students for the context of of this methodology that was also attractive to us for our
the community in which they will teach (Murrell, 2001). purposes is that the case itself can be a “significant com-
The question for this research project is: How can an munication device” (Yin, 2003, p. 144).
urban university’s teacher education program begin to
form a relationship with its surrounding communities in Extending this description of case study, it further
order to improve the preparation of teachers? fits into the feminist perspective because both of us (the
researchers) were closely affiliated with the problem
Our goal was to bridge the gap between the teacher so that “being insiders of the experience enables . . .
preparation programs and preservice student teachers’ [us] to understand in a way that no other person could”
clinical placements, prepracticum, and practicum ex- (Reinharz, 1992, p. 260). During this project, we explored
periences, where they may eventually teach. This is a ways to talk about teacher preparation with community
documentary account of how the discussions began members, who are typically outside the process. Our
and how the context of the teacher education program account is written with the understanding that we bring
changed. Included are its successes and failures to value our values to the project and to the inquiry. Agreeing
and accommodate the views, as well as the knowledge with Freire (1985), “All educational practice implies a
of members of the community organization. theoretical stance on the educator’s part” (p. 43), we
are making our values explicit. These values include the
Methodology desire for the regeneration of urban schools; the prepa-
Because of the myriad purposes of educational research, ration of teachers who can be successful with urban
it is important to select the methodology that best suits children; the recognition of varied voices of “expertise”
not only our feminist perspective but also informs prac- that exist in urban areas; and a “culture of conversa-
tice and policies (Lagemann & Shulman, 1999). The qual- tion” (Oakes & Lipton, 2003, p. 419) within the univer-
itative method is a naturalistic approach that respects sity. We open the traditional paradigm of “expertise” to
the context of research (Denzin & Lincoln, 1994). Spe- legitimize the voices of those outside the university who
cifically, for this inquiry, we are “qualitative researchers are involved in the achievement of children in urban
studying things in their naturalistic settings, attempting schools. Our goal was to accomplish Stovall and Ayers’
to make sense of or interpret phenomena in terms of the (2005) description of a project in Chicago, “The ‘experts’
meanings people bring to them” (p. 2). [university faculty] engaged community members as
equals” (p. 37). This view sees the urban community
Case Study Method as a context for faculty to develop relevant objectives
The specific qualitative methodology we used was case based on students’ lives. We also understand that the
study, with purposeful selection (Stake, 1995) of partici- reality of all institutions is that much action, including
pants from UMB and the Dudley Street Neighborhood our project, is person-dependent, and as the “players”
Initiative (DSNI). Using Lincoln and Guba’s (1985) case change, so too the project may change and become
study structure, we have included in this report: the is- inactive or even disappear.
sue, the problem, the context, and the lessons learned.
But first, it is necessary to situate the case within the Data and Analyses
context of its social setting (Stake, 1995), so the account
describes the university setting. The case study fits well There are multiple sources of data that reflect the na-
with our feminist viewpoint because both share the goals ture of a case study: “an exploration of a “bounded
“to establish collaborative and non-exploitative relation- system,” [using] in-depth data collection involving mul-
ships, to place the researcher within the study so as to tiple sources of information rich in context” (Creswell,
1998, p. 61). Bounded in time, our study spanned
456 about two years (or four semesters) at the University
of Massachusetts—Boston. The data included minutes we might use DSNI as a resource for the teacher edu-
from all Department meetings, Title II meetings, semi- cation program. Because Ms. Abdul-Tawwab also had
nars and workshops with participants from DSNI and been a teacher in the Boston Public Schools, we were
UMB, reflective journals, and informal interviews with able to strengthen ties with many of the surrounding
faculty and members of DSNI. Because we see this as public schools for clinical placements and professional
an issue-oriented case study (Stake, 1995), all of the development sites, which the grant enabled us to fund.
data were limited to the stated question of how the We then began to look at how to involve more mem-
UMB teacher training program can connect with a local bers of the Department in the Title II Teacher Quality
community organization. The strategy for data analysis Enhancement grant. One specific goal of the grant, and
was suggested by Yin (1984): The original theoretical one that fell within our interests and expertise was to
proposition, which led to the study and shaped the data “[e]xpand the school-and-community-based nature of
collection, served as the guiding strategy to focus on teacher education to provide greater practical experi-
some of the data and ignore other irrelevant data. This ence” (Massachusetts Coalition for Teacher Quality and
proposition helps to organize the entire case study and Student Achievement, 2004, p. I).
is especially effective when used with inquiries that have
a “how” question. After having just successfully gone through an NCATE
review, the UMB teacher education programs were ready
Our Story to go to a higher standard of practice than the required
“minimum” expectations of national and state require-
Before we begin our story, we will give a brief ments. In order to move the grant forward and in order
description of the values and goals of the University, to go deeper into the issues of urban diversity, we de-
the Curriculum and Instruction Department, and the cided to look at an area where little or nothing has been
Dudley Street Neighborhood Initiative. The University written—the direct connection between teacher educa-
of Massachusetts—Boston identifies as a “model of tion and community organizations.
excellence for urbarn universities” (UMB, 2004, Mission
Statement, ¶1). Its core values include meeting the needs The two of us, Mari Koerner and Najwa Abdul-Tawwab,
of both traditional and non-traditional students and its discussed many options of how to institutionalize the
intent is to “dedicate itself especially to understanding notions of community. Because we had little guidance,
and improving the environment and well being of the our discussion began to focus on monthly Department
citizens of this region” (UMB, 2004, Vision Statement meetings, the one time all the faculty and staff are together.
§, ¶2). From the Chancellor’s Office to Student Affairs, We liked the idea of enlarging Department meetings, at
there is a stated public commitment that the surround- least one or two of them, to include members of the
ing community, meaning the neighborhoods around the community and parents of students in our Title II partner-
university and Boston as a whole, are important in both ship schools. We intentionally did not use the Advisory
research and academic programs. Board model. This, historically, has not been seen as a
source for information about the larger community, but
The Curriculum and Instruction Department houses rather an almost proforma structure to meet the needs
most teacher education, including initial and profes- of accreditation. We also discussed the membership of
sional licensure programs. At the time of the study, there Advisory Boards and how this relates to community in-
were about 100 undergraduate students and 500 gradu- volvement. Often the membership of Advisory Boards is
ate students in all licensure programs. There were about slanted to only include people who can be guaranteed
22 full-time faculty in the Department and 3 full-time to show up at meetings or who are publicly known for
staff. The College is National Council for Accreditation their expertise. Because both of us have served on these
of Teacher Education (NCATE) approved and many, Boards, we knew that there is limited discussion and
although not all, faculty are involved directly in the often the purposes are diffused because the participants
teacher education programs through teaching, research, may have little in common. We were looking for a more
and/or service. comprehensive engagement model for Advisory Boards
that calls upon community members and parents to be
Dudley Street Neighborhood Initiative (DSNI) is a valued peers in the education of urban teachers (Stovall
nonprofit community-based organization committed & Ayers, 2005). This was based on our deeply held be-
to revitalizing “environmental, economic and human” lief, supported by research showing positive outcomes
(DSNI, 2005, Mission Statement, ¶1) resources in the of community/school partnerships for PreK–12 educa-
Roxbury/North Dorchester neighborhood in Boston. It tion (Comer, 2005; Sheldon & Epstein, 2002), that link-
began in 1984 with residents who wanted to revive their ing a university teacher education program with urban
community “nearly devastated by arson, disinvestiture” parents and community would eventually enhance
and who wanted “to protect it from outside speculators” PreK–12 education.
(¶1). It has a diverse population whose major accom-
plishments have been to “create a shared vision of the We believed that “insufficient knowledge about the
neighborhood and bring it to reality” by working with circumstances, neighborhoods, and supports of their
“individuals and organizations in the private, govern- students hampers teachers’ effectiveness with many stu-
ment and nonprofit sectors” (¶6). dents, most particularly, with students who come from
backgrounds different than the teacher’s” (Honig et al.,
After the Director of DSNI was hired to lead the 2002, p. 1017). For us, this meant that we needed to
Title II project, we began to look more closely at how
457
heighten faculty’s awareness of the importance of com- that each person come who had promised to be a part
munity and family in the lives of children. Because of of the event because poor attendance might be regarded
lack of familiarity with urban neighborhoods, it became as indifference on the part of the university people.
clear that many faculty members could benefit from Colleagues from another university in the Title II con-
more knowledge about the communities in which their sortium were invited as well. There were some questions
students had clinical experiences and in which these about directions and facilities for parking and some
students might work. We thought that if we could pro- slight discomfort with issues of safety but, in the end,
vide opportunities for faculty to learn firsthand about the there was 100% attendance.
context in which urban children live, play, and work,
they would be able to more effectively include this We set an agenda that highlighted the personnel and
knowledge about community in courses and develop a accomplishments of the organization. The meeting in-
disposition to emphasize its importance. Delpit (1988) cluded a tour of the neighborhood (the houses and the
notes that it is through our beliefs that we see the world, school), which had been dramatically improved because
and a teacher education program has many opportuni- of the work of DSNI (Medoff & Slar, 1994). In addition, a
ties to stretch, examine and shape each individual’s copy of the book recounting the history of the commu-
perception that exist with and result from these beliefs nity organization, Streets of Hope: The Fall and Rise of an
(Schubert, 1991). Hopefully, this can create a sensitiza- Urban Neighborhood (Medoff & Slar, 1994) was given to
tion of preservice teachers to the positive impact of the each person attending the meeting. As a consequence of
urban neighborhood. the meeting, goodwill was generated between the organi-
zation and the Department, and it was recommended that
Our story continued as our discussions led to action a mission statement, which we had been writing to rep-
steps. All of our activities (some of them funded by resent the overall values of the Department, be revised to
the grant) were led by the Director of Title II (Abdul- include the goal of inclusion of community.
Tawwab) and the Department Chair (Koerner). Paren-
thetically, the Dean was supportive but not actively Along with a movie, the walking tour, and presen-
involved in the process. We spent a lot of time talking tations, the staff and members of DSNI had specific
to faculty, staff, community members, and each other suggestions for the teacher education program. One of
to decide on the steps we could take to engage and them was to encourage faculty to become actively in-
teach faculty. Specifically, we decided to highlight the volved in community and model ways in which inservice
community in the curriculum and content of preservice teachers see their role in the community development
teacher education courses and in the required clinical process. This was a unique experience for Curriculum
experience by using funds from the Title II grant to and Instruction faculty: professional development, done
provide materials and the stated goals of the project to intentionally and done through a regular Department
push the dialogue along. meeting.
We began this practice by scheduling a meeting with Because this was such an unusual event, many people
Department faculty and staff with a panel of school talked to us, both informally after the meeting and
principals, teachers, faculty, and community organizers, through email. There was a positive feeling about the
who made a presentation about the community (both connection with each other and with the community
current and historical perspectives) and its importance people, and there also was a strong feeling of respect for
in the education of children. The presentation was en- the work of the community people. It was suggested by
gaging and informative because it was given by a com- several participants that the Department expand meeting
munity organizer who brought a real, clear, and urgent places to include community locations. Several faculty
focus about the importance of schools and teachers to also made the suggestion that they collaborate with com-
his neighborhood (an expertise and framework that was munity members on papers and presentations at local
lacking within our own Department). A recommenda- and national conferences. This paper came about as a
tion that came out of this meeting was that community result of the community-based meeting as well.
members should be invited to attend future scheduled
Department meetings when relevant. The Department Title II funds provided opportunities for professional
of Curriculum and Instruction revised their constitution development. Najwa Abdul-Tawwab asked for volun-
to say that at least one meeting per semester should teers to participate in an ongoing book discussion group
include community partners and parents as part of the to meet monthly. Ten faculty and staff members volun-
discussion portion that deals with pedagogical practices teered to be part of the group and Title II funding pro-
or licensure. The constitution was revised so as to insti- vided books. The books, Streets of Hope: The Fall and
tutionalize the inclusion of community people in depart- Rise of an Urban Neighborhood (Medoff & Slar, 1994)
ment meetings. along with Peter Murrell’s (2001) book, The Community
Teacher, provided common ground for the discussions.
To ensure that everyone understood the role of DSNI By allowing an extended time for deep conversation,
as an example of a community organization linked with this allowed faculty and teachers a safe place in which
families of PreK–12 students, we planned a Department to talk about and critique practice by looking at research
meeting at the community center itself. When we invited on community involvement, with an actual case study of
staff and faculty to attend the meeting, we decided to a neighborhood that reformed itself.
make it a special event by having a lunch provided by a
local caterer. We emphasized that it was very important Another simple suggestion that arose from the meet-
ing was to keep reading materials about community
458 works available to students and faculty. We collected
them from both DSNI and the Coalition of Asian Pacific There is no question that these issues can have a
American Youth (CAPAY), an Asian American student direct impact on the area that has the closest relationship
organization that is sponsored by a professor in the to the community: clinical or practicum placements. It is
Department—and left them in the Department reception here that the future teachers come to know about class-
area as well as in the student advising office. room and community experiences and integrate that
knowledge into future learning experiences. This is the
These ideas focused on how to enhance some of culminating experience in teacher education programs
the procedures and practices in the Department to en- (Koerner, Rust, & Baumgartner, 2002). Many of the
courage community participation. There were additional faculty who supervise student teachers continued these
ideas that came from faculty and staff in subsequent discussions with part-time people who attend a monthly
Department meetings for how to enhance the design of discussion group for supervisors.
the teacher education curriculum. Some faculty met as a
study group to talk about how our new ideas could in- Another suggested step was to create an alternative
form teaching and curriculum. These recommendations, field experience for prepracticum teacher education stu-
although made for our teacher education programs, can dents. This would help to dispel students’ self-reported
apply to any program. They include: notions that parents of color and those who may live
in poverty do not care about their children. For exam-
■ Having preservice teachers do lesson plans ple, an internship at DSNI or Association of Community
and make curriculum materials that use the Organizations for Reform Now (ACORN) would help the
neighborhood as the source and focus of content teacher education students to see urban parents as more
for student learning. Be sure family and community than abstract concepts by working with and having con-
are used almost like a text; that is, included in every versations with families. This would provide opportuni-
area of the curriculum. ties for a deep understanding of the overlapping spheres
of influence that contribute to a child’s achievement
■ Taking a critical stance, continuing within a feminist (Epstein, 1995)—the spheres of family, school, and com-
perspective, and providing work in courses where munity. This is not possible in a traditional field experi-
students examine school policies and practices ence, which tends to be only in schools. It would provide
that impact lives of children in urban schools. For space for collegial conversations among faculty, students,
example, collect the parents’ stories about how their and community members—a conversation about precon-
children are not served well on days when their ceived ideas, assumptions, and prejudices.
teachers are absent. Many of the preservice students
work as substitute teachers, so this is an issue that is Other Outcomes
particularly relevant to a graduate teacher education
program. Two clear outcomes that arose from this project were:
to create a substitute training program with the Boston
■ Being creative in course offerings. An example of Public Schools (BPS); and to establish an oral history
this creativity is part of our story. A special topics project with CAPAY.
course about Islam and what it means to teachers
and schools was proposed. Access to the local We were contacted by Najwa Abdul-Tawwab’s col-
community provided the opportunity to recruit a league from the community group, ACORN, to find out
leader of a local mosque who was respected in the how we could join forces in getting the public school
community and who would not have been in the system to look at the substitute teacher workforce. After
traditional academic “expert” circles. going to a community meeting, we were asked by the
Superintendent to meet with the head of BPS Human
■ Preparing practicum supervisors to look at how Resources. Following a series of meetings, the univer-
student teachers use the community and families sity, through the grant, planned and funded a substitute
as resources. They need to ask questions like: Do teacher training workshop. Then with representatives
students invite parents into the classroom? What is from ACORN, many of whom were parents, we peti-
the language that preservice students use to describe tioned the district office to start the training. The schools
the children’s families? Do the student teachers know welcomed the ideas and were working on their own
about the district’s policies that deal with the place plan. All three constituencies worked together to change
of family and community in the curriculum? In the the policies for substitute recruitment and training and
school? In the classroom? also requested additional funding to do a pilot program.
ACORN became part of the invited guest list for future
A central positive result of working together was the teacher education Department meetings.
opening of a new subject for discussion among faculty
about teaching practices and issues central to urban Because of the success of the trip to DSNI, many
education. Part of this collegial conversation led to dis- faculty members asked if we could have another com-
pelling the myth that community and parents have little munity group talk to the Department members in the
interest in or knowledge of how teachers are trained next semester. We decided to ask the faculty advisor of
for urban classrooms. There was also the recognition CAPAY to bring some of the members of his organiza-
that the consistent revision and reformation of syllabi tion, which is housed in the College, to a meeting. The
(course content) was needed to improve the preparation group who attended consisted of the Director of CAPAY
of teachers for urban classrooms. and several high school student members of the organi-
zation who talked about their experiences with racism.
459
There were faculty discussion groups following their Again, we think that the overarching objective is to
presentations. Because their stories were so personal improve the teaching and learning of students in urban
and powerful, we decided to ask them to write five case schools. We think this can be done through improved
studies describing their experiences in high school that instruction of teacher candidates. We further believe
would be available for use by faculty in their college it is the responsibility of Colleges of Education to
classrooms. enhance teacher education programs through commu-
nity bridging—making and sustaining authentic collegial
Lessons Learned relationships with parents of students in urban schools
and community organizations. A summary of our goals
We resonate with Stovall and Ayers (2005) in how in this project, which we tried to implement and that we
they described their project, “These lessons are neither think are portable to other institutions include:
manifesto, nor 10 step program, neither blueprint, nor
map. Instead, they serve as points of departure and 1. Make institutional and systemic changes in order
dialogue” (p. 37). Because this study looks at the case to build the connection for community input into
holistically, our stories represent a change in the cul- teacher education instruction and curriculum.
ture of the university and alternative sources in addi-
tion to traditional knowledge. In universities, expertise 2. Provide a forum for discussion of the expectations
often resides in the professoriate and although there and issues surrounding the preparation of teachers
is acknowledgment that teachers in the field possess a for urban children.
practical knowledge, it is rare that respect extends to
families and communities—especially those who reside 3. Make faculty aware of community resources for
in urban areas. There is much research that points to the their inclusion in their courses.
importance of connecting teachers with the families of
their students (Epstein et al., 2002; Henderson & Mapp, 4. Use community organizations to help recruit future
2002; Sheldon & Epstein, 2002), but there is virtually teachers.
no research about the importance of families and com-
munity in the education of teachers. Knowledge about 5. Open up discussions so that faculty can have
this important aspect or circle of influence in a child’s greater knowledge of community and greater
life and its relationship to the effectiveness of teacher understanding of the home and school life of urban
preparation is ignored in the formal inquiries done by students.
university faculty.
6. Validate and value community members and
Many of our discussions and panel presentations shed parents in the training of teachers.
light on why this happens. We found there are numerous
barriers that prevent collaboration of teacher education 7. Make community members and partnership schools
programs, community organizations, and parents of stu- more aware of and part of the underlying values of
dents in public schools. We received feedback from both college of education conceptual framework.
DSNI and ACORN members that the university often ap-
pears to be a well defended fortress with little access to Significance
anyone from the outside. They felt this was especially
true because of the difference in status between commu- A feminist perspective includes issues of diversity and
nity people and faculty’s levels of education. power relationships. This case has pointed to problems
with barriers that have been set up to recognize aca-
It is difficult to make changes in the culture of a uni- demic knowledge over and above practical experiences
versity, and it is even more difficult to institutionalize and common sense. Research shows that it is necessary
changes. A big problem and, ultimately the piece that to include outside experts, families, and community
can lead to failure, is that new policies and practices members in the education of their children (Epstein,
often depend on one or two people and when those 1995). We hope that our account highlights the necessity
individuals are gone, the changes go with them. Making of building on families’ cultural and linguistic capital.
changes permanent, independent of who is in charge Further, this case has raised issues of equity, its mean-
and that extend beyond the life of the grant is a constant ing, and the role educators play in the goal of achiev-
struggle. Another issue that makes change difficult is ing an understanding of social justice, stated in the
that colleges are places where courses are the top prior- College’s Conceptual Framework (“Conceptual Frame-
ity and schedules are arranged around those classes. The work,” 2002). How we infuse it into the curriculum for
main responsibility of faculty is to teach those classes. our students is vital.
Community organizations meet during regular business
hours or in the evening at the same time as classes are Because awareness of, and intentional experiences
scheduled. Just changing meeting times to accommodate with, issues of diversity tend to be outside the expe-
community people as well as public school teachers riences of many students as they enter their clinical
would help to build bridges. experiences, it is good practice to have them placed
in settings where their preconceptions and biases are
We talked about the values that underlie all of the challenged. It is often difficult to provide positive ex-
work we view as important and that drives our work. periences for students to view activists working toward
social justice and see its validity in classroom practices.
460 The nontraditional field experience of placement in a
community center would enable students to see what
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CHAPTER EIGHTEEN
Sherlock Holmes, 2009
“. . . the thinker, imaginer, and
hypothesizer—that is, the qualitative
researcher—is the data analyzer.” (p. 467)
Qualitative Research:
Data Analysis
and Interpretation
LEARNING OUTCOMES
After reading Chapter 18, you should be able to do the following:
1. Describe the definitions and purposes of data analysis and data interpretation
before, during, and after data collection.
2. Describe the steps involved analyzing qualitative research data.
3. Describe data analysis strategies.
4. Describe data interpretation strategies.
5. Describe the steps to be followed to ensure the credibility of your qualitative
research study.
DATA ANALYSIS AND INTERPRETATION:
DEFINITION AND PURPOSE
Analyzing qualitative data is a formidable task for all qualitative researchers, es-
pecially those just starting their careers. Novice researchers follow the urgings of
mentors who emphasize the need to collect rich data that reveal the perspectives
and understandings of the research participants. After weeks (or months or years)
of data collection using a variety of qualitative data collection techniques (e.g., ob-
servations, interviews), they find themselves sitting in their living rooms surrounded
by boxes of data in all shapes and forms! This less-than-romantic image of qualitative
researchers is a common one. Having immersed themselves in the systematic study
of a significant problem, qualitative researchers are confronted with the somewhat
daunting task of engaging in analysis that will represent the mountains of descriptive
data accurately. There is no easy way to do this work: It is difficult, time-consuming,
and challenging, and yet it is potentially the most important part of the research
process as we try to understand what we have learned through our investigations.
Data analysis in qualitative research involves summarizing data in a dependable
and accurate manner and leads to the presentation of study findings in a manner
that has an air of undeniability. Given the narrative, descriptive, and nonnumerical
nature of the data that are collected in a qualitative study, it is not possible to “num-
ber crunch” and quickly reduce the data to a manageable form, as in quantitative
studies. Qualitative data analysis requires that the researcher be patient and reflec-
tive in a process that strives to make sense of multiple data sources, including field
notes from observations and interviews, questionnaires, maps, pictures, audiotape
transcripts, and videotaped observations. On the other hand, data interpretation
is an attempt by the researcher to find meaning in the data and to answer the “So
465
466 CHAPTER 18 • QUALITATIVE RESEARCH: DATA ANALYSIS AND INTERPRETATION
what?” question in terms of the implications of the Anderson and colleagues1 suggested that quali-
findings. Put simply, analysis involves summarizing tative researchers answer two questions to guide
what’s in the data, whereas interpretation involves their work and reflections:
making sense of—finding meaning in—those data.
1. Is your research question still answerable and
Data analysis and interpretation are critical worth answering?
steps in the research process that require the re-
searcher both to know and to understand the data. 2. Are your data collection techniques catching
When analyzing and interpreting qualitative data, the kind of data you want and filtering out the
challenge yourself to explore every possible angle data that you don’t?
and try to find patterns and seek out new under-
standings from the data. The techniques outlined in Consciously pausing during the research process
this chapter will serve as guideposts and prompts will allow you to reflect on what you are attending
to move you through analysis and interpretation as to and what you are leaving out. Such a reflective
efficiently as possible. stance will continue to guide your data collection
efforts as well as to allow for early hunches about
Data Analysis During Data Collection what you are seeing so far.
Data analysis in qualitative research is not left until Although ongoing analysis and reflection is a
all data are collected, as is the case with quantita- natural part of the qualitative research process, it
tive research. The qualitative researcher begins data is important to avoid premature actions based on
analysis from the initial interaction with participants early analysis and interpretation of data. Research-
and continues that interaction and analysis through- ers engaged in their first systematic study tend to
out the entire study. To avoid collecting data that collect, analyze, and interpret data zealously in a
are not important or that come in a form that can- rapid-fire fashion. Their efforts can go awry if they
not be understood, the researcher must think, “How become their own best informants and jump to
am I going to make sense of the data?” before con- hasty conclusions and impulsive actions. The quali-
ducting the study. During the study, the researcher tative research process takes time; researchers must
should try to narrow the topic progressively and be wary of the lure of quick-fix strategies and pa-
to focus on the key aspects of the participants’ tient enough to avoid the pitfalls of stating research
perspectives. Thus, the qualitative researcher goes outcomes on the basis of premature analysis.
through a series of steps and iterations: gathering
data, examining data, comparing prior data to newer Data Analysis After Data Collection
data, writing up field notes before going back to the
research site, and making plans to gather new data. After the data have been collected, the romance
Data collection and analysis continually interact; the of fieldwork is over, and the researcher must con-
researcher’s emerging hunches or thoughts become centrate solely on the task of data analysis. The
the focus for the next data collection period. researcher must fully examine each piece of informa-
tion and, building on insights and hunches gained
While gathering data, the researcher reviews during data collection, attempt to make sense of the
everything and asks questions: “Why do partici- data as a whole. Qualitative data analysis is based on
pants act as they do?” “What does this focus mean?” induction: The researcher starts with a large set of
“What else do I want to know about that partici- data representing many things and seeks to narrow
pant’s attitude?” “What new ideas have emerged in them progressively into small and important groups
this round of data collection?” “Is this a new con- of key data. No predefined variables help to focus
cept, or is it the same as a previous one?” This on- analysis, as in quantitative research. The qualitative
going process—almost a protracted discussion with researcher constructs meaning by identifying patterns
oneself—leads to the collection of new important and themes that emerge during the data analysis.
data and the elimination of less useful data.
A problem that faces virtually all qualitative
1 Studying Your Own School: An Educator’s Guide to Qualitative researchers is the lack of agreed-on approaches for
Practitioner Research (p. 155), by G. L. Anderson, K. Herr, and analyzing qualitative data. There are some guide-
A. S. Nihlen, 1994, Thousand Oaks, CA: Corwin Press. lines and general strategies for analysis but few spe-
cific rules for their application. In brief, after data
are collected, the qualitative researcher undertakes
CHAPTER 18 • QUALITATIVE RESEARCH: DATA ANALYSIS AND INTERPRETATION 467
a multistage process of organizing, categorizing, memoing, describing what is going on in the setting,
synthesizing, analyzing, and writing about the data. and classifying research data. The process focuses
In most cases, the researcher will cycle through the on (1) becoming familiar with the data and iden-
stages more than once, in a continual effort to nar- tifying potential themes (i.e., reading/memoing);
row and make sense of the data. The timeframe for (2) examining the data in depth to provide detailed
data analysis, as a result, is difficult to determine in descriptions of the setting, participants, and activ-
advance, as it depends on the nature of the study, ity (i.e., describing); and (3) categorizing and cod-
the amount of data to be analyzed, and the analytic ing pieces of data and grouping them into themes
and synthesizing abilities of the researcher. (i.e., classifying).
If you conduct a qualitative study, take time to The interrelations among these steps are not
immerse yourself fully in your data—bury yourself in necessarily linear. At the start of data analysis,
what you have. Read and reread, listen and relisten, the logical sequence of activities is from reading/
watch and rewatch. Get to know intimately what you memoing to description, to classifying, and finally
have collected. Struggle with the nuances and cave- to interpretation. However, as a researcher begins
ats, the subtleties, the persuasive, the incomplete. to internalize and reflect on the data, the initial
Avoid premature judgment. These goals are lofty, but ordered sequence may lose its structure and be-
they are at the heart of what we are trying to achieve come more flexible. If you’ve ever been driving
in qualitative data analysis and data interpretation. home pondering some issue or problem and out
of the blue had a sudden flash of understand-
STEPS IN ANALYZING ing that provides a solution, you have a sense of
QUALITATIVE RESEARCH DATA how qualitative data analysis takes place. Once
you are into the data, it is not the three steps that
If data are to be thoroughly analyzed, they must be lead to understanding; it is your ability to think,
organized. Ideally, the researcher will have care- imagine, create, intuit, and analyze that guides the
fully managed notes, records, and artifacts as they data analysis. Knowing the steps is not enough;
were collected. The importance of attention to de- the thinker, imaginer, and hypothesizer—that is, the
tail in managing data sometimes becomes all too qualitative researcher—is the data analyzer, and the
clear when it is time to write up the research. Nev- quality of the research analysis depends heavily on
ertheless, some additional organization at the end the intellectual qualities of the researcher. Let us
of the data collection stage is usually necessary. be very clear about this process: It is a process of
Figure 18.1 lists some ways to “tidy up” your data, digesting the contents of qualitative data and find-
ensure their completeness, and make them easier ing related threads in it. You will not meaningfully
to study. After the data are organized, the analysis accomplish these tasks with one or two or more
can begin in earnest. readings of your data. To make the kinds of con-
nections needed to analyze and interpret qualitative
One way to proceed with analysis is to fol- data, you must know your data—really know it, in
low three iterative, or repeating, steps: reading/ your head, not just on paper. The process can be
FIGURE 18.1 • Data organizing activities
• Write dates (month, day, year) on all notes.
• Sequence all notes with labels (e.g., 6th set of notes).
• Label notes according to type (such as observer’s notes, memo to self, transcript from
interview).
• Make two photocopies of all notes (field notes, transcripts, etc.) and retain original copies.
• Organize computer files into folders according to data type and stages of analysis.
• Make backup copies of all files.
• Read through data and make sure all information is complete and legible before proceeding to
analysis and interpretation.
• Begin to note themes and patterns that emerge.
468 CHAPTER 18 • QUALITATIVE RESEARCH: DATA ANALYSIS AND INTERPRETATION
tedious, time-consuming, and repetitious; however, can describe events in chronological order, create a
the steps can help you understand, describe, and composite of a typical day in the life of a participant
classify qualitative data. in the setting, focus on key contextual episodes,
or illuminate different perspectives of the partici-
Reading/Memoing pants. Regardless of the form, it is crucial that you
describe thoroughly how participants define situa-
The first step in analysis is to read and write memos tions and explain their actions. Also, your descrip-
about all field notes, transcripts, and observer com- tions should make note of how interactions and
ments to get an initial sense of the data. To begin, social relations among the participants may have
find a quiet place and plan to spend a few hours changed during the course of the study.
at a time reading through the data. Krathwohl2
wisely pointed out that “the first time you sit down Classifying
to read your data is the only time you come to that
particular set fresh.” It is important that you write Qualitative data analysis is a process of breaking
notes in the margins or underline sections or issues down data into smaller units, determining their
that seem important to you so that you will have import, and putting the pertinent units together in
a record of your initial thoughts and sense of the a more general, analytical form. Qualitative data
data. Later, when you are deeper into the analysis, are typically broken down through the process of
you may find that many of these early impressions classifying or coding; the pieces of data are then
are not useful; however, you may also find that categorized. A category is a classification of ideas or
some initial impressions hold up throughout. At concepts; categorization, then, is grouping the data
this stage of analysis you should also begin the into themes. When concepts in the data are exam-
search for recurring themes or common threads. ined and compared to one another and connections
are made, categories are formed.
Describing
As an example, consider a researcher who is
The next step, describing, involves developing conducting a qualitative study on characteristics
thorough and comprehensive descriptions of the of fifth-grade students’ study methods. Suppose
participants, the setting, and the phenomenon stud- the researcher had collected 20 sets of field notes
ied to convey the rich complexity of the research. (i.e., based on observations) or 20 transcripts of
The descriptions are based on your collected ob- interviews. The researcher’s task is to read through
servations, interview data, field notes, and artifacts. all the notes or transcripts and categorize the mean-
The aim of this step is to provide a narrative picture ings or understandings that emerge from the data.
of the setting and events that take place in it so The categories provide the basis for structuring the
you will have an understanding of the context in analysis and interpretation—without data that are
which the study is taking place. Attention to the re- classified and grouped, a researcher has no reason-
search context is a common and important theme in able way to analyze qualitative studies. However,
qualitative research because the context influences the categories identified by one researcher would
participants’ actions and understandings. Because not necessarily be the same as those identified by
meaning is influenced by context, analysis (and another researcher, even if they analyzed the same
therefore, interpretation) is hampered without a data. There is no single “correct” way to organize
thorough description of the context, actions, and and analyze the data. Different researchers produce
interactions of participants. different categories from the same data for many
reasons, including researcher biases, personal in-
An important concern of qualitative research- terests, style, and interpretive focus.
ers is portraying the views of the research partici-
pants accurately. The descriptions of the research DATA ANALYSIS STRATEGIES
context, meanings, and social relations can be
presented in a number of forms. For example, you In this section we describe strategies that are used to
analyze qualitative data: identifying themes; coding
2 Methods of Educational and Social Science Research: An Inte- surveys, interviews, and questionnaires; asking key
grated Approach, by D. R. Krathwohl (2nd ed., p. 309), 1998, questions; doing an organizational review; concept
New York: Longman.
CHAPTER 18 • QUALITATIVE RESEARCH: DATA ANALYSIS AND INTERPRETATION 469
mapping, analyzing antecedents and consequences; on the cards. Each card in the deck contains data,
displaying findings; and stating what is missing. and the order of the cards is random. As you ini-
Each is important in identifying research categories tially scan the cards, you have an intuitive sense
and patterns. that the data on some of the cards look similar to
data on other cards. You finish looking carefully at
Identifying Themes. Another way to begin ana- all the cards and reshuffle the deck. Again you look
lyzing data is to consider the big picture and start through the deck, but this time you group together
to list themes that you have seen emerge in your the cards with data that look alike. You end up
literature review and in the data collection. Are with 13 collections of four cards that have some
there patterns that emerge, such as events that keep trait in common (e.g., the number or face value of
repeating themselves, key phrases that participants the card). Again, you reshuffle the cards. This time
use to describe their feelings, or survey responses as you start to sort through the cards, you notice a
that seem to match one another? Making a note different theme (e.g., the suit of the card) and end
of themes can be helpful during the first reading of up with four piles of 13 cards. Puzzling. Not to be
the data, as part of memoing. In subsequent read- thwarted in your efforts, you again reshuffle the
ings of the data, additional themes may emerge. deck and attempt to settle on an organizing theme.
You group together cards (i.e., data) that have suf-
Coding Surveys, Interviews, and Questionnaires. ficient common characteristics that you feel confi-
One of the most frequent data analysis activities dent that your analysis is undeniably accurate. But
undertaken by qualitative researchers is coding, there is just one problem: What do you do with the
the process of categorically marking or referencing Joker that found its way into the pack? And what
units of text (e.g., words, sentences, paragraphs, about that wildcard? Where did they come from,
and quotations) with codes and labels as a way to and where do they fit? Just when you thought you
indicate patterns and meaning. As you analyze and had it all worked out, in crept something that chal-
code, you reduce your data to a manageable form. lenges the themes you have used to organize and
One way to proceed when working with field notes, represent the data you have collected. The shuffling
transcripts of taped interviews, pictures, maps, and and sorting continues.
charts is to record important data on index cards,
which are manageable and allow for sorting. As you A few commonsense guidelines may make this
read and reread through the data (possibly now somewhat overwhelming activity of coding moun-
reduced to your cards), you can compile the data tains of data more manageable:
in categories or themes.
1. Gather photocopies of your original data.
Although there is nothing magical about the 2. Read through all the data and attach working
process of coding, it does take time and a willing-
ness to check that the mountains of descriptive data labels to blocks of text. These labels should
have been analyzed in an accurate and reliable way. have meaning for you; they should be a kind
The way in which you code the data, in fact, will of shorthand that will serve as reference points
play a large role in determining the nature of the when you return to the text later in the process.
results. If, for example, you approach the data with 3. Literally cut and paste the blocks of text onto
preconceived categories and assumptions, you will index cards so that you now have the data
likely begin analyzing the data by coding text units in a manageable form (i.e., shuffling cards is
according to what you expect to find. Conceptually, much easier than sorting through reams of
you are beginning to construct a web of relations paper). Use some kind of numbering system
that may or may not appear as you thought they so that you can track the block of text back
would. If, on the other hand, you approach the data to the original context in which it appeared.
with questions you hope your research will illumi- For example, marking the date and time (e.g.,
nate but no clear sense as to what the findings may 1/26 10:15) can help you locate the text in
be, you will likely start to build themes as you read. the journal or field notes from which it was
excerpted. Remember, context is important.
To get an idea of the process of coding, imagine Check that you have correctly labeled the text
that you are organizing a deck of playing cards, but you are trying to funnel into a category with
you don’t know the meaning of any of the symbols similar text.
470 CHAPTER 18 • QUALITATIVE RESEARCH: DATA ANALYSIS AND INTERPRETATION
4. Start to group together cards that have the improvement plan, “Do I write plans of
same or similar labels on them. improvement just to let the central office know
that it has been done so that they are satisfied
5. Revisit each pile of cards and see if the label and can get on with doing whatever it is that
still fits or whether similar labels warrant they do with all the paper work? I admit that
their own category. Seek categories that will I have written plans and never followed up on
encapsulate similar thoughts and ideas. This them because I’m too busy getting on with the
process is similar to brainstorming. real business of school.”
For example, in my study of school district change By following the four commonsense guidelines
(Mills, 1988), I found myself with a large pile of presented earlier, the first step of “attaching work-
3Љ ϫ 5Љ cards that included some of the following ing labels” to blocks of text that are then “cut and
notations: pasted” onto cards resulted in the following group-
ing of cards: Cards 1, 3, and 5 were labeled “State-
Card 1. Assistant superintendent urges principals ment of school district approach to school change.”
not to reinvent the wheel but to share ideas Cards 2 and 4 were labeled “Principals’ challenges
with each other as they attempt to deal with an to school district approach.” And cards 6 and 7
identified problem. (In this case the problem was were labeled “Inaction of school district approach.”
low test scores on the California Achievement
Test [CAT].) The assistant superintendent states These cards are indicative of the comments that
to the principals, “I don’t want any of you to were captured during interviews with individual
think that you are alone out there.” principals and observations of principals’ meetings
and which collectively provided the context and
Card 2. One of the principals at the meeting understanding for the analysis that resulted in a
comments, “Clearly, the CAT does not test what statement of a theme titled “inaction.” In writing
we teach in our schools. The test was designed about school change as it related to the McKenzie
for California, not Oregon.” School District, my data analysis included a “Taxon-
omy of Managing and Coping Strategies for Educa-
Card 3. The next meeting of principals following tional Change” with themes such as “inaction” that
the release of the CAT scores and the directive emerged to describe the change process; that is,
from the superintendent that “all schools one of the ways that the McKenzie School District
will develop action plans to address areas of personnel managed and coped with educational
weakness identified by the test scores” does change was to do nothing! Although the story of
not include any discussion of action plan the change process was fascinating, I have included
development. this example to demonstrate how a theme emerges
from the data you collect. I chose the term “inac-
Card 4. A principal sums up his feelings about tion” as a theme because it was descriptive (to me)
standardized testing as follows, “The district of what was occurring in the district. The same will
makes us go through a whole lot of garbage for be true for your own analysis—as you code your
little outcome or benefit to the teachers and the data and reduce them to a manageable form, a label
students.” will emerge that describes a pattern of behavior.
You will be well on your way to making sense of
Card 5. Principals’ meeting 3 months following your data!
the release of test scores and action plan
mandate. Action plans were due to the Example of Coding an Interview
Curriculum Director 7 weeks ago. Principals are
instructed that they can have another 2 weeks What follows is an annotated interview between a
to complete the plans. researcher and a bilingual education teacher as an
example of the researcher’s analysis of the themes
Card 6. The assistant superintendent announces that emerged from the interview.
that he will be meeting with principals on an
individual basis to discuss how action plans for As this example illustrates, the process of ana-
school improvement will be implemented. It is lyzing an interview transcript involves a careful
4 weeks before the end of the school year, and reading of the transcript to identify broad themes
16 weeks since the initial directive to develop
school improvement action plans.
Card 7. One principal commented on the
development of the action plan/school
CHAPTER 18 • QUALITATIVE RESEARCH: DATA ANALYSIS AND INTERPRETATION 471
that emerge from the data that will help answer phenomenon under investigation. In this bilingual
your research questions. This in-depth, intimate education teacher example, fear of change is a
knowledge and examination of the data allows pervasive, recurring theme that contributes to the
teacher researchers to categorize themes and ideas researcher’s understanding of the phenomenon and
that will contribute to their understanding of the possibly provides an answer to a research question.
Coding from a Sample Interview Transcript
Codes Q: Why do you think that English-only teachers fear bilingual education? Themes (and
Culture Other Ideas)
A: I think the fear factor is on a real gut-level and personal level. Teachers Fear
Nativistic feel it’s kind of a one-way system in that the teachers who are in the all- Fear of change
movements English program are fearful at a real basic visceral level that their jobs and Job stability
Patriotic their livelihood are at risk. Not to mention their culture, their society, and Fear of new
their known world is at risk by this other language coming into the schools job
and being acknowledged in the schools. And the teacher might say, “Oh
well, because I don’t have Spanish that means I am going to be out of a job.
Am I going to be replaced by a bilingual teacher? If you have this program
in my school that means you’re going to need bilingual teachers. I am not
bilingual so my job is at risk.”
Q: Do you think that there is resistance toward expecting all children to
learn English?
A: I think that’s an interpretation that comes out of a model like a 90/10.
When the child needs to come into the first year and has 90% in Spanish and
10% in English, it’s easily perceived that we are withholding English from
the child. That is a perception. A 50/50 model is a little more amenable to
that because it’s obvious that 50% of the time the child isn’t getting English.
Q: There is the old adage that teachers who oppose bilingual education say
“My ancestors never received bilingual education services in public schools
and they did just fine.” How do you respond to that kind of attitude toward
bilingual education?
A: I say that’s old thinking. I think that what your parents or your grandparents
had to do when they came here from Italy or Norway, or wherever they came
from, to learn another language, the language demand was less than it is
today.
Q: What about the attitude, “Well they are in the United States and we
speak English here so they can learn English. That’s all there is to it.” How
would you respond to this attitude?
A: That’s a big one. That’s huge. I think that’s a whole cultural, you know, Fear
it’s based again in fear. Based again in the fact that the United States is a
very isolated island in that we are closed in by two oceans and we have
never had the habit of stretching out beyond our borders much, or valuing
much of what is beyond our borders.
We are xenophobic in that sense. So we haven’t traditionally learned other Fear
languages, or been interested in other languages. “Why bother, we’re America,
the biggest, the toughest, so why would we value anybody else’s culture or
language?” And I think that’s an old thinking as well. It’s an old habit.
472 CHAPTER 18 • QUALITATIVE RESEARCH: DATA ANALYSIS AND INTERPRETATION
Asking Key Questions. Another strategy used in exist between the disparate groups. The steps for
data analysis involves asking key questions. Accord- developing a concept map include the following:
ing to Stringer,3 working through a series of ques-
tions can enable qualitative researchers to “extend 1. List the major influences that have affected the
their understanding of the problems and contexts” study of your area of focus.
they have investigated. Such questions may include:
Who is centrally involved? Who has resources? 2. Develop a visual representation of the major
Which ones? What major activities, events, or issues influences (factors) connecting the influences
are relevant to the problem? How do acts, activities, with relationships you know exist (using solid
and events happen? When does this problem occur? lines), and influences you have a “hunch”
Although not all these questions will be applicable about (using dotted lines).
to any single situation, they may provide a starting
point for qualitative researchers who are engaged 3. Review the concept map to determine any
individually or collectively in analysis. consistencies or inconsistencies that exist
between the influences. This forces you back
Doing an Organizational Review. Almost any edu- to your data to see “what’s missing.”
cational problem is influenced in some way by
the spoken and unspoken rules of organizations, For example, in a study of the effectiveness of
including state education departments, school dis- a school absenteeism policy, the researcher con-
tricts, individual schools, teacher unions, and other cluded that respectfulness, safety, conflict manage-
similar organizations. Even in a qualitative study ment, discipline, school rules, behavior, getting
where the emphasis is on the personal story of along, self-esteem, and academics were major indi-
a single individual or the intimate workings of a cators of success. Further, the researcher believed
small group, it is sometimes helpful to step back that some relationships (real and perceived) existed
and take a look at the larger setting. Researchers between these factors (see Figure 18.2).
may consider undertaking an organizational review
that focuses on several features of the organiza- Analyzing Antecedents and Consequences. The
tion, including the vision and mission; goals and process of mapping antecedents (i.e., causes) and
objectives; structure and operation; and problems consequences (i.e., effects) is another strategy to help
and concerns. As Stringer noted:4 “As participants qualitative researchers identify the major elements
work through these issues, they will extend their of their analysis.6 Using this framework provides
understanding of the organization and aspects of a visual representation of the causal relationships
its operation that are relevant to their problems, that the researcher believes exist. It is also helpful
issues, and concerns.” With these features in mind, to revisit the causal relationships uncovered in your
a review of a school, for example, may provide in- review of the literature to determine challenges and
sight into the data you have collected. support for your analysis and interpretations.
Developing a Concept Map The steps for analyzing antecedents and con-
sequences are:
Stringer5 suggested that concept maps are another
useful strategy that helps action research participants 1. List the influences that emerged from the
to visualize the major influences that have affected analysis for which there appears to be a
the study. For example, what were the perspectives causal relationship.
of the students? Parents? Teachers? Administrators?
A concept map gives participants an opportunity 2. Revisit the review of literature to determine
to display their analysis of the problem and to de- whether the analysis of the study supports, or is
termine consistencies and inconsistencies that may challenged by, the findings of previous studies.
3 Action Research: A Handbook for Practitioners (p. 87), by 3. Revisit your data to determine if anything is
E. T. Stringer, 1996, Thousand Oaks, CA: Sage. missing and suggest how your findings may
4 Ibid., pp. 90–91. influence future research.
5 Action Research (p. 91), Stringer, 1996.
As an example, in the study of the effectiveness of
a school absenteeism policy, the concept map (see
Figure 18.2) could be expanded to include a mapping
of antecedents (causes) and consequences (effects) as
6 Ibid., p. 96.
CHAPTER 18 • QUALITATIVE RESEARCH: DATA ANALYSIS AND INTERPRETATION 473
FIGURE 18.2 • Concept map of the factors affecting absenteeism
Academics Respectfulness
Self-Esteem Absenteeism Safety
Getting Along
Conflict
Management
Behavior School Rules Discipline
Source: Mills, Geoffrey, Action Research: A Guide for the Teacher Researcher, 4th Edition,
© 2011. Reprinted by permission of Pearson Education, Inc., Upper Saddle River, NJ.
an outcome of the analysis. In this example, the re- missing and identify the questions for which you
searcher clearly identified (based on his analysis) that have not been able to provide answers. Often we
a causal relationship existed between absenteeism find ourselves wanting and needing to provide an-
and academics (student performance), and absentee- swers, to move beyond our data with unwarranted
ism and discipline (student behavior). This frame- assertions that may, in some cases, ultimately lead
work provides a visual representation of the causal to embarrassing questions about what we actually
relations that the qualitative researcher has identified. did. In keeping with the theme of avoiding prema-
It is helpful to revisit the causal relations uncovered in ture judgment (i.e., arriving at answers to problems
the review of literature to determine challenges and without systematic inquiry), the data analysis strat-
support for the analysis and interpretations. egy of stating what’s missing allows you to hint at
what may or should be done next in your quest to
Displaying Findings. It is important to try to sum- understand the findings of your study.
marize the information you have collected in an
appropriate and meaningful format that you can Qualitative Data Analysis:
share with interested colleagues. To do this, it is An Example
helpful to “think display” as you consider how to
convey your findings to colleagues. Displays can The example that follows is intended to provide
include matrixes, charts, concept maps, graphs, a sense of qualitative analysis. A true qualitative
and figures—whatever works as a practical way to study would entail more data analysis than shown
encapsulate the findings of the study. These visual here, but the basic ideas represent the process a
displays of data serve an important function for qualitative researcher would undertake when ana-
qualitative researchers who want to share findings lyzing data throughout a study.
and celebrate their insights in a public forum, such
as a research conference. Putting the data into a vi- In this example, the topics under study are
sual format can also help you see new aspects of it. the concerns of parents regarding their first child’s
entrance into kindergarten and the kindergarten
Stating What’s Missing. Finally, as part of your teacher’s interactions with the students and families.
full reporting, you should flag for the consumers of The participants are four parents—three female and
your research the pieces of the puzzle that are still one male, representing four families—and the first
child in each of the families. The children attend
474 CHAPTER 18 • QUALITATIVE RESEARCH: DATA ANALYSIS AND INTERPRETATION
the same school; the kindergarten teacher is also 3. From your initial analysis, you group the
a participant. Data collection procedures include individual items or topics together into
observations and interviews with students, parents, categories that show how the items or
and the kindergarten teacher. topics are related. For example, as shown in
Figure 18.3, you could group books, videos,
Data analysis would proceed as follows: and handouts under a category called “Teaching
Materials.” You could group together the ways
1. From the field notes of your classroom in which the instruction was carried out—
observations, you begin to list some individual, small-group, and whole-class—and
common items or topics that you noticed. label this category as “Classroom Interactions.”
You recorded in your notes that during Using information from the interviews,
classroom instruction, the teacher was using you could construct the category “Indirect
books, videos, and handouts. You also Communication with Families/Guardians” to
noted that at times, instruction was directed include grading, lesson plans, tests, and report
toward individual students, sometimes cards. A category of “Direct Communication
toward the whole class, and sometimes with Families/Guardians” could include family
toward students who were working together conferences, report cards, progress reports,
in small groups. and phone calls to families. Notice that report
cards appear in both the indirect and the direct
2. From your interviews with the teacher, you communication categories.
realize that she gave you information about
how she communicated with families about the 4. You organize your four categories into
children. You note that she talked about how patterns, which are made up of two
she indirectly communicates through grading or more categories. For example, the
and report cards and how her lesson plans categories of “Teaching Materials” and
and tests are related to her overall assessment “Classroom Interactions” indicate a pattern
of the students’ work. She also mentioned of “Instructional Activities.” The categories
that she talks about report cards directly with of “Indirect Communication” and “Direct
families during conferences. Additionally, she Communication” fit together under a pattern
communicates with families about their children of “Teacher–Family Interactions.”
through progress reports and phone calls.
FIGURE 18.3 • Diagram of category levels and organization
Patterns Instructional Teacher–Family
Activities Interactions
Categories Teaching Classroom Indirect Communication Direct Communication
Materials Interactions with Families/Guardians with Families/Guardians
Topics books handouts small- grading tests family report progress phone
(data
pieces) videos group lesson conferences cards reports calls to
individual whole- plans families
student class
CHAPTER 18 • QUALITATIVE RESEARCH: DATA ANALYSIS AND INTERPRETATION 475
You then decide whether you need to collect ad- The following Digital Research Tools for the
ditional data by interviewing students and parents 21st Century feature discusses three common com-
about their experiences interacting with the teacher puter software packages available to assist qualitative
to confirm your categories and patterns. researchers with the analysis of qualitative data.
Digital Research Tools • Are you or can you be adequately trained
for the 21st Century in the use of the programs and in using
computers in general?
QUALITATIVE DATA ANALYSIS
COMPUTER SOFTWARE • Do you have the resources to purchase a
program, or do you know someone who has
Computer software to assist with the analysis of quali- the program?
tative, narrative data has been available to researchers
for many years. The key word in this sentence is assist. • Do you need to be able to capture specific
This software will not do the analysis for you! It is im- quotes from a large database?
portant for novice qualitative researchers to remember
that computers do not analyze or even code data. They Three common and popular qualitative analysis
are designed only to help expedite these operations software packages are NVivo 9.0, The Ethnograph
when researchers are working with large bodies of v6, and HyperRESEARCH 3.0.
text and other kinds of data. The process of coding,
retrieving, and subsequently mulling over and mak- NVivo 9.0
ing sense of data remains a laborious process com-
pletely controlled by researchers. Even if a computer NVivo 9.0 is designed for qualitative researchers who
is used, researchers still must go through the process need to work with complex data, especially multi-
of creating codes and labels and keying them into media data. NVivo is designed to assist researchers
the computer as they read through their interviews, with organizing, classifying, and analyzing data and
field notes, and audio- and videotapes. Computers are allows the researcher to work with documents, PDFs,
merely handy and extremely fast labeling and retrieval spreadsheets, audio, video, and pictures. More infor-
tools. Researchers also must remember that they must mation on NVivo can be found on the QSR Interna-
program the computer to retrieve and sort data in tional website at http://www.qsrinternational.com.
specific ways; the machines do not do these tasks
automatically. Although computers can enhance and The Ethnograph v6
broaden qualitative research analysis, if you are not
connected in some way with a research university it is The Ethnograph v6 is a program designed to help
unlikely that you will have access to the software and qualitative researchers work with text files (in any
the expertise of someone to teach you how to use it. format) and search for and code segments of inter-
est to the researcher. More information about The
To help with the decision about whether or not Ethnograph can be found on the Qualis Research
to proceed with locating and learning a qualitative website at http://www.qualisresearch.com.
data analysis software package, ask yourself the fol-
lowing questions:7 HyperRESEARCH 3.0.2
• Are you analyzing large amounts of data HyperRESEARCH 3.0.2 is an advanced software pro-
(e.g., more than 500 pages of field notes gram that allows the qualitative researcher to work
and transcripts)? with text, graphics, audio, and video sources and to
code and retrieve data. More information about Hy-
7 List items adapted from Educational Research: Planning, perRESEARCH can be found on the ResearchWare
Conducting, and Evaluating Quantitative and Qualitative website at http://www.researchware.com.
Research (4th ed., p. 240), by J. W. Creswell, 2012, Upper
Saddle River, NJ: Merrill/Prentice Hall. Remember, computer software will not do the
data analysis for you, but it will help you to retrieve
categories from a large amount of narrative, audio,
video, and photo data.
476 CHAPTER 18 • QUALITATIVE RESEARCH: DATA ANALYSIS AND INTERPRETATION
DATA INTERPRETATION The techniques for data interpretation that fol-
STRATEGIES low are adapted from those presented by Wolcott
and by Stringer.9
Because the goal of data interpretation is to find
meaning in the data, it is based heavily on the Extend the analysis. One technique that is low
connections, common aspects, and links among on the data interpretation risk scale is to extend the
the data, especially the identified categories and analysis of the data by raising questions about the
patterns. One cannot classify data into categories study, noting implications that may be drawn with-
without thinking about the meaning of the cat- out actually drawing them. As Wolcott suggested,
egories. To aid interpretation, researchers must “This is a strategy for pointing the way rather than
make the conceptual bases or understandings of leading the way”.10
the categories explicit and identify clearly the char-
acteristics that make each category distinct from Connect findings with personal experience.
the others. Interpretation requires more conceptual Qualitative research is very personal business,
and integrative thinking than data analysis because so it makes sense to personalize our interpreta-
interpretation involves identifying and abstracting tions. For example, you may present your find-
important understandings from the detail and com- ings with the prelude, “Based on my experiences
plexity of the data. in conducting this study, this is what I make of it
all.” Remember, you know your study better than
The implicit issue in data interpretation is the anyone else. You have been there for every twist
answer to these four questions: and turn along the way, trying to make sense of
discrepant events just when you thought you had
1. What is important in the data? it right. Share your interpretations based on your
2. Why is it important? intimate knowledge and understandings of the
3. What can be learned from it? research setting.
4. So what?
Seek the advice of critical friends. If you have
The researcher’s task, then, is to determine how difficulty focusing an interpretive lens on your
to identify what is important, why it is important, work, rely on your trusted colleagues to offer in-
and what it indicates about the participants and sights that you may have missed because of your
context studied. The process for answering these closeness to the work. Offer your accounts to col-
four questions is to a large extent idiosyncratic. In- leagues with the request that they share with you
terpretation is personal, without hard and fast rules their possible interpretations. Similarly, you may
to follow as you go about the task of interpreting ask your informants (e.g., students, parents, teach-
the meaning of data. As in most qualitative studies, ers, and administrators) for their insights. But be-
success depends on the perspective and interpre- ware! The more opinions you seek, the more you
tive abilities of the researcher. will receive, and often these suggestions will come
with the expectation that you accept the advice.
You may wonder why you should bother with Over time you will develop reciprocity with a cadre
interpretation, especially because it involves taking of trusted, like-minded colleagues who will self-
risks and making educated guesses that may be off lessly fulfill the role of critical friend. Take the time
base. Wolcott8 argued for the importance of inter- to build these relationships and reap the rewards
pretation, noting that the interpretations made by they offer.
qualitative researchers matter to the lives of those
we study. In addition, the process of interpreta- Contextualize findings in the literature. Un-
tion is important because it can challenge qualita- covering external sources as part of the review of
tive researchers’ taken-for-granted assumptions and related literature is a powerful way for qualitative
beliefs about the educational processes they have researchers to provide support for the findings
investigated. of the study. Making these connections also pro-
vides a way to share with colleagues the existing
8 Transforming Qualitative Data: Description, Analysis, and In-
terpretation, by H. F. Wolcott, 1994, Thousand Oaks, CA: Sage. 9 Ibid., pp. 39–46; Action Research (p. 87–96), Stringer, 1996.
10 Transforming Qualitative Data (p. 40), Wolcott, 1994.
CHAPTER 18 • QUALITATIVE RESEARCH: DATA ANALYSIS AND INTERPRETATION 477
knowledge base about a research problem and to findings only as a soapbox from which we present
acknowledge the unique contribution the qualita- findings that confirm our beliefs and values, then
tive researcher has made to the understanding of we risk being alienated by our colleagues. Avoid be-
the topic under study. ing evangelical about your interpretations, connect
them closely to your data and analysis, and share
Turn to theory. Theory serves a number of your newfound understandings with colleagues in
important roles for qualitative researchers. First, an appropriate manner.
theory provides a way for qualitative researchers
to link their work to broader issues of the day. ENSURING CREDIBILITY
Second, theory allows researchers to search for in- IN YOUR STUDY
creasing levels of abstraction and to move beyond a
purely descriptive account. Levels of abstraction al- Throughout this chapter we have emphasized the
low us to communicate the essence of our descrip- centrality of the researcher as the integrator and in-
tive work to colleagues at research meetings. Last, terpreter of data. You may infer that this emphasis
theory can provide a rationale or sense of meaning means that researchers have carte blanche when
to the work we do. analyzing and interpreting data, that is, that they
can rely strictly on their personal feelings or prefer-
Know when to say “when”! If you don’t feel ences. This is definitely not the case. If qualitative
comfortable offering an interpretation, don’t do research were based solely on producing unsub-
it. Be satisfied with making suggestions for what stantiated opinions, with researchers ignoring data
may be done next, and use the suggestions your- that did not confirm expectations and failing to
self as a starting point for the next research examine biases of research participants, it would
cycle. Restate the problem as you now see it, and be of little value. Thus, although data analysis
explain how you think you will fine-tune your and interpretations are heavily determined by the
efforts as you strive to increase your understand- researcher, qualitative researchers should respect
ing of the phenomenon you have investigated. and respond to established criteria when conduct-
As Wolcott11 cautioned, “don’t detract from what ing their studies. For example, Dey12 identified six
you have accomplished by tacking on a wimpy questions intended to help researchers check the
interpretation.” quality of their data:
All researchers, and qualitative researchers in 1. Are the data based on one’s own observation
particular, must face the prospect of not being able or on hearsay?
to report all the data they have collected. Rarely is
every piece of data used in the report of a study. This 2. Are observations corroborated by others?
reality is difficult for any researcher but may be more 3. In what circumstances was an observation
so for qualitative researchers because of the time
and effort it typically takes them to obtain and un- made or reported?
derstand their data. Remember, however, the task of 4. How reliable are those providing the data?
interpreting data is to identify the important themes 5. What motivations may have influenced a
or meanings in the data, not necessarily every theme.
participant’s report?
A final piece of advice regarding data inter- 6. What biases may have influenced how an
pretation is to share your interpretations wisely.
At some time we have all been exposed to what observation was made or reported?
are variously called “fads,” “the pendulum swing,”
the “bandwagon,” and so on. As such, many of us Qualitative researchers who attend to these guide-
may hesitate to embrace anything new or different lines for conducting credible data analysis and data
that comes our way in schools, calming ourselves interpretation are rewarded with trustworthy re-
with the mantra, “This, too, shall pass!” If we as search reports that will withstand the scrutiny of
researchers attempt to use our qualitative research the research community.
11 Ibid., p. 41. 12 Qualitative Data Analysis (p. 224), by I. Dey, 1993, New York:
Routledge.
478 CHAPTER 18 • QUALITATIVE RESEARCH: DATA ANALYSIS AND INTERPRETATION
SUMMARY
DATA ANALYSIS AND INTERPRETATION: describing what is going on in the setting, and
DEFINITION AND PURPOSE classifying research data.
9. Reading/memoing is the process of writing
1. Data analysis in qualitative research involves notes in the field note margins and underlining
summarizing data in a dependable and sections or issues that seem important during
accurate manner. It is the presentation of the the initial reading of narrative data.
findings of the study in a manner that has an 10. Describing involves developing thorough and
air of undeniability. comprehensive descriptions of the participants,
the setting, and the phenomenon studied to
2. Data interpretation is an attempt by the convey the rich complexity of the research.
researcher to find meaning in the data and to 11. Classifying small pieces of data into
answer the “So what?” question in terms of more general categories is the qualitative
the implications of the study’s findings. researcher’s way to make sense and find
connections among the data. Field notes and
3. A great deal of data analysis occurs before transcripts are broken down into small pieces
data collection is complete. Researchers think of data, and these pieces are integrated into
about and develop hunches about what they categories and often to more general patterns.
see and hear during data collection.
DATA ANALYSIS STRATEGIES
4. An important step in the ongoing analysis of
qualitative data is to reflect on two questions: 12. Identifying themes is a strategy that relies on
a. Is your research question still answerable the identification of ideas that have emerged
and worth answering? from the review of literature and in the data
b. Are your data collection techniques catching collection.
the kind of data you wanted and filtering
out the data that you don’t? 13. Coding is the process of marking units of
text with codes or labels as a way to indicate
5. It is important to avoid premature actions based patterns and meaning in data. It involves the
on early analysis and interpretation of data. reduction of narrative data to a manageable
form to allow sorting to occur.
6. After fieldwork has been completed, the
researcher must concentrate solely on the 14. Asking key questions is a strategy that
multistage process of organizing, categorizing, involves the researcher asking questions such
synthesizing, analyzing, and writing about the as “Who is centrally involved?” “What major
data. The researcher works to narrow a large activities, events, or issues are relevant to the
set of issues and data into small and important problem?” and seeking answers in the data.
groups of key data.
15. An organizational review helps the researcher
7. It is difficult to determine, in advance, how understand the school or other organization
long data analysis will take. The timeframe as the larger setting. A review should focus on
depends on the nature of the study, the the vision and mission, goals and objectives,
amount of data to be analyzed, and the structure, operation, and issues and concerns
abilities of the researcher. of the organization under study.
STEPS IN ANALYZING QUALITATIVE 16. Concept mapping allows the qualitative
RESEARCH DATA researcher to create a visual display of the
major influences that have affected the study
8. Qualitative data analysis is a cyclical, iterative to allow for the identification of consistencies
process of reviewing data for common topics and inconsistencies between disparate groups.
or themes. One approach to analysis is to
follow three iterative steps: reading/memoing,
CHAPTER 18 • QUALITATIVE RESEARCH: DATA ANALYSIS AND INTERPRETATION 479
17. Analyzing antecedents and consequences allows that may have been missed due to the
the researcher to map the causes and effects researcher’s closeness to the study.
that have emerged throughout the study. 26. Contextualizing the findings of the study in
the related literature involves using the review
18. Displaying findings involves using matrixes, of related literature to provide support for the
charts, concept maps, graphs, and figures to findings of the study.
encapsulate the findings of a study. 27. Turning to theory encourages researchers to
link their findings to broader issues of the
19. Stating what’s missing from the study day and, in so doing, to search for increasing
encourages the researcher to reflect and to levels of abstraction and to move beyond a
identify any questions for which answers have purely descriptive account.
not been provided. 28. Knowing when to say “when” encourages
the researcher to refrain from offering an
20. Many computer programs are available to interpretation rather than offering a wimpy
aid in analyzing qualitative data, but it is interpretation.
important for novice qualitative researchers to 29. As a qualitative researcher, you should share
remember that computers do not analyze or your interpretations wisely and avoid being
code data; researchers do. evangelical about your interpretations. Provide
a clear link between data collection, analysis,
DATA INTERPRETATION STRATEGIES and interpretation.
21. Data interpretation is based heavily on ENSURING CREDIBILITY IN YOUR STUDY
the connections, common aspects, and
linkages among the data pieces, categories, 30. In order to check the credibility (and
and patterns. Interpretation cannot be trustworthiness) of their data, qualitative
meaningfully accomplished unless the researchers should ask themselves the
researcher knows the data in great detail. following six questions:
i. Are the data based on one’s own
22. The aim of interpretation is to answer four ques- observation or on hearsay?
tions: What is important in the data? Why is it ii. Are observations corroborated by others?
important? What can be learned from it? So what? iii. In what circumstances was an observation
made or reported?
23. Extending the analysis is a data interpretation iv. How reliable are those providing the data?
strategy in which the researcher raises questions v. What motivations may have influenced a
about the study, noting implications that may be participant’s report?
drawn without actually drawing them. vi. What biases may have influenced how an
observation was made or reported?
24. Connecting findings with personal experience
encourages the researcher to personalize
interpretations based on intimate knowledge
and understanding of the research setting.
25. Seeking the advice of critical friends involves
inviting a trusted colleague to offer insights
Go to the topic “Qualitative Research: Data Analysis and Interpretation” in the MyEducationLab (www
.myeducationlab.com) for your course, where you can:
◆ Find learning outcomes.
◆ Complete Assignments and Activities that can help you more deeply understand the chapter content.
◆ Apply and practice your understanding of the core skills identified in the chapter with the Building
Research Skills exercises.
◆ Check your comprehension of the content covered in the chapter by going to the Study Plan. Here you
will be able to take a pretest, receive feedback on your answers, and then access Review, Practice, and
Enrichment activities to enhance your understanding. You can then complete a final posttest.
CHAPTER NINETEEN
Inception, 2010
“Researchers creatively combine the
elements of methods in any way that makes the
best sense for the study they want to do.” (p. 483)
Mixed Methods
Research: Integrating
Qualitative and
Quantitative Methods
LEARNING OUTCOMES
After reading Chapter 19, you should be able to do the following:
1. Define mixed methods research, and describe the purpose of a mixed
methods study.
2. Distinguish among three types of mixed methods research designs.
3. Describe the processes of data analysis in mixed methods designs.
4. Identify studies using mixed methods designs.
5. Evaluate a mixed methods study using a series of questions and criteria.
The chapter outcomes form the basis for the following task, which requires you to
develop the research procedures section of a research report.
TASK 8D
For a qualitative and/or quantitative study, you have already created research plan
components (Tasks 2, 3), and described a sample (Task 4). If your study involves
mixed methods research, now develop the research procedures section of the re-
search report. Include in the plan the overall approach and rationale for the study,
site and sample selection, the researcher’s role, data collection methods, data man-
agement strategies, data analysis strategies, trustworthiness features, and ethical
considerations (see Performance Criteria at the end of Chapter 19, p. 494).
Definition RESEARCH METHODS SUMMARY
Mixed Methods Research
Mixed methods research combines quantitative and qualitative approaches by
including both quantitative and qualitative data in a single study. The purpose of
mixed methods research is to build on the synergy and strength that exists between
quantitative and qualitative research methods to understand a phenomenon more
fully than is possible using either quantitative or qualitative methods alone.
(continued )
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