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Qual itative

Data
Analysis
An Expanded Sourcebook

ualitative
Data
Analysis
Second Edition

Matthew B. Miles
A. Michael Huberman

SAGE Publications
International educational and Professional Publisher
Thousand Oaks London New Delhi
,
"

ODTtl KtlTtlPHANEst
METU LIBRARY'
Copyright © 1994 by Matthew B. Miles and Printed in the United States of America
A. Michael Huberman

All rights reserved, No part of this book may' be Library of Congress Cataloging-in-PubUcation
reproduced or utilized in any form or by any means, Data
electronic or mechanical, including photocopying,
recording, or by any information storage and
retrieval system. without permission in writing Miles, Matthew B.
from the publisher, Qualitative data analysis: an expanded sourcebook I
Matthew B. Miles, A. Michael Huberman. - 2nd ed.
p. em.
For information address:
Includes bibliographical references and index.
ISBN 0-8039-4653-8 (el) -ISBN 0-8039-5540-5 (pb)
SAGE Publications, Inc.
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Contents

List of Figures, Tables, and Boxes viii Format of Specific Methods 12


Suggestions for Users 12
Acknowledgments xii
2. Focusing and Bounding the Collection
1. Introduction 1 of Data: The Substantive Start 16
A. The General Problem 1 Tight Versus Loose: Some Trade~offs 16
B. The Nature of This Book 2 A. Building a Conceptual Framework 18
Audiences 3 B. Formulating Research Questions 22
Approach 3 C. Defining the Case: Bounding the Territory 2S
C, Our Orientation 4 D. Sampling: Bounding the Collection of Data 27
D. Varieties of Qualitative Research S E. Instrumentation 34
Recurring Features of Qualitative Research S Summary Comments 38
Three Approaches to Qualitative Data
, Analysis 8 3. Focusing and Bounding tbe Collection
Analytic Methods: Some Common of Data: Further Design Issues 40
Features 9 A. Linking Qualitative and Quantitative Data 40
E. The Nature of Qualitative Data 9 Rationale 40
General Nature 9 Brief Description 42
Some Underlying Issues 9 Illustrations 42
Strengths of Qualitative Data 10 Advice 43
P. Our View of Qualitative Analysis 10 B. Mat1agement Issues Bearing on Analysis 43
Data Reduction 10 Computer Use 43
Data Display 11 Data Management 4S
Conclusion Drawing and Verification 11 Staffing and Time Planning 46
G. Using This Book 12 Agreements With Study Participants 47
Overview 12 Summary Comments 48
4. Early Steps in Analysis 50 Summary Comments 170
Our Assumptions About "Data" 51
A. Contact Summary Sheet 51 7. Cross ...Case Displays: Exploring and
Document Summary Form 54 Describing 172
B. Codes and Coding 55 A, Cross-Case Analysis: Overview 172
Reflective Remarks 66 Why Do Cross~Case Analysis? 173
Marginal Remarks 66 A Key Distinction: Variables Versus Cases 173
C. Pattern Coding 69 Strategies for Cross-Case Analysis 174
D. Memoing 72 B, Partially Ordered Displays 177
Developing Propositions 75 Partially-Ordered Meta-Matrtix 177
E, Case Analysis Meeting 76 C. Conceptually Ordered Displays 183
F. Interim Case Summary 77 Content-Analytic Summary Table 183
Data Accounting Sheet 80 Substructing a Variable 184
G. Vignettes 81 Construct Table 184
H. Prestructured Case 83 Decision Tree Modeling 185
L s,equential Analyses 85 D, Case-Ordered Displays 187
Summary Comments 88 Case-Ordered Descriptive Meta-Matrix 187
Ordering Cases Through Summed Indices 193
5. Within~Case Displays: Exploring Two-Variable Case-Ordered Matrix 195
and Describing 90 Contrast Table 195
Describing and Explaining 90 Scatterplot 197
A. How Data Displays Work 91 E. Time-Ordered Displays 200
B. Partially Ordered Displays 102 Time-Ordered Meta-Matrix 200
Context Chart 102 Scatterplots Over Time 203
Checklist Matrix 105 Composite Sequence Analysis 204
The Transcript as Poem 110 Summary Comments 205
C. Time-Ordered Displays 110
Event Listing 110 8. Cross-Case Displays: Ordering and
Critical Incident Chart 115 Explaining 207
Event~State Network liS A Explaining Through Comparative Analysis 207
Activity Record 117 The Main Issue 207
Decision Modeling 117 Working Principles 207
Growth Gradient 118 B. Case-Ordered Effects Matrix 208
Time-Ordered Matrix 119 C. Case-Ordered Predictor-Outcome Matrix 213
D. Role-Ordered Displays 122 Predictor-Outcome Consequences Matrix 217
Role·Ordered Matrix 122 D. Variable·by·Variable Matrix 219
Role·by-Time Matrix 126 E. Causal Models 222
E. Conceptually Ordered Displays 127 Causal Chains 227
Conceptually Clustered Matrix 127 F. Causal Networks-Cross-Case Analysis 228
Thematic Conceptual Matrix 131 Antecedents Matrix 233
Folk Taxonomy 133 Summary Comments 237
Cognitive Maps 134
Effects Matrix 137 9. Matrix Displays: Some Rules of Thumb 239
Summary Comment 141 A. Building Matrix Displays 240
Matrix Elements 240
6. Witbin~Case Displays: Explaining Rules of Thumb for Matrix Building 241
and Predicting 143 B. Entering Matrix Data 241
A. Explanations and Causality 144 Rules of Thumb for Data Entry 241
What Does It Mean to Explain Something? 144 C. Drawing Conclusions From Matrix Data 242
A Way of Thinking About Causality 145 Rules of Thumb for Conclusion Drawing 242
The Power of Qualitative Causal Analysis 147
B. Explanatory Effects Matrix 148 10. Making Good Sense: Drawing and
C. Case Dynamics Matrix 148 Verifying Conclusions 245
D, Causal Network 151 A. Tactics for Generating Meaning 245
Verifying Causal Networks 163 1, Noting Patterns. Themes 246
E. Making and Testing Predictions 165 2. Seeing Plausibility 246
3. Clustering 248 12. Producing Reports 298
4. Making MetaphOrs 250 The General Problem 298
5. Counting 252 Audiences and Effects 299
6. Making Contrasts/Comparisons 254 Voices, Gc;mres, and Stances 300
7. Partitioning Variables 254 Style 301
8, Subsuming Particulars Into the General 255 Formats and Structures 301
9. Factoring 256 Using Reports 304
10. Noting Relations Between Variables 257 Summary Comments 306
11. Finding IntefYening Variables 258
12. Building a Logical Chain of Evidence 260 13. Concluding Remarks 307
13. Making Conceptual!Theoretical Coherence 26J Seeing Qualitative Analysis Whole 307
B. Tactics for Testing or Confirming Findings 262 Reflections 309
J. Checking for Representativeness 263 Advice 3JO
2. Checking for Researcher Effects 265
3. Triangulating 266
4. Weighting the Evidence 267 Appendix: Choosing Computer
5. Checking the Meaning of Outliers 269 Programs for Qualitative Data
6. Using Extreme Cases 270 Analysis 311
7. FolloWing Up Surprises 270
8. Looking for Negative Evidence 271 1. Overview and Suggestions for Use 31l
9. Making If~Then Tests 27J 2. Software Types and Functions 3JI
10. Ruling Out Spurious Relations 272 General Types 3J 1
11, Replicating a Finding 273 Specific Functions: What to Look For 312
12. Checking Out Rival Explanations 274 Otller Considerations 313
13. Getting Feedback From Informants 275 3. How to Choose Software: Key Questions 313
C. Standards for the Quality of Conclusions 277 What Kind of Computer User Are You? 3J3
Objectivity/Confirmability 278 What Kind of Database and Project Is It? 314
Reliability/DependabilitylAuditability 278 What Kind of Analysis Is Anticipated? 3J4
Internal Validity/Credibility/Authenticity 278 4. Program Characteristics 315
External ValidityffransferabilitylFittingness 279 5. Program Developers and Distributors 3J5
Utilization/Application/Action Orientation 280 6. References 317
D. Documentation 280
Summary Comments 286

11. Ethical Issues in Analysis 288 References 318


Some Framing Remarks 288
Ethical Theories 289 Author Index 331
Specific Ethical Issues 290
Conflicts, Dilemmas, and Trade-offs 295 Subject Index 334
Advice 296
Summary Comments 297 About the Authors 337
List of Figures, Tables, and Boxes

Figures
1.1 Qualitative Strategies in Educational Research 6 4.1 Contact Summary Form: Illustration (excerpts) 53
1.2 Graphic Overview of Qualitative Research Types 7 4.2 Contact Summary Form; Illustration With Coded
1.3 Components of Data Analysis: Flow Model 10 Themes (excerpt) 54
1.4 Components of Data Analysis: Interactive Model 12 4.3 Example of Category Card 61
2.1 Conceptual Framework for a Study of the 4.4 Illustration of a Poorly Structured List of Codes
Dissemination of Educational Innovations 18 (excerpt) 63
2.2 Second Conceptual Framework for a Study of the 4.5 Definitions of Selected Codes From Table 4.1
Dissemination of Educational Innovations 19 (excerpt) 64
2.3 Conceptual Framework for a Multicase "School 4.6 A Colleague's Marginal Notes: Excerpt 68
Improvement" Field Study, Initial Version 20 4.7 Mapping of Concepts: Illustration 71
2.4 General and SpecifiC Research Questions Relating 4.8 Interrelation of Pattern Codes 71
to the Adoption Decision (School Improvement 4.9 Case Analysis Meeting Form 76
Study) 24 4.10 Case Analysis Form: Exhibit With Data 78
2.5 The Case as the Unit of Analysis 25 4.11 Summary~Aided Approach to Analysis 79
2.6 Typology of Sampling Strategies in Qualitative 4.12 Interim Case Summary Outline: Illustration 79
Inquiry 28 4.13 Prestructured Case Outline: Abbreviated Version 84
2.7 Prior Instrumentation: Key Decision Factors 36 4.14 Traditional Analysis Sequence Compared With
2.8 Excerpts From Interview Guide, School Prestructured Case 85
Improvement Study 37 4.15 Marginal Notes as a Coding Aid 88
3.1 Illustrative Designs Linking Qualitative and 5.1 The Ladder of Analytical Abstraction 92
Quantitative Data 41 5.2 Growth Gradient for EeRI Innovation. Masepa
3.2 Uses of Computer Software in Qualitative Studies 44 Cas. 97
3.3 What to Store, Retrieve From. and Retain 46 5.3 Illustration of Contex.t Chart With Assistance
3.4 The "Arithmetic" for a Project 47 Flows (Masepa Case) 99
3.5 Questions for Agreement With Study Participants 48 5.4 Interaction Between Display and Analytic Text 101

viii
List of Figures, Tables, and Boxes • ix

5.5 Context Chart for :nnd.ale East High School and 8.9 Scenario 3: ModeratelLow' Outcomes From
District 103 Program BluntingIDownsizing 236
5.6 Cognitive Map: Peter's View of How Restructuring 10.1 Illustration of Clustering, Using Dendrogram
Proceeds 135 Method 251
5.7 Descriptive Account for Peter's Map of How 10.2 Reasons Given for Adoption by Users 253
Restructuring Proceeds 136 10.3 Two--Variable Relationship 259
6.1 Causal Network for Perry~Parkdale CARED 10.4 Two~Variable Relationship With Intervening
Program 154 Variables 259
6.2 Causal Fragment: Mastery of a New Educational 10.5 Example of a Chain of Evidence Supporting an
Practice 157 Observed Outcome 260
6.3 List of Antecedent, Medi~ting, and Outcome 10.6 Possible Explanation of Spurious Relationship 273
Variables: Schoollmptovement Study 157 10.7 DispJay for Testing Explanation in Figure 10.6 273
6.4 Excerpt From an Event~State Network: 10.8 Code List for Analysis Operations 285
Perry~ParkdaJe School 158 13.1 Overview of Qualitative ~ata Analysis Processes 308
6.5 Excerpt From a Causal Network:
Perry-Parkdale School 159 Tables
6.6 Narrative for Causal Network: 2.1 Characteristics of Field Study Sample 32
Perry-Parkdale CARED Program 161 2.2 Final Sampling Frame for Field Study 33
6.7 Factors Supporting "Institutionalization" Prediction 166 4.1 Illustration of a Start List of Codes 59
6.8 Factors Working Against "Institutionalization" 5.1 Event Listing, Banestown Case 94
Prediction 167 5.2 Checklist Matrix: Conditions Supporting
6.9 FiIled·Out Response Form From Case Informant Preparedness at Smithson School, Banestown Case 95
for "Institutionalization" Prediction 168 5.3 Effects Matrix: Assistance Location and Types
6.10 Prediction Feedback Form, Part I 169 (Masepa Case) 96
6.1 I Prediction Feedback Form, Part n 169 5.2 (Repeated) Checklist Matrix: Conditions Supporting
6.12 Nonrecursive Relationship 171 Preparedness at Smithson School, Banestown Case 107
7.1 Hypothetical Quantitative Data Set: Factors 5.4 Checklist Matrix on Preparedness (alternative
Influencing University Attendance 173 format 1) 108
7.2 Hypothetical Path Analysis: 5.5 Checklist Matrix on Preparedness (alternative
Factors Influencing University Attendance 174 format 2) 109
7.3 Composite Sequence Analysis: Career Trajectory 5.6 Checklist Matrix on Preparedness (alternative
Data for 11 Cases 176 format 3) 109
7.4 Case Examples: Decisions About the Breakfast 5.1 (Repeated) Event Listing, Banestown Case 112
Contract by Two Students 186 5.7 Time-Ordered Matrix: Changes in the CARED
7.5 Composite Model I: The Freshman's Decision Innovation (a work~experience program) 120
to Buy or Not Buy a Breakfast Contract 187 5.8 Summary Table for Verifying and Interpreting
7.6 Composite Model 2: The Freshman's Decision Time-Ordered Matrix: Changes in the CARED
to Buy or Not Buy a Breakfast Contract 188 Innovation 121
7.7 Scatterplot: Relationship of Pressure to Adopt and 5.9 Role·Ordered Matrix: First Reactions to the
Degree of Latitude Given to Users at 12 Sites 199 Innovation 124
7.3 (Repeated) Composite Sequence Analysis: Career 5.10 Role·Ordered Matrix: Example of a Next·Step
Trajectory Data for 11 Cases 205 Matrix to Analyze Initial Findings (first reactions
8.1 Summary Table: Typical Consequences of Coping, to the innovation) 126
by Case 222 5.11 Conceptually Clustered Matrix: Motives and
8.2 Causal· Aowchart Tracing User Practice Changes 225 Attitudes (format) 128
8.3 Causal Network for Perry~Parkdale CARED 5.12 Conceptually Clustered Matrix: Motives and
Program (immediate causes of job mobility Attitudes of Users, Nonusers, and Administrators
marked) 229 at Masepa 130
8.4 Subnetwork: Variable Streams Leading to High 5.13 Componential Analysis: Example for Seven Cars
Job Mobility, Perry~Parkdale Case 230 Accor9ing to Jack 133
8.5 Subnetwork for Job Mobility, Calston Case 231 5.14 Effects Matrix: Organizational Changes After
8.6 Subnetwork for Job Mobility, Banestown Case 232 Implementation of the ECRJ Program 138
8.7 Subnetwork for Job Mobility, Plummet Case 233 5.15 Effects Matrix: Direct, Meta, and Side Effects of
8.8 Scenario 2: Moderate/High Outcomes From Program (Environmental Studies, Lido High.
High Mastery and Low Settled ness 235 School) 140
x • QUALITATIVE DATA ANALYSIS

6.1 Case Dynamics Matrix: The IPA Innovation as a 10.1 Case-Ordered Meta-Matrix: Percentage of Use,
Force for Organ!zational Change in the District by Cases 247
and Its Schools 150 10.2 Qualitative Analysis Documentation Fann 283
6.2 Case Dynamics Matrix; Organizational Dilemmas 11.1 Ethical Frameworks and Aspects of Research 290
Posed by ECRI Program 152 12.1 Matrix for Objectives of Dissemination Strategy
7.1 Hypothetical Qualitative Data Set for a Case: Planning 305
Influence Actions and Responses, Case #005, A.l Program Characteristics 316
Nynke van der Molen 175
7.2 Case-Level Display for Partially Ordered Meta- Boxes
Matrix (format) 178 2.1 Conceptual Framework for an Ethnographic
7.3 Case-Level Display for Partially Ordered Meta- Study 21
Matrix: Users' Second Year oflmplementation 2.2 Emergent Conceptual Framework: The Antecedents
at Lido 179 and Consequences of Cloaking Organizational
7.4· Partially Ordered Meta~Matrjx: User Feelings! Activities 21
Concerns and Other Variables (format) 179 2.3 Types of Research Questions: Example 24
7.5 Partially Ordered Meta~Matrix: User Feelings! 4.1 Document Summary Form: Illustration 55
Concerns and Other Variables (Lido data) 180 4.2 Reflective Remarks: Illustrations 67
7.6 Time·Ordered Meta·Matrix (format) 180 4.3 Marginal Remarks: IIlustratiofls 67
7.7 Summary Table: Individual and Institutional 4.4 Data Accounting Sheet: Abstract Example 81
Concerns During Later Implementation 181 4.5 Data Accounting Sheet: Illustration 82
7.8 Clustered Summary Table: Problems Stemming 4.6 Narrative Scene: Excerpt 83
From Major Tasks of Later Implementation at 5.1 Excerpt From a Transcript as Poem 110
Field Sites 182 5.2 Event Flow Network: A Student's Learning and
7.9 Content·Analytic Summary Table: The Content of Work Experience 114
Organization Changes 183 5.3 Critical Incident Chart and Time Line (excerpt
7.10 Construct Table: Example of Tabulated Evidence from Hawthorn School) 115
for a Power Centralization Construct 185 5.4 Event·State Network, Banestown Case (excerpt) 116
7. J.l Case·Ordered Meta·Matrix: Format for Student 5.5 Activity Record: Example 117
Impact Data (version I) 189 5.6 Decision Modeling: Example 118
7.12 Case·Ordered Meta·Matrix: Format for Student 5.7 Role·by·Time Matrix: Illustration Role Assistance,
Impact Data (version 2) 189 by Phase 127
7.13 Case-Ordered Descriptive Meta-Matrix (excerpt): 5.8 Thematic Conceptual Matrix: Problems and Coping
Program Objectives and Student Impact (direct, Strategies (Example From Chester High School) 132
meta· level, and side effects) 191 5.9 Portion of Jack's Folk Taxonomy of Cars and
7.14 Case-Ordered Descriptive Meta-Matrix, Next- Trucks 133
Step Version (excerpt): Program Objectives and 6.1 Two Event Sequences 145
Student Impact 192 6.2 Explanatory Effects Matrix: Ongoing Assistance 149
7.15 Time-Ordered Meta·Matrix (preliminary fonnat) 200 6.3 Cause-Effect Loops 153
7.16 Time·Ordered Meta-Matrix: Job Mobility at Sites 201 6.4 Segmented Causal Network: The Influence of PEP
8.1 Case-Ordered Effects Matrix (preliminary format) 209 Program at Berton College 162
8.2 Case-Ordered Effects Matrix (version 2 of format) 209 6.5 Sm90thed Causal Network: The Variables and
8.3 Case·Ordered Effects Matrix (version 3 ofform~t) 210 Relationships Linking Administrators' Actions
8.4 Case·Ordered Effects Matrix: Effects of Ongoing and Teacher Development Activities 163
and Event·Linked Assistance 211 6.6 Response Form for Causal Network Verification 164
8.5 Case-Ordered Predictor-Outcome Matrix: Degree 7.1 Substructed Variable: Extent of Organizational
of Preparedness as Related to Ease of Early Change 184
Implementation 214 7.2 Summed Indices: Reported Changes in User
8.6 Case-Ordered Predictor-Outcome Matrix: Practice and Perception 194
Additional Factors Related to Early Implementation 216 7.3 Two· Variable Case-Ordered Matrix: Relationships
8.7 Case·Ordered Predictor-Outcome Matrix: Factors Between User Practice Stabilization and Local
Contributing to Parent Involvement 218 Continuation 196
8.8 Variable-by-Variable Matrix: Coping Strategies 7.4 Two·Variable Case-Ordered Matrix: Speed of
and Problems, by Case 221 Decision Making and Alternatives Considered 197
8.9 Predictor-Outcome Matrix: Predictors of 7.5 Contrast Table: Exemplary Cases Showing
Magnitude of User Practice Change 224 Different Degrees of User Change 198
List of Figures, Tables, and Boxes • xl

7.6 Scatterplot Over Tim~: The Consequences of 7.2 (Repeated) Summed Indices: Reported Changes
Assistance 203 in User Practice and Perception 223
8.1 Content·Analytic Summary Table: Short· and 8.4 Causal Chain: Illustration 227
Long·Term Effects of Assistance, by Assistance
8.5 Causal Chain: Illustration 227
Domain 212
8.2 Content·Analytic Summary Table: Assistance 8.6 Antecedents Matrix: Antecedents of Student Impact 234
Effects in High· and Low·Assistance Cases 212 10.1 Clusters of Information·Processing Capacities 248
8.3 Predictor·Outcome Consequences Matrix: 10.2 Overlapping Clusters: Behavioral Modes at the
Antecedents and Consequences of Assistance 219 Workplace 249

I
"
Acknowledgments

The first edition of this book grew out of our experience partment of Education. But we remain grateful'for its spon-
in two linked research projects. One, beginning in 1978. sorship of these studies.
was the field study component of the Study of Dissemina~ In the last 10 years, many people have contributed to our
tion Efforts Supporting School Improvement (Department understanding of qualitative data analysis and to the devel-
of Education Contract 300-78-0527). led by David P. Cran- opment of the second edition. We have experimented
dall of The Network, Inc. We are indebted to him for his in the company of colleagues with studies that expanded,
steady encouragement and support and that of Ann Bezdek tested. and refined the methods described in the first edi-
Weinheimer, project officer from the Office of Planning, tion. We are indebted to Ann Lieberman, Ellen Saxl.
Budgeting and Evaluation. Myrna Cooper, Vernay Mitchell, and Sharon Piety-Jacobs,
In the field study itself. Beverly Loy Taylor and Jo Ann who joined Miles in a study (1983-1985) of school
Goldberg were strong colleagues; their fieldwork and case "change agents"; to the late Eleanor Farrar. Karen Sea-
study analysis, along with ours, led to volume four of the shore Louis, Sheila R,osenblum. and Tony Cipollone in a
DESSI final report, People, Policies, and Practices: Ex~ study with Miles (1985-1989) of urban high school refonn;
amining the Chain ojSchool Improvement, later published to Per Dalin, Adriaan Verspoor, Ray Chesterfield, Hall-
as Innovation Up Close (plenum. 1984). vard Kul~y. Tekle Ayano. Mumtaz Jaban. and Carlos Ro-
The second project, The Realities of School Improve~ jas. whom we assisted in a World Bank study (1988-1992)
ment Programs: Analysis of Qualitative Data (NIB grant of educational reform in Bangladesh. Ethiopia. and Co-
0-81 -001 -8). gave us the opportunity to develop our meth- lombia; to Marie-Madeleine Orounauer and Oianreto Pini.
odological ideas further and to write the first edition of this Huberman's associates in a teachers' life cycle study
book. RolfLehming, of the Program on Dissemination and (1982-1986); and to Monica Gather-Thuder and Erwin
Improvement of Practice, was our project officer; we val- Beck, associates in Hubennan' s study of research use
ued his sustained interest and advice. (1984-1988).
The ideas in the -first edition-and indeed in this one- As always, the process of teaChing from the book taught
do not necessarily reflect the views or policies of the De- us a great deal. There are too many participants to list, but

xii
Acknowledgments _ xiii

we were fortunate to have led an extended series of semi- indispensable for qualitative' researchers faced with the
nars at the universities of' Nijmegen and Utrecht (strong burgeoning growth of analysis software.
thanks to Rein van der Vegt) and at many other universities Drafts of this edition were reviewed by many people:
as wen: Geneva, Zurich, Paris, Dijon, Leuveil, Goteborg, Our warm thanks for the thoughtful advice of Martha Ann
MOIJtreaI, Toronto, Queen's, Utah, Monash. Melbourne. Carey, Rick Ginsberg, David Marsh, Joseph Maxwell,
and Adelaide. Betty Miles, Renata Tesch, Harry Wolcott, and an anony-
During 1990-1991 we sent an informal survey to a w.ide mous Sage reviewer.
range of peopJe engaged in qualitative research. asking for As with the first edition, we are grateful to each other
col1egial advice and exampJes of their work. Our wann for the energy, stimulation, and productivity of our work
thanks to the 126 researchers who responded; they pro- in a demanding enterprise. We'll soon be at our 15th year
vided a wide range of ideas, papers. advice. and cautions of col1aboration. The only disappointing feature this time
that were immensely helpful. Many of these colleagues are was that the work occupied just 2 years. Still, there's al~
quoted or cited in this book. ways the next common venture ...
Because computer technology advanced dramatically
during this period. we ourselves did the word processing. M. B. M.
But we must acknowledge the help of Judith Woolcock, A. M. H.
who computer-scanned and cleaned up the text of the first
edition for use in our re~ision. Ali Yildirim provided
strong administrative and secretarial support. prepared ta- Grateful acknowledgment is given to the following for pennission to
bles and figures with great patience and skill, and produced reprint:
the reference list. Sadi Seferoglu aided with graphic pro-
duction and with library search. Michael Moon's produc- Figure 1.1, from "Posturing in Qualitative Inquiry" by H. Wolcott in The
tion work on the indexes was outstanding. Our warm ap- Handbook of Qualitative Research in Education by M. D.
preciation to Tina HilI for her excellent typesetting and to leCompte, W. L. Milroy, & J. Preissle (Eels.), (pp. 3-52), 1992,.
Rebecca Holland for her thoughtful production editing. New York: Academic Press. Copyright © 1992 by Acrulemic
Press. Reprinted by permission.
For permission to reproduce previously published (and
some unpublished) material as exhibits, we are grateful Figure 1.2, from Qualitative Research: Analysis Types and Software Tools
to Russell Bernard, Robert Bogdan, Kathleen Carley, by R. Tesch, 1990, New York: Falmer Press. Copyright@ 1990
by Palmer Press. Reprinted by permission.
Thomas Carney. Mark Chesler, Dick Corbett, David Cran-
dall, Kathleen Eisenhardt, David Flinders, Christina Glad- Figures 2.1 and 2.2. from Conceptual Framework: A Study of Dissemi-
nation Efforts Supporting School Improvement by The Network.
win. Randy Hodson, Diane Kell, Klaus Krippendorff, Inc., 1979, Andover, MA: The Network, Inc. Copyright © 1979
Anton Kuzel, Dean Lee, Kenneth Leithwood, Merry by The Network,. Inc. Reprinted by pennission.
Merryfield, John Ogbu, John Owen, Michael Patton, Marc Figure 2.3. from Qualitative Data Analysis: ASourcebook of New Meth-
Pillet, Laurel Richardson, G. Mark Schoepfie, Nick Smith, ods by by A. M. Huberman and M. B. Miles, 1984, Beverly Hills,
Suzanne Stiegelbauer, Barry Turner, Karl Weick, Oswald CA: Sage Publications, Inc. Copyright © 1984 by Sage Publica-
Werner, Bruce Wilson, and Harry Wolcott. tions, Inc. Reprinted by permission.
Grants supporting the extensive retrieval and synthesis Figure 2.6, from "Sampling in Qualitative Inquiry" in Doing Qualitative
work for this edition carne to us from the John D. and Research (pp. 31-44) by A. J. Kuzel. 1992, Newbury Park, CA:
Catherine T. MacArthur Foundation, where Peter Gerber Sage Publications. Tnc. Copyright@ 1992 by Sage Publications,
provided thoughtful support, and from Sage Publications. Inc. AndfromQualltative EvafuationMethods (2nd ed.) by M. Q.
Sara Miller McCune and David McCune of Sage took a Patton, 1990. Newbury Pnrk. CA: Sage. Copyright © 1990 by
Sage Publications. tnc. Reprinted by permission of Sage Publica-
keen interest in the project. We are grateful for the active, tions. Inc., and the authors.
inte1ligent guidance that our editor, Mitch Allen, provided .
Box 2.1. from "School Ethnography: AMultilevel Approach" by J. Ogbu.
throughout the work. Reproduced by pennission of the American Anthropological
We owe a very special debt to Carolyn Riehl. Her ability Association from Anthropology and Education Quarterly. 12.(1),
to locate and extract interesting'ideas-both substantive 1981. Not for sale or further reproduction.
and methodological-from a wide range of qualitative Box 2.2, from The Anatomy of Educational /nnovaJinn by L. M. Smith
studies is remarkable. She was a strong third colleague and P. Keith, 1971, New York: John Wiley. Copyright© 1971 by
during our extended period of retrieval and ordering. ~~:~I::c~ Sons, lnc. Reprinted by permission of John Wiley
The Appendix, on computer programs, draws centrally
on the work of Eben Weitzman. His gift for combining Box: 2.3, reprinted from Evafl«ltion and Program Planning. Volume 10.
technical clarity and a good sense of user friendliness is L. M. Smith, "Toward the Justification of Claims in Evaluation
Research," pages 209·314. Copyright@ 1987, with kind pennis·
xiv a QUALITATIVE DATA ANALYSIS

sian from Pergamon Press Ltd, Headington Hi!! Hall, Oxford Sage Publications, Inc. Reprinted by permission of Sage Publica·
OX30BW.UK. tions, Inc.• and the authors.
Figure 4.3, from "Some Practical Aspects of Qualitntive Data Anlysis: Box 5.8. from Chester High School: Working Against the Odds by M. B.
One Way of Organizing the Cognitive Processes Associated With Miles and S. Rosenblum, 1987. New York:. Center for Policy Re-
theGenerationofGroundedTheory"by B. A. Turner. 1981. Qual- search. Reprinted by permission of Cente(for Policy Research.
Ity and Quantity. 15. pp. 225·247. Copyright © 1981 by Kluwer Box 5.9 and Table 5.13, from Research Methnds il1 Anthropology (2nd
Academic Publishers. Reprinted by permission. Edition) by H. R. Bernard, 1994. Newbury Park, CA: Sage Pub·
Box 4.5. from Testing. Reform. and Rebellion by O. Corbett and Iications, Inc. Copyright © 1994 by Sage Publications, Inc. Re·
B. Wilson, 1991, Norwood. NJ: Ableil. Copyright © 1991 by printed by pennission.
Ablex Publishing Corporation. Reprinted by permission. Box 6.3, from The Social PSYchology of Organizing by K. Weick, 1979,
Reading, MA: Addison-Wesley. Reprinted with pennission of
Figure 4.6. from Whats In Good Field Notes? by R Bogdan and
McGraw·HiII.
L. Easterday. n.d .• Syracuse, NY: Syracuse University. Center on
Box 6.4, from "Federal Intervention in the Mid-1980's: Charting the
Human Policy. Reprinted by pennission of the author.
Influence of the PartiCipation and Equity Program at the institu-
Box 4.6, from Constructing Scenes and Dialogue to Display Findings in tional Level" by J. Owen and R. Hartley, 1987, Australian Edu-
Case Study Reporting by M. M. Merryfield. 1990. Columbus: cational Researcher; 15, pp. 71·85. Reprinted by permission of
Ohio State University. College of Education. Reprinted by per- the author.
mission of the author. Box 6.5, from How the School Improvement Strategies of Trans/anna-
Figure 4.7. from ''Coding Choices for Textual Analysis: A Comparison tional Leaders Foster Teacher Development (paper presented at
of Content Analysis and Map Analysis" by K. Carley, 1993, the Sixth Annual Conference of the Department of Educational
Sociological Methodology, 23, pp. 75-126. Copyright © 1993 by Administration and Centre for Leadership Development, QISE,
the American Sociological Association. Reprinted by permission. Toronto) by K. Leithwood. D. Jantzi,and B. Dart, 1991. Reprinted
Figure 4.8, from fA mise en pratique de fa recherche by A. M. Hubennan by pennission of the authors.
and M. Gather.Thutler, 1991, Bern, Switzerland: P. Lang. Copy· Figure 7.3, from ''The Professional Life Cycle of Teachers" by A. M.
right © 1991 by Peter Lang A. G. Reprinted by permission. Huberman, 1989, Teachers CoIlege Record, 9, pp. 31·57. Re-
Figure 4.15, from Professionals' Views of the "Dangers" of Self-Help printed by permission of Teachers College Press, Columbia Uni-
Groups (CRSO Paper 345), 1987, Ann Arbor, MI: Center for versity and the author.
Research on Social Organization. Reprinted by permission oflhe Figures 7.4, 7.5,7.6, from Ethnographic Decision Tree Modeling by C. H.
author. Gladwin. 1989, Newbury Park, CA: Sage Publications. Inc. Re-
Figure 5.1, from Collaborative Inquiry MethoMlogy by T. F. Carney, printed by permission.
1990, Windsor, Ontario. Canada: University of Windsor, Division Box 7.4, from "Making Fast Strategic Decisions in High-Velocity Envi-
for Instrucdonal Development. Reprinted by permission of the ronments" by K. M. Eisenhardt. 1989, Academy of Management
author. Journal. 32. pp. 543·576. Reprinted by permission of Academy
Figures 5.6 and 5.7, from Mapping Restructuring: Final Technical Report of Management Journal. College of Business Administrntion,
byN. Khattriand M.B. Miles, 1993, New York: CenterforPolicy Texas A & M University.
Table 7.10. from "Building Theories From Case Study Research" by
Research. Reprinted by permission from Cenler for Policy Re·
search. K. M. Eisenhardt, 1989. Academy of MaMgement Jouma~ 14,
pp. 532·550. Reprinted by pennission of Academy of M.nnage-
Box 5.1, from "The Consequences of Poetic Representation: Writing the ment Journal, College of Business Administration. Texas A & M
Other, ReWriting the Self' by L. Richardson, 1992, in investigat·
University.
ing Subjectivity: Research 011 Lived Experience by C. Ellis and Table 8.7, from Parents and Federal Education Programs: Vol. 7. Meth-
M. G. Flaherty (Eels.), Newbury Park. CA: Sage Publications,
odologies Employed in the Study of Parental involvement, by
Inc. Copyright@ 1992 by Sage Publications, Inc. Reprinted by D. Lee, W. Kessling, and R. Melaragno, t 981, Santa Monica, CA:
permission. System Development Corporation.
Box 5.3, from ''Through the Eye of the Beholder: On the U~ of Quali- Figure to.l. from "Clustering" by K. Krippendorffin Multivariate Tech-
tative Methods in Data Analysis" (R & D Report 3137) by niques in Human Communication Research, 1980. New York:
S. Stiegelbauer. M. Goldstein, and L. L. Huling, 1982, Austin: Academic Press. Reprinted by permission of the author.
University of Texas, R&D Center for Teacher Edu!=ation. Re- BOil 10.2, from "The Active Worker: Compliance lllld Autonomy at the
printed by pennission of the the author. Workplace" by R. Hodson. 1991. Journal of Contemporary Eth·
Box 5.5, from "How to Record Activities" by O. Werner, 1992, Cultural nography. 20, pp. 47-78. Reprinted by permiSSion of Sage Publi-
Anthropology Methods Newsletter;·4. pp. 1·3. Reprinted by per- cations, tnc.
mission of CAM and author. Table It. I, from "In Search of Ethical Guidance: Constructing a Basis
Box 5.6, from Systematic Fieldwork: Vol. 2. Ethnographic Analysis and fot Dinlogue" by D. J. Flinders, 1992, Qualitative Studies in Edu-
Data Management by O. Werner and O. M. Schoepfle, 1987. catiOIl. 5, pp. 101·116. Copyright © 1992. Reprinted by permis-
Newbury Park. CA: Sage Publications, Inc. Copyright © 1987 by sion ofTnylor and Fronds Ltd
1
Introduction

We wrote this book to address a critical need faced by preserve chronological flow, see precisely which events
researchers in all fields of the human sciences. Put simply: led to which consequences, and derive fruitful explana-
How can we draw valid meaning from qualitative data? tions. Then, too, good qualitative data are more likely to
What methods of analysis can we use that are practical, lead to serendipitous findings and to new integrations; they
communicable, and non-self-deluding-in short, will get he1p researchers to get beyond initial conceptions and to
us knowledge that we and others can rely on? generate or revise conceptual frameworks. Finally, the
findings from qualitative studies have a quality of "unde-
niability." Words. especially organized into incidents or
A. The General Problem stories, have a concrete, vivid, meaningful flavor that often
proves far more convincing to a reader-another re-
Qualitative data. usually in the form of words rather than searcher, a policymaker, a practitioner-than _pages of
numbers, have always been the staple of some fields in the summarized numbers.
social sciences, notably anthropology. history. and politi~ The expansion of qualitative inquiry since the first edi-
cal science. In the past decade, however, more researchers tion of this book (Miles & Huberman, 1984) has been phe-
in basic disciplines and applied fields (psychology, soci- nomenal. The base of books. articles, and papers we col-
ology. lin$"uistics. public a.dministration, organizational lected for this second edition has more than tripled over
studies, business studies, health care, urban planning, edu- that for the first. Debate on underlying epistemological
cational research, family studies, program evaluation, and issues has rkntinued vigorously (Guba, 1990). There are
policy analysis) have shifted to a more qUalitative para- full-fledged handbooks (Denzin & Lincoln, 1994; le-
digm. As L. M.. Smith (l992b) observed, the terms ethnog- Compte, Millroy, & Preissle, 1992), Sage's Qualitative
raphy. field methods, qualitative inquiry, participant ob- Research Methods series (more than 24 volumes), new
servation, case study, naturalistic methods, and responsive journals (Qualitative Studies in Education, Qualitative
evaluation have become practically synonymous. Health Research), newsletters (Cultural Anthropology
Qualitative data are sexy. They are a source of well- Methods), annual forums (Ethnography in Education Re-
grounded, rich descriptions and explanations of processes search Forum; Qualitative Research in Education Confer-
in identifiable local contexts. With qualitative data one can ence), computer bulletin boards (QUIL), software meet~
2 • INTRODUCTION

ings (International Conferences on Computers and Quali~ all of us." Sieber's (1976) finding that less than 5·10% of
tative Methodology), and special qualitative interest the pages in seven weIl~respected field methods texts were
groups in most major professional associations. devoted to analysis is by now outdated: More recent texts
Yet, in the fluny of this activity, we should be" mindful have addressed analysis problems far more seriously (Ber-
of some pervasive issues that have not gone away. These nard, 1988; Bogdan & Biklen, 1992; Goetz & leCompte,
issues include the Jabor~intensiveness (and extensiveness 1984; Merriam, 1988; Patton, 1990; Smith & Manning,
over months or years) of data collection. frequent data 1982; Spradley, 1979; Werner & Schoepfle, 1987a,
overload, the distinct possibility of researcher bias. the 1987b).
time demands of processing and coding data. the adequacy Still the problem of confidence in findings has not gone
of sampling when only a few cases can be managed. the away. Clearly, we still lack a bank of explicit methods to
generalizabiIity of findings, the credibility and quality of draw on. We need to keep working at sensible canons for
conclusions, and their utility in the world of policy and qualitative data analysis, in the sense of shared ground
action. rules for drawing conclusions and verifying their sturdi~
Seen in traditional terms, the reliability and validity of ness.
qualitatively derived findings can be seriously in doubt Some qualitative researchers still consider analysis to be
(Dawson, 1979, 1982; Ginsberg, 1990; Kirk & Miller, an art form and insist on intuitive approaches to it. We are
1986; Kvale, 1989a; LeCompte & Goetz, 1982). Although left with the researcher'S telling us of classifications and
standards for the "goodness" of qualitative findings may patterns drawn from the welter of field data, in ways that
wen differ from traditional ones, as Lincoln and Ouba are irreducible or even incommunicable. We do not really
(1985, 1990), Wolcott (1992), and others have empha. see how the researcher got from 3,600 pages of field notes
sized, the general problem remains. 0Ne discuss this fur~ to the final conclusions, as sprinkled with vivid illustra-
ther in Chapter 10.) tions as they may be.
Although many researchers, from graduate students Other researchers have hesitated to focus on analysis
struggling with dissertations to experienced researchers, issues on the grounds that unequivocal detennination of
work alone on their projects and often focus on single the validity of findings is impossible (Becker, 1958;
cases, qualitative work is becoming more complex. In~ Bruyn, 1966; Lofland, 1971; Wolcott, 1992). More pro·
creasingly we see "multisite, multimethod" studies (A. O. foundly. for some phenomenologically oriented, inter~
Smith & Louis, 1982) that may combine qualitative and pretivist, and constructivist researchers, there is no unam-
quantitative inquiry (Rossman & Wilson, 1984), carried biguous social reality "out there" to be accounted for, so
out by a research team working with comparable data col~ there is little need to evolve me.thodological canons to help
lection and analysis methods (Herriott & Firestone, 1983; explicate its laws (see Dreitzel, 1970). In this view, social
Yin, 1984). processes are ephemeral, fluid phenomena with no exist~
Beyond these issues, a deep, dark question about quali~ ence independent of social actors' ways of construing and
tative studies ~emains. As one of us has written: describing them.
At times it seems as if the competing, often polemical
The most serious and central difficulty in the useof qualitative arguments of different schools of thought about how quaIi~
data is that methods of analysis are not well formulated. For tative research should be done properly use more energy
quantitative data, there are clear conventions the researcher than the actual research does. We confess to liking George
can use. But the analyst faced with a bank of qualitative data Homans' (1949) remark: "People who write about meth~
has very few guidelines for protection against self~delusion, odology often forget that it is a matter of strategy, not of
let alone the presentation of unreliable or invalid conclusions morals" (p. 330).
to scientific or policy-making audiences. How can we be sure This book is written in the belief that, as qua1itative .
that an "earthy," "undeniable," "serendipitous" finding is not, researchers. we need to keep sharing our craft-that is, the
in fact, wrong? (Miles, J979b. p. 591) explicit, systematic methods we use to ..draw conclusions
and to test them carefully. We need methods that are cred-
Since 1979, it must be said. the shared craft of qualita~ ible, dependable, and replicable in qualitative terms. This
tive analysis has advanced. For example, matrix and net- is the need our book addresses.
work displays are no longer rare. And although phenome-
nology has been called "a method without techniques," its
practitioners have begun to explicate their procedures B. The Nature'"f This Book
(Kvale, 1988; Melnick & Beaudry, 1990; Pearsol, 1985).
Grounded theory methods are described more concretely This is a practical sourcebook for all researchers who
(Strauss & Corbin, 1990), and the motto of the Cultural make use of qualitative data. It aims to share the current
Anthropology Methods Newsletter is "Methods belong to state of the craft, drawing on our experience and that of
B. The Nature of This Book • 3

many colleagues in the design, testing, and use of qua1ita~ exhibits. and suggestions. Many of the ideas from these
tive data analysis methods. Strong emphasis is placed on 126 colleagues have been included.
data displays-matrices and networks-that go beyond or- This book is about doing analysis. We cover questions
dinary narrative text. Each method of data display and of research design and data collection only as they bear on
analysis is described and illustrated in detail. with practical analysis, and only glancingly address matters such as ac-
suggestions for the user for adaptation and use. cess to field sites and trust-building with informants. Oth~
ers have dealt with these issues repeatedly and well, and
we cite their work along the way.
Audiences We have taken as concrete and direct an approach as
possible, staying close to the reader's elbow and aiming to
The book is for practicing researchers in all fields
whose work, whether basic or applied. involves the strug- be a knowledgeable guide through uneven territory. Al-
though in each chapter we aim to provide a coherent intel~
gle with actual qualitative data analysis issues.
lectual frame for specific methods, we always emphasize
An important subset of that audience is the beginning
hands~on work with actual data. For each of the methods
researcher-a graduate student or junior staff member-
outlined, we give specific illustrations, with enough detail
who is working with qualitative data. We have encoun-
so that the reader can see how things work, can try the
tered many students launched on qualitative dissertations
method, and. most important, can revise the method in
or research projects who feel overwhelmed and under-
future work.
trained. With them in mind, we keep the language acces-
We also tend to be pragmatic. Although we outline our
sible and supportive, and we offer suggestions for using
epistemological views in section D below, we believe. per-
the book in qualitative methods courses.
haps less naively than the reader might think at first, that
A third audience is staff specialists and managers, who
any method that works-that will produce clear. verifi-
rely on qualitative information as a routine part of their
able, credible meanings from a set of qualitative data-is
work and who need practical methods for making the best
grist for our mill, regardless of its antecedents.
use of it.
These methods are manageable and straightforward.
Many examples used in the book are drawn from edu-
They do not necessarily require prolonged training or a
cational research, both ours and others'. We also include
specialized vocabuJary. We can add that the experience of
examples from other domains-health care, public health,
inventing analysis methods and ofusingladapting those of
anthropology, sociology, psychology. business studies,
others has been a happy, productive one.
political science. public administration, program evalu-
The strongest message of this book is not that these par-
ation, library science. organizational studies. criminology,
ticular methods should be applied scrupulously. but that
communication, computer science, family studies, policy
the creation, testing, and revision of simple. practicaJ, and
research-to underline that the methods are generic, not
field~limited.
effective analysis methods remain the highest priority for
qualitative researchers.
Some of the methods reported here grew out of multi~
The spirit of that quest is well summed up by a thought-
pIe-case studies of organizations. carried out by a research
ful remark on the first edition by a European sociologist
team. But do nol despair if (a) you are working alone. (b)
CW. Hutmacher, personal communication, 1983):
your study has just one case, or (c) you are focusing at the
individual or smail group level. There are many relevant
examples for you, along with targeted advice. I think you've worked out a comprehensive solution to many
of the methodological problems we have to resolve. that we
resolve poorly and, as a result, that we often cover up when
Approach reporting out to our peers. But yours isn't the only solution
nor the last one we'll come upon. We have to admit that we're
This is a sourcebook. We do not consider it to be a com~ at! casting about. you included.
prehensive handbook. Ratner. we have tried to bring to-
gether a serviceable set of resources, to encourage their The quest continues. In our survey of qualitative re~
use, and, above all. to stimulate their further development, searchers. we asked about issues that were unclear or puz-
testing, and refinement. zling. One researcher replied: "Everything is unclear and
The resources came via two routes. First, we retrieved puzzling.. ~. Improved methodology, however. raises con-
and synthesized a great deal of work published during the fidence to'a much more significant plane and provides a
last decade. Second, we drew a snowball sample of quali- more certain base (though not an absolute one) for action."
tative researchers and sent them an informal survey. asking This book was written to share the "casting about," ex~
them about methods' of qualitative data analysis they had peri mentation, dialogue, and learning that good qualitative
been using, and inviting them to send specific examples, analysis requires. We remain convinced that concrete,
4 • INTRODUCTION

sharable methods do indeed "belong to all of US," In the portance of the subjective. the phenomenological. the
past decade, we've. found that refining and developing meaning-making at the center of social life. Our aim is to
analysis methods on new projects had clear payoff; our register and "transcend" these processes by building theo-
confidence in findings was greater, and credibility for our ries to account for a real world that is bQth bounded and
research, practice, and policy audiences was enhanced. We perceptually laden, and to test these theories in our various
hope our experience will be helpful to our colleagues, as disciplines.
theirs bas been helpful to us. Our tests do not use "covering laws" or the deductive
logic of classical positivism. Rather. our explanations flow
from an account of how differing structures produced the
C. Our Orientation events we observed. We aim to account for events. rather
than simply to document their sequence. We look for an
It is good medicine, we think. for researchers to make individual or a social process, a mechanism, a structure at
their preferences clear. To know how a researcher con- the core of events that can be captured to provide a causal
strUes the shape of the social world and aims to give us a description of the forces at work.
credible account of it is to know our conversational part- Transcendental realism calls both for causal explanation
ner. If a critical realist, a critical theorist, and a social phe- and for the evidence to show that each entity or event is an
nomenologist are competing for our attention, we need to instance of that explanation. So we need not only an ex~
know where each is coming from. Each will have diverse planatory structure but also a grasp of the particular con~
views of what is real, what can be known, and how these figuration at hand. That is one reason why we have tilted
social facts can be faithfully rendered. toward more inductive methods of study.
At the time of the first edition of this book. we thought As Erickson (1977) put it. social facts are embedded in
of ourselves as "realists" (Huberman & Miles. 1985), We social action,just as social meaning is constituted by what
still do. But "realism" has come to mean many things. We people do in everyday life. These meanings are most often
see ourselves in the lineage of "transcendental realism" discovered
(Bhaskar, 1978. 1989; Harre & Secord, 1973; Manicas &
Secord. 1982). That means we think that social phenomena by hanging around and watching people carefully and asking
exist not only in the mind but also in the objective world- them why they do what they do... , [Given] this orientation
and: that some lawful and reasonably stable relationships toward social meaning as embedded in the concrete, particu~
are to be found among them. The lawfulness comes from lar doings of people, qualitative researchers are reluctant to
the regularities and sequences that link together phenom~ see attributes of the doing abstracted from the scene of social
ena. From these patterns we can derive constructs that un~ action and counted out of context. (p. 58)
derlie individual and social life. The fact that most of those
constructs are invisible to the human eye does not make Our aim here has been to be explicit about our biases,
them invalid. After all, we all are surrounded by lawful not to persuade anyone of their superior virtue or even their
physical mechanisms of which we're. at most, remotely reasonableness. Like Howe (1988), we are wary of abstract
aware. epistemological arguments that do not connect operation~
Human relationships and societies have peculiarities ally with the actual research practices used to gain knowl-
that make a realist approach to understanding them more edge.
complex-but not impossible. Unlike researchers in phys~ At the working level. it seems hard to find researchers
ics. we must contend with institutions, structures, prac- encamped in one fixed place along a stereotyped contin~
tices, and conventions that people reproduce and trans~ uum between "relativism" and "postpositivism." Now
form. Human meanings and intentions are worked out scores of postpositivists are using naturalistic and pheno~
within the frameworks of these social structures-struc~ menological approaches. At the same time, an increasing
tures that are invisible but nonetheless real. In other words. number of interpretively oriented ethnographers are using
social phenomena. such as language. decisions. conflicts, predesigned conceptual frames and instruments, espe~
and hierarchies. exist objectively in the world and exert cially when dealing with mUltiple cases, Few postposi~
strong influences over human activities because people tivists will dispute the validity and importance of subjec~
construe them in common ways. Things that are believed tive meanings. and few phenomenologists stilt practice
become real and can be inquired into. I pure hermeneutics. Critical theorists use symbolic interac-
We agree with interpretivists who point out that knowl- tionism to discover social determinisms. 2 In epistemologi~
edge is a social and historical product and that "facts" come cal debates it is tempting to operate at the poles. But in the
to us laden with theory, We affirm the existence and im~ actual practice of empirical research. we believ~ that all of

I
~
D. Varieties of Qualitative Research • 5

us-realists, interpretivists, critical theorists-are closer D. Varieties of Qualitative Research


to the center. witli multiple overlaps.
Furthermore, the lines between epistemologies have be- Qualitative research may be conducted in dozens of
come blurred. Current perspectives such as pragmatism ways, many with long traditions behind them. To do them
and critical theory have qualities of both interpretivism and all justice is impossible here. For our purposes the question
postpositivism. Approaches like ours, which do away with is, What do some different varieties of qualitative research
correspondence theory (direct, objective knowledge of have to say about analysis? Can we see some common
forms) and include phenomenological meaning, are hard practices, some themes?
to situate. Some researchers (e.g.,' Pitman & Maxwell, First, we might look at some thoughtful efforts to array
1992) have argued that rea1ist and interpretivist methods the whole range of qualitative study approaches. Wolcott
are both attempts to build co:herent arguments that relate (1992) shows a literal "tree" (Figure 1.1) of nearly two
theoretical claims to independently measured facts. Others dozen strategies organized according to preferred styles of
(Lee, 1991) have aimed to show that each perspective adds collecting data. His classification turns around methods.
a meaningful Jayer without necessarily contradicting the Tesch (1990), whose tree is computer-generated (Figure
others: a subjective understanding, an interpretive under- 1.2), sorts 27 types of qualitative research according to
standing (as rendered by the researcher), a positivist un- three major substantive questions: What are the charac-
derstanding (theoretical propositions according to rules of teristics of language itself? Can we discover regularities in
forrnaiiogic). human experience? Can we comprehend the meaning of a
The paradigms for conducting social research seem to text or action? These are broad families of research pur~
be shifting beneath our feet, and an increasing number of poses.
researchers now see the world with more pragmatic, ecu- Jacob's (1987) taxonomy sorts five major qualitative
menical eyes. Our view is that sharing more about our craft research traditions (ecological psychology, holistic eth-
is essential, and that it is possible to develop practical stan- nography; ethnography of communication, cognitive an~
dards-workable across different perspectives-for judg- thropology, and symbolic interactionism) by using dimen-
ing the goodness of conclusions. Even if we happen to be sions including "assumptions about hUman nature and
dubious about postpositivist canons, we are still account- society,n the "focus" (the content examined, at what social
able for the rationality and trustworthiness of our methods. system level), and "methodology" (research design, data
We _may face .a., risk of formalization when we dissect collection, and qualitative/quantitative analysis).
and reassemble the analytic procedures used by qualitative The reader interested in these sorting efforts will enjoy
researchers, but not a large one. For the time being, we exploring them more fully. But as comprehensive and
seem to be in a lively, partially exp10red realm far removed clarifying as these catalogs and taxonomies may be, they
from canonical sterility. To us it seems clear that research turn out to be basical1y incommensurate. both in the way
is actually more a craft than a slavish adherence to meth~ the different qualitative strands are defined and in the cri-
odologicaJ rules. No study conforms exactly to a standard teria used to distinguish them. The mind boggles in trying
methodology; each one calls for the researcher to bend the to get from one to another.
methodology to the peculiarities of the setting (cf. Mishler, Also, such taxonomies can go out of date quickly. For
1990). At the least, we need to find out what qualitative example, as the more "interpretivist" stream gains cur-
researchers actually do when they assemble and analyze rency, we have qualitative research being conducted in
data from the field. 3 history, literature, and journalism, while historians are us~
Readers looking at the methods in this sourcebook will ing videos, tape recorders, interviews, and statistics to sup-
find them to be orderly ones, with a good degree of for~ plement traditiona1 data sources.
malization. Many colleagues prefer intuitive, relaxed voy-
ages through their data, and we wish them well. We have Recurring Features of Qualitative Research
opted for thoroughness and explicitness, not just because
it suits us, but because vague descriptions are of little prac~ Do any features ocCUr in most species of qualitative in~
tical use to others. Note, however, that some techniques in quiry? Let's make a try at a list. with the understanding that
this bo'ok can for metaphorical thinking, figurative repre- some exemplars will be left dangling. We concur with
sentations, even free associations. And the overall struc- Wolcott's (1982) emphasis on the "naturalist" nature of
ture of the text allows for some techniques to be used and most qualitptive research-even though that term, too. has
others to be left aside. We advise you to look behind any undergone<'a sea change. By combining some of his de~
apparent formalism and seek out what wiIJ be useful in scriptors with several of ours, we can suggest some recur~
your own work. ring features of "naturalist" research:
6 • INTRODUCTION

Figure 1.1
Qualitative Strategies in Educational Research (Wolcott, 1992)

.. Qualitative resean;:h is conducted through an intense and/or • The researcher attempts to capture data on the perceptions
prolonged contact with a "field" or life situation. These situ· of local actors "from the inside," through a process of deep
ations are typically "banal'; or normal ones, reflective of the attentiveness, of empathetic understanding (~rstehen). and
everyday life of individuals, groups, societies, and organi· of suspending or "bracketing" preconceptions about the
zations. topics under discussion.
• The researcher's role is to gain a "holistic" (systemic, en- • Reading through these materials, the researcher may isolate
compassing. integrated) overview of the context under certain themes and expressions that can be reviewed with
study: its logic, its arrangements. its explicit and implicit informants. but that should be maintained in their original
rules. forms throughout the study.
D. Varieties of Qualitative Research • 7

Figure 1.2
Graphic Overview of Qualitative Research Types (Tesch, 1990)

The research interest is in .

the characteristics of language


,-------~' ~
as cullure
as communicaUon
, - - - " ,'-----,
~ 1-' ------,1 1
InteractiVe
conlenl proce&S

co~ ~
1
I
analysIs discourse eth~osclence structural
syl'T1lloUc
lnteracllonlsm,
analysis elhnomelhodofogy
ethnography

ethnography
of communication

r __________'h_'_d_'' '---'rO' "gUl~


identlUcalion (and categorization)
01 elements. and exploration of discerning of patterns
their connectlrs
I
groun~ed
I I I I
I~nscendenta! In conceptuallzatlon as deficiencies, ascullure as socialization
evJI theory ideologies
I
I
realism
structure
analysis I
phenomenography I
quaIHatlve evaluation.
educational ethnography.
naturalistic Inquiry
aclion research. collabor"
ethnographic ative research. crillca!/
content analysis
ecological psychology emanclpatory research
holistic ethnography

,r___---'Ime~lng ,'-_ _ _ _ _ _ _ _ _ _ _•
the comprehension of the of textlactlon

i
dIscerning of themes
(commonalities nd unlquenesses)
Inlerpr!lalion
I
phenomenology I I
case study hermeneutics
me history
. -_ _ _ _ _ _ _ _ _-CJrrlllcliln
edudanonat rellective ' - - - - - - - - - - - - - - ,
connoisseurship phenomenology heurisllc research

• A main task is to explicate the ways people in particular • Most analysis is done with words. The words can be assem~
settings come to understand, account for. take action. and bled, subclustered. broken into semiotic segments. They can
otherwise manage their day~to~day situations. be organized to permit the researcher to contrast. compare.
• Many interpretations of this material are possible. but some analyze. and bestow patterns upon them.
,~
are more compelling for theoretical reasons or on grounds
of internal consistency. These may be a "core'~ of recurring features for natural~
• Relatively little standardized instrumentation is used at the istic studies, but they are configured and used differently
outset. The researcher is essentially the main "measurement in any particular research tradition. Let's have an mustra~
device" in the study. tive look at three of these: interpretivism, social anthropol~
8 • INTRODUCTION

ogy, and collaborative social research. We emphasize the unusual ones, direct or indirect participation in local ac-
analytic differences among them. tivities, with particular care given to the description of
local particularities; focus on individuals' perspectives and
Three Approaches to interpretations of their world; and relatiyely little prestruc-
Qualitative Data Analysis tured instrumentation, but often a wider"use of audio- and
videotapes, film, and structured observation than in other
research traditions.
Interpretivism. This line of inquiry has a long intellectual Analytically, some points are notable. First, ethno-
history. Diithey's (191111977) thesis that human discourse graphic methods tend toward the descriptive. The analysis
and action could not be analyzed with the methods ofnatu- task is to reach across multiple data sources (recordings,
ral and physical science was the defining conceptual per- artifacts, diaries) and to condense them, with somewhat
spective. Human activity was seen as "text"-as a collec- less concern for the conceptual or theoretical meaning of
tion of symbols expressing layers of meaning. these observations. Of course, in deciding what to leave in,
•How would one interpret such a text? For Dilthey and what to highlight, what to report first and last, what to
the phenomenologists. the way led through "deep under- interconnect, and what main ideas are important, analytic
standing," an empathy or indwelling with the subject of choices are being made continuously.
one's inquiries. For the social imeractionists, interpreta- Social anthropologists are interested in the behavioral
tion comes via the understanding of group actions and in- regularities in everyday situations: language use, artifacts,
teractions. In both cases there is an inevitable "interpreta~ rituals, relationships. These regularities often are ex-
tion" of meanings made both by the social actors and by pressed as "patterns" or "language~' or "rules," and they
the researcher. are meant to provide the inferential keys to the culture or
Phenomenologists often work with interview tran- society under study. As Van Maanen (1979) put it, the
scripts, but they are careful, often dubious, about condens- prime analytic task is to "uncover and explicate the ways
ing this material. They do not, for example, use coding, but in which people in particular (work) settings come to un-
assume that through continued readings of the source ma- derstand, account for. take action and otherwise manage
terial and through vigilance over one's presuppositions, their day-toMday situation." This "uncovering" and "expli-
one can reach the "Lebenswelt" of the informant. captur- cating" is typically based on successive observations and
ing the "essence" of an account-what is constant in a interviews, which are reviewed analytically to guide the
person's life across its manifold variations. This approach next move in the field.
does not lead to covering laws, but rather to a "practical Finally many social anthropologists are concerned with
und~rstanding" of meanings and actions. the genesis or refinement of theory. They may begin with
Interpretivists of all types also insist that researchers are a conceptual framework and take it out to the field for
no more "detached" from their objects of study than are testing, refinement, or qualification. Much cross-cultural
their informants. Researchers, they argue, have their own theory in socialization, parenting, and kinship has resulted
understandings, their own convictions, their own concep- from field research in a variety of settings.
tUal orientations; they. too, are members of a particular Researchers in life history, grounded theory, ecological
culture at a specific historical moment. Also they will be psychology, narrative studies, and in a wide range of ap-
undeniably affected by what they hear and observe in the plied studies (education, health care, family studies, pro-
field, often in unnoticed ways. An interview will be a "co- gram evaluation) often take this general line. This perspec-
elaborated" act on the part of both parties, not a gathering tive has informed much of our own work, though we, along
of information by one party. Note the analytic problem: If with case study analysts (e.g., Yin, 1991), have gravitated
researchers use few preestablished instrumentsl it will be to more fully codified research questions, more stan-
difficult to separate out "external" information from what dardized data collection procedures, and more systematic
they themselves have contributed when decoding and en- devices for analysis.
coding the words of their informants.
Qualitative researchers in semiotics, in deconstructivism, Collaborative social research. In this genre collective ac-
in aesthetic criticism, in ethnomethodology, and in herme- tion is undertaken in a social setting. The protagonists may
neutics often have pursued this general line of inquiiy- seek out a set of researchers comfortable with the action
each, of course, with special emphases and variations. and willing to accompany the process in real time (see
Schensul & Schensul, 1992). This accompaniment takes
Social anthropology. The primary methodology in this one of two typical forms: "reflexivity," where the research
field, ethnography, stays close to the naturalist profile we remains in an asking or questioning stance; or dialectics,
just described; extended contact with a given community, where researchers and local actors may have opposing in-
concern for mundane, day-to-day events, as well as for terpretations of the data.
E. The Nature of Qualitative Data • 9

As a general strategy for institutional change in this We'll return to recurring features such as these, while
vein, action research has been practiced since the 1920s acknowledging the desirable diversity of analytic ap-
(Whyte. 1991). The researchers, with local help, design the proaches now in use. s Next, however, we need to take a
outlines of a "field experiment" (e.g., changing the offer~ step back to ask, ,What kind of data are we actually faced
ings in an institutional cafeteria. redesigning the operations with in qualitative studies?
and staffing of a ship). The data are coUated and given to
the "activists," both as feedback and to craft the next stage
of operations: Note that this approach incorporates some E. The Nature of Qualitative Data
of the features of naturalistic studieS: participant observa~
tion, sensitivity to participants' concerns, focus on descrip. General Nature
tive data in the initial phases, nonstandardized instrumen·
tation, a holistic perspective, the search for underlying In some senses, all data are qualitative; they refer to
themes or patterns. essences of people, objects, and situations (Berg, 1989).
These points also hold for collaborative action research We have a "raw" experience, which is then converted into
(Oja & Smulyan, 1989), where the researchers join closely words ("His face is flushed." ... "He is angry.") or into
with the participants from the outset. The aim is to trans· numbers ("Six voted yes, four no." ... "The thermometer
form the social environment through a process of critical reads 74 degrees.").
inquiry-to act on the world, rather than being acted on. In this book we focus on data in the form of words-that
This approach is found in fields such as critical ethnogra· is, language in the form of extended text. (Qualitative data
phy (Thomas, 1993) and action science (Argyris, Putnam, also can appear as still or moving images, but we do not
& Smith, 1985). The analytic tasks emphasize the use of deal with these forms.)6
action~related constructs, seen in a melioristic frame, and The words are based on observation, interviews, or
intellectual "emancipation" through unpacking taken·for- documents (or as Wolcott [1992J puts it, "watching, ask~
granted views and detecting invisible but oppressive struc· ing, or examining"). These data collection activities typiw
tures. 4 cally are carried out in close proximity to a local setting
for a sustained period of time.
Analytic Methods: Some Common Features Finally, such data are not usually immediately accessi-
ble for analysis, but require some processing. Raw field
Given these diverse approaches, can we see features that notes need to be corrected, edited, typed up; tape record-
recur during any style of qualitative analysis? On the face ings need to be transcribed and corrected.
of it, there may be some irreconcilable couples-for exam~
pIe, the quest for lawful relationships (social anthropol~ Some Underlying Issues
ogy) versus the search for "essences" that may not tran·
scend individuals, and lend themselves to multiple But it is not so simple. The words we attach to fieldwork
compelling interpretations (phenomenology). experiences are inevitably framed by our implicit con-
Still, some analytic practices may be used across differ· cepts. In fact, as Counelis (1991) suggests, a written de-
ent qualitative research types. Here is a fairly classic set of scription ("data") of someone clenching a fist and grimac-
analytic moves arranged in sequence: ing as "angry" is a conceptual substitute for the direct
experience of one's own feelings and perceptions.
• Affixing codes to a set of field notes drawn from observa~ The processing of field notes is itself problematic. As
tions or interviews Atkinson (1992) points out, they are really texts con~
• Noting reflections or other remarks in the margins structed by the field~worker on the basis of observation and
participation: 'Whatmay be generated as 'data' is affected
• Sorting and sifting through these materials to identify simi~ by what the ethnographer can treat as 'writable' and 'read~
Jar phrases. relationships between variables, patterns, able.; .. Similarly, transcription of tapes can be done in
themes, distinct differences between subgroups, and com~
mon sequences many ways that will produce rather different texts.
Furthermore. what we consider as a descriptive, first·
• Isolating these patterns and processes, commonalities and order "fact" (the number of arrests in a precinct, to use Van
differences; and taking them out to the field in the next wave Maanen's V983bJ example) rapidly ramifies out into the
of data collection interpretations and explanations that the people being stud~
• Gradually elaborating. a small set of generalizations that ied have ("The brown· nosing lieutenant is cracking
cover the consistencies discerned in the database down"), and into the researcher' s second~order conception
• Confronting those generalizations with a formalized body of "what's going on"-the interpretations of the interpre~
of knowledge in the form of constructs or theories tations (positing the patrol officer's turf as a central idea).
10 • INTRODUCTION

The influence of the researcher's values is not minor (e.g., Figure 1.3
what one thinks about the fairness of arrests). Components of Data Analysis: Flow Model
To put it another way, qualitative data are not so much
about "behavior" as they are about 'actfons (which carry Daea eoll"c~ion pe~lod

with them intentions and meanings and lead to conse- " -l


quences). Some actions are relatively straightforward; oth- !}AU REDUCTION
ers involve "impression management"-how people want rost

others, including the researcher, to see them. !}ATA DISPLAYS


Furthermore, those actions always occur in specific situ- Pen I
ations within a social and historical context, which deeply
influences how they are interpreted by both insiders and
the researcher as outsider.
Thus the apparent simplicity of qualitative "data" masks
a good deal of complexity. requiring plenty of care and
self-awareness on the part of the researcher.

Strengths of Qualitative Data


have been advocated as the best strategy for discovery,
exploring a new area, developing hypotheses. In addition
What is important about wen~collected qualitative data? we underline their strong potential for testing hypotheses,
One major feature is that they focus on naturally occur- seeing whether specific predictions hold up. Finally, quali-
ring, ordinary events in natural settings, so that we have a tative data are useful when one needs to supplement, vali-
strong handle on what "real life" is like. date, explain, illuminate, or reinterpret quantitatt.'ve data
That confidence is buttressed by local groundedness, gathered from the same setting.
the fact that the data were collected in close proximity to The strengths of qualitative data rest very centrally on
a specific situation. rather than through the mail or over the competence with which their analysis is carried out.
the phone. The emphasis is on a specific case, a focused What do we mean by analysis?
and bounded phenomenon embedded in its context. The
influences of the local context are not stripped away, but
are taken into account. The possibility for understanding F. Our View of Qualitative Analysis
latent, underlying, or nonobvious issues is strong.
Another feature of qualitative data is their richness and Our general view of qualitative analysis is outlined in
holism, with strong potential for revealing complexity; Figure 1.3. We define analysis as consisting of three con~
such data provide "thick descriptions" that are vivid, current flows of activity: data reduction, data display, and
nested in a reill context, and have a ring of truth that has conclusion drawing/verification. We explore each of these
strong impact on the reader. themes in more depth as we proceed through the book. For
Furthennore, the fact that such data are typically col- now, we make only some overall comments.
lected over a sustained period makes them powerful for
studying any process (including history); we can go far Data Reduction
beyond "snapshots" of "what?" or "how many?" to just
how and why things happen as they do-and even assess Data reduction refers to the process of selecting, focus-
causality as it actually plays out in a particular setting. And ing, simplifying, abstracting, and transforming the data
the inherent flexibility of qualitative studies (data collec 8
that appear in written-up field notes or transcriptions. As
tion times and methods can be varied as a study proceeds) we see it, data reduction occurs continuously throughout
gives further confidence that we've really understood what the life of any qualitatively oriented project. Even before
has been going on. the data are actually collected (see Figure 1.1), anticipatory
Qualitative data, with their emphasis on people's "lived data reduction is occurring as the researcher decides (often
experience," are fundamentally well suited for locating the without full awareness) which conceptual framework,
meanings people place on the events, processes, and struc- which cases, which research questions, and which data
tures of their lives: their "perceptions, assumptions, collection approaches to choose. As data collection pro~
prejudgments, presuppositions". (van Manen, 1977) and ceeds. further episodes of data reduction occur (writing
for connecting these meanings to the social world around summaries, coding, teasing out themes, making clusters,
them. making partitions, writing memos). The data reduc-
We make three other claims for the power of qualitative tion/transforming process continues after fieldwork. until
data, to which we return during later chapters. They often a final report is completed.

'I
Ii:
F. Our View ofQua}itative Analysis _ II

Data reduction i.s not something separate from analysis. analysis. The displays discussea in this book include many
It is part of analysis. The researcher's decisions""':""which types of matrices, graphs, charts, and networks. All are
data chunks to code and which to pull out, which patterns designed to assemble organized infonnation into an immew
best summarize a number of chunks, which evolving story diately accessible, compact form so that the analyst can see
to tell-are all analytic choices. Data reduction is a form what is happening and either draw justified conclusions or
of analysis that sharpens, sorts, focuses, discards, and or- move on to the next step of analysis the display suggests
ganizes data in, such a way that "final" conclusions can ~e may be useful.
drawn and verified. As Tesch (1990), points out, 1talso can As with data reduction, the creation and use of displays
be seen as "data condensation." is not separate from analysis, it is a part of analysis. Dew
By "data reduction" we do not necessarily mean quan- signing a display-deciding on the rows and columns of a
tification. Qualitative data can.be reduced and transformed matrix for qualitative data and deciding which data, in
in many ways: through selection, through summary or which fonn, should be entered in the cells-are analytic
paraphrase, through being subsumed in a larger pattern, activities. (Note that designing displays also has clear data
and so on. Occasionally it may be helpful to convert the reduction implications.)
data into primitive quantities (e.g., the analyst decides that The dictum "You are what you eat" might be transposed
the case being looked at has a "high" or "moderate" degree to "You know what you display." In this book we advocate
of administrative centralization), but this is not always more systematic, powerful displays and urge a more invenw
wise. Even when it does look like a good analytical strat- tive, self~conscious, iterative stance toward their genera-
egy, our advice is to keep the numbers, and the words you tion and use.
used to derive the numbers, together in your ensuing analy-
sis. It is important not to strip the data at hand from the Conclusion Drawing and Verification
context in which they occur.
The third stream of analysis activity is conclusion draw w
ing and verification. From the start of data collection, the
Data Display qualitative analyst is beginning to decide what things
mean-is noting regularities, patterns, exp1anations. pos-
The second major flow of analysis activity is data dis- sible configurations, causal flows. and propositions. The
play. Generically. a display is an organized, compressed competent researcher holds these conclusions lightly.
assembly of infonnation that permits conclusion drawing .maintaining openness and skepticism, but the conclusions
and action. In daily life, displays vary from gasoline are still there, inchoate and vague at first, then increasingly
gauges to newspapers to computer screens to factor analy- explicit and grounded. to use the classic term of Glaser and
sis printouts. Looking at displays helps us to understand Strauss (1967). "Final" conclusions may not appear until
what is happening and to do something-either analyze data collection is over, depending on the size of the corpus
further or take action-based on that understanding. of field notes; the coding, storage, and retrieval methods
The most frequent form of display for qualitative data used; the sophistication of the researcher; and the demands
in the past has been extended text. As we note later, text (in of the funding agency, but they often have been prefigured
the form, say, of 3,600 pages of field notes) is terribly from the beginning, even when a researcher claims to have
cumbersome. It is dispersed, sequential rather than simul~ been proceeding "inductively."
taneous, poorly structured, and extremely bulky. Using Conclusion drawing. in our view, is only half of a Gem-
only extended text, a researcher may find it easy to jump ini configuration. Conclusions are also verified as the ana~
to hasty, partial, unfounded conclusions. Humans are not lyst proceeds. Verification may be as brief as a fleeting
very powerful as processors of large amounts of informa- second thought crossing the analyst's mind during writing,
tion; our cognitive tendency is to reduce complex informa~ with a short excursion back to the field notes, or it may be
tion into selective and simplified gestalts or easily under- thorough and elaborate, with lengthy argumentation and
stood configurations. Or we drastically overweight vivid review among colleagues to develop "intersubjective con-
information, such as the exciting event that jumps out of sensus," or with extensive efforts to replicate a finding in
page 124 of the field notes after a long, "boring" passage. another data set. The meanings emerging from the data
Pages 109 through 123 may suddenly have been collapsed, have to be tested for their plausibility. their sturdiness, their
and the criteria for weighting and selecting may never be "confirmabiJity"-that is, their validity. Otherwise we are
questioned. Extended text can overload humans' informa- left with interesting stories about what happened, of un~
tion-processing capabilities (Faust, 1982) and preys on known truth and utility.
their tendencies to find simplifying patterns. We have presented these three streams-data reduction,
In the course of our work, we have become convinced data disp1ay, and conclusion drawing/verification-as in-
that better displays are a major avenue to valid qualitative terwoven before, during, and after data collection in paraJ~
12 • INTRODUCTION

Figure 1.4 generally usable by others, See Chapter 10, section I> for
Components of Data Analysis: Interactive Model more.

G. Using This Book

Overview

This book is organized roughly according to the chronot~


ogy of qualitative, research projects, from initial design to
final reports. For a quick overview of that sequence, see Chap-
ter 13. A run through the Table of Contents will also help,

Format of Specific Methods

We've designed this sourcebook to be as practical as


possible. Each method is described in this format:
leI form, to make up the general domain called "analysis."
Name a/method.
The three streams can also be represented as shown in
Figure 1.4, In this view the three types of analysis activity Analysis problem. The problem, need, or difficulty faced by a
and the activity of data collection itself form an interactive, qualitative data analyst, for which the method proposed
cyclical process. The researcher steadily moves among is a useful solution.
these four "nodes" during data collection and then shuttles Briefdescription. What the method is and how it works.
among reduction, display, and conclusion drawing/verifi- Illustration. In more detail, a "minicase" showing how the
cation for the remainder of the study. method is developed and used. Usually this section has
The coding of data, for example (data reduction), leads a variety of subheadings. such as "Building the Dis-
to new ideas on what should go into a matrix (data dis· play," "Entering the Data," and "Analyzing the Data,"
play), Entering the data requires further data reduction. As Variations. Alternative approaches using the same general
the matrix fills up, preliminary conclusions are drawn, but principle. Relevant work of other researchers is cited.
they lead to the decision, for example, to add another col-
Advice. Summarizing comments about use of the method, and
umn to the matrix to test the conclusion.
tips for using it well.
In this view, qualitative data analysis is a continuous.
iterative enterprise. Issues of data reduction. of display, Tune required. Approximate estimates (contingent on subject
and of conclusion drawing/verification come into figure matter, researcher's skill, research questions being
successively as analysis episodes follow each other. But asked, number of cases, etc,).
the other two issues are always part of the ground.
Such a process is actually no more complex, conceptu- The text also includes supplementary methods, de~
ally speaking, than the analysis modes quantitative re- scribed in a brieferformat, that can be used with or instead
searchers use. Like their qualitative brethren. they must be of the principal method being discussed.
preoccupied with data reduction (computing means, stan-
dard deviations, indexes), with display (correlation tables, Suggestions for Users
regression printouts), and with conclusion drawing/verifi-
cation (significance levels, experimental/control differ- Ideas about what a reader should "do" with any particu-
ences). But their activities are carried out through well-de- lar book are often presumptuous, mistaken. or both. As
fined. familiar methods, are guided by canons, and are someone has pointed out, a book is essentially a random-
usually more sequential than iterative or cyclical. Qualita- access display that users activate merely by turning their
tive researchers. on the other hand, are in a more fluid- 'eyes toward it. Authors have no control over what readers
and a more pioneering-position. end up doing. Nevertheless we give some advice to differ-
Thus. as we've suggested, qualitative analysis needs ent types of users, based on Our own and others' experience
to be well documented as a process-mainly to help us with the first edition.
learn. Purposes of "auditing" aside, we need to under-
stand more clearly just what is going on when we analyze Experienced researchers. This is a sourcebook. Col~
data, to reflect. refine our methods, and make them more leagues have told us they have used it in several ways.

mi.
G. Using This Book • 13

1. Browsing. The boo~ contains a wide range of mate~ Chapter 10 (conclusion·drawhlg and verification tactics)
rial, so simply exploring it" in an unstructured way can be Chapters 7 and 8 (cross·case analysis)
fruitful. Chapter 9 (matrix building and use)
2. problem solving. Anyone opening the book comes to Chapter 11 (ethics)
it with more or less specifically defined problems in doing Chapter 12 (reports)
qualitative data analysis. The index has been designed to
Chapter 13 (overview, review)
be "problem-sensitive" to permit easy access to appropri~
ate sections of the book. The Table of Contents can also be
A colJeague told us that he has begun a course by dis-
used in this way. cussing section F of Chapter 1 ("Our View of Qualitative
3. A to Z. Some readers prefer to go through a book Data Analysis") and then asking students to draw conclu-
sequentially, from start to .finish. We have organized the sions from an existing data set, such as displays from our
book so it makes sense that way. SomeA~to-Zreaders have book Innovation Up Close (Huberman & Miles, 1984),
told us that they found it useful to jump forward from the first working with ideas in Chapters 5 and 6 and then turn-
first part of Chapter 5 (within-case descriptive analysis) to ing to Chapters 7 and 8. After that, he supports students in
Chapter 9 (matrix displays) and Chapter 10 (tactics) and doing quick studies of their own, analyzing the data they
then return to Chapter 6 (within~case explanatory analysis) produce.
before going on to cross-case analysis (Chapters 7 and 8) We've found that the book can also be used in intensive
and the remainder of the book. time-blo~k teaching. For a 3-day training workshop (max:i~
4. Operationai' use. For readers conducting an ongoing mum size: 25 participants), the most profitable sequence
qualitative research project, either alone or with col- begins with careful attention to each of the first four sec-
leagues, it's useful to read particular sections focusing on tions of Chapter 2, then goes on to work on coding in
upcoming analysis tasks (e.g., the formation of research Chapter 4. and then focuses in more depth on a few display
questions, coding, time-ordered displays). then to discuss modes. one by one. in Chapters 5 through 8, These might
them with available colleagues, and then to plan next steps include partially ordered, time-ordered, and conceptually
in the project, revising the methods outlined here or devel- ordered displays in Chapter 5; causal networks in Chapter
oping new ones. Chapters 2 and 3 are particularly helpful 6; Ihen similarly ordered meta-matrices and case-ordered
during proposal development and in the start-up and de- predictor~outcome displays in Chapters 7 and 8_.
sign phases of a project. Repeated-practice in using various tactics in Chapter 10,
5, Research consulting. The book can be used by people as suggested there, is also useful. Our experience is that a
with an advisory or consulting role in the start-up and on~ rapid overview of the tactics is best done after people have
going life of research projects. Assuming goo~ proble~ had direct experience with a few analysis episodes.
identification, a research consultant can work WIth the ch~ For each topic, we have used a learning approach like
ent in either a problem~solving or a direct training mode this, carried out by individuals or working pairs, who stay
(see below) to aid with thoughtful project design, and cop- together throughout the workshop:
ing with early problems.
I. Introductory lecture and/or reading to clarify the main con-
Teachers a/research methods. Some colleagues have used ceptual points of the section.
the book as a main text, others as a supplementary one. In 2. A brief learning task (e,g" drawing a conceptual frame-
either case our very strong advice is to engage students in work. designing a section of a coding scheme, designing a
active design, data collection, and analysis. Several of our matrix, drawing an event~state network, interpreting a
readers also said that teacher and students need to engage filled-out matrix, writing an analysis), Time here is usually
in ana1ytic work together as colleagues. The book is not 30 minutes or less.
designed to be helpful in the type of methods course that 3, Comparing the products of individuals or pairs by using an
is "abour' qualitative research and provides no direct ex- overhead projector or n~wsprint; drawing generalizations.
perience in doing it. Actual data are needed. giving advice.
A typical teaching sequence is: 4, If step 2 has not involved actual data from the participants'
current or projected research. there should be a period for
Chapter 2 (pre-data collection work) (with most emphasiS on applic~tion to their own work. Consultative help should be
conceptual framework. research questions, and sam- availahle from the workshop or course leader.
pling)
Chapter 3 (technical and managerial design issues) The same general principles apply when the book is
Chapter 4 (analysis during data collection) being used in a semester-long course, although the cover-
Chapters 5 and 6 (within·case analysis) age will be deeper and more leisurely. Interim exercises
14 • INTRODUCTION

focusing on actual research tasks, critiqued in class, are Notes


particularly productive. Active. reflective self·documenta·
tion through personal logs or journals is also profitable (see 1. We like the way Phillips (1990) makes this point. He notes that
also Chapter 10, section D). 7 researchers are fully able to investigate beliefs and other forms ofcogni8
tion: ".
Students and other novice researchers. We give some di· We can inquire iOlo the beliefs of a society, how they came about,
rect advice here, keeping in mind that you will often be what their effects are, and what the status is of the evidence thai is
working alone, usually on a single case, and may be feeling offered in support oflhe truth of the beliefs. And we can gel these
worried about the quality of your study-dissertation or matters right or wrong-we can describe these beliefs correctly or
not. incorrectly, or we can be right or make mistakes abouttheir origins
or their effects. It simply does nOI follow from the fact of the social
construction of reality that scientific inquiry becomes impossible
I. This book helps you on analysis. Use other, introductory or that we have to become relativists. (p. 42)
books to help with the basics (e.g.• Bogdan & Biklen.1992;
Glesne & Peshkin. 1992; leCompte & Preissle, with 2. If these various epistemological labels seem like arcane shorthand
to you, we suggest the thoughtful, articulate debates presented in the
Tesch. 1993; Lofland & Lofland. 1984).
collection by Guba (1990).
2. Protect yourself from getting overwhelmed by looking at 3. Mishler (I990) has a pragmatic, articulate view of the research
the big picture. Look at the overview (Figure 13.1) in scientist as more of a craftsperson than alogician: "Competence depends
Chapter 13; read Chapter 1, section F; scan the ideas on on apprenticeship training, continued practice and experience8based,
displays in Chapter 9. Remember that the whole book is contextual knowledge of the specific methods applicable to a phenome-
organized in rough time sequence. non of interest, rather than on an abstraCt 'logic of discovery' and appli8
3. Scan the "Advice" sections for each chapter. cation of fonnal 'rules' "(p. 435).
4. The render may have noted that we have left out some of the more
4. Learn by doing. Use your own study (whether it is in the linguistically oriented approaches 10 qualitative analysis (e.g., ethno 8

planning stage or under way) as a vehicle and apply to it science. discourse antllysjs, content ll1Ullysis), along with some more
the suggestions in each chapter. When reading this book, recent approaches straddling epistemological borders (phenomenogra-
write out your own conclusions from the display examples phy). We suggest readings on these at several poinlS.
and compare with those of friends or colleagues. 5. The analytic sequence depicted here is probably closest 10 ethmr
5. Compensate for the problem of having to work alone by graphic methods, as extended by work in grounded theory. It moves from
finding someone to be a critical friend to react to your work one inductive inference to another by selectively collecting data, com-
paring and contrasting this material in the qu~st for patterns or regulari8
as you go. ties, seeking out more data to support or qualify these emerging clusters.
6. Keep an informal log or journal of what you are running and then gradually drawing inferences from the links between other new
up against. This tactic will help your learning and will be data segments and the cumulative sel of conceptualizations.
useful when you write up your study. For a thoughtful and practica1look at this genernl approach, see Wol-
7. Don't worry about the jargonlike names of particular dis8 cott (1994), who distinguishes three major operations: description (ren-
plays; the issue is what a display can do for you. dering "what's going on here," including respondents' words), analysis
(showing how things work, through systematically identifying key fnc8
S. The time estimates supplied are very rough. Don't be tors and relationships), and interpretation (making sense of meanings in
alarmed if you take a lot less or much more than the esti8 context-"What'S to be made of it all?"). All three are needed. with the
mate. balance depending on the study.
9. The biggest enemy of your learning is the gnawing worry Our own approach is sometimes more deductive; it may begin with
that you're not "doing it right." Dissertation work tends to an orienting set of relationships or constructs and derive from them a
encourage that. But any given analytic problem can be provisional coding system, which then is applied to initial field notes;
approached in many useful ways. Creativity, inventing condensed data in systematic displays are used to aid with conclusion
drawing, enriched and tested by a new cycle of data from the next round.
your way out of a problem, is definitely the better stance.
Much phenomenological research stops at the moment of generaliza-
Some of the more interesting methods you see in the book
tion and makes little attempt to connect to sets of constructs or covering
I
"
were created by students and 'other beginning researchers. laws. Some phenomenological methods, such as the "hermeneutical cir·
cle" used for the interpretation of texts, center more on interpretation than
Staffspecialists and managers. The workshop fonnats de- on gaining finn empirical knowledge of social or natural facts. Stililhe
scribed'above have been used with organizational consult- aim is to construct a coherent, internally consistent argumenl-one with
ants interested in improving their use of qualitative data in theoretical referents fromaseriesof"empirical facts"in the formoftexts,
diagnosing organizations. It's also useful to have partici- perceptions, and social acts. 'This process often involves multiple read·
ings and condensations in the search for regularities and "essences"; with
pants work in pairs or small teams through a complete this empathy and familiarity (sometimes supported by further dialogue
consulting case study. analyzing a bank of data col1ected with the informant), farther-ranging interpretations, often based on addi-
from clients and generating action interventions. Most of tional social facts, may be undertaken.
the suggestions for experienced researchers can be helpful The analytic challenge for all qualitative researchers is finding coher·
for this audience as welL ent descriptions and explanations that sl111 include all of the gaps, incon 8
G, Using This Book • 15

sisrencies, and contradictions inherent in personal nndsociallife. The risk 7. Treatments of teaching qu:lIitalive methods we have found espe·
is forcing the logic, the order. nnd·(he plausibility that constitute theory cially useful include Strauss's (1988) thoughtful reflections and his asso-
rooking on the uneven. sometimes rnndom. nature of social life. Yet with· ciated 1987 book; the special issue of Anlhropology and Education
out theory we can be left with banal, unilluminating descriptions. Quarterly (Vol. 14, no. 3, 1983. which includes helpful articles by Bog-
6, We have found some treatments ofimages as data especially useful. dan, Hall, and Lofland and Lofland); Ely, Anzul, Friedmnn. Gamer, and
Harper (l989) suggests that such data can be used in several ways: a Steinmetz (1991), which has many vivid, detailed examples of student
scientific, deScriptive mode; a narrative, storytelling mode; a "reflexive" work; and Webb and Glesne (1992), who surveyed 75 teachers of quali-
mode where people respond to pictures of themselves and their environ- tative methods and summarized typical problems students encounter.
ments; or a phenomenological mode, deepening the personal meanirigs Certain themes recur: Field-based courses are essential (the only way
of the researcher. 10 learn to do analysis is to do it); strong mutua! support among students
Ball and Smith (1992) discuss still photographs and remind us that is critical, as is a collaborative student-Ieacher relationship; course size
are not automatically more "realistic" than words, are very much needs to be small (fewer than 15), D.Ild the course should last for at least
to inteipretation and captioning. depend on the context, and can a semester; and self-reflection through journals and mutual critique is
or faked. very important.

,
<'
Focusing and Bounding
the Collection of Data
THE SUBSTANTIVE START

Contrary to what you might have heard, qualitative re~ support the work; and which agreements are made with the
search designs do exist. Some are more deliberate than people being studied.
others. At the proposal stage and in the early planning and We cannot deal thoroughly here with qualitative re~
start~up stages, many design decisions are being made- search design; see the detailed, helpful suggestions made
some explicitly and precisely. some implicitly, some un~ by Marshall and Rossman (1989). In this chapter we dis-
knowingly, and still others by default. The qualitative re- cuss the analytic issues that arise as a study is bounded,
searcher is beginning to focus on the study's: issues, the focused, and organized. We provide spec~fic examples, but
cases to be studied, the data to be collected, and how these want to emphasize that these issues must be dealt with
data will be managed and analyzed. uniquely in any particular study. They may be approached
This book is about analysis. 'Why are we talking about loosely or tightly; in either case. initial design decisions
design? As Figure 1.3 suggests, study design decisions nearly alw~ys lead to redesign. Qualitative research de~ .
can, in a real sense, be seen as a:na1yt~c-a sort of antici- signs are not copyable patterns or panaceas that eliminate
patory data reduction-beca'use they constrain later analy- the need for building, revising. and "choreographing" your
sis by ruling out certain variables and relationships and analytic work (Preissle. 1991).
attending to others. Design decisions also permit and sup~
port later analysis; they prefigure your analytic moves. Tight Versus Loose: Some Trade~offs
Some design decisions are mainly conceptual: the con~
ceptual framework and research questions, sampling, case Prior to fieldwork, how much shape should a qualitative
definition, instrumentation. and the nature of the data to be research design have? Should there be a preexistent con~
collected. Others (discussed in Chapter 3), though they ceptual framework? A set of research questions? Some
appear in the guise of "management" issues, are equally predesigned devices for collecting data? Does such prior
focusing and bounding: how data will be stored. managed. bounding of the study blind the reseID:'cher to important
and processed; what computer software may be used to features in the case, or cause misreading of local inform~
. ,'" '"'",'
16
Focusing and Bounding the Collection of Data _ l7

ants' perceptions? Does lack of bounding and focusing research lies between these two extremes. Something is
lead to indiscriminate data 'coIIection and data overload? known conceptually about the phenomenon, but not
These are recurrent questions in qualitative analysis, and enough to house a theory. The researcher has an idea of the
they have started up lively debate. Let's try to order the parts of the phenQmenon that are not well understood and
terms of the debate and to explain our own position. knows where to look for these- things-in which settings,
Any researcher, no matter how unstructured or jnduc~ among which actors. And the researcher usually has some
tive, comes to fieldwork with some orienting ideas. A so~ initial ideas about how to gather the information. At the
ciologist may Jocus on families or organizations (rather outset, then, we usually have at least a rudimentary con-
than, say, on rock formations or anthills) and. within that ceptual framework. a set of general research questions,
focus, will look for data marked by conceptual tags (roles, some notions about sampling, and some initial data-gath-
relationships. routines, norms). If that researcher looks at ering devices.
closets or lunchrooms, it is not with the eyes of an architect How prestructured should a qualitative research design
or a cook, but with an interest in what the room and its be? Enough to reach the ground. as Abraham Lincoln said
contents have to say about the patterns shared by people when asked about the proper length of a man's legs. It
using it. A psychologist would orient differently toward depends on the time available, how much already is known
the same phenomena. "seeing" motivation, anxiety, com- about the phenomena under study. the instruments already
munication, and cognition. available, and the analysis that wiU be made.
The conventional image of field research is one that Our stance lies off center, toward the structured end. To
keeps prestructured designs' to a minimum. Many social our earlier epistemological reasons, we should add a few
anthropologists and social phenomenologists consider so- that are more mundane. First, the looser the initial design,
cial processes to be too complex, too relative, too elusive, the less selective the collection of data; everything looks
or too exotic to be approached with explicit conceptual important at the outset if you are waiting for the key con~
frames or standard instruments. They prefer a more loosely structs or regularities to emerge from the case, and that wait
structured, emergent. inductively "grounded" approach to can be a long one. The researcher. submerged in data, will
gathering data: The conceptual framework should emerge need months to sort it out. You may have that kind of time
from the field in the course of the study; the important if you're doing a dissertation or are funded by a long~term
research questions wi11 come clear only gradually; rnean~ grant, but most projects are time constrained.
ingfu1 settings and actors cannot be selected prior to field- Second, fieldwork may well involve multiple·case re~
work; instruments, if any. should be derived from the prop- search, rather than single·case studies. If different field-
erties of the setting and its actors' views of them. workers are operating inductively. with no common frame~
We go along with this vision-up to a point. Highly work or instrumentation, they are bound to end up with the
inductive,loosely designed studies make good sense when double dilemma of data overload and lack of comparability
experienced researchers have plenty of time and are ex- across cases. I
ploring exotic cultures, understudied phenomena, or very Then, too, we should not forget why we are out in the
complex social phenomena. But if you're new to qualita- field in the first place: to describe and analyze a pattern of
tive studies and are looking at a better understood phe- relationships. That task requires a set of analytic categories
nomenon within a familiar culture or subculture, a loose, (cf. Mishler, 1990). Starting with them (deductively) or
inductive design may be a waste of time. Months of field- getting gradually to them (inductively) are both possible.
work and voluminous case studies may yield only a few In the life of a conceptualization, we need both ap-
banalities. As Wolcott (1982) puts it, there is merit in open- proaches-and may wen need them from several field re·
mindedness and willingness to enter a research setting searchers-to pull a mass of facts and findings into a wide-
looking for questions as well as answers, but it is "impos~ ranging, coherent set of generalizations.
sible to embark upon research without some idea of what Finally. as researchers, we do have background knowl-
one is looking for and foolish not to make that quest ex- edge. We see and decipher details, complexities, and sub~
plicit" (p. 157). tleties that would elude a less knowledgeable observer. We
Tighter designs are a wise course, we think, for re- know some questions to ask, which incidents to attend to
searchers working with well~de1ineated constructs. In fact, closely, and how our theoretical interests are embodied in
we should remember that qualitative research can be out- the field. Not to "lead" with your conceptual strength can
right "confirmatory"-that is, can seek to test or further be simply self-defeating.
explicate a conceptualization. Tighter designs also provide Clearly, tfade·offs are involved here. In multiple.case
clarity and focus for beginning researchers worried about research, for example, the looser the initial framework, the
diffuseness and overload. more each researcher can be receptive to local idiosyncra·
So a case can be made for tight, prestructured qualitative sies-but cross~case comparability will be hard to get, and
designs and for loose, emergent ones. Much qua1itative the costs and the information load will be colossal.
18 • THE SUBSTANTIVE START

Tightly coordinated designs face the opposite dilemma: Figure 2.1


They yield more t!iconomical, comparable, and potentially Conceptual Framework for a Study of the
generalizable findings. but they are less case-sensitive and Dissemination of Educational Innovations
may entail bending data out of contextual shape to answer (The Network, Inc., 1979)
a cross-case analytic question. The solution may wen lie
in avoiding the extremes.
With this backdrop. let's look more closely at the as-
peets of a study design involving decisions about focusing POtfCYHAKfRS
and bounding the collection of qualitative data in the field. c- o Conte.<l
.
In this chapter we focus on conceptual aspects, including
developing a conceptual framework. formulating research . CMr4cteriltits
B.h~v\or

questions, defining the case, sampling. and instrumenta-


LlNK£RS
t!on. We turn to management issues in Chapter 3.
0 Cllnte.t
0 CMr~cter\~tlts

0 Bah~.ior

A. Building a Conceptual Framework


AOOPT£RS
0 Conte.t
Rationale L-. 0 Ch~r~'ter!. ti c.

0 8ehavlor
Theory building relies on a few general constructs that
subsume a mountain of particulars. Categories such as «so~
cial climate," "cultural scene," and "role conflict" are the IIll'ROVEHtNT ffFORT Stlcc!ss
IN01CATORS
labels we put on intellectual "bins" containing many dis~
crete events and behaviors. Any researcher, no matter how ·· Qu.lity of 1"'P1M~ntatlon
hpeded Continuation

··
inductive in approach. knows which bins are likely to be Extent of Olffusion
in play in the study and what is likely to be in them. Bins Hature .nd htunt of
Cllange~
come from theory and experience and (often) from the
general objectives of the study envisioned. Setting out
bins, naming them, and getting clearer about their interre~
lationships lead you to a conceptual framework.
Doing that exercise also forces you to be selective-to The study's general objectives were to examine several
decide which variables are most important, which relation~ programs aimed at '~school improvement" through the dis-
ships are likely to be most meaningful, and, as a conse- semination of exemplary innovations, to· understand the
quence, what infonnation should be collected and ana- reasons for implementation success, and to make policy
lyzed-at least at the outset. If mUltiple researchers are recommendations.
involved, the framework helps them study the same phe- Here we see an example of the bins approach. The
nomenon in ways that will permit an eventual cross-case framework is mostly a visual catalogue of roles to be stud-
analysis. ied (policymakers,linkers, adopters) and. within each role,
where these people work and what they do (context, char-
Brief Description acteristics, behavior). A second major aspect of the study
is the innovations, notably their characteristics. A third
A conceptual framework explains, either graphically or aspect is the outcomes of the innovations (improvement
in narrative fonn, the main things to be studied-the key effort success indicators).
factors, constructs or variables-and the presumed rela- What does this framework do for the researcher? First,
tionships among them. Frameworks can be rudimentary or it specifies who and what will and will not be studied. For
elaborate, theory-driven or commonsensie;al. descriptive example, it looks as if the people who developed the inno-
or causal. vations will not be studied. It also appears that the study
will focus on four types of successful outcomes. Second,
mustrations the framework assumes some relationships, as indicated
by the arrows. Some of these relationships are purely logi-
Let's look at a few examples. First, Figure 2.1 presents cal-for instance, the idea that adopters and the innova-
a rudimentary, mostly descriptive framework from a large- tions will influence one another-but the arrows also mir-
scale contract research study (The Network, Inc., 1979). ror empirical findings.
A. Building a Conceptual Framework • 19

, . Figure 2.2
Second Conceptual Framework for a Study of the Dissemination of Educational Innovations
(The Network, Inc., 1979)

Policy- _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.... Policy-


maker .. maker
Perspective Actions

Technical
Assistance
Provider Linker
Behavior Network
/ Embeddedness

Linker
Perspective

~/ ~

~~
Site Characteristics
/ ]
Innovation Characteristics
[ Phase of Adoption Process

Adopter
Perspective

We see here the focusing and bounding function of a terrelationships. For example, "poticymakers" are hy-
conceptual framework. Some, not all, actors are going to pothesized to influence "linkers" through the provision of
be studied, along with some, not all, aspects of their activ- technical assistance and through interventions in the link-
ity. Only some relationships will be explored, certain kinds ers' network.
of outcomes measured, and certain analyses made-at There arp few two-way arrows in this cut. The re-
least at the outset. searcher is 'Ueciding to collect information selectively, at
Now for a slightly more complex, more inferential con- least on the first go, to test some hypotheses. Similarly, it
ceptual frame using some of the same variables (Figure looks as if the study will focus more heavily on "linker
2.2). It comes from the same study. It is a refinement of the behavior," "adopter behavior," and "implementation ef-
first illustration, with heavier bets being made on the in- fectiveness"-that is, on variables coming later in the
20 • TIlE SUBSTANTIVE START

Figure 2.3
Conceptual Framework for a Multicase "School Improvement" Field Study, Initial Version
(Huberman & Miles, 1984)

IMPINGING INTERNAL CONTEXT ADOPTION CYCLE OF


FACTORS AS "HOST" DECISION TRANSFORMATIONS OUTCOMES

External Context Demographics -Decision Changes in Degree of insti-


-community t to adopt innovation as tUfionruization
r-...
-district office Prior history
with innovations

l
presented to user

t! t !
I. .-:sslstance
(external, internal)
-orientation
-interventions - Organizational
rules, noms,
work arrangements,
practices within
class and school
at large,
-
-Plan for
implementation

-Support for
Changes in user
- I perceptions and
practices

t t
Chlll1ges in orgn·
-+
Perceived gains and
losses: individual
and institutional,
innovation-specific
and meta-level, Mlle-
ipated and unanticipated

Innovative Program
relationships

t t
implementation nizatioital rules,
noons, practices.
relationships
S;d,t,,,,, !s;,;"
and negative, andci-

~
-assumptions User purposes, p<lted and unanticipated
-characteristics assumptions, Le.,
beliefs, motives

Adopting School. Time2 .... n "Reconfigured" School,


Time 1 Timen

causal chain indicated by the arrows. "Linker perspective," But the contents of each bin are less predetermined than
for example, will be studied only as a presumed conse- in Figure 2.1. Each researcher in the study will have to find
quence of "network embeddedness" and as a predictor of out what the "characteristics" of the innovations are at the
"linker behavior." field site and how these factors will affect <'implementation
On our continuum from exploratory to confinnatory de- effectiveness." This is stilI a very general brief.
signs, the first illustration is closer to the exploratory end It is also a brief that can change en route, as this concep-
and the second to the confirmatory. Let's have a look at tual framework did. As qualitative researchers collect data,
one about midway along the continuum (Figure 2.3). This they revise their frameworks-make them more precise,
framework is of particular interest in that it lays out the replace empirically feeble bins with more meaningful
study from which we draw many of our subsequent exhib- ones, and reconstrue relationships. Conceptual frame-
its (Huberman & Mile~ 1983b, 1984).' works are simply the current version of the researcher's
Once again, we have the bins. labeled as events (e.g .• map of the territory being investigated. As the explorer's
"prior history with innovations"), settings (e.g.• "commu- knowledge of the terrain improves, the map becomes cor~
nity. district office ... adopting school"), processes (e.g.• respondingly more differentiated and integrated, and re-
"assistance," "changes in user perceptions and practices"), searchers in a rnu1tiple~case study can coordinate their data
and theoretical constructs (e.g., "organizational rules''). collection even more closely.
Some of the outcomes are hypothesized (e.g., "degree of
institutionalization"), but most are open-ended ("per- Variations
ceived gains and losses"). The directional arrows follow
time flow, but some bets stm are being made (e.g., that Here is an ethnographic framework for the study of mi-
most assistance comes early and that reciprocal changes nority children's school experience (Box 2.1).
will occur amQng the innovation, its users, and the organi- The rectangles with bold outline are the bins with the
zation). highest research priority. The numbers by "arrows" indi-
A. Building a Conceptual Framework • 21

Box 2.1
Conceptual Framework for an Ethnographic Study (Ogbu, 1981)

CUMICUWM

OTHtR SCHOOL FACTORS

STUOfNt
r;;;;,;;;;;;;;;:;;;;;'l------.J
II
",o,.O(MIC
AtTlTUOE
ANO mORr

CUR!l;ICULA

T£ACHINCIlEMNINC
STYLES

cate the relationships to be examined initial1y; some show knowledge and strategies). Ensuing, inevitable changes
one-way influence, others two~way. There are purely. de- can be mapped onto this frame. or they can call for a re-
scriptive bins (curriculum, teaching/leaming styles) and casting.
more conceptual labels (opportunity structure. "survival" Conceptual frameworks can also evolve and develop out
of fieldwork itself. L. M. Smith and Keith (1971) were
among the first to do this graphically, Box 2,2 shows an
example drawn from their study of the creation of a new
school. The researchers noticed something they called
Box 2.2 "cloaking of organizational activities"-keeping internal
Emergent Conceptual Framework: The functioning protected from external view. Why did this
Antecedents and Consequences of Cloaking happen. and what were the consequences? Smith and Keith
Organizational Activities (Smith & Keith, 1971) believed that the school's "formalized doctrine"-its phi-
losophy and setup, along with procedural difficulties, staff
conflict, and poor program fit with community biases-Jed
to the cloaking. The cloaking. in turn, led to inaccurate
public perceptions and parental frustration; Kensington
School could not build long~term support for itself.
Although the cloaking idea came from prior organiza-
tional"research, the way it patterned at Kensington plus"the
other associated variables essentially were derived induc w

tively. Smith and Keith used many such emergent concep-


tual frameworks to explicate their understanding.
Plognm Incon-
11""01 with
wmmunllY
Advice
bl • ..,.

Here are some suggestions that summarize and extend


what has been said in this section.
22 • THE SUBSTANTIVE START

1. Conceptual frameworks are best done graphically. the first revision may take 2 hours or so. But it is enjoyable
rather than in text. Having to get the entire framework on work.
a single page obiiges you to specify the bins that hold the
discrete phenomena, to map likely relationships. to divide
variables that are conceptually or functionally distinct, and B. Fonnulating Research Questions
to work with all of the information at once. Try your hand
at it, especially if you are a beginning researcher.
Rationale
2. Expect to do several iterations, right from the outset.
There are probably as many ways of representing the main It is a direct step from conceptual framework to research
variables as there are variables to represent, but some- questions. If! have a bin labeled "policymaker," as in Fig~
typically later cuts-are more elegant and parsimonious ure 2.1, and within it a subhead called ''behavior,'' I am
than others. implicitly asking myself some questions about poIicymak~
, 3. IfyoUf study has more than oneresearcher, have each erst behaviors. If! have a two-way arrow from the poticy~
field researcher do a cut at a framework early on and then maker bin to an "innovation" bin, as again in Figure 2.1,
compare the several versions. This procedure will show, my question bas to do with how policymakers behave in
literally, where everyone's head is. It usuaIJy leads to an relation to the introduction of innovations and, recipro-
explication of contentious or foggy areas that otherwise cally, how different kinds ofinnovations affect policymak~
would have surfaced later on, with far more loss of time ers' behaviors.
and data. If my conceptual framework is more constrained, so are
4. Avoid the no~risk framework-that is, one that de~ my questions. In Figure 2.2, my interest in "poIicymaker
fines variables at a very global level and has two~direc~ actions" is more focused. I want to ask, How do policy-
tional arrows everywhere. This avoidance amounts essen~ makers' actions affect adopter behavior, linkers' "em~
tially to making no focusing and bounding decisions, and beddedness," linker behavior, and the behavior of different
is little better than the strategy of going indiscriminately technical "assisters"? Here 1am down to specific variables
into the field to see what the site has to "tell." However, in a bin and specific relationships between bins. Naturally
you can begin with such an omnibus framework-Figure the nature and quality of the relationships will take some
.2.1 is close to the no-risk framework-as a way of getting pondering before the research questions come clear.
to a more selective and specific one. What do these questions do for me? First, they make my
theoretical assumptions even more explicit. Second, they
S. Prior theorizing and empirical research are, of course, tell me what I want to know most or first; I will start by
important inputs. It helps to Jay opt your own orienting channeling energy in those directions. My collection of
frame and then map onto it the variables and relationships data will be more focused and limited.
from the literature available, to see where the overlaps, I am also beginning to make some implicit sampling
contradictions, refinements, and qualifications are. decisions. I will look only at some actors in some contexts
dealing with some issues. The questions also begin to point
Time Required me toward data~gathering devices-observations, inter-
views, document collection, or even questionnaires.
Taken singly, each iteration of a conceptual framework Finally, the rough boundaries of my analysis have been
does not take long. If you've already done much thinking set, at least provisionally. If I ask. How do policymaker
about the study and are on top of the literature. an initial actions affect adopter behavior? 1 will be looking at data
cut might take 45 minutes to an hour. If you doubt this on adopter behaviors, policymaker actions, and their influ-
estimate, we should mention that, in training workshops ences on each other, not at what e1se affects adopter behav~
using these materials, participflnts always have been able iors. The research questions begin to operationaJize the
to develop preliminary conceptual frameworks for their conceptual framework.
quaHtativestudies in under 30 minutes. The issue is usually This is clearly a deductive model. We begin with some
not developing a giant scheme de novo, but making explicit orienting constructs, extract the questions, and then start
what is already in your mind. Furthermore, working to line up the questions with an appropriate sampling frame
briskly seems to help cut away the superfluous-even to and methodology. Inductivists could argue that we might
foster synthesis and creativity. have the wrong concepts. the wrong questions, and the
Successive cuts of a framework are more differentiated wrong methodology, and only would find how wrong~
and have to resolve the problems of the prior one, so they headed we were when equivocal or shallow findings ap~
take longer-an hour or two. If you are new to the field, peared. Maybe. But inductivists, too, are operating with
r

B. Formulating Research Questions _ 23

research questions, concept?al frameworks, and sampling pIing, and instrumentation-explicit, rather than claiming
matrices-though their choices are more implicit and the inductive "purity."
links between framework and procedures less linear, Nev-
ertheless these choices will serve to bound and focus their Brief Description
study.
Take, for example. the problem of understanding police The formulation of research questions may precede or
work-a domltin that remains somewhat arcane and ob- follow the development of a conceptual framework. The
scure despite (or perhaps because of) TV shows. It de- questions represent the facets of an empirical domain that
serves an inductive approach. But which facets of police the researcher most wants to explore. Research questions
work will be studied? You can't look at them all. And may be general or particular, descriptive or explanatory.
where wi11 you study them? You can't look everywhere. They may be formulated at the outset or later on, and may
And when? rfyou "delay" that decision for a few months be refined or reformulated in the course of fieldwork.
'. until you've spent some time, say, at the precinct station, Questions probably fall into a finite number of types,
that simply reflects two tacit sampling decisions (start at many of which postulate some form of relationship. Box
the precinct house, then recheck after a while). 2.3 shows the types of specific questions used in an evalu-
Suppose the implicit research question was, How do ation of reading instruction for special education children
arrests and bookings work? That choice immediately ex- using computer-assisted materials, and their more general
cludes many other issues andJeads to sampling and instru- form.
mentation choices (e.g., using observation, rather than of-
ficial documents; selection of different kinds of suspects,
crimes, styles of apprehending suspects, types of officers). D1ustration
These sampling and instrumentation decisions, often inex-
plicit, are actually delimiting the settings, actors, pro- OUf school improvement study shows how a conceptual
cesses, and events to be studied. In sum, the research ques- framework hooks up with the formulation of research
tions, implicit or explicit, constrain the possible types of questions. Look back at Figure 2.3, where the main vari-
analyses. able sets of the study were laid out. Look at the third col-
Research questions and conceptual frameworks-either umn. entitled "Adoption Decision." Its component parts
implicit/emerging or prespecified-affect each other. are listed inside the bin: the decision to adopt, the plan for
Let's illustrate. implementation, and support for implementation. The task,
Manning (1977), in his field study of police work, then, is to decide what you want to find out about these
wanted to study arrests. He found that officers often made topics. The procedure we used was to cluster specific re~
"discretionary" arrests, bending laws and regulations to fit search questions under more general ones, as shown in
their own, often private, purposes. Arrests were often jus- Figure 2.4.
tified after the fact, depending on the situation, and the Notice the choices being made within each topical area.
definition of a «crime" turned out to be extremely fluid. For example, in the first two areas, the main things we
Each arrest included implicit «negotiations" that brought want to know about the ':decision to adopt" are who was
informal and fonnal rules into play. involved. how the decision was actually made, and how
These findings, though, depend on Manning's concep- important this project was relative to others. AU of the
tual framework. Readers of Schutz and Goffman will rec- questions seem to be functional, rather than theoretical
ognize immediately the language of social phenomenol- or descriptive-they have to do with getting something
ogy: situational actions, negotiated rule meanings, and the done.
like. A Marxist analysis of the same research questions in We can also see that. conceptually, more is afoot than
.the same settings would probably show us how the police we saw in the conceptual framework. The "requisite con-
serve class-bound interests by .stabilizing existing social dition$" in the last clump of questions indicate that the
arrangements. A mainstream social psychologist might fo- researchers have some a priori notions about which factors
cus on autonomy and social influence as the core issues. make fOf the greatest preparedness.
In other words, people, including research people,. have When such a research question gets operationalized, an
preferred "bins" and relational "arrows" as they construe attempt will be made to determine whether these condi-
and carve up social phenomena. They use these explicitly tions were present or absent at the various field sites, and
or implicitly to decide which questions are most important whether tha'i made any difference in the execution of the
and how they should get the ansWers. We believe that bet- project. This is a good example of how research questions
ter research happens when you make your framework- feed directly into data collection. Of course, field re-
and associated choices of research questions, cases, sam- searchers will be attentive to other, as yet undreamed~of,
24 • THE SUBSTANTIVE START

Box 2.3
Types of Research Questions: Example (N. L. Smith, 1987, p. 311)
Sample Questions General Form
Causal~Research
Do children read better as a result of this Does X cause Y?
program? .
Do children read better in this program as Does X cause more of Y than
compared with other programs'! Z causes of Y1

Noncausal-Research
What is the daily experience of the children What is X?
participating in this program?
Ate the remedial centers located in the Is X located where Y is lowest?
. areas of primary need?
Noncausa1.Policy
What do we mean by- ~special education What does "Y~ mean?
children" and "remediation"?
Is this program receiving supjXlrt from state Why does S suppon X?
and local officials for political talher than
educational reasons?
Noncausal·Evaluation
What are the characteristics of the best CAl What makes W good?
materi.als being used?
How do the various minority groups view this Does T value X7
program andjudge its quality?
Noncausal-Management
What is the cost-effectiveness of the program Is X more ~st-effective !han 21
compared with other programs?
How can we maximize Ihe scheduling of classes How are U maximized and V
at the centeIS with minimum expense? minimized simultaneously?

Figure 2.4
General and Specific Research Questions Relating to the Adoption Decision (School Improvement Study)

How was the adoption decision made?


Who was involved (e.g., principal, users, central office people, school boutd, outside agencies)?
How was the decision made (top-down, persuasive, conSUltative, collegial-participative, or delegated styles)?
How muchprion'ty and centrality did the new program Iw.ve at the time 0/ the adoption decision?
How much support and commitment was there from administrntors?
How important was it for teachers, seen in relation to their routine, "ordinary" activities, and any other innovations that were being
contemplated or attempted?,
Realistic.nlly, how Inrge did it loom in the scheme of things?
Was it a one-time event or one of a series?
Wlw.t were the components o/the original plan/or implementation?
These might have included front-end tmining, monitoring and debugging/troubleshooting unexpected problems, ~d ongoing support.
How precise and elaborate was this plan?
Were people satisfied with it at the time?
Did it deal with all of the problems anticipated?
Were the requisite conditions for implementation ensured before it began?
These might have included commitment. understanding, materials and equipment, skills, time allocation, and organizational backup.
Were any important conditions seen as missing? Which were most missing?

i
I:
,~q I,.
iti,lt
C. Defining the Case: Bounding the Territory • 25

"requisite conditiQns:' and the idea of "requisite condi- Time Required


tions" may not be retained throughout the study.
Formulating the questions is an iterative process; the
second version is.sharper and leaner than the first, and the
Advice third cut gets the final few bugs out. Most time should be
spent on the general questions because the range and qual-
1. Even if you are in a highly inductive mode, it is a ity of specific ones will depend on how good the over-
good idea to start with some general research questions. arching question is.
They allow you to get clear about 'what. in the general Assuming that you feel in good touch with the topics of
domain, is of most interest They make the implicit expJicit your study (either through experience or literature review),
without necessarily freezing or limiting your vision. drafting and iterating a set of six or seven general research
2. If you are foggy about your priorities or about the questions should take at least 2 or 3 hours. The questions
ways they can be framed, begin with a foggy research ques- should not be ·done in one sitting. A question that looks
tion and then try to defog it. Most research questions do spellbinding usually loses some of its appeal when you
not come out right on the first cut, no matter how experi- look again a few hours later. Specific subquestions should
enced the researcher or how clear the domain of study. come more quickly but might add another hour or two. The
3. Formulating more than a dozen or so general ques- time will vary with the researcher's experience, the nature
tions is looking for trouble. You can easily lose the forest of the stpdy, and the complexity and explicitness of the
for the trees and fragment the collection of data Having a conceptual framework, but these estimates are reasonable.
Jarge number of research questions makes it harder to see in our experience.
emergent links across different parts of the database and to
, integrate findings.
As we saw in Figure 2.4, a solution to research question
C. Defining the Case: Bounding the Thrritory
proliferation is the use of major questions, each with
subquestions, for clarity and specificity. It also helps to Rationale and Brief Description
consider whether there is a key question, the "thing you
really want to know." Qualitative researchers often struggle with the questions
of "what my case is" and "where my case leaves off."
4. It is sometimes easier to generate aconceptual frame- Abstractly, we can define a case as a phenomenon of some
work after you've made a list of research questions. You sort occurring in a bounded context. The case is, in effect,
look at the list for common themes, common constructs, your unit of analysis. Studies may be of just one case or of
implicit or explicit relationships, and so on, and then begin several.
to map out the underlying framework joining these pieces. Figure 2.5 shows this graphically: There is a focus, or
Some researchers operate best in this mode. "heart," of the study, and a somewhat indetenninate bound-
5. In a multiple-case study, be sure aU field-workers ary defines the edge of the case: what will not be studied.
understand each question and see its importance. Multiple-
case studies qave to be more explicit, so several researchers
can be aligned as they collect information in the field. Un-
clear questions or different understandings make for non- Figure 2.5
comparable data across cases. The Case as the Unit of Analysis
6. Once the list of research questions is generated and
honed, look it over to be sure each question is, in fact,
researchable. You can always think of trenchant questions
.- "
~
- -- , "- ,
that you or your informants have no real means of answer- , BOUNDARY
ing, nor you of measuring.
7. Keep the research questions in,hand and review them / " \
\ (setting.
\ concepts,

'I
during fieldwork. This closeness will focus data collection; f
I sampling, etc.)
you will think twice before noting down what informants I
have for lunch or where they park their cars. Unless some- ,
thing has an obvious, direct, or potentially important link
to a research question, it should not fatten your field notes. ,, "
FOCUS I

If a datum initially ignored does turn out to be important, -.., /


/ "
you will know it. The beauty of qualitative field research ~

is that there is (nearly) always a second chance.


26 • THE SUBSTANTIVE START

Dlustrations An inneHity high school engaged in a serious change effort


to improve itself over a period of 4 years (Louis &
What are some examples of cases? Sometimes the "phe· Miles, 1990)
nomenon" may be an individual in a defined context: A Silicon Valley electronics firm competing in a fast-moving,
turbulent market (Eisenhardt, 1989)
A patient undergoing cardiovascular bypass surgery, before, A nursery school and elementary school merging their staffs
during. and 6 months after surgery, in the context of his and facilities in the context of a national reform pro-
or her family and the hospital setting (Taylor, Maclean, gram in the Netherlands (van der Vegt & Knip, 1990)
Pallister. & White, 1988)
Or a community or "settlement";
Note that the "heart" here is the patient. The boundary
defines family and hospital as the context. The researchers The Italian neighborhood in Boston's North End (Whyte,
will not, for example, interview the patient's colleagues at 1943)
'work or visit the restaurants where he or she dines. The
bounding is also by time: No infonnation will be gathered Or a nation:
later than 6 months after hospitalization,
We can also expect that the boundary will be defined In Bolivia, seen over many years of history, the focus might
further by sampling operations, to which we'll corne in a be on causes of peasant revolts (Ragin, 1987)
:i minute. For example, these researchers wiIl not be inter~
,I' viewing the patient's children, only the spouse. But they These examples stress the nature and size of the social
will be sampling diet, exercise, and blood count data, as unit, but cases can be defined in other ways. As Werner and
wen as interview data from the patient's "lived experi~ SchoepfJe (1987a) usefully point out, a case can be located
ence." spatially-for example, the study of a nude beach reported
Other examples of individuals as the case are: in Douglas (1976).
In addition, they note, a case can be defined temporally:
A young person's work experience in his or her first "real" job events or processes occurring over a specified period. See,
(Bonnan, 1991): for example, Miriam's work as a for example, the case defined as an episode or encounter:
bookkeeper in River City Bank: Giorgi's (1975) study of what happened when a father
An uncommonly talented mechanic, in his shop amid the con- gave a treasured chess set to his young son. A case also
text of his friends, neighbors, and customers (Harper, may be defined as an event, such as a school staff meeting;
1987) or as a period of time, as in the classic study Midwest and
Its Children (Barker & Wright, 1971), which includes
The researcher's grandfather, seen in his family and work con-
"One Boy's Day," a record of what Raymond did from the
text throughout his life course via his diaries (Abram-
time he got out of bed until he reentered it; or as a sustained
sari, 1992)
process (the adoption, implementation, and institutionali-
zation of an innovative program by a school in its district,
A case may also be defined by a role: as in the study we already described [Huberman & Miles,
1984]).
The role of "tramp" as it relates to police and rehabilitation So far we have discussed the "case" as if it were mono-
staff (Spradley, 1979) lithic. In fact, as Yin (1984) points out, cases may have
The role of a school principal in his specific schooV commu- subcases "embedded" within them. A case study of a
nity setting, as studied by Wolcott (1973) school may contain cases of specific c1assrooms; a case
A teacher moving tlJrough "Jjf~ cycles" during a teaching ca- study of a hospital ward may have cases of specific doc~
reer (Huberman, 1993) tor~patient relationships within it.
Single cases are the stuff of much qualitative research
and can be very vivid and illuminating, especially if they
Or a small group:
are chosen to be "critical," extreme or unique, or "revela-
tory," as Yin (1984) suggests.
An informal group of black men in a poor inner·city neigh-
We argue in this book, with much recent practice to
borhood (Liebow, 1967)
support us, that multiple cases offer the researcher an even
The architect, builder, and clients involved in the construction deeper understanding of processes and outcomes of cases,
of a new hous~ (Kioder, 1985) . . the chance to test (not just develop) hypotheses, and a good
picture of locally grounded causality. The question of just
Or an organization: which cases to include in a sample is discussed below.
D. Sampling: Bounding the Collection of Data III' 27

A comment on notation. We sometimes prefer-and use tions of multiple-case sampling add another layer of com-
here and there in this book-the word site because it re- plexity. How to manage it all? We discuss some gen-
minds us that a "case" always occurs in a specified social eral principles and suggest useful references for detailed
and physical setting; we cannot study individual cases de- help.
void.of their context in the way that a quantitative re-
searcher often does. Key features of qualitative sampling. Qualitative re-
searchers usually work with small samples of people,
Advice nested in their context and studied in-depth-unlike quan-
titative researchers, who aim for larger numbers of context-
1. Start intuitively. Think of the focus, or "heart," and stripped cases and seek statistical significance.
build outward. Think of wbat you will. not be studying as Qualitative samples tend to be purposive, rather than
a way to firm up the boundary. Admit that the boundary is random (Kuzel, 1992; Morse, 1989). That tendency is
never quite as solid as a rationalist might hope. partly because the initial definition of the universe is more
limited (e.g., arrest~making in an urban precinct), and
2. Define the case as early as you can during a study.
partly because social processes have a logic and a coher-
Given a starting conceptual framework and research ques-
ence that random sampling can reduce to uninterpretable
tions. it pays to get a bit stern about what you are defining
sawdust. Furthermore, with sroalI numbers of cases, ran~
as a case; that wiJI help clarify further both the framework
dom sampling can deal you a decidedly biased hand.
and the questions.
Samples in qualitative studies are usually not wholly
3. Remember that sampling operations will define the prespecified, but can evolve once fieldwork begins. Initial
case(s) further. choices of informants lead you to similar and different
4. Attend to several dimensions of the case: its concep- ones; obsefYing one class of events invites comparison
tual nature. its social size, its physical location, and its with another; and understanding one key relationship in
temporal extent. the setting reveals facets to be studied in others. This is
conceptually-driven sequential sampling.
Sampling in qualitative research involves two actions
Time Required that sometimes pull in different directions. First, you need
If a starting conceptual framework and research ques- to set boundaries: to define aspects of your case(s) that you
tions are reasonably clear, a first cut at case definition usu- can study within the limits of your time and means, that
ally takes no more than a few minutes; discussion among connect directly to your research questions, and that prob~
members of a research team (or with interested colleagues) ably will include examples of what you want to study.
may occupy an hour or two as clarity emerges during suc- Second, at the same time, you need to create a frame to
cessive iterations of the definition of the "case." help you uncover, confirm, or qualify the basic processes
or constructs that undergird your study.
Qualitative sampling is often decidedly theory~driven,
either "up front" or progressively, as in a grounded theory
D. Sampling: Bounding the Collection of Data mode. Suppose that you were studying how «role models"
socialize children, and that you could only manage to look
Rationale at four kindergarten classes. At first. that number seems
very limited. But if you chose teachers according to reJe-
Sampling is crucial for later analysis. As much as you vant theory t you might pick them according to gender,
might want to, you cannot study everyone everywhere do- stemness/nurturance, and socializing versus academic em-
ing everything. Your choices-whom to look at or talk phasis. And you would sample within each class for certain
with, where, when, about what, and why-all place limits processes, such as deliberate and implicit modeling or ap-
on the conclusions you can draw, and on how confident plication of sanctions. You might find also, as you went,
you and others feel about them. that certain events. such as sha:w-and-tell time or being
Sampling may look easy. Much qualitative research ex- read to by the teacher, were unusually rich with socializa-
amines a single "case," some. phenomenon embedded in a tion actions, and then you would sample more carefully for
single social setting. But settings have subsettings (schools these. •
have classrooms, classrooms have cliques, cliques have Sampling'like this, both within and across cases, puts
individuals), so deciding where to look is not easy. Within flesh on the bones of general constructs and their relation-
any case, social phenomena proliferate (science lessons, ships. We can see generic processes; our generalizations
teacher questioning techniques. student unruliness, use of are not to "all kindergartens," but to existing or new theo-
innovations); they, too, must be sampled. And the ques- ries of how role modeling works. As Firestone (1993) sug-
I' 28 • THE SUBSTANTIVE START
!
Figure 2.6
Typology of Sampling Strategies in Qualitative Inquiry
(Kuzel, 1992; Patton, 1990)

Type oj Sampling Purpose


Maximum variation Documents diverse variations and identifies important common patterns
Homogeneous Focuses, reduces, simplifies, facilitates group interviewing
Critical case Pennits logical generalization and maximum application of information to other cases
Theory based Finding examples of a theoretical construct and thereby elaborate and examine it
Confirming and disconflrming cases Elaborating initial analysis, seeking exceptions, looking for variation
, Snowball or chain Identifies cases of interest from people who know people who know what cases are infoffl'llltion-rich
Extreme or deviant case Learning from highly unusual manifestations of the phenomenon of interest
Typical case Highlights what is normal or average
Intensity Information-rich cases that manifest the phenomenon intensely, but not extremely
Politically importAnt cases Attracts desired attention or avoids attracting undesired attention
Random purposeful Adds credibility to sample when potential purposeful sample is too large
Stratified purposeful Illustrates subgroups: facilitates comparisons
Criterion All cases that meet some criterion; useful for qu.al.ity assurance
Opportunistic Following new lends; taking advantage of the unexpected
Combination or mixed Triangulation. flexibility, meets multiple interests and needs
Convenience Saves time, money. and effort, but at the expense of infonnation and credibility

gests, the most useful generalizations from qualitative Maximum variation. for example. involves looking for
studies are analytic, not "sample-to-population." oudiercases to see whether main patterns still hold. The criti·
cal case is the instance that "proves" or ex.emplifies the
main findings. Searching deliberately for confirming and
General sampling strategies. Erickson (1986) suggests a disconfirming cases. extreme or deviant cases, and typical
generic, funneling sampling sequence, working from the cases serves to increase confidence in conclusions. Some
outside in to the core of a setting. For example. in studying of the strategies benefit inductive, theory~bui1ding analysis
schools, he would begin with the school community (cen- (e.g., opportunistic, snowball or chain, and intensity).
sus data, walk around the neighborhood) and then enter the The remaining entries are fairly self-evident, except for
school and the classroom, staying several days to get a politically important cases. These are "salient" informants
sense of the frequency and occurrence of different events. who may need to be included (or excluded) because they
From there, the focus would tighten: specific'events, times, connect with politically sensitive issues anticipated in the
and locations. Periodically, however, Erickson would "fol- analysis.
low lines of influence _ .. into the surrounding environ- Other strategies can be used for selection of informants
ment" to test the typicality of what was found in a given prior to data collection. For ex.ample, Goetz and Lecompte
classroom. and to get a better fix on external influences and (1984, cited in Merriam, 1988) offer some possibilities not
determinants. mentioned by Patton and Kuzel (sources for Figure 2.6);
In Figure 2.6 we list a range of sampling strategies. most comprehensive sampling-examining every case, instance.
usable either within a complex case or across cases. They or element in a given population; quota selection-identi~
can be designed ahead of time, or be evolved during early fying the major subgroups and then taking an arbitrary
data collection. (Note: The word case in Figure 2.6 may number from each; reputational case selection-instances
refer either to "cases" taken as a whole or to "infonnants" chosen on the recommendation of an "expert" or "key in~
within a single case setting.) How do such strategies affect formant"; and comparable case selection-selecting indi-
analysis? viduals, sites. and groups on the same relevant charac-
D. Sampling: Bounding the Collection of Data II 29

teristics over time· (a repliqatiQn strategy). Most of these struct or theory operates, not with the generalization of the
strategies will increase confidence in analytic findings on findings to other settings.
the grounds of representativeness. The third point is that within-case sampJing has an it-
See also Guba and Lincoln (1989), who advocate maxi~ erative or "rolling" quality, working in progressive
mum vari(ltion sampling, a deliberate hunt for negative "waves" as the study progresses. Sampling is investiga-
instances or variations. This process may take the form of tive; we are cerebra1 detectives, ferreting out answers to
questions to informants, such as, "Whom do you know our research questions. We observe, talk to people, and
who sees things differently?" or 'Where can I find patients pick up artifacts and documents. That leads us to new sam-
who don't keep appointments?" ples of infonnants and observations, new documents. At
Johnson (1990), in his comprehensive treatment of se- each step along the evidential trail, we are making sam-
lectirig informants, also suggests dimensional sampling: pling decisions to clarify the main patterns, see contrasts,
The researcher lays out the dimensions on which variabil- identify exceptions or discrepant instances, and uncover
ity is sought, then takes representative, "well-informed" negative instances-where the pattern does not hold. Our
informants for each contrasting dimension. The aim is to analytic conclusions depend deeply on the within-case
find people who are more knowledgeable, reliable, and sampling choices we made.
accurate in reporting events that are usual, frequent, or So within~case sampling helps us see a local configura-
patterned. (This strategy has risks: Such informants may tion in some depth. What can adding cases do for us, and
assume greater uniformity than actually exists (Pelto & how do we create a sample of cases?
Pelto, 1975; Poggie, 1972),
The sampling strategies we've been discussing can be Multiple~case sampling. Multiple-case sampling adds
applied both within or across cases. Let's turn to some of confidence to findings. By looking at arange of similar and
the core issues in each of these domains. contrasting cases, we can understand a single~case finding,
grounding it by specifying how and where and, if possible,
Within-case sampling. Quantitative researchers usually why it carries on as it does. Wecan strengthen the precision.
think of cases as individual persons, draw a "sample" of the va1idity, and the stability of the findings. We are fol~
persons, and then collect comparable "data points" from lowing a replication strategy (Yin, 1991). If a finding holds
each. By contrast, a qualitative "case" may range widely in one setting and, given its profile, also holds in a com-
in definition from individuals to roles; groups, organiza~ parable setting but does not in a contrasting case, the find~
tions, programs, and cultures. But even when the case is ing is more robust. The "multiple comparison groups" used
an individual, the qualitative researcher has many within- in grounded theory work playa similar role.
case sampling decisions: Which activities, processes, With multiple-case studies, does the issue of gener~
events, times. locations, and role partners will I sample? alizability change? Essentially, no. We are generalizing
In our cardiovascular bypass patient example, we might from one case to the next on the basis of a match to the
want to sample diet and exercise activities; the processes underlying theory, not to a larger universe. The choice of
of understanding, taking in, and acting on medical advice; cases usual1y is made on conceptual grounds, not on rep~
events such as admission and discharge interviews; time resentative grounds. The cases often are arrayed on a con-
periods including prehospitalization, hospitalization, and tinuum (e.g., highly gifted to underachieving pupils), with
posthospitaIization (once every 2 weeks); locations includ- few exemplars of each, or they are contrasted (e.g., asser-
ing recovery room, ward, and the patient's home; and role tive and passive adolescents). Other, unique properties
partners including the patient's physician, ward nurses, may be added (e.g., some assertive adolescents are from
dietitian, and spouse. cities, some from rural areas). If you look closely at the
Within~case sampling is almost always nested-for ex- cells of such a sampling frame, each is essentially unique.
ample, studying children within classrooms within schools Because case study researchers examine intact settings in
within neighborhoods, with regular movement up and such loving detail, they know aU too well that each setting
do'wn that ladder. has a few properties it shares with many others, some prop-
A second major point is that such sampling must be erties it shares with some others. and some properties it
theoretically driven-whether the theory is prespecified or shares with no others. Nevertheless, the multiple-case
emerges as you go, as in Glaser and Strauss's (1967) "theo- sampling gives us confidence that our emerging theory is
retical sampling." Choices of informants, episodes, and generic, bec,ause we have seen it work out-and not work
interactions are being driven by a conceptual question, not out-in preaictable ways.
by a concern for "representativeness." To gei to the con- Multiple-case sampling, although it may have iterative
struct, we need to see different instances of it, at different aspects, normal1y has to be thought through carefully. An
moments, in different places, with different people. The explicit sampling frame is needed. It wiII be guided by the
prime concern is with the conditions under which the coo- research questions and conceptual framework-either pre-
30 • TIlE SUBSTANTIVE START

specified or emergent Once again, random sampling will 'However you proceed, the sampling parameters are parM
not help. tially set by the framework and the research question: po-
How many cases should a multiple~case study have? lice work, rule interpreting, arrests, and booking. There is
This question is not answerable on statistical grounds. of still room for choices within each dimension of the study.
course. We have to deal with the issue conceptual1y: How but the universe is now far more bounded and focused. To
many cases, in what kind of sampling frame, would give get a sense of a minimal set of initial sampling choices
us confidence in our analytic generalizations? It also de- within this universe. let's array some options:
pends on how rich and complex the wjthin~case sampling
is. With high complexity, a study with more than 15 cases
or so can become unwieldy. There are too many data to Sampling Parameters Possible Choices
scan visually and too many permutations to account for.
And the problems of practical and intellectual coordination settings: precinct station, squad car, scene of the
crime, suspect's residence or hangout
, among multiple researchers get very large, once you are
over a staff of five or six people. Still, we've seen multi~ actors: police officers with different characteristics
pIe-case studies in the 20s and 30s. The price is usually (e.g., rank, seniority, experience, race, be-
thinner data. And at some point you say: Why not do a liefs. education) and suspects (age, race,
beliefs, education, type of offense)
survey?
events: arrests, bookings, possibly pursuits of sus-
pects, and post hoc justifications of booking
to other actors
Brief Description
processes: making the arrest, doing the booking, relat-
Sampling involves decisions not only about which peoM ing to suspects, interpreting laws, justifying
pIe to observe or interview, but also about settings, events, laws, generally negotiating law enforcement
within the precinct
and social processes. MultipleMcase studies also demand
clear choices about which types of cases to include. QualiM
tative studies can for continuous refocusing and redrawing
of study parameters during fieldwork, but some initial seM The researcher may have to touch most or alJ of these
lection still is required. A conceptual framework and reM bases to get the research question well answered. The first
search questions can help set the foci and boundaries for base usually is the setting-say. the precinct station. From
sampling decisions. there, several options emerge:

1. Start with the precinct station, one kind of police officer,


llIustrations all bookings during the working day, and all instances of
the social interactions around "legal" and "illegal" behav~
Let's look briefly at two ends of the qualitative continM ior that occur.
uum: the unfettered, exploratory single-case study and the 2. Start with the precinct station and all types of officers,
more constrained and focused mUltiple-case study. SUPM bookings, and justifications for the booking.
pose we wanted to deal with "police work," as in Man-
ning's (1977) research. This example has no orienting con M 3. Start with one officer and follow the officer through several
episodes of arrests, pursuits, bookings, and justifications
ceptual frame. but rather a general perspective on social
processes, notably how people literally "make sense" of for them.
their habitual surroundings. Part of this senseHnaking ac M 4. Start with a booking at the precinct station and then recon M

tivity is developing and interpreting rules about legitimate stitute the prior events.
and illegitimate behavior. '
The decision to explore this perspective by stUdying the Many pennutations are possible. but a selection process
arrest and booking of suspects in a single precinct is a good is invariably at work. An ethnographer setting out to "hang
example of a sampling choice. You could ask, How are around" a precinct is continuously making sampling deciM
laws interpreted by people enforcing them in face-toMface sions about what to observe, whom to talk with. what to
situations? and then select police officers as a sample of ask, what to write down, whether to stay in one room or
such "people" (rather than judges or fire inspectors). Or another. And these choices, in turn, are determined by the
YOll can move right away from the general domain to Satn M questions being asked, and the perspective-implicit or
pIing events and processes and ask, How do police officers explicit-that determines why these questions. and not
interpret laws when arresting and booking suspects? others, are being asked.
,--
D. Sampling: Bounding the Collection of Data 1:1 31

Questions of practicality also face us. There is. a finite NDN projects is not an answer that this sample can pro~
amount of time. with variable access to different actors and vide. Our findings can, however, help define the parame~
events, and an abundance of logistical problems. Very sel~ ters for a follow-up surveyor a series of new case studies
dom does a start-up sampHng frame survive the lovely focused on this subpopulation, Many of the core processes,
imp~rfection and intractability of the field. It must be incidents, interactions. and outcomes will be found else-
shifted and reframed. where; when they are, the general findings will be but-
Being selective calls for some restraint in the classes. of tressed by a raft of particulars that give more shape and
data you go after. Here we might suggest some guidelines. body to the emerging conceptualization.s
For example, useful data would (a) identify new leads of Incidl1ntally, this 12~case sample was nested in a larger
importance, (b) extend the area of information, (c) relate sample of cases from which survey data were conected;
or bridge already existing elements, (d) reinforce main field study findings were expected to illustrate and possi-
trends, (e) account for other informadon already in hand, bly confirm trends in that Jarger population. Some sam~
(f) exemplify or provide more evidence for an important piing dimensions reflect this nesting (e.g .• focusing only
theme. and (g) qualify or refute existing information. on NDN [externally developed] and lV-C [locally devel-
Finally, sampling means just that: taking a smaller oped] programs, each an important part of the larger study;
chunk of a larger universe, If I begin with a well~developed or the break by region and setting), Other dimensions (year
conceptualization, I can focus on one precinct station and of start-up, project status) foHow more from the conceptual
one kind of police officer making one kind of booking; if framewerk, which hypothesized specific kinds of changes
my conceptualization stands up, I can make statements over time; stin other dimensions (program type, name,
about bookings that may apply to other officers and other content) are generated from what was known about prop-
precincts. But to test and ramify those claims and to estab~ erties of the innovation being tried,
!ish their analytic generality, I have to move on to several Note the focusing and bounding decisions that have
other precinct stations with similar and contrasting charac- been made, A far larger survey study is concentrating on
teristics, Here again, the main goal is to strengthen the all program types in aU geographical areas. The field study
conceptual validity of the study, but the procedure also we are discussing here will be looking only at the school
helps determine the conditions under which the findings improvement process, two types of programs, and, within
hold. these, at 12 projects, Each aspect acts like a decision tree
To illustrate a mUltiple-case study, more predesigned, that takes us into increasingly particularistic domains of
let's look at the sample of cases for the school improve~ study. So what we may eventually have to say about the
mentstudy (Table 2.1). There are 12 cases and 8 sampling "school improvement" process will be both highly general
dimerisions, which means that each of the 12 cases is a (through a conceptual test and revision of the framework)
unique configuration, but one sharing some dimensions and highly particular (about how the overarching findings
with one or more sites-for example, its current status (ex- play out in specific programs in specific settings). To the
panding, ongoing, inactive), its longevity, its demograph- ex.tent that analyses converge across the multiple cases and
ics, and its program type, with the survey, we can make some strong claims for the
Table 2.2 brings out the dimensions of comparison and viability of our findings,
contrast more sharply, The case uniqueness means that our Each case is an ideal type, But it is far easier to move
findings will be modestly representative of school im- from a limited but well-delineated small sample to a larger
provement programs studied across the country. At the one and to make some educated guesses about what we are
same time, the dimensions of comparison and contrast likely to find, than to go directly from a single case to a
noted above will provide a test of the ideas jn the concep- larger set.
tual framework. That test would let us make some general The prime interest of a multiple-case study is concep~
statements about the core processes and determinants at tual. We have some notions of how complex. programs and
work. practices are implemented in school settings, and we want
We cannot, however, necessarily support generalization to test them to see how they vary under different condi-
of the findings to other settings at a less abstract level. tions, Sampling for variability on the year the project be-
More specific findings (e.g., major transformations of in- gan provides a test of the process of change. Stratifying
novations that occur in sites of certain types) may not hold levels of growth (e.g., "dwindling," "expanding") for dif-
where local circumstances are different-or even in some ferent proj~ts in different settings provides a conceptual
sites that share some of our sample's characteristics. test of "sucCess" in different local configurations, Noting
For example, the question of whether the outcomes covariations within the 12-case sample allows us to repli-
found for the three rural NDN (externally developed) pro- cate some findings across cases and, through the contrasts
jects in this sample obtain for the fun population of rural observed, to distinguish between cases on dimensions that
."",~]~

W
N
Thble 2.1
Characteristics of Field Study Sample

S ITll CQNTEXI A S P E C T S Q F T H II ~ N Q V A T I Q N
YEAR STATUS PROGRAM
PROGRAM U.S. PROJECT (as initially PROGRAM NAME OR
SITE SPONSORSHlP# REGION SETTING BEGAN assessed) TYPE INITIALS' PROGRAM CONTENT

ASTORIA (El Southeast Small city 1978 Expanding Add-on EPSF Early Childhood

BANESTOWN (El Somheast Rural 1979 Expanding Pull-out SCORE·ON ReadinglMath

BURTON (El Midwest Suburban 1979 Expanding Add-on IPLE Law and Government

CALSTON {El Midwest Center city 1978 Ongoing Drop-in Matteson 4D Reading

CARSON (Ll Plains Rural 1977 Expanding Add-on IPA Individualized educational
planning'"

DUN HOLLOW (Ll Northeast Urban sprawl 1977 Dwindling Add-on Eskimo Studies Social studies'"

LIDO (El Northeast Rural 1976 Dwindling Add-on KARE Environment

MASEPA (El Plains Rural 1978 Ongoing Drop-in ECRI Language Arts*

PERRY·PARKDALE (El Midwest Suburban 1977 Ongoing Sub-system EBCE Career education

PLUMMET (Ll Southwest Center city 1976 Ongoing Sub-system Bentley Center Alternative school

PROVILLE (Ll Southwest Urban sprawl 1977 Dwindling Pull-out CEP Vocational education

TINDALE (Ll Midwest Urban sprawl 1976 Ongoing Drop-in Tmdale Reading Reading
Model

# (E) = externally developed innovation , (l) program names are pseudonyms, to avoid identifying specific sites.
(L) "" locally-developed innovation , Program is used in this site with a comprehensive sample of learners, rather than with low-
achieving or marginal populations.
D, Sampling: Bounding the Collection of Data • 33

Table 2.2
Final Sampling Frame for Field Study

NATIONAL DIFFUSlON NeTWORK PR01ECTS T1TLE"IV·C PROJECTS


(NDN) (JV.C)

1979 1978 Earlier 1978 1977 Earlier


SCORE-ON EPSF IPA
BaneslOwn Astoria Carson
EXPANDING Rwal Town/suburb Rwal
Pull-our. in~ Add-on. in~ Add~on, in·
school school school
IPLE ECR! EBCE Tinda1e Reading
Burton Masepa Perry·Parkdale Tindale
Suburb RwaI Suburb Urban sprawl
Drop~in, in· Drop~in, in~ Subsystem, in~ Subsystem. Jn~
ONGOING schooVfield school schooVfield s::bool
Matteson 4~D Bentley Center
CaIstDn Plummet
Metro urban Urt.m
Drop-in, in- Subsystem. in·
school school
!CARE Eskimo Curr, CEP
INACTIVE. Lido Dun Hollow Proville
DWINDLING Rwal Urban sprawl Urban sprawl
Add-on. field Add-on, in· Pull~our. in~
school school

are conceptually meaningful. This effect is much more as we'll see in Chapter 4. Being explicit about processes
powerful than a series of individual case studies over sev- and collecting comparable data on them will not only avoid
eraJ years, costly distractions but also foster comparability and give
So we have done pretty weI! with a 12-case sample: you easier access to the core underlying constructs as you
careful illustration, strong construct validity, legitimate get deeper into data collection.
claims to external validity with respect to the core findings,
and spadework for replication studies with well-identified Advice
subsets of settings and actors-all without control groups,
random sampling, systematic treatments. or other proce- 1. If you're new to qualitative research. rest assured that
dures required in experimental and correlational research. there is never "enough" time to do any study. So taking the
Note that this sampling matrix does not resolve some of tack. "I'll start somewhere and take it from there," is asking
the important within~case focusing and bounding decisions for trouble. It is probably agood idea to start with a fallback
to be made in multiple-case studies, For example. if one sample of informants and subsettings: the things you have
case researcher observes only administrators and another to cover in light of what you know at that point, That sam-
only teachers, the comparability of the two cases is mini- ple will change later. but less than you may think.
mal. For these decisions, we usually need the conceptual
framework or the research questions. Using them, we can 2. Just thinking in sampling-frame terms is good for
agree on sampling parameters and comparable choices for your study's health. If you are talking with one kind of
initial fieldwork-settings. actors, events, processes. informant, you need to consider why this kind of informant
Cross-case comparison is impossible if researchers op· is important and. from there, who else should be inter~
erate in radically different settings, use no coherent sam- viewed or observed, This is also a good exercise for con-
pling frame, or. worst of all. if they focus on different trolling bias.
processes. These processes in'cases flow out of the inter~ 3. In co~plex cases, remember that you are sampling
play of actors. events, and settings. They are usually at the people to gbt at characteristics of settings. events. and pro-
core of the conceptual framework. and serve as the glue cesses. Conceptually, the people themselves are secondary.
holding the research questions together. Key processes can This means watching out for an overreliance on talk, or on
be identified at the outset or graduaIIy-often via pattern observation of informants, while you may neglect sam-
codes. reflective remarks. memos, and interim summaries. pling for key events, interactions in different settings. and
34 • THE SUBSTANTIVE START

episodes embodying the emerging patterns in the study. • Does your plan enhance generalizability of your find-
Remember also to line up these sampling parameters with ings, either through conceptual power or repre-
the research questions as you go: Are my choices doing a sentativeness?
representative, time-efficient job of answering them? Fi- • Can believable descriptions and. explanations be pro-
nally. the sampling choices at the start of the study may not duced. ones that are true to real life?
be the most pertinent or data~rich ones. A systematic re- • Is the sampling planjeasible, in terms of time, money,
view can sharpen early and late choices. access to people. and your own work style?
4. In qualitative research. as well as in survey research, • Is the sampling plan ethical, in terms of such issues as
there is a danger of sampling too narrowly, In fact, points informed consent, potential benefits and risks. and the
2 and 3 above tug in that direction: Go to the meatiest, most relationship with informants (see also Chapter II)?
study-relevant sourCes. But it is also important to work a
bit at the peripheries-to talk with people who are not Time Required
.central to tge phenomenon but are neighbors to it, to people
no longer actively involved, to dissidents and renegades It's difficult to provide workable guidelines here.
and eccentrics. Spending a day in the adjoining village, WithinMcase sampling decisions tend to get made gradu-
school, neighborhood, or clinics is also worth the time, ally, over time. Even so, a first cut at withinMcase choices
even if you don't see the sense at that point. should not take more than 2 or 3 hours in studies with a
There are rewards for peripheral sampling. First, you clear conceptual framework and research questions. At
may learn a lot. Second, you will obtain contrasting and least one iteration before the first site visit is a good idea,
comparative information that may help you understand the For more exploratory or "grounded" studies, a few hours
phenomenon at hand by "de~centering" you from a particu~ might suffice to decide where to start and, once at that
lar way of viewing your other cases. As we al1 know, trav- starting place. which tools to deploy to collect information.
eling abroad gives us insights into our own culture, Sampling cases in a mUltiple-case study is nearly always
5. Spend some time on whether your sampling frame is a demanding experience. There are usually so many con~
feasible, Be sure the time is there, the resources are there, tending dimensions and so many alternative combinations
the requisite access to people and places is ensured, and of those dimensions that it is easy for researchers to lose
. the conditions are right for doing a careful job. Plan to intellectual control. get overwhelmed with the multiple
study a bit less, rather than more, and "bank" the extra time. possibilities, chew up a great deal of time, and finally say,
If you are done. the time is yours for a wider or deeper pass "There's no rational way to do this." Setting up the possi-
at the field. If not, you will need this time to complete your bilities in matrix form definitely helps,
more modest inquiry under good conditions. In our experience you can usually expect to spend 3 or
4 hours fora first cut when a dozen or so cases are involved;
6. Three kinds of instances have great payoff, The first two or three additional sessions, involving colleagues, are
is the apparently "typical" or "representative" instance. If typically required. The work isn't simple, and cannot be
you can find it, try to find another one. The second is the hurried. After alt. you are making some long~term com~
"negative" or "disconfuming" instance; it gives you both mitments to the places where your basic data will be col-
the limits of your conclusions and the point of greatest lected.
variation, The third is the "exceptional" or "discrepant"
instance. This instance will allow you to qualify your find~
ings and to specify the variations or contingencies in the E. Instrumentation
main patterns observed, Going deliberately after negative
and atypical instances is also healthy in itself; it may force
you to clarify your concepts, and it may tell you that you Rationale
indeed have sampled too narrowly. (More on this in ChapM
ter 10, section E.) We've been emphasizing that conceptual frameworks,
research questions. and sampling plans have a focusing
7. Apply some criteria to your first and later sampling and bounding role within a study. They give some direc~
plans. Here's a checklist, summarizing what we've said, tion to the researcher, before and during fieldwork. by
and naming some underlying issues: Clarifying what he or she wants to find out from whom and
why.
• Is the sampling relevant to your conceptual frame and Knowing what you want to find out, at least initially,
research questions? leads inexorably to the question of how Y9U will get that
• Will the phenomena you are interested in appear? In information. That question, in turn, constrains the analyses
principle. can they appear? you can do, If I want to find out how suspects are arrested
E. Instrumentation • 35

and booked, I m~y decide to interview people associated economical, comparable, and' parametric distributions for
with this activity (police officers, suspects, attorneys), ob- large samples?
serve bookings. and collect arrest-relevant documents 4. The lion's share of fieldwork consists of taking notes,
(e.g., regulations, transcripts). I also may take pictures of recording events (conversations, meetings), and picking
booJdngs or record them on tape (cf. Van Maanen, 1979). up things (documents, products, artifacts). Instrumenta-
But how much of this instrumentation has to be designed tion is a misnomer. Some orienting questions, some head-
prior ~o goin~ out to the field? And how much structure ings for observations, and a rough and ready document
should such instrumentation have? analysis form are all you need at the start-perhaps all you
Note that the term instrumentation may mean little more will ever need in the course of the study.
than some shorthand devices for observing and recording
events-devices that come from initial conceptualizations
loose enough to be reconfigured readily as the data suggest
Arguments for a lot of prior instrumentation.
revisions. But note, too, that even when the instrumenta-
tion is an open-ended interview or obsetvation, some tech-
nical choices must be made: Will notes be taken? Of what 1. If you know what you are after, there is no reason not
sort? Wi1I the transaction be tape-recorded? Listened to to plan in advance how to collect the information.
afterward? Transcribed? How will notes be written up? 2. If interview schedules or observation schedules are
Furthermore, as Kvale (1988) points out, during an not focused, too much superfluous information will be col-
"open-ended" interview much interpretation occurs along lected. An overload of data will compromise the efficiency
the way. The person describing his or her "life world" dis- and power of the analysis.
covers new relationships and patterns during the interview; 3. Using the same instruments as in prior studies is the
the researcher who occasionally "summarizes" or "re- only way ,we can converse across studies. Otherwise the
flects" what has been heard is, in fact, condensing and work will be noncomparable, except in a very global way.
interpreting the flow of meaning. As Kvale suggests, the We need common instruments to buiJd theory, to improve
"data" are not being "collected," but rather "co~authored." explanations or predictions, and to make recommendations
A warning here: The same things are happening even when about practice.
the interview question is much more structured and fo- 4. A biased or uninformed researcher wilJ ask partial
cused. So let's not delude ourselves about total "control" questions, take selective notes, make unreliable observa-
and "precision" in our instrumentation-while remember~ tions, and skew information. The data will be invalid and
ing that attention to design can make a real difference in unreliable. Using validated instruments well is the best
data quality and the analyses you can carry out.4 guarantee of dependable and meaningful findings.
How much preplanning and structuring of instrumenta-
tion is desirable? There are several possible answers: "lit-
tle" (hardly any prior instrumentation) to "a Jot" (of prior
instrumentation, well structured) to "it depends" (on the Arguments for "it depends, "
nature of the study). Each view has supporting arguments;
let's review them in capsule form. 1. If you are running an exploratory, largely descriptive
study, you do not real1y know the parameters or dynamics
of a social setting. So heavy initial instrumentation or
Arguments/or little prior instrumentation. closed-ended devices "are inappropriate. If, however, you
are doing a confirmatory study. with relatively focused
research questions and a well-bounded sample of persons.
1. Predesigned and structured instruments blind the re-
events, and processes, then well-structured instrument de-
searcher to the site. If the most important phenomena or
signs are the logical choice. Within a given study, there can
underlying constructs at work in the field are not in the
be both exploratory and confirmatory aspects that call for
instruments, they wi1I be overlooked or misrepresented.
differential front-end structure, or there can be exploratory
2. Prior instrumentation is usually context-stripped; it and confirmatory times, with exploration often called for
'lusts for' universality, uniformity, and comparability. But at the outset and confirmation near the end.s
qualitative research lives and breathes through seeing the 2. A single~case study caUs for less front-end prepara-
context; it is the particularities that produce the generali~ tion than dbes a multiple-case study. The latter is looking
ties, not the reverse. forward to cross-case comparison, which requires some
3. Many qualitative studies involve single cases, with standardization of instruments so that findings can be laid
few people involved. Who needs questionnaires, observa- side by side in the course of analysis. Similarly, ajree-
tion schedules, or tests-whose usual function is to yield standing study has fewer constraints than a multimethod
36 • THE SUBSTANTIVE START

Figure 2.7 on certain types of validity: construct (Are the concepts


Prior Instrumentation: Key Decision Factors well grounded?), descriptive/contextual (Is the account
complete and thorough?), interpretive (Does the account
connect with the "lived experience" of pe.ople in the case?),
Uttle Prior A w! of Prior and natural (Is the setting mostly undisturbed by my pres-
Instrumentation "It Depends" Instrumentation ence?).6
The second stance (a lot of preinstrumentation) empha-
Rich context descrip- Context less crucial sizes internal validity (Am I getting a comparably meas-
tion needed
ured response from different people?) and generaltzability
Concepts inductively Concepts defined ahead (Is this case a good instance of many others?), along with
grounded in local by researcher sheer manageability of data conection.
meanings The third stance is both contingent and ecumenical, con-
E~ploratory, inductive Conftnnatory, sidering it unhelpful to reach for absolute answers in rela-
theory-driven tive instances. Figure out first what kind of study you are
Descriptive intent Explanatory intent doing and what kind of instruments you are likely to need
at different moments within that study, and then go to work
"Basic" research Applied. evnluation or
emphasis policy emphasis
on the ones needed at the outset. But in all cases, as we
have argued, the amount and type of instrumentation
Single case Multiple cases should be a function of your conceptual focus, research
Comparability not too Comparability important questions, and sampling criteria. If not, the tail is likely to
important be wagging the dog, and later analysis will suffer.
Simple, manageable, Complex. multilevel,
single-level case overloading case Brief Description
Generalizing not a Generaliznbility/repre-
concern sentativeness important
Instrumentation comprises specific methods for collect-
ing data: They may be focused on qualitative or quantita-
Need to avoid Researcher impact of tively organized information, and may be loosely to tightly
researcher impact less concern
structured.
Qualitative only, Multimethod study.
free-standing study quantitative included
I1lustration

How can front-end instrument design be driven in dif-


ferent ways by a study's scope and focus? We give an
study (e.g., a field study tied to a survey, an idea we discuss ecumenical example, showing a mix of predesigned and
further in Chapter 3). A "basic" study often needs less open.ended instrumentation that follows the implications
advance organizing than an applied, evaluation. or policy of a conceptual framework and research questions without
study. In the latter cases, the focus is tighter and the instru· locking in too tightly. Back to the school improvement
mentation more closely keyed to the variables of interest. study.
3. Much depends on the case definition and levels of It is worth looking again at the conceptual framework
analysis expected. A researcher studying classroom cli· (Figure 2.3) to recall the main variables and their flow over
mate in an elementary school might choose to look inten- time. Remember also that (a) this is a multiple-case (N =
sively in 3 of the building's 35 classrooms, and so probably 12) study and that (b) the phenomenon under study is mod-
would be right to start with a looser, orienting set of instru- erately well, but not fully, understood from prior empirical
ments. If, however, ari attempt is made to say something research. Both of these points suggest that some front-end
about how classroom climate issues are embedded in the instruments are likely to be caned for.
working culture of the building as a whole, a more stan- One important research question in the study was:
dardized, validated instrurnent-a questionnaire or a
group interview schedule-may also be required. In which ways did people redefine. reorganize. or reinvent the
In Figure 2.7 is a summary of some main issues in de- new program in order to use it successfully?
ciding on the appropriate amount of front-end instrumen-
tation. Looking back at Figure 2.3, we can see that the question
We think there is wisdom in all three stances toward derives from the fourth bin, "Cycle of Transformations,"
front-end instrumentation and its degree of structure. The and that within that bin, from the first variable cluster,
first stance (little prior instrumentation) puts the emphasis "changes in innovation as presented to user." Previous em-
E. Instrumentation • 37

Fig'ure 2.8 of the context, the actors, and how the school improvement
Excerpts From Interview Guide, process seemed to be working locaUy. From that knowl-
School Improvement Study edg"!, we went for deeper and broader understanding.
Now to dip into the guide near the point where the re-
search question will be explored (Figure 2.8).
33. Probably you hnve a certain idea of how _ _ _ looks to you The interviewer begins by taking the informant back to
now, but keep. thinking back to how it first looked to you then, the time just before he or she was to use the innovation
just before students came. How did it seem to you then? with students, asking for detailed context-what was hap-
Probes: pening, who colleagues were, and what feelings they had.
-Clearly connected, differentiated vs. unconnected, confusing Questions 33 through 36 move forward through time,
-Clear how to start vs. awesome, difficult asking how the innovation looked, its ready or unready
-Complex (many parts) vs. simple and straightforward
-Prescriptive and rigid vs, flexible and manipulatable
parts, and what the teacher was doing to prepare for its use.
Question 40 comes directly to the research question, as-
34. What parts of aspects seemed ready to use, things you thought sessing pre-use changes made in the innovation. The
would work out OK? probes can be handled in various ways: as aids to help the
interviewer flesh out the question, as prompts for items the
35. What parts or aspects seemed not worked out, not ready for use? informant may have overlooked, or as subquestions de~
rived from previous research,
36, Could you describe what YOll acrually did during that week or so
before you started using _ _ _ with students? Later in the interview, the same question recurs as the
Probes:
interviewer evokes the teacher's retrospective views of
-Rending early and later use, then moves into the present ("What
-Preparing materials changes ar~ you making now?") and the future (''What
-Planning changes are you considering?").
-Talking (with whom, about what) So all field researchers are addressing the same general
-Troining question and are addressing it in similar ways (chronologi-
cally, as a process of progressive revision), although the
40. Did you make nny changes in the standard format for the program
before you started using it with students? What kind of changes question wording and sequencing will vary from one re~
with things you thought might not work. things you didn't like, searcher to the next. If the response opens other doors, the
things you couldn't do in this school? interviewer will probably go through them, coming back
Probes: later to the "transformation" question. If the response is
-Things dropped uncertain or looks equivocal when the researcher reviews
-Things added, created the field notes, the question will have to be asked again-
-Things revised perhaps differentIy-during the next site visit.

Advice
piricaJ research and cognitive and social~psychological
theory both led us to the idea that people will adapt or
reinvent practices while using them. 1. We have concentrated here on general principles of
The sampling decisions are straightforward. The ques- designing appropriate instrumentation, not on detailed
tion addresses teachers in particular, and to get the answer, technical help. For the latter we recommend treatments
we will have to observe or interview them or, ideally, do such as Spradley (1979), Weller and Romney (1988), and
both. We should sample events such as the teacher's first Mishler (1986) on interviewing. Judd, Smith, and Kidder
encounter with the innovation, and processes such as as- (1991), R. B. Smith and Manning (1982), Werner and
sessing its strong and weak points and making changes in Schoeptle (1987a, 1987b), Goetz and LeCompte (1984),
it to fit one's practice. and Brandt (1981) are helpful on other methods as well,
Let's look at the interview component of the instrumen- including questionnaires, observation, and document
tation. We developed a semistructured interview guide. analysis. Good overviews are provided by Marshall and
Each field researcher was closely familiar with the guide, Rossman (1989), Fetterman (1989), Bogdan and Taylor
but had latitude to use a personally congenial way of asking (1975), and Denzin (1978).
and sequencing the questions, and to segment them appro~ 2. Simply thinking in instrument design terms from the
priately for different respondents. outset strengthens data collection as you go. If you regu~
The guide was designed after fieldwork had begun. An lady ask, Given that research question, how can I get an
initial wave of site visits had been conducted to get a sense answer? it will sharpen sampling decisions (1 have to ob~
38 • THE SUBSTANTIVE START

serve/interview this class of people, these events, those into'self-induced or informant-induced bias as well. You
processes), help clarify concepts, and help set priorities for have to be knowledgeable to collect good information
actual data collection. You also will learn the skills of re- (Markus, 1977). As Giorgi (1986) puts it, "educated look-
designing instrumentation as new questions, new subsam- ing" is necessary.
pIes, and new lines of inquiry develop. Inexperience and single-discipline focus can lead to a
Not thinking in instrument design terms can, in fact, second danger: plastering a ready-made explanation on
lead to self-delusion: You feel "sensitive" to the site but phenomena that could be construed in more interesting
actually may be stuck in reactive. seat-of-the-pants inter- ways. Thus presumably "grounded" theorizing can turn
viewing. That tactic usually yields flaccid data, out to be conceptual heavy-handedness. without the re-
3. People and settings in field studies can be observed searcher's even being aware of it. (Ginsberg, 1990, even
more than once. Not everything is riding on the single suggests that the researcher's "counter-transference"-
interview or observation. In qualitative research there is like the psychoanalyst's unacknowledged feelings toward
nearly always a second chance. So front-end instrumenta- the patient-is at work during data collection and must be
tion can be revised-in fact, should be revised. You learn surfaced and "tamed" through discussions with peers,
how to ask a question in the site's terms and to look with careful retrospective analysis, and "audits." Transcending
new eyes at something that began to emerge during the first personal biases and limitations is not easy.)
visit. Instrumentation can be modified steadily to explore On balance, we believe that a knowledgeable practi-
new leads, address a revised research question, or inter- tioner with conceptual interests and more than one disci-
view a new class of informant. plinary perspective is often a better research "instrument"
in a qualitative study: more refined, more bias resistant,
4. In qualitative research, issues of instrument validity
more economical. quicker to home in on the core processes
and reliability ride largely on the skills of the researcher.
that hold the case together, and more ecumenical in the
Essentially aperson-more or less fallibly-is observing,
search for conceptual meaning?
interviewing, and recording, while modifying the observa~
tion, interviewing, and recording devices from one field
trip to the next Thus you need to ask, about yourself and TIme Required
your colleagues, How valid and reliable is this person
likely to be as an information-gathering instrument? It is not possible to specify time requirements for instru-
mentation. So much depends on the modes of data collec-
To us, some markers of a good qualitative researcher- tion involved. on how prestructured you choose to be, on
as-instrument are: the nature of the research questions, and on the complexity
of the sample. More structured instrumentation, done with
• some familiarity with the phenomenon and the setting under diverse samples, with a confirmatory emphasis, will take
study substantially more time to develop.
• strong conceptual interests
• a multidisciplinary approach, as opposed to a narrow Summary Comments
grounding or focus in a single discipline
We've looked at substantive moves that serve to focus
• good "investigative" skills, including doggedness, the abil- and bound the collection of data-reducing it in advance,
ity to draw people out, and the ability to ward off premature
closure in effect. These moves include systematic conceptual
frameworks organizing variables and their relationships,
research questions that further define the objects of in-
In some sociological or anthropological textbooks, lack quiry, defining the "heart" and boundaries of a study
of familiarity with the phenomenon and setting, and a sin- through case definition, planning for within-case and mul-
gle-disciplinary grounding are considered assets. But al- tiple-case sampling, and creating instrumentation. All of
though unfamiliarity with the phenomenon or setting al- these moves serve both to constrain and support analysis.
lows for a fertile "deceniering," it also can lead to relatively All can be done inductively and developmentally; all can
naive, easily misled, easily distracted fieldwork, along be done in advance of data colIection. Designs may be tight
with the collection of far too much data. or loose. Such choices depend on not only your preferred
The problem is how to get beyond the superficial or the research style but also the study's topic and goals, avail-
merely salient, becoming "empirically literate." You can able theory, and the researcher's familiarity with the set-
understand little more thari- your Own evolving mental map tings being studied.
allows. A naive, undifferentiated map will translate into In the next chapter, we pursue other, more technical
global, superficial data and interpretations-and usually issues of focusing and bounding a study during its design.
B. Instrumentation • 39

Notes backward, Compared with conventional questioning, this design yields


35% more facts and increases the number of "critical facts" elicited as
well,
1. There is a paradox here (R. E. Henion, personal communication, 5. A good examPle is Freeman, Klein. Riedl, and Musa's (1991) study
1983): We may have more confidence in II finding across multiple cases of the strategies followed by computer programmers, In a first interview,
when it was not anticipated or commonly measured, but simply 'jumps the progrnnuner told a story (e.g" of a debugging incident). The second
out" of all the cases. Of course, researchers should stay open to such interview was ajoint editing of the story, The third interview was more
findings-although it Cllflnot be guaranteed they will appear. conceptual, probing for decision points. options, and criteria; the fourth
2. For a display showing the school settings and the kinds of inn ova· highlighted pitfalls and further decision points. Later interviews served
nons involved, see Tables 2.1 and 2.2 in this chapter, section D. The to confum an emerging theory of programmers' strategies.
study's 12 case reports are available from the principal investigator (D. P. 6, These distinctions among types of validity are drawn from Warner
Crandall, The Network, Inc., 300 Brickstone Square, Suite 900, Andover, (1991). See also the discussJon of validity in Chapter 10, section C.
MA 01810). We recommend the carson and Masepa cases for readers 7. Extra ammunition on this point is supplied by Freeman's (1983)
interested in comprehensive treatment, and the Lido case for acondensed revisionist attack on Margaret Mend's (1928) pioneering study of Samoan
treatment The cross~case analysis appears in ijuberman and Miles culture. Freeman considers Mead's findings to be invalid as a result of
(1984). her unfamiliarity with the language, her lack of systematic prior study of
3, Such support is a variant of the famous "degrees of freedom" ar- Samoan society, and her residence in an expatriate, rather than in a Sa·
gument made by Campbell (1975), who displaced the unit of analysis moan, household. Forinstance, well-meant teasing by adolescentinform-
from the case to each of the particulars making up the case, with each ants rna)' have led to her thesis of adolescent free love in Samoa, In
particular becoming a test of the hypothesis or theory being tested. The addition, Freeman argues, because Mead was untutored in the setting, she
greater the number of such pllrticulars and the greater their overillp, the had recourse to a preferred conceptulll framework (cultural determinism).
more confidence in the findings and their potenlilll generaJizability. This weakened her findings still further,
4. A fascinating example of interview design comes from Leary's Some epistemologists (e.g.• see Campbell, 1975) have also nmde n
(1988) description of the "cognitive interview" used in police work. A strong case for fieldwork conducted by "an alert socilll scientist who has
witness to II crime: is asked to re-create the atmosphere of the scene thorough IOC:a1 acquaintance," Whyte (1984) also wants the sociologist,
(sounds, smells. lighting, furniture) and then to tell the story of what like the physician, to have "first. intimate, habitual, intuitive familiarity
happened. The inlerviewer does not intelTIlpt until the end of the story with things; secondly, systematic knowledge of things; and thirdly, an
and then asks follow.up questions, starting with the end and working effective way of thinking about things" (p. 282),
Focusing and Bounding
the Collection of Data
FURTHER DESIGN ISSUES

Once the substantive issues are more or less clearly seen Fierce battles have been fought on this topic. Quanti-
during study planning, some design issues remain. They tative studies have been linked with positivism and
are more mundane. but often critical for supporting suc- damned as incommensurable with naturalistic. pheno-
cessful analysis. We discuss here how qualitative and menological studies (J. K. Smith. 1983; J. K. Smith &
quantitative data may be linked in the study, and a series Heshusius, 1986). Qualitative researchers have com-
of topics on study management, including the use of com- plained that they are disparaged as The Other, losing out
puters. data management, staffing/time planning, and against the powerful, prestigious establishment that takes
agreements made with study participants. quantitative methods for granted (Reinharz, 1993). Re-
searchers are stereotyped as number crunchers or "navel-
gazers"; Gherardi and Turner's (1987) thoughtful analysis
A. Linking Qualitative and Quantitative Data of the conflict is charmingly titled Real Men Don't Collect
Soft Data.!
Rationale But at bottom, we have to face the fact that numbers and
words are both needed if we are to understand the World.
The late Fred Kerlinger, quantitative researcher par ex- As Kaplan (1964) puts it, "Quantities are of qualities, and
us,
cellence, once said to one of "'There's no such thing as a measured quality .~as just the magnitude expressed in its
qualitative data. Everything is either 1 or 0," Against this measure" (p. 207).
view, we have Berg's (1989) equally fervent dictum that Gherardi and Turner (1987) suggest that the issue is One
all data are basically qualitative: To a raw experience. we of knowing when it is useful to count and when it is "dif-
may attach either words or numbers. Or as Campbell ficult or inappropriate to count at all," when data are oon-
(1974) remark$. all research ultimately has a qualitative standardized and we have no clear rules for saying what is
grounding. variation and what is error.

40
A. Linking Qualitative and Quantitative Data

Weinstein and ,Tamur (1978) are also persuasive. They Figure 3.1
see quantification not as an end in itself. but rather as "a Illustrative Designs Linking Qualitative and
means of making available techniques which add power Quantitative Data
and sensitivity to individual judgment when one attempts
to detect and describe patterning in a set of observa~
I. QUAL (continuQUS.hnegr.lledeoUection
tions .... Why throwaway anything helpful?" (p. 140). •........ orboth __ vvv•..v__ v_
We believe that the quantitativevquatitative argumen,t is QUANT I:Ind$ or dum)
essentially unproductive. Like Reichardt and Cook (1979)
and Miller and Fredericks (1991), we see no reason to tie
the distinction to epistemological preferences. For exam-
ple, Howe's analyses (1985, 1988) show that quantitative
and qualitative methods are "inextricably intertwined," not 3. QUAL n_.___vv•..v." QUANT ••••••• _vv.._.. QUAL
only at the level of specific data sets but also at the levels (explorn!k>n) (questlonnai:e) (deepen, tesl rUldjng~)
of study design and analysis.
In a deeper sense, as Salomon (199i) points out, the 4. QUANT _vv __••v••v...... QUAL ._v_ •.. v...... ~ QUANT
issue is not quantitative-qualitative at all, but whether we (survey) (fieldWl.lJt) (uperlmefU)
are taking an "analytic" approach to understanding a few
controlled variables, or a "systemic" approach to under-
standing the interaction of variables in a complex environ-
ment. 2 ing avoid "elite bias" (talking only to high-status respon-
The question, then, is not whether the two sorts of data dents). During analysis quantitative data can help by show-
and associated methods can be linked during study design, ing the generality of specific observations, correcting the
but whether it should be done, how it will be done, and for "holistic fitllacy" (monolithic judgments about a case), and
what purposes. verifying or casting new light on qualitative findings.
Looked at the other way, qualitative data can help the
Why link qualitative and quantitative data? Rossman and quantitative side of a study during design by aiding with
Wilson (1984, 1991) suggest three broad reasons: (a) to conceptuaJ development and instrumentation. They can
enable confirmation or corroboration of each other via tri- help during data collection by making access and data col-
angulation; (b) to elaborate or develop analysis, providing lection easier. During analysis they can help by validating,
richer detail; and (c) to initiate new lines of thinking interpreting, clarifying, and illustrating quantitative find v
through attention to surprises or paradoxes, "turning ideas ings, as wen as through strengthening and revising theory.
around," providing fresh insight. To benefit in these ways, study designers need, as
Greene, Caracelli, and Graham (1989), after reviewing Greene et aJ. (1989) propose, to consider some key issues:
57 mixed~method evaluation studies, extended this list. the complementary differences across methods and the
They proposed that such studies can help sequentially (rev purposes for using them, the phenomena being studied, the
suIts of the first method inform the second's sampling, implicit paradigms used, and what will happen con-
instrumentation, etc.) and can expand the scope and cretely-Are the quantitative and qualitative sides of equal
breadth of a study by using different methods in different status? Are they interactive or separate? How are they se-
components. quenced?
Similarly Firestone (1987) suggests that, on the one If you believe, as we do, that linkage is a good idea, it
hand, quantitative studies "persuade" the reader through can lead to overall designs like those shown in Figure 3.1.
de-emphasizing individual judgment and stressing the use In Design I, fieldwork involves steady, integrated col v
of established procedures, leading to more precise and gen- lection of both quantitative and qualitative data, as needed
eralizable results. On the other hand, qualitative research to understand the case at hand.
persuades through rich depiction and strategic comparison Design 2 shows a multiwave survey, conducted in par-
across cases, thereby overcoming the "abstraction inherent allel with continuous fieldwork. The first survey wave may
in quantitative studies." draw attention to things the fieldvworker should look for,
Sieber (1973) offers a detailed Jist of reasons to combine the next fieldwork findings may lead to revisions in wave
methods, with many examples. To illustrate: Quantitative 2 of the surrey, and so on.
data can help with the qualitative side of a study during Design 3' alternates the two kinds of data collection, bev
design by finding a representative sample and locating de- ginning with exploratory fieldwork, leading to the devel-
viant cases. It can help during data collection by supplying opment of quantitative instrumentation. such as a question-
background data, getting overlooked infonnation, and heJp~ naire. The questionnaire findings can be further deepened
ri

42 • FURTHER DESIGN ISSUES

and tested systematically with the next round of qualitative chilo mode of speech" being used by the women as they
work. coped with adult responsibilities.
Design 4 shows another alternating style: An initial SUf M
During our school improvement study. we gradually bew
vey helps point the fieJd-worker to phenomena of impor- came aware of the importance of job mobility and looked
tance; the field-worker moves to develop aclase-up, strong at people in our sites who had changed jobs (moving up,
conceptual understanding of how things work; and a quan- out, sideways, or down). It proved helpful to know how
titative experiment is designed to test some resulting. per- many people had moved (75, for 12 sites), how many of
haps competing, hypotheses. 3 these had moved because of their experience with the in-
These designs underline an important point. Both types novation (83%), and how many were actually upward
of data can be productive for descriptive, reconnoitering. moves (35%). Here, too. we made a site~level jUdgment
exploratory. inductive. opening-up purposes, And both (see Table 7.16).
can be productive for explanatory, confirmatory, hypothe- We also converted some interview data into rating
sis-testing purposes. We agree with Madey (1978): "The scales: the degree of pressure teachers had felt to adopt an
methods are not always interchangeable. Each method can, innovation, their satisfaction with the assistance they had
however. be strengthened by using intrinsic qualities of the received, or the "roughness" or "smoothness" of the im-
other" (p. 7). plementation. Because our cases were schools. not indiw
For example, the careful measurement, generalizable viduals. this conversion involved examining interviews
samples, experimental control, and statistical tools of good from different people, checking degree of agreement. and
quantitative studies are precious assets. When they are com- arriving at a site-level rating. Three~ to fivewpoint scales
bined with the up-close, deep, credible understanding of seemed easiest and most reliable (e.g.. high, moder-
complex real-world contexts that characterize good quali- atelhigh, moderate, moderate!low, Jaw; or smooth, mostly
tative studies, we havea very powerful mix. As Jick (1979) smooth. mixed. rough, very rough). In the displays and
notes, qualitative methods can be "the glue that cements analysis, w~ aimed to keep "numbers" like these closely
the interpretation of multimethod results," (See also Krath- associated with the words from which we drew the judg-
wahl, 1991, for a thoughtful comparative analysis.) ment. and to keep the words associated with the context.

Brief Description Linking data types. Kell (1990) studied the effects of com-
puters on classroom teaching and learning. The research
We see qualitative~quantitative linkage at three levels. team repeatedly visited classrooms in six school districts
The first is the "quantizing" level. where qualitative infor~ over a school year. doing interviews with teachers and ad-
mation can be either counted directly (say, the number of ministrators and making' systematic classroom observa-
times a doctor interrupts a patient during an interview) or tions. They also asked teachers to complete two different
converted into ranks or scales (in this teacher's classroom, standardized questionnaires at three times·during the year,
"moderate" . mastery of a specific innovation has oc- covering their theoretical orientation to reading and their
curred).4 concerns about adoption and use of innovations. Thus the
The second level is that of linkage between distinct data two data types were closely linked, and they permitted Ken
types, where qualitative information (say. from an open- to study changes occurring over the whole school year.
ended interview) is compared to numerical data (say. from Stringfield and Teddlie (1990,1991) used achievement
a questionnaire the same person filled out). data to' select 16 schools. half of which were low-aChieving
The third is that of overall study design, such as the and half high-achieving "outliers." Then field-workers
multimethod approaches sketched in Figure 3.1. or more who, like the school personnel, did not know whether they
complex ones; all may involve combinations of case study, were involved in a "high" or "low" site, collected qualita-
survey. experiments, and unobtrusivewmeasure studies. S tive infonnation through interviews and "high-inference"
observations, along with questionnaires and a quantitative
measure of classroom behavior. Through both sorts of
llIustrations data, the field:..workers correctly identified ail highs and
lows and correctly predicted that four low schools would
The quantizing level.Here are some brief examples. Morse later improve. The themes identified cast much light on
(l989).describes what she calls "appurtenant counting." what makes for a more and less "effective" schooI.6
She cites a study of teenage mbthers and the frequency of
their use of the word stuff, as in 'We spent a lot of time
together and stuff." The· word occurred more than 100 Multimethod designs. Wilson and Bolland (1992) studied
times in 16 op~n-endc;d interviews. suggesting a "half- organizations that provide care for the elderly, wanting to
B. Management Issues Bearing on Analysis _ 43

test competing explanatory models. They collec,ted nu~ 4. Look carefully at the cos'ts you wUJ incur by includ~
merical data on referrals and goa1~oriented actions for 49 ing a quantitative component. Brewer and Hunter (1989)
organizations and then built a nominated sample of com~ have useful suggestions.
munity leaders (Who sets the community agenda for the 5. 'When sampling for a quantitative component, re-
elderly?). The referral and goal~oriented data were ana~ member that you can fall back on a wide range ofwell-de-
lyzed to determine which organizations were most central veloped sampling methods.
in the network of organizations; the leader data were ex-
amined to see which leaders were most central in their
network. Semistructured interviews were conducted with B. Management Issues Bearing on Analysis
central leaders. Combined analysis supported one of the
theoretical models; this could not have been accomplished How a qualitative study is managed from Day 1strongly
with either data set alone. influences the kinds of analyses that can be done, and how
Maxwell, Bashook, and Sandlow (1986) combined eth- easily. Qualitative studies, especialJy those done by the
nographic and experimental/control group methods in a lone researcher or the novice graduate student, are notori~
study of how peer review committees influenced the Iearn~ ous for their vulnerability to poor study management. As
jng of participating physicians. After exploratory field- Kvale (1988) points out in his entertaining 16-page analy-
work, they compared high~ and low~influence committees sis of the naive question, "How shall I find a method to
to find recurring patterns and then 4eveJoped a "model analyze the 1,000 pages of interview transcripts I have
program" to be carried out in the original committees and collected?" the first answer is, «Never conduct interview
in added control committees. Both qualitative and quanti~ research in such a way that you arrive at a situation where
tative outcome data were examined, showing moderate to you [have toJ ask such a question" (p. 90).
strong differences as predicted and illuminating some un- We make no pretense of being exhaustive on issues of
expected ones as well. 7 study management, but want to point to a series of issues
and associated design decisions with strong implications
for analysis. We illustrate along the way with brief exam-
Advice ples and give advice, largely from our own experience and
the lore of col1eagues. As it happens, remarkably little has
1. Don't fall into a "default" mode that sees qualitative been written specifically about the management of quali-
data as the only way of proceeding. Talk over your assump~ tative studies. s
tions with a colleague to be sure you are not in an unques~ We deal with four topics in turn: the use of computers,
tioning, partisan frame of mind. data management, staffing/tirpe planning, and agreements
2. Consider whether your study can benefit from a made with study participants. ,Warning: You, like the zo-
quantitative aspect or component. Think purposes and ologist's son, might learn more about penguins than you
think ahead: In the light of my research questions and the really wanted to know. You may want to skim or jump
audiences for my study report. will qua1itative information forward to other chapters on analysis as such, and return
be enough, or should it be complemented by a numerical to these issues later.
data set of some kind?
Computer Use
3. Remember that, during study design, you are also
setting up the social system of the project. If you are a lone The first edition of this book had less than half a page
researcher, can you manage both sorts of information? on computers as a means for data storage and retrieval. In
What social or technical supports may you need? On this fewer than 10 years, the development of new software has
issue, as with many others, we adv,ise finding and using a been phenomenal; on the order of two dozen programs well
"friendly stranger" who can advise you, critique products, suited to the needs of qualitative researchers are now avail~
and provide a supportive, different perspective. able. In our survey, three~'quarters of the respondents re~
If you are part of a research team, what will be the ported using computer software for entering data, coding,
consequences of a specific division of labor? In our expe~ search and retrieval, making displays, or building con-
rience, for example, keeping qualitative and quantitative cepts.9
researchers separate can feed invidious comparisons, By now i~ is largely taken for granted that you need a
stereotyping, and sterile arguments about "which data do good word processor to do qualitative research. Handwrit~
you trust?" Also, postponing one type of data collection ten or dictated field notes, along with tape recordings, must
until late in the study means that the quality and robustness be converted into analyzable text, which then needs to be
of data collection may suffer. reduced, displayed, and used to draw and verify conclu-
~
".

44 • FURTIlBR DESIGN ISSUBS

Figure 3.2 chOose particular programs that are appropriate for your
Uses of Computer Software in Qualitative Studies level of computer sophistication. for the project at hand.
and for the sort of analysis you are contemplating. 10
The question is whether lean get along effectively with.
1. Making notes in the field say, my familiar word processor, which may cover items
2. Writing up or transcribing field notes 1, 2, 3. 4, 6, 8, and 14 but may be slow. difficult, and less
3. Editing: correcting. extending or revising field notes effective for the other. more complex tasks listed in Figure
4. Coding; attaching key words or tags to segments of text to permit 3.2. In most studies it is more practical to find and use
later retrieval additional analysis software than to rely only on your word
5. Storage: keeping text in an organized database processor. Coding will go faster. better. and more precisely
6. Search and retrieval: locating relevant segments of text and with programs such as HyperQual, The Ethnograph. or
making them available for inspection Kwalitan. Storing and retrieving relevant chunks of text
,7. Data "linking": connecting relevant data segments with each will be much quicker and easier with programs such as
other, fonning categories. clusters or networks ofinfotrnation Sonar Professional. Orbis, askSam, the Text Collector, or
8. Mcmaing: writing reflective commentaries on some aspect of the Metamorph, Associations and links within your data can
data. as a basis for deeper analysis be made more easily with programs such as A TLAS/ti,
9. Content analysis: counting frequencies, sequence or locations of HyperQual, or HyperRESEARCH. Data can be displayed
words and phrases more easily through programs such as AQUAD, ATLAS/
10. Data display: placing selected or reduced data in a condensed, tit and Orbis. Conceptual and graphic mapping can be fa~
organized format, such as a matrix or network. for inspection cilitated by programs such as Inspiration. MetaDesign,
1L Conclusion drawing nnd verifiClltion: aiding the analyst 10 MECA, and SemNet. Theories can be formulated and
interpret displayed datu and to test or confirm findings tested more easily with programs such as AQUAD, AT~
12. Theory building: developing systematic, conceptually coherent LAS/ti, QCA, NUDIST, and HyperRESEARCH. These
explanations of findings; testing hypotheses programs and others are listed in the Appendix and are
13. Graphic mapping: creating diagrams that depict findings or described in detail by Tesch (1990) and by Weitzman and
theories Miles (1993).
14. Preparing interim and final reJ:lOrts
Advice.

1. The question. What software is best? cannot be an~


sions. Ordinary typing and retyping is far too slow and swered meaningfully (cf. Bernard. 1991). You have to get
costly. specific about the kind of database you are building in your
But it's also fair to say that the researcher who does not project and about the kind of analysis you will be doing.
use software beyond a word processor will be hampered See the Appendix for more. .
in comparison with those who do. As Tesch (1989) points 2. Work at a level that is comfortable for you, techni~
out, computer~aided analysis can reduce analysis time. cut cally speaking. and extend your understanding with the
out much drudgery, make procedures more systematic and help of friends whose computer skills are stronger than
explicit, ensure completeness and refinement, and permit yours. As we explain in the Appendix, friends are crucial
flexibility and revision in analysis procedures. Ragin and "enablers." supplying help of many kinds. You learn from
Becker (1989) add that the microcomputer is especially your friends. and they learn from helping you.
useful for "case~oriented" researchers. those interested in
"interconnected arguments about interrelated events." 3. Although tutorials supplied with programs can help,
rather than in sheer statistical "variation." Computing. they the best way to learn a new program is to use it on real
suggest, can move studies beyond the "handicraft produc~ tasks. with support from friends.
tion" that has characterized much qualitative research, 4. Allow time in your study design for learning. More
generally (cf. Wolfe, 1992), you usually are faced with
Issues and decisions. The basic issue is, What could I use trade~offs·among (a) your time to learn the program, (b)
computer software for' in my project? In Figure 3.2 we your time to set up the program to do what you want, and
summarize some typical uses. It looks a bit overwhelming. (c) the time you will take to do the actual work by using
Do I really have to think about all this? The short answer the program. If you do less on (a) and (b), (c) usually will
is yes. be stower.
A longer, more humane answer addresses the next level 5. No single program can do everything well. You may
of decision: What specific software (if any) should I be end up with several programs. each with specific strengths,
using? In the Appendix we provide suggestions on how to rather than with one all-purpose program.

j! I
B. Management Issues Bearing on Analysis _ 45

6. Remember that software developers are restless. Pro~ ~ncluding those for specific persons, for events, or for top~
grams obsolesce and go off
the market; programs are re- ICS relevant to the study at hand. Levine suggests that the
fined. sometimes fussily so. sometimes beautifully; new overall file structure is a map of the data for the re~
programs appear. Stay tuned. and think critically about searcher's use.
what you need as your projects and research career evolve. 2. Cross~referra!: information in one file showing
where infonnation in another can be found. For example,
Data Management a file on a specific nurse's work might indicate particular
patients she had worked with, along with the locations in
The idea of data management is familiar to quantitative each patient file of specific interactions she had had with
researchers; they have been taught to think in terms of that patient. Metamorph is an example of a "relationa1 data~
systematic data sets. codebooks, data cleaning. documen~ base manager" that can accomplish such a task easily.
tation of defined variables; records of analyses carried out,
and so on. Yet, as Freedland and Carney (1992) found, 3. Indexing: a generic tenn for what usually is called
20% or more of quantitative studies, including those on "coding." It includes (a) defining clear categories (codes),
clinical drug trials (!), have serious deficiencies along these (b) organizing these into a more or less explicit structure,
lines and could not be precisely reconstructed by the re- embodied in a "thesaurus" or codebook, and (c) pairing of
searcher. let alone be replicated by others. Similarly, data the codes with appropriate places in the database. CWe have
can easily be miscoded, mis!abeled, mislinked, and mislaid more to. say about coding in the next chapter.) The coding
(Wolfe, 1992) without careful data management plans. system can evolve during the research or be prestructured,
Data management is just as-perhaps even more- be mostly descriptive or analytic/explanatory, and be rela-
important for qualitative researchers. Typically, large tively exhaustive/comprehensive or precise and focused
amounts of data come from several cases or sites, and (cf. Levine's [19851 discussion).
sometimes include numerical data sets as well. How to 4. Abstracting: a condensed summary of longer mate-
keep track of it all? How to permit easy, flexible, reliable rial (e.g., the complete field notes for a classroom obser~
use of the data? How to make them available to several vation, the school newspaper for October 17), which is
members of a research team? How to do all of this at dif- linked clearly in the file structure to the ionger material.
ferent points in time over a project's life? How to set things
5. Pagination: using uniqde numberslletters as locators
up so that the study could. in principle at least, be verified
of specific material in field notes. For example, B J K 1 22
by someone else or be replicated? As both Wolfe (1992)
locates for Brookside Hospital the first interview with Dr.
and Levine (1985) point out. data management and data
Jameson by researcher Kennedy, page 22.
analysis are integrally related. There is no firm boundary
between them.
Although Levine's (1985) suggestions are cast in terms
Issues and decisions. The main issues are ensuring (a) of "manual data manipulation," they are also key for com-
high-quality, accessible data, (b) documentation of just. puterized systems. In our view all of these functions can
what an~lyses have been carried out. and (c) retention of be accomplished more easily and simply with computer
data and associated analyses after the study is complete. software. BUTN01E: You wi1l stiU need a well~organjzed
Many questions are at hand, but they boil down to these: physical place for storage and retrieval of raw field notes,
What do I need to anticipate in the way of data management tapes, edited hard copies, memos, and so on.
needs? and How thorough do I need to be? What, in summary, needs to be included in the data that
Drawing on ideas from information and library science, are "managed" in a project-and retained after the project?
Levine (1985) outlined five useful general principles for a Figure 3.3 presents an ideal wish Hst.
storage and retrieval system for qualitative data. Here they Do I have to set all this up, and use it all, and keep it all?
are, with examples: No.
Will I be better off if I think about these possibilities and
1. Formatting: how written~up fieldwork notes are laid their relative importance during design of the study? Yes.
out, physically embodied, and structured. For example, Is it easier to do it with the right software? Yes, two or
notes might be headed with the name of the researcher, the three times easier. Some programs automatically generate
site, the person(s) involved. and the date-and be set up in and store npterial of this sort as you go along.
paragraphs, with lines numbered sequentially. "
Fieldwork notes might be put into loose-leaf notebooks Advice.
or file folders, on file cards or edge~punched McBee cards,
and/or in computer files. 1. Think ahead about these issues if you can, and make
Notes also can be sorted into a structure of file types, some preliminary decisions: What will my data files look
46 • FURTHER DESIGN ISSUES

Figure 3.3 Issues and decisions. Who will do the work, and how
What to Store, Retrieve From. and Retain much time will it take? These innocent questions mask
more complexity than you often expect.
We've said that lone researchers, Of::Y' or experienced,
1. Raw material: field notes, tapes, site documents should find a critical friend, partner, or colleague who can
2. Partially processed data: write-ups, transcriptions. Initial version, supply alternative perspectives, support, and protection
and subsequent corrected, "cleaned", "commented-on" versions from bias and self~delusion. In studies that have mOre than
3. Coded data: write-ups with specific codes attached one staff member, there will always be diversity of expe-
4. The coding scheme or thesaurus, in its successive iterations rience, background, and skills.
5. Memos or other analytic material: the researcher's reflections on That complexity means that the social system of the
the conceptual meaning of the data project needs attention; it will not develop automatically
6. Search and retrieval records: information showing which coded as you wish, It is crucial to build strong relationships with
chunks or data segments the researcher looked for during partners or within larger staffs. We've found it useful, for
nnalysis, and the retrieved material; records of links made among
segments
example, to devote plenty of early time to work on core
7. Data displays: matrices or networks used to display retrieved
issues (the conceptual framework, research questions,
information. along with the associated analytic text. Revised sampling) and to more general "maintenance" issues, such
versions of these as hopes for and worries about the project, reports of "what
8. Analysis episodes: documentation of what you did, step by step, else is happening in my life," and procedural ground rules
to assemble the displays and write the aIlalytic text for joint work.
9. Report text; successive drafts of what is written on the design, One other rule of thumb we've found useful: A void
methods, and findings of the study sharp senior~junior divisions of labor, such as havingjun~
10. General chronological log or documentation of data collection iors do the fieldwork and the seniors do the analysis and
and analysis work writing. Senior people need to be directly involved in data
1L Index of an of the above material collection in order to have a concrete feel for what the field
setting is like, Junior people will function poorly as "hired
hands." Both need to be actively and mutually engaged in
qke? How will they be organized? How can I get the in~ thinking about the project and the meaning of emerging
formation from them that I need? findings. You cannot be a "principal investigator" in a field
2. Set up a first~cut physical filing system early in the study without spending time in the field,
project and think early and actively about the software you There comes a time in the planning of every project
will need. when we say, "Let's do the arithmetic." On newsprint or a
3. Expect to revise and extend your data management chalkboard, we begin assembling information. starting
system as you go. with the number of expected days of fieldwork and adding
multiples of those days for writing up field notes, coding,
4. Remember that "research data sets are fragile assets" completing displays, doing cross~case analyses, and writ~
(Freedland & Carney, 1992). If they are lost, erased, vandal- ing interim and final reports. Days are added for the issues
ized, or damaged, you are out ofluck. MAKE BACKUPS. reviewed in Chapter 2: conceptual framework and research
5. Save the more obsessive aspects of data management questions, sampling, and instrumentation. Days are need~
for: ed also for partner or staff meetings, which can be time8
• complex, multicase, multiresearcher, multimethod pro8 expensive (e.g., a four~person staff meeting every other
jeets that get chaotic in a hurry if they are not well week for 2 hours uses 26 person~days a year).
planned and managed Then comes the crunch: We have X person-days in the
• high~stakes projects where much is riding on the results budget, and X + 34, or X + 12, or X + 73 required if we are
and the world is waiting for well~defended. answers to deal with our sample of cases in the depth intended.
• projects you believe are crucial or even definitive (Coming out with X minus a number is not typical.) The
• projects for which you expect or are seeking an external first arithmetic pass usually leads to redefining within~ca3e
audit and/or cross~case sampling, and the depth and detail of
analysis being planned.
The multipliers we use look something like this. For
Staffing and Time Planning
each day of fieldwork, expect to spend:
Qualitative studies are chronically called "labor inten~
sive," but the details are rarely provided, Here, too, we rely • 2 or 3 days processing field notes (writing them up, cor-
on our experience and that of colleagues. recting, etc.) If tapes are being transcribed. the mUltiple may
S. Management Issues Bearing on Analysis _ 47

Figure 3.4 Advice.


The "Arithmetic" for a Project
1. Take time deliberately for start-up of the relationship
between you and your partner, or the functioning of the
Task Days staff group. Research teams are not built in a day.
Instrument revision 2 2. At the start, people rarely have all of the skills they
New insfnlment development 2 need for a study. Allow for learning time on such issues as
Entry to one new site 2 fluency with new software, reliable use of a coding
Added literature abstracting 15 scheme, or drawing conclusions from data displays.
3, Do the "arithmetic" early, before your plans for
Site contact: l.5 days x 3 visits x,3 sites 13.5 within-case and cross-case sampling are firm. Repeat the
Interview write-ups and coding (3x) 40.5 arithmetic after a first round of fieldwork, write-ups, and
Case analyses: 6 people x 3 sites x 1.5 days 27 analysis.
Cross-case analyses: 3 siles x 2 days 6
4. The estimates shown are for qualitative data. We will
Site write-up: 3 x 2 days 6
not make estimates for quantitative data, except to note that
Wee,kly meetings: 2 hours x 2 staff x 3S weeks 20 instrument development is typically much longer and
analysis,is shorter. If a quantitative component is part of
Reports: the study, extra days should be added to its own «arithme-
Interim 6 tic" for linking/interplay with qualitative findings.
Final 25 5. In a study of any complexity, it will pay to make a
Journal articles (2) 20 matrix of individual staffers by types of work days, to be
Total 185 sure you are working in the realm of the possible.
6. Time plans usually suffer from excessive optimism.
Get a cynical skeptic to critique them.

run from 4 to 8, depending on the fineness of detail and the Agreements With Study Participants
transcriber's familiarity with the content
• 1 or 2 days coding (depending on the fineness and com- Usually study participants and researchers need to reach
plexity of the evolving scheme) some explicit agreements about shared expectations. I JOur
• I or 2 days completing displays and writing (depending on intent here is to examine the analysis-related aspects of
the number and type of displays) agreements made with those whose daily lives are being
examined.
These are multipliers for a single case. In a multiple-case
study, you (a) multiply by the number ofcases, (b) consider Issues and decisions. The main issue is, What explicit ex-
what cross-case analyses wilJ be carried out and what the pectations do we want to build with study participants that
within-case and cross-case reports wiUlook like, and (c) wiU maintain and improve the quality of conclusions?
make a total-days estimation. We might think first of a "meta-agreement": Are we
Here is an iHustration from a project one of us is con- contemplating an equal-status "narrative inquiry" model,
ducting with an associate (Figure 3.4). It was to involve in which researchers and participants are each "telling their
three in-depth· "cognitive mapping" .interviews over the stories" (Connelly & Clandinin, 1990)? Or are we heading
course of a s?hool year with six people in each of three for a collaborative action research model, in which re-
schools that were engaged in restructuring efforts. (Note: searchers join forces with people facing a problem to help
Preliminary conceptual work and instrumentation and pi- them study and resolve it (Schensul & Schensul. 1992)?
lot work in two sites already had been completed.) Or will it be a more traditional model that differentiates
In this case only 116 days of staff time were available. expert researchers from researched-upon "informants"?
That led, in short order, to decisions to limit the study to The first two models imply more shared control over the
two schools rather than three, to meet only every other design and ~onduct of the project than does the last.
week, to eliminate one of the journal articles, and to cut the Whatever the basic relationship implied in such a meta~
literature abstracting by half. We did not want to jeopardize agreement, some matters need to be clarified with partici~
the "in-depth" aspect of the study by reducing field contact pants at the outset. (StiiJ, remember that these matters may
or by doing briefer analyses. not be fully understood on both sides until the study un-
48 • FURTHER DESIGN ISSUES

Figure 3.5 developed through the researcher's facilitation during the


Questions for Agreement With Study Participants process. In either case, issues of "goodness of analysis" are
just as pressing as in the traditional model (see Chapter 10,
section C), ',:
1. How much time and effort will be involved? Study products are sometimes fed back to participants
2. What kind of data collection is involved (e.g., observation, (#8) as a way of providing "member checks" on the accu-
interviewing,joumal writing. life histories)? racy of descriptions, explanations, and interpretations.
3. [s participation voluntary? Agreements can vary: Does an individual see material
4. Who will design and steer the study?
about his or her case before others do? Can an individual
or group censor or veto material, or even block publica-
5. Will material from participants be treated confidentially?
tion? Or is the agreement only that errors of fact will be cor-
6. Will participants' anonymity be maintained? rected and that alternative interpretations will be includ€d
7. Who will produce descriptive and explanatory products? in footnotes? Such agreements can improve both the qual-
8: Will p"'kip"'" review and critiq"' interim ",d finot pmd","? ity of data and the quality of final conclusions. but they
9. What benefits will accrue to participants-both infonnants and also can result in truncated or distorted conclusions if some-
researchers? one has been given. and exercises, the right of censorship.
Researchers usually benefit (#9) from their studies
through insights, recognition. promotion, new grants, and
conSUlting. That is why they keep on researching. Partici-
folds.) Figure 3.5 presents issues that might be considered pants' benefits are often posed quite vaguely at the start:
as tbe elements of an initial set of expectations. J2 "the chance to reflect," "clarifying ideas," "learning what
Many different agreements can be reached. We com- others are doing." Advance agreements that mention assis-
ment on the implications of some for doing analysis. A tance (as in collaborative research). consultation or train-
fuller discussion appears in Chapter 11, which deals with ing, joint authorship. or shared royalties as expected bene-
ethical issues as they play out during the course of a study. fits may improve the quality of the data and the
Data collection agreements (#2) that include active in~ conclusions. If the benefits do not materialize, data and
volvement of participants, such as journal writing. are conclusion quality may suffer.
threatened when such participation is coerced. even gently
(#3). Such agreements also tend to move the study in the Advice.
direction of shared study design and steering (#4).
Vagueness about confidentiality (#5), as when a re- 1. Be clear in your mind what you want your agreement
searcher voluntarily or involuntarily passes on a partici- with participants to be like. Commit it to paper as a vehicle
pant's comments to another, often has "drying up" or dis- for discussion with them while negotiating entry and ac-
torting effec~ on subsequent data collection; relationships cess. Once the' agreement is clear, a brochure with a sum-
may get strained, and subsequent analyses may be biased. mary of the study and its ground rules is helpful for a study
The same goes for anonymity (#6). An individual. that has multiple participants, most of whom will not have
group. or organization not assured in advance of noniden- been party to initial discussions.
tifiability in study reports may provide biased data (self- 2. Don't assume that an official agreement with a site
censored, defensive. rosy) if it is believed that an accurate. is understood by everyone you meet. Check.
identifiable account would jeopardize some interest. In any
case, anonymity of individuals is difficult or impossible to 3. Incorporate in data collection plans an explicit pro~
assure when a case study of a group or organization is read cedure for logging participants' understanding (or misun~
by its members. (An alternative agreement is to use real derstanding) of agreements. including any threats to data
names from the outset; under these circumstances. indi- or conclusion quality that you see.
viduals only provide infonnation they regard as public or
nondamaging. This, too. has its conclusion-narrowing as- Summary Comments
pects.)
A typical agreement is that researchers will produce the Added design issues that make a big difference in analy-
products of the study, (#7). This agreement rests on the sis include how qualitative data may be linked with quan-
traditional assumption that well-trained researchers will titative information from the same setting. and a series of
get good data and will draw well-founded conclusions. In nuts-and~bolts management issues. Careful decisions
the "narrative inquiry" model, however. expertise resides about which computer software to use for what purposes
in participants as much as in researchers. The collaborative need to be made. A systematic plan for data manage-
action research model implies that participant expertise is ment-storage and retrieval of everything from raw data
ri
i B. Management Issues Bearing on Analysis II 49
!

to final study rep0I:!s-is equally important. Buildinggood demOnSt.r<lles that texts with exactly the same number of specific concepts
colleague and staff relationships is essential, as is initial can easily hnve quite different meanings, once the relations among con-
cepts are taken into account. Thus a "network" analysis is required.
and recurring time planning. Finally. as with all of these
Note also the tradition of using quantitative informntion in nnthropo-
design decisions, the agreements made with study partici- logical fieldwork Helpful recent compilations of methods are by Werner
pant~ about their participation, privacy, access to study lll1d Schoepf1e (19873, 1987b) lll1d Bernard (1988).
reports, arid benefits can make a large difference in the 5, Among the best treatments of multi method studies are Fielding
quality of analysis that is possible. and Fielding (1986), Louis (1982), Firestone and Herriott (1983), and
This concludes our discussion of the focusing and Brewer lll1d Hunter (l989),
bounding ac!ivities that occur during study design. We turn 6. In this and many other mu!ticase studies, it is possible to rank
next to the analysis that takes place during the early stages cases and to benefit from the availability of nonpararnetric statistical
techniques (Gibbons, 19913, t 992b) for contrnsting cases.
of a project. 7, For additional exhibits of linking data types and rnultimethod
designs, see Bryman (1988), who provides many specific exnrnples.
Camcelli lll1d Greene (1993) have very usefully defined and illustrated
Notes strategies for analysis in multimethod designs. These include transfoon-
ing quantitative data into qualitative and vice versa, developing typolo-
I. Have a look til this ex.tended quote from Gherardi and Turner gies in one data type to apply to the other, looking at extreme cases with
(19m both types of data, and consolidation or merging of both data types into
a common data set.
The messnge ... is thatquantitiltive work is courageous, hard bit~
8, See' also Chapter I in Werner and Schoepfle (I987b) for detailed
ing, hard work, Collecting hard data means making hard decisions,
suggestions on the mechanics of qualitative data management.
taking no nonsense, hardening one's heart to weaklings. building
9, Tesch believes (1989) that diffusion of computer programs to
on a hard core of material, using hard words 10 press on to hard
researchers was slowed by negative attitudes toward computers, episte-
won results which often carry with them promises of hard cash for
future research and cnreer prospects. By contrast soft data [are] mological reservations, lack of infoonation, or insufficieJ:ltly powerful
and relevant p'rograms, She may be right; it is true that nearly half of the
weak, unstable, impressible, squashy and sensual. The softies,
weaklings or ninnys who carry it out have too much of a soft spot software users we heard from were using a particular progrnrn, The Eth-
for coumer-argument for them to be taken seriously, they reveal nograph. Butit is likely thaI nll of these forces have weakened in the years
the soft underbelly of the social science enterprise, are likely to since her report, and that use of computing in qualitative research will
continue to accelerate.
soft-soap those who listen to them, They are too soft-hearted, pity-
ing, and mnybe even foolish to be taken seriously, so that it is only 10, The reader is referred to the thoughtfully educative treatment in
right Ihnt they should be employed on soft money. (p. 5) Tesch (1990), She explains carefully what software can do for the quali-
tative researcher, describes six programs in detail, lll1d discusses the fea-
Gherardi and Turner underline the ridiculousness of such language. tures of some two dozen others, Weitzman and Miles (1994) provide
For a thoughtful treatment of the entire qualitative-quantitative topic, we close-up information on 2 programs, comparing their features lll1d sug-
recommend Bryman (1988). gesting guidelines for choice.
2, Salomon's (1991) analytic/systemic distinction is similar to 1L Many "agreements" are tadt. We don't discuss here such topics
Ragin's (1987) distinction between "variable-oriented" and "case-ori- as gaining entry, building rapport, maintaining trust, developing an equal-
ented" studies, to MaxweJllll1d Miller's (1992) definition of "paradig- status relationship, avoiding co-optation, retaining critical distance, en-
matic" and "syntagmatic" studies, lll1d to Mohr's (1982) discussion of suring information flow, and the like. For useful discussions of these
"variance" theories that focus on variables lll1d their relationships lll1d issues, see Lofllll1d and Lofllll1d (1984), Bogdan and Bllden (1992), and,
"process" theories that focus on events lll1d the processes that connect for a contrasting view, Douglas (1976),
them (see also Maxwell, 1992a), We explore this topic early in Chapter? 12. Compare these questions with the more earthy ones that typically
3, These qualitativefqUlmtitative designs are deliberately simplified. are raised by prospective participlll1ts (Bogdan & Biklen, 1992):
See Patlon (1990) for mlll1y other examples, including mixtures of ex-
perimental, content-analytic, statistical, and naturalistic components, What are you actually going to do']
4. There is, of course, a long lll1d well..<feveloped tradition of dealing Will you be disruptive?
quantitatively with qualitative data: content analysis, The issue is one of What are you going to do with your findings?
counting the frequency and sequencing of particular words. phrases, or Why us?
concepts. Foran iqcisive, thorough review, see Carley (1990). Carley also What will we get out of this?
f.:

4
Early Steps in Analysis

In this chapter we describe methods for qualitative data with one round of data collection, these early analysis
analysis that are useful during the early stages of a study. methods can be very helpful.
often while data collection is going on. They help organize In this chapter we describe eight main methods useful
data for later, deeper analyses. such as those using the dis- for early analysis, along with seven supplementary ones.
plays described in Chapters 5 through 8. Each of the main methods is presented in this fonnat:
Why is early data analysis important at all? Some quali-
tative researchers put primary energy into data collection • Name of metlwd.
for weeks, months, or even years and then retire from the
• Analysis problem. The problem, need, or difficulty faced by
field to "work over their notes," We believe this is a mis-
a qualitative data analyst, for which the method may be a
take. It rules out the possibility of collecting ·new data to useful solution.
fill in gaps, or to test new hypotheses that emerge during
analysis. It discourages the formulation of "rival ~ypothe­ a Brief description. What the method is and how it works.
ses" that question a field-warker's routine assumptions (& Illustration. In more detail, a "minicase" showing how the
and biases. And it makes analysis into a giant, sometimes method is developed and used. Usually this section h&S a
overwhelming, task that demotivates the researcher and variety of nonstandard subheadings, such as "Making the
reduces the quaiity of the work produced. form," "Assembling the data." "Drawing conclusions."
We strongly recommend early analysis. It helps the "Revising and editing." and "Using the reSUlts."
field~worker cycle back and forth between thinking about
• VariatiollS. Alternative approaches that use the same gen~
the existing data and generating strategies for collecting eral principle. Work of other researchers is cited.
new, often better, data. It can be a healthy eorrective for
built-in blind spots. It makes analysis an ongoing, lively • Advice. Summarizing comments about the use of the
enterprise that contributes to the energizing process of method, and tips for using it wen.
fieldwork. Furthermore, early analysis permits the produc~ a Time required. Estimates to guide the researcher. These will
tion of the interim reports that are required in most evalu- vary according to subject matter. the researcher's skill, the
ation and policy studies. So we advise interweaving data research questions being asked. the number of cases, and
collection and analysis from the start. And even in studies soon.
50
iJi
A. Contact Summary Sheet • 51

The suppleme'!tary methods are illustrated in boxes, Now, on to the methods. They are arranged roughly
with brief explanations. The aim is to suggest simpie meth- from earlier to later in data collection and from simple to
ods that can be used in conjunction with the main method complex. Beginning with the contact summary sheet, a
being discussed. The format varies, but usually has a brief simple way to summarize time-limited data, we proceed
statement of the sorts of problems the method can help through first-level coding, second~level or pattern codes,
with·, plus a brief exhibit or il1ustration of the method and and the process of deriving even more general themes
concluding advice. called memoing. As more and more data pile up, the case
analysis meeting and the interim case summary are crucial
Our Assumptions About "Data" for understanding. The vignette presents focused, time-
limited information on one or several episodes. The pre-
For the methods in this and following chapters, we as- structured case is an economical way of integrating case
sume that the field-worker has collected information in the data.
form of handwritten or typed field nptes,' notes dictated We conclude this chapter with a section on sequential
after field contact, or tape recordings of interviews or other analysis, illustrating how methods of this sort can follow
events in the field setting. In all cases, we are focusing on each other in a flow over time.
words as the basic form in which the data are found. 2
We further assume that the basic, raw data (the scribbled
field notes, the dictated tapes, the direct tape recordings) A. Contact Summary Sheet
must be processed before they are available for analysis.
Field notes must be converted into "write-ups," either
Analysis Problem
typed directly or transcribed from dictation. A write-up is
an intelligible product for anyone, not just for the field- After a field contact (from one to several days) and the
worker. It can be read, edited for accuracy, commented on, production ofwritewups, there is often a need to pause and
coded, and analyzed using any of the methods we are about ponder: What were the main concepts, themes, issues, and
to describe. questions that I saw during this contact? Without such re-
Raw field notes are usually fairly illegible and contain flection, it is easy to get lost in a welter of detail. And
private abbreviations. They are also sketchy. Field notes communicating important things about a contact to one's
taken,during an interview usually contain half or less of colleagues is essential for any project with more than one
the actual content. Notes made afterward are even worse. field-worker.
But a write~up usually will add back some of the missing
content because the raw field notes, when reviewed, stimu~
late the field-worker to remember things said at that time Brief Description
that are not in the notes.3 Such additions should, of course,
A contact summary is a single sheet with some focusing
be marked to guard against bias. Transcribed dictation is
or summarizing questions about a particular field contact.
subject to the same sort of processing.
The field~worker reviews the written~up field notes and
Direct tape recordings of field events also must be pro-
answers each question briefly to develop an overall sum-
cessed in some way. For example, the field-worker listens
mary of the main points in the contact.
to or watches the tape, makes notes, selects excerpts, and
makes judgments or ratings. More typically, the tape is
transcribed into text. This process, however, is fraught llJustration
with slippage; it is dependent on the knowledgeability and
skill of the transcribing person. Note, too, that transcripts Deciding on the questions. The main thing here is being
can be done at different levels of detaIl. from the "uhs," clear about what you (or your colleagues) need to know
"ers," pauses, word emphases, mispronunciations, and in- now ~bout a particular field contact, with a write-up that
complete sentences of an apparently incoherent speaker may run to dozens of pages. Which questions wi1I go to the
(whose facial expressions, explanatory gestures, and tone essence of the data set? Here are some possible questions:
of voice cannot be typed up), to a smooth, apparently
straightforward summary of the main ideas presented by • What people, events, or situations were involved?
the speaker.4
• What '}fere the main themes or issues in the contact?
So we are focusing on words as the basic medium, and
are assuming that the words involved have been refined • Which research questions and which variables' in the initial
from raw notes or tape recordings into a text that is clear framework did the contact bear on most centrally?
to the reader or analyst. Note, however, that this te'xt may • What new hypotheses, specUlations, or hunches about the
be reduced and simplified considerably from the raw events. field situations were suggested by the contact?

ODTU KUTUPHANESi
~.ETU LIBRARY
52 • EARLY STEPS IN ANALYSIS

• Where should the field-worker place most energy during rizes. If you're working alone, it is very useful to share
the next contact, and what kinds of information should be copies of the filled-out fonn with your critical friend and
sought? to build a case file including all contact summary forms
for that case. Here, too, a computeri~~;d approach makes
Making the form. The questions should be arranged on a life easier.
single sheet of paper (using more than both sides of one
sheet defeats the purpose), with space for the field- Variations
worker's answers. Identifying infonnation on the case, the
particular contact, the field-worker, and the date should be Contact summary sheets, as just noted, can be used in a
indicated as well. more systematic way by applying codes to them. An ex-
cerpted illustration appears in Figure 4.2. Here the analyst
Entering the data. Acontact summary sheet is usually best had a list of codes (called "themes" or "aspects") that were
filled out as soon as written-up field notes have been re- applied to the "salient points" selected from the write--up.
~iewed and corrected. At that point you have a perspective New codes were also generated.
that combines immediacy with a reflective overview of We have experimented with doing a "first impressions"
what went on in the contact. You can include your own contact sumrnaiy immediately after the contact and before
reflective remarks (see Box 4.2), as well as questions to be the write-up, but we do not recommend it. There are risks
answered during the next contact. of (a) being overimpressed with vivid incidents and (b)
Waiting until a contact has been coded thoroughly and putting off the write-up, with the consequence of distortion
fully is probably too late. In addition, the process of coding of memory. Like Lofland and Lofland (1984), we encour-
usually adds so many subsequent thoughts about the con- age doing write~ups no later than the day after a field con~
tact that summarizing what was originally in the notes may tact. It's a good rule, which we aren't always able to re~
get buried or distorted. speet.
The data on a contact summary sheet are essentially
phrases or sentences that the field-worker considers to be Advice
an answer to the form' s questions after the complete write-
l!P of the contact has been reviewed. It is helpful to take The contact summary form looks rather simpleminded.
notes while the write-up is being reviewed. That is because it is. It's a rapid, practical way to do first-
Figure 4.1 shows excerpts from an example. Note that run data reduction without losing any of the basic informa-
the second and fourth quest.ions of this form indicate that tion (the write~up) to which it refers. It captures thoughtful
the field-worker started with a focused set of "target ques- impressions and reflections. It pulls together the data in the
tions." Those are useful when your time is limited. Infor- "soft computer"-the field-worker's mind-and makes
mation on each question is summarized, and new target them available for further reflection and analysis not only
questions are posed for the next visit. Some of these ques- by the field~worker but also by others. .
tions come from the background research questions ("How Keep contact summary forms simple. Focus on the pri-
do users really perceive the innovation?"), and some are mary concepts, questions, and issues. You need an instru-
provoked by data collected during the visit (e.g., English ment that makes it easy to do a rapid retrieval and synthesis
teacher Reilly's "fall from the chairmanship"). of what the contact was all about.
During the first uses of the form, it's a good idea to have
Using the results. The fined-out sheet can be used in sev- someone else read the basic write~up and independently
eral ways: (a) to guide planning for the next co~tact. (b) to fill out a summary form. In that way you can surface bias
suggest new or revised codes (see sections B. C. and D, or selectivity. You need to be able to rely on summaries, to
following), (c) to help with coordination when more than be reasonably sure they are a good capsule of the write--up.
one field-worker is involved in' the study, (d) to reorient
yourself to the contact when returning to the write~up, and Time Required
(e) to help with furthe'r data analysis (the summary sheets
for a number of contacts can themselves be coded and Filling out a good contact summary involves reading
analyzed). All of these uses are easier if the forms have and reviewing the write-up (typically, 3 or4 minutes per
been entered into a computer database. single-spaced page), plus less than an hour to fill in the
It is helpful to attach a copy of the summary form to the form. If more time is needed, the form is probably too
top page of the write-up, so it's close to the data it summa..: complex or demanding.

1
A. Contact Summary Sheet • 53

Figure 4.1
Contact Summary Form:
Illustration (excetpts)

Contact typc: Sitc: Tindalc


Visit "X_ _ _ __ Contact datc: 11128~29179
Phone Today's date: 12/2.8179
(with whom) Written by: BLT

1. What were the majn jss!les or themes that struck you in this contact?
Interplay between highly prescriptive, "teacber·proof" curriculum that is top-down imposed and tbe
actual writing of the curriculum by the teachers themselves.
Split between the "watchdogs" (administrators) and the "bouse masters" (dept. chairs & teachers)
vis a vis job foci.
District currie. coord'r as decision maker re school's acceptance of research relationship.
2. Summarize the jnfonD8tioD you got (or failed.to get) on each of the target questions
you had for this contact. .

Question Information
History of dev. of innov'n Conceptualized by Curric. Coord'r, English Chairman & Assoc. Chairman;
written by teachers in summer; revised by teachers following summer with
field testing data
School's org'} structure Principal & admin'rs responsible for discipline; dept chairs are educ'lleaders
Demographics Racial conflicts in late 60's; 60% black stud. pop.; heavy empbasis on
discipline & on keeping out non-district students slipping in from Chicago
Teacher response to innov'n Rigid, structured, e~c. at [lIst; now, they say they like itINEEDS
EXPLORATION
Research access Very good; only restriction: teachers not required to cooperate
3. Anything else that struck YOn as salient interesting illuminating or important jn this contact?
Thoroughness of the innov'n's development and training.
Its embeddedness in the district's curriculum, as planned and e;{ecuted by the district curriculum coordinator.
The initial resistance to its high prescriptiveness (as reported by users) as contrasted with their current
acceptance and approval of it (again, as reported by users).
4. What new (or remaining) target qnestions do you have in considering the next contact with this fiite?
How do users really perceive the innov'n? If they do indeed embrace it, what accounts for the change
from early resistance?
Nature and amount of networking among users of jnnov'n.
Information on "stubborn" math teachers whose ideas weren't heard initially -- who are they?
Situation particulars? Resolution?
FoUow.up on English teacher Reilly's "fall from the chairmanship."
Follow a team through a day of rotation. planning, etc.

CONCERN: The consequences of eating school cafeteria food two days per week for the next four or
five months... ,~
.'

54 • EARLY STEPS IN ANALYSIS

.~ Figure 4.2
Contact Suinmary Form:
Illustration With Coded Themes (excerpt)

CONTACT SUMMARY
SITE Westgate
Type of ~ontnct: Mtg. Princi}2als Ken's office 4/2/76
Who, what croup dale Coder MM

Phone
"" Date coded 4/18/76
With whom, by whom place dote

Inf.lnt
With whom, by whom place date

1. Pick Out the most salient points in the contact. Number in order on this sheet and note page number on which point
appears. Number point in text of write-up. Attach theme Of aspect to each point in CAPITALS. Invent themes where no
existing ones apply and asterisk Ihose. Comment may also be included in double parentheses.

PAGE SALIENT POINTS THEMES/ASPECTS

1. Staff decisions have to be made by April 30. STAFF


2. Teachers will have to go OUt of their present grade-level STAFF/RESOURCE
assignment when they transfer. MGMT.
2 3. Teachers vary in their Willingness to integrate special ed kids *RESISTANCE
into their classrooms-some teachers are "a pain in the elbow."

2 4. Ken points out that tentative teacher assignment lists got leaked INTERNAL
from the previous meeting (implicitly COMMUNIC.
deplores this).

2 5. Ken says, "Teachers act as if they had the right to decide who POWER
should be transferred." (would make outcry) DISTRIB.
2 6. Tacit/explicit decision: "It's our decision to make," (voiced by POWER DISTRIB/
Ken, agreed by Ed) CONFLICT MGMT.
2 7. Principals and Ken, John, and Walter agree that Ms. Epstein is a *STEREOTYPING
"bitch."

2 8. Ken decides not to teU teachers ahead of time (now) about PLAN FOR PLANNING/
transfers ("b~cause then we'd have a fait accompli"). TIME MGMT.

Document Summary Form It helps to create and fill out a document summary fonn,
which can be attached to the document it refers to. Box 4.1
Field-workers often pick up a wide range of documents is an illustration. This form puts the document in context.
from their sites: meeting agendas. evaluation reports, explains its significance. and gives a brief summary. Note
newspaper articles, budgets. brochures, lunch menus, min~ the field-worker' s reflective commentary. set offin double
utes of meetings, rosters. The li.st is not endless, but very parentheses.
large. Documents are often lengthy and typically need Document summary forms also can be coded, not only
clarifying and summarizing. You need to know the docu~ for later analysis but also to permit rapid retrieval when
ment's significance: what it tells you and others about the needed. A number of computer programs permit "off-line"
site that is important. indexing, so you can ask for certain codes and be directed
B, Codes and Coding _ 55

Box 4.1
Document Summary Form: Dlustration

DOCUMENT FORM Site: Camon


Document: 2
Date received or picked up: Feb. 13
Name or description of document:'
The Buffalo (weekly sheet)
Event or contact, if any, with which document is associated:
Paul's explanation of the admin. Date: Feb,13
team's functioning
Significance or importance of document:
Gives schedule for all events in the district for the week.
Enables coordination, knits two schools together.
Brief summary of contents:
Schedule of everything from freshman girls' basketball to "Secret Pals
Week" in the elementary school.
Also includes "Did you know" items on the IPA program
(apparently integrating the JPA News).
And a description of how admin. terun works (who is on team, what regular
meetings deal with, gives working philosophy (e.g" "we establish personal
goals and monitor progress" ... "We coordinate effort. K.12, and al! programs" .
"We agree on staff selection"). Concluding comment: "It is our
system of personnel management."
Also alludes to the 26 OPERATIONAL GUIDELINES (Document 16)
«(I'U guess that the admin. explanation does not appear every week-need
to check this.»
IF DOCUMENT IS CENTRAL OR CRUCIAL TO A PARTICULAR CONTACT
. (e.g., a meeting agenda, newspaper clipping discussed in an interview),
make a copy and include with write-up. Otherwise, put in document file.

to the file drawer or folder where the original document ethnographic (Spradley, 1979) or "elite" (Marshall &
exists. Rossman, 1989).5 There are also less obtrusive measures
For good reviews of methods of document analysis (inM (Webb, Campbell, Schwartz. & Sechres~ 1965): everyday
eluding content analysis), see Carley (1990), Weber or special documents, archival records, diaries, and physi-
(1990), Bailey (1982), and Krippendorff (1980b). cal artifacts. In some studies there can be information from
questionnaires and surveys, films and video, or test data.
Al! of this information piles up geometrically. Worse
B. Codes and Coding stiU. in the early stages of a study, most of it looks prom M
ising. If you don't know what matters more, everything
Analysis Problem matters. You may never have the time to condense and
order, much less to analyze and write up, all of this mateM
As soon as the field researcher begins to compile inforM rial-unJesJ you have a few years ahead of you.
mation, challenges appear. A big one comes from the mul- That's why we think conceptual frameworks and re-
tiplicity of data sources and fonns. Some information search questions are the best defense against overload.
comes from structured or casual observations. More. prob w They also reflect a point we made earlier: that data collec
v

ably, comes from interviewing--openMended, structured. tion is inescapably a selective process, that you cannot and
56 • EARLY STEPS IN ANALYSIS

do not "get it all" even though you might think you can more-intelligible with more numbers. A solution to this prob--
and are. tern, as we will see in later sections, is to keep words and
Some transcripts can be "thick," but many can, and any associated numbers together throughout the analysis.
probably must, be "thin.·' And transcriptions often erase A week at a field site often can resul,!.in something like
the context along with some crucial nonverbal data.6 What 200-300 pages of typed-up field notes aiid ancillary mate-
you "see" in a transcription is inescapably selective. A rials. Everything looks important, especially at the outset.
critical theorist sees different things than adeconstructivist What at first seemed simple gets rapidly more complex and
or a symbolic interactionist does. The instrumentation, too, has to be fleshed out. New leads surface and need checking
will selectively determine much of the data collected. In- out. All of these tasks add bulk; the danger is getting over-
formants themselves are selective, too, sometimes deliber- loaded with more data than can be processed. Furthermore,
ately. sometimes unwittingly. They may gloss over impor- the extended narrative nature of fieJd notes makes them
tant parts of their behaviors and perceptions, and the difficult to use during analysis. It is difficult to retrieve the
researcher may not be aware of this. most meaningful material. to assemble chunks of words
~Observation is also selective: The researcher is con- that go together, and to condense the bulk into readily ana-
stantly making choices about what to register and what to lyzable units,
leave out, without necessarily realizing that-or why-
one exchange or incident is being noted but another is not. Data retrieval. The second dilemma is embedded in the
So selectivity is endemic to data collection and does first; within that mass of data, you may not know-or may
not, in itself, resolve the problem of overload. In fact, if not have tagged-the pieces that matter the most for the
you calculate, as we (Chapter 3) and others (Lofland & purposes of your study.
Lofland, 1984) have, that you need roughly two to five The challenge is to be explicitly mindful of the purposes
times as much time for processing and ordering the data as of your study and of the conceptual lenses you are training
the time you needed to collect it, there are two more dilem M on it-while allowing yourself to be open to and reeduM
mas: data overload and data retrieval. cated by things you didn't know about or expect to find.
At the same time. in collecting the data, you will have to
Data overload. You might well find yourself, 6 months resist overload-but not at the price of sketchiness. This is
before the end of your study, with an alpine collection of easier said than done.
information that might require a week just to read over To do it. you will need a variety of safeguards against
carefully. A chronic problem of qualitative research is that tunnel vision, bias. and self-delusion (see Chapter 10, sec~
it is done chiefly with words, not with numbers. Words are tion B). Just as important, you will have to accompany each
fatter than numbers and usually have mUltiple meanings. wave of data collection with a corresponding exercise in
This makes them harder to move around and work with. condensation and analysis. This step is where coding and
Worse still, most words are meaningless unless you look other forms of ongoing, iterative reflection come in.
backward or forward to other words; take, for example, the
pronouns this and them in the preceding sentence. Or take the Brief Description
noun board in the phrase "lbe board is on the fence." Are we
talking about a piece of wood or a decisionMmaking body? Coding is analysis. To review a set of field notes, tran~
Numbers are usually less ambiguous and can be pro- scribed or synthesized, and to dissect them meaningfully,
cessed more economicaIIy. Small wonder. then, that many while keeping the relations between the parts intact, is the
researchers prefer working with numbers alone or getting stuff of analysis. This part of analysis involves how you
the words they collect translated into numbers as quickly differentiate and combine the data you have retrieved and
as possible. the reflections you make about this information.
We argue that although words may be more unwieldy Codes are tags or labels for assigning units of meaning
than numbers, they render more meaning than numbers to the descriptive or inferential information compiled dur-
alone and should be hung on to throughout data analysis. ing a study. Codes usually are attached to "chunks" of
Converting words into numbers and then tossing away the varying size-words, phrases. sentences, or whole paraM
words gets a researcher into aU kinds of mischief. You thus graphs, connected Of unconnected to a specific setting.
are assuming that the chief property of the words is that They can take the form of a straightforward category label
there are more of some than of others. Focusing solely on or a more complex one (e.g., a metaphor).
numbers shifts attention from substance to arithmetic. For our purposes it is not the words themselves but their
throwing out the whole notion ~f Uqualities" or "essential meaning that matters.' Bliss. Monk, and Ogborn (1983)
characteristics." tell us that Ii wordor apJirase does nofl<contain" its mean-
Also. when word-derived numbers do not make sense, ing as a bucket "contains" water. but has the meaning it
there is usually no very satisfactory way of making them does by being a choice made about its significance in a
B. Codes and Coding _ 57

given context. T~at choice eXcludes other choices that the time period or phase in which that motivation appeared
could have been made to "stand for" that word or 'phrase, (e.g.• the "adoption" phase, by lengthening the code to read
and that choice is embedded in a particular logic or a con~ "ADIMOY·). Or to include all of these things, "AD!ADM-
ceptual lens, whether the researcher is aware of it or not. It MOT."
is better, we think, to be aware. These are descriptive codes; they entail little interpreta~
Codes are used to retrieve and organize the chunks men~ tion. Rather. you are attributing a class of phenomena to a
tioned earlier. The organizing part will entail some system segment of text. The same segment could, of course, be
for categorizirig the various chunks, so the researcher cim handled more interpretively. Let's assume that, as you be-
quickly find, pull out, and cluster the segments relating to come more knowledgeable about local dynamics, a more
a particular research question, hypothesis, construct, or complex, more "backstage" web of motives turns up. Some
theme. Clustering, and, as we will see, display of con~ people may have adopted the new practice chiefly to attract
densed chunks, then sets the stage for drawing conclusions. attention to themselves and to set up a desirable promotion.
Until recently, qualitative researchers outside oflinguisw We then have the public, official motive, such as the one
tics and its subfields (e.g., discourse analysis) were not in the segment shown above, and the more private or back~
very explicit about how they went about assigning units of stage motive. The segment we just saw could then be coded
meaning to pieces of data. The conventional advice was to "PUB-MOT' (for public motivation) and the other seg-
go through transcripts or field notes with a pencil, marking ments "PRIV-MOT."
off units that cohered because they dealt with the same A third class of codes, pattern codes, is even more inw
topiC and then dividing them into topics and SUbtopics at ferential and explanatory. A coded segment of field noteS
different levels of analysis (cf. Agar, 1980, p. l04ff.). illustrates an emergent leitmotiv or pattern that you have
These identifiable topics (or themes or gestalts) presum~ discerned in local events and relationships. These codes
ably would recur with some regularity. They would be can be called, for example, LM (leitmotiv), PAIT (pat-
given a "name," and instances of them would be marked tern), TH (theme), CL (causallink)-and should include a
with a shorthand label (a code). With scissors, file cards, word indicating the inferred theme or pattern. They typi~
or computers, the topics could be more finely differenti~ cally are used later in the course of data collection, as the
ated, clustered, and even relabeled. patterns come clearer.
The process can be that straightforward. Let's take a Here is an example. In the innovation field study, this
look. segment appeared:

But he (Mr. Walt) says that he does not know that much about
Dlustration what is exactly involved iii the SCORE·ON program. He
thinks that "it is a combination of a Jot ofthings."The resource
Types of codes. Let's assume you were interested, as we lab appears to be used in the morning for the FACILE prow
were in our school improvement study. in the reasons why gram, which Mr. Walt knows a great deal more about. ... In
a new educational practice is adopted. You might begin by the afternoon, Mrs. Hampshire uses the lab for SCORE-ON
asking informants why they or others decided to try the purposes. Mr. Walt says that this is a different program, and
practice. A piece of the field notes might look like this: therefore it is a different use.

I asked him what the need for the new program was, and he That chunk looks innocent enough to be taken descrip-
responded that the students coming into the 9th grade were tively, which is the way the field researcher saw it at first.
two years below grade level and that the old curriculum was The segment was coded lP-SALlENCE (how salient the
ineffective. Through testing (the Nelson Reading Test) it was innovation was for users). Several interviews and some
determined that students were growing academically only 5 casual observations later, however, it looked different.
or 6 months during the IO-month school year. There was apparently an intense power struggle between
different factions or «teams" in the district central office-
Assuming that you found it possible to apply a single which the researcher later likened to a "lot of rattle-
summarizing notation to this chunk, it might be "MOT' to snakes in ajug"-and people were lining up in one or the
indicate "motivation" (other codes could be applicable). other camp. Mr. Walt was in the FACILE camp, not in the
That code would appear in the left-hand margin beside the SCORE-Otj camp; both projects were competing for
segment (the right-hand margin might be used for a com- funds and supervisory posts. So the segment got an added
ment (see Boxes 4.2 and 4.3). code: PAIT-1EAMS.
If you wanted more differentiation, the code might sepa- Note that the inferential code is applied here to a seg-
rate teachers' motivations from administrators'; we then ment collected and coded earlier in the analytic cycle. This
get "ADM·MOT." Or perhaps you might want to specify means periodic rereading of some coded field notes when
58 • EARLY STEPS IN ANALYSIS

that code becomes salient With computer retrieval (see third· keys the code to the research question or subquestion
Appendix), this is easy to do. from which it derives. You also need a list of code defini-
These illustrations teU us three important things about tions (see Figure 4.5) that will be clarified further as the
codes. First, codes can be at different levels of analysis, study proceeds. ..
ranging from the descriptive to the inferential. Second, In this study, we were coding "by hand"-thus the need
they can happen at different times during analysis; some for short labels. Many computer programs let you assign
get created and used at the start, and others follow-typi~ meaningful phrases as codes, such as "welcomed outside
cally the descriptive ones first and the inferential ones later. ideas" instead of a more cryptic "AP~IN/OUT,"
Third and most important. codes are astringent-they We know of at least two other useful methods of build~
pull together a lot of material, thus permitting analysis. The ing codes. First, a more inductive researcher may not want
PA1T-TEAMS code, for example, signals a theme that to precode any datum until he or she has collected it, seen
accounts for a lot of other data-makes them intelligible, how it functions or nests in its context, and determined how
suggests thematic links. and functions like a statistical many varieties of it there are. This is essentially the
"factor," grouping disparate pieces into a more inclusive "grounded" approach originally advocated by Glaser and
and meaningful whole. Strauss (1967), and it has a lot going for it. Data get wen
We have gone rather quickly through these coding iIlus~ molded to the codes that represent them, and we get more
trations, working with fairly "molar" codes. Before mov~ of a code-in-use flavor than the generic-code-for-many-
iog on, we should point out that far more molecuiarcoding uses generated by aprefabricated start list 8 The analyst is
schemes are possible and that they open useful analytic more open-minded and more context-sensitive, although,
avenues. A good exemplar is work on the analysis of con~ here, too, the ultimate objective is to match the observa-
versations (e.g., recursive frame analysis, as used by tions to a theory or set of constructs. It is not at all the
Chenail, 1991).. "completely unstructured" process that is so daunting to
new researchers.
Creating codes. One method of creating codes-the one Of these inductive coding techniques, one of the most
we prefer-is that of creating a proVisional "start list" of helpful is that of Strauss (1987), described best in Strauss
codes prior to fieldwork. That list comes from the concep~ and Corbin (1990). Initial data are collected, written up,
tual framework, list of research questions, hypotheses, and reviewed line by line, typically within a paragraph.
problem areas, and/or key variables that the researcher Beside or below the paragraph, categories or labels are
brings to the study. In our school improvement study, for generated, and a list of them grows. The labels are re-
example, we conceptualized the innovation process, in viewed and, typically, a slightly more abstract category is
part, as one of "reciprocal transformations." Teachers attributed to several incidents or observations, The inci-
change the characteristics of new practices. Those prac- dents then can be put onto a qualitative data category card.
tices, in turn, change the teachers and modify working ar~ Figure 4.3 is an illustration from Turner (1981) about a
rangements in the classroom, which, in turn, influence how transport agent (porcelli) attempting to have his lorries
much of the hmovation can be used, and so on, loaded first.
We began, then, with a master code-TR-to indicate Data retrieval software lets us create such a card, along
the transformational process we had hypothesized and with the links, very quickly (hypertext programs do this
some subcodes-TR-USER, TR~CLASS (classroom best-see Appendix)-if we have the right key words for
changes), TR-ORG (organizational changes), TR-lNN moving down from the inferential code (role/status) to
(changes in the innovation)-to mark off segments of data gather in the more descriptive incidents.
in each class of variables. The list was held lightly, applied To pick out provisional codes. Strauss (1987) suggests
to the first sets of field notes, and then examined closely rereading field notes of contrasting groups, so you're sen~
for fit and power. Quite a few codes were revised, but the sitized to what is different about them. He also proposes
conceptual orientation seemed to· bear real fruit-to fit and cutting up a copy of field notes into segments, each con-
account well for what we saw and heard. taining a potentially important aspect. Having to sort the
A start list can have from a dozen or so up to 50~60 material into piles creates both categories and differentil!~
codes; that number can be kept surprisingly well in the tions, and gives an idea of the frequencies of each category.
analyst's short-term memory without constant reference to Another idea: Read field notes for regularly occurring
the full list-if the list has a clear structure and rationale. phrases, and with an eye to surprising or counterintuitive
It is a good idea to get that list pn a single sheet for easy material that needs to be clarified elsewhere in the notes or
reference. in the field.
Table 4.1 is an example, The first column has a short As a way ·1)f getting started, Strauss suggests coding for
descriptive label for the general categories and the individ~ "conditions," "interactions among actors," "strategies and
ual codes. The second column shows the codes, and the tactics," and "consequences." To find the conditions, for

i
I
I.
B. Codes and Coding • 59

TabIe4.!
Illustration of a Start List of Codes

INNOVATION PROPERTIES IP"()BJ 3.1


IP: OBJECTIVES IP"()C 3.1.1
IP: ORGANIZATION IP·ORG/DD, LS 3.1.1
IP: IMPLlE:D CHANGES-CLASSROOM Ip·CHjCL 3.1.4
If: IMPLIED CHANGES-ORGANIZATION Ip·CH/ORG 3.1.S
If: USER SALIENCE If·SALIENCE 3.1.2
IP: (INITIAL) USER ASSESSMENT Ip·SIZUPfPRE, OUR 3.1.3,3.4,3,,5
IP: PROGRAM DEVELOPMENT (IV-C) Ip·DEV 3.1,1.3.3.3.3.3.4

EXTERNAL CONTEXT EC (PRE) (OUR) 3.2. 3.3, 3.4


EC: DEMOGRAPHICS EC·DEM
In county. school personnel ECCO·DEM 3.2.3, 3.3, 3.'1
Out county. nonschooJ personnel ECEXT·DEM 3.2.3,3.3.3.4
EC: ENDORSEMENT EC·END 3.2.3,3.3.3A
In county. school pcrsonnel ECCo-END 3.2.3, 3.3, 3.4
Out counly, nonschool personncl ECEXT-END 3.2.3, 3.3,3.4
EC: CLIMATE EC-CUM 3.2.3, 3.3.3.4
In county. school personnel ECCQ.CLIM 3.2.3,3.3,3.4
Out county, nonsehool personnel ECEXT.cUM 3.2.3, 3.3, 3.4

INTERNAL CONTEXT IC (PRE).(DUR) 3.2. 3.3, 3.4


IC: CHARACTERISTICS IC-CHAR 3.2.2, 3.4, 3.5
Ie: NORMS AND AUTHORITY IC-NORM 3.2.2. 3.4.3, 3.5
IC: INNOVATION HISTORY IC-HIST 3.2.1
Ie: ORGANIZATION PROCEDURES IC,PROC 3.1.1.3.24,3.3,3.4
Ie: INNOVATION·ORGANIZATION CONGRUliNCE IC-FlT 3.2.2

ADOPTION PROCESS AP 3.2,3.3


AP: EVENT CHRONOLOGY -OFFIC'IAL VeRSION AP·CHRON/PUB 3.2.4,3.3.1
AP: EVENT CHRONOLOGY-SUBTERRANEAN AP'CHRON/PRIV 3.2.4,3.3.1
AP: INSIDE/OUTSIDE ANN/OUT 3.2.5
AP: CENTRALITY AP·CENT 3.2.2
AP: MOTIVES AP·MOT 3.2.6
AP: USER FIT AP·FIT 3.2.7
AP: PLAN AP'PLAN 3.3.3
AP: READINESS AP·REDI 3.3.4.3.2.1
AP: CRITICAL EVENTS AP-CRIT 3.3.1

SITE DYNAMICS AND TRANSFORMATIONS T' 3.'


TR: EVENTCHRONOLQGY-Or-flICIAI. VERSION TR-CHRON/PUB 3.4.1.3.4.2.3.4.3
TR: EVENT CHRONOLOGY-SUBTER~ANEAN TR-CHRON/PRIV 3.4.1.3.4.2.3.4.3
TR: INITIAL USER EXPERIENCE Ta·START 3.4.1.3.4.2,3.4.3
TR: CHANGES IN INNOVATION TR-INMOD 3.4.1
TR: EFflECTS ON ORGANIZATIONAL PRACfICES TR·ORG/pRAC 3.'1,3
TR: Eflr-ECTS ON ORGANIZATIONAL CLIMATE TR"()RGjCLlM 3.4.3
TR: EFFECTS ON CLASSROOM PRACTICE TR-CLASS 3.4.2
TR: EFFECTS ON USER CONSTRUCTS TR·HEAD 3.4.2. 3.4.3
TR; IMPLEMENTATION PROBLEMS TR·PROBS 3.4.1
TR: CRITICAL EVENTS TR.-CRIT 3.4.1,3.4.2.3.'1.3
TR: EXTERNAL INTERVENTIONS TR·EXT ~ 3.4.3
TR: EXPLANATIONS FOR TRANSFORMATIONS TR-SlZUP 3.4.1,3.4.2.3.4.3
TR: PROGRAM PROBLEM SOLVING TR.,PLAN 3.4.1. 4.4.2. lA.3

(continued)
60 • EARLY STEPS IN ANALYSIS

Table 4.1 (Continued)

NEW CONFIGURATION AND ULTIMATE OUTCOMES NCO 3.5


NCO; STABII,;lZATJON or INNOVATION-CLASSROOM NCo-lNNOST All/CLASS 3.5.1
NCO: STABILIZATION or USER BEHAVIOR NCO·STAB/USER 3.5.2
NCO:.VSER FlRST·LEVEL OUTCOMES NCO·USER [OC 3.5.4
Positive and ne~ativc NCO-USER 10C/+,-
Anticipated and unanticipated NCO-USER IOC/A, U
Combinations (when appropriate) NCO-USER IOCIM, A-
U+,U-
NCO: USER META OUTCOMES NCO-USER META
Positivo and negatIve NCO-USER META OC/+,-
Anticipated and unnnticipatcd NCO-USER METAOC/A, U
Combinations (when apptopriate) NCO-USER META OC/M, A-
U+,U-
NCO: USER SPINOFFS AND SIDE EFFECTS NCO-USER SIDE 3.5.5 (3.5.2)
Positive and nCj\3livc NCO-USER SIDE OC/+,-
Anticipated ~nd unanticipated NCO·USER SIDE OC/A, U
Combinations (when appropriate) NCO.USER SIDE OC/M, A-
U+,U-
NCO: CLASSROOM INSTITUTIONALIZATION NCo-lNST/CLASS 3.5.5
NCO: STABILIZATION OF INNOVATION-ORGANIZATION NCo-lNNOST AB/ORG 3.-5.6
NCO: STABILIZATION OF ORGANIZATIONAL BEHAVIOR NCO-STAB/ORG 3.S.7
NCO: ORGANIZATIONAL INSTiTUTIONALlZATION NCo-INST/ORG 3.5.8
NCO: ORGANIZATIONAL FIRST·LEVEL OUTCOMES NCO-ORG JOC 3.5.9
Positive ~{ld negative NCO-ORG 10C/+,-
Anticipated lind unnntidpated NCO-ORG 10C/A, U
CombinoHons (when appropriate) NCO-ORG [OC/M A-
U+,U-
NCO; ORGANIZATIONAL META OUTCOMES NCO-ORG META 3.5.9
Posilive and neg~tive NCO-ORG META OC/+,-
Anticipated and unantieip~ted NCO.QRG META aCtA, U
Combirlations (when appropriate) NCo-ORG META OC/M, A-
U+,U-
NCO: ORGANIZATIONAL SPINOFrS AND SIDE EFFECTS NCO-ORG SIDE 3.5.9 (3.5.7)
Positive and negative NCO-ORG SIDE OC/+,-
Antieipated lind unanticipated NCO..()RG SIDE OC/A, U
Combinations (when IIppropriate) NCQ-ORG SIDE OC/A+, A-
U+,U-
NCO: INSTITUTIONAL EXPANSION NCo-[NNOGROfORG 3.5.8
NCO: ORGANIZATIONAL REDUCTION NCO-INNODWIN/ORG 3.5.8

EXTERNAL AND INTERNAL ASSISTANCE (SEPARATE CODES FOR EXTERNAL, PEER, ADMINISTRATIVE)
ASS: LOCATION ASS-LOC 3.6.[
ASS: RULES, NORMS ASS·RULE 3.6.1
ASS: ORIENTATION ASS-ORI 3.6.2
ASS: TYPE ASS-TYPE 3.6.3
ASS: EFFECTS ASS·Err 3.6.4
ASS: ASSESSMENT BY RECIPIENTS' ASS-ASS 3.6.5
ASS: LINKAGE ASS-UNK 3.6.6

EMF.RGING CAUSAL LINKS CL


CL: NETWORKS CL·NET N.A.
CL: RULES CL-RULE N.A.
CL: RECURRENT PATTERNS CL·PAIT N.A.
Within site CL·PATI/LS M.A.
Intersite CL,PATI/OS N.A.
CL: EXPLANATO.RY CLUSTER (researcher) CL-EXPL N.A.
(respondent) S!TECL·EXPL N.A.
QUERIES QU
QU: SURPRISES QU-! N.A.
QU: PUZZLES QU" N.A.
r
!
Figure 4.3
S, Codes and Coding

I, Setting/Context: general 'information on surroundings


that allows you to pul the study in a larger context
II 61

Example of Category Card (Turner, 1981)


2, Definition oj the situation: how people understand, de-
fine, or percejve the setting: orthe topics on which the study
C"d TItle Brief reminder bears
incident/evidence 3. Perspectives: ways of thinking about their setting shared
by informants ("how things are done here")
Cru'd 10 PORCELLI'S ROLFJSTATIJS 4, Ways of thinking about people and objects: under~
standings of each other, of outsiders, of objects in their
Locnrion in P"". local transport agent
Porn. 4 engaged in reciprocal political wor1d (more detailed than above)
field notes
relationships 5. Process: sequence of events, flow, transitions, and turning
P"". 8 intimjdates some locals; e.g., lorry drivers points, changes over time
Para. I! reciprocal economic enterprises 6, Activities: regularly occurring kinds of behavior
P"". 18 excessive influence with police; e.g., incident
of police inspector 7. Events: specific activities, especially ones occurring in~
Para. 27. makes counler-announcements to the factory frequently
announcements 8, Strategies: ways of accomplishing things; people's tac~
tic~, methods, techniques for meeting their needs
Cross- Links with: Card 14, Card 36 See also Card 44?
references L _ _ _ _ _ _ _ _ _ _ _ _ _ _ _---' 9, Relationships and social structure: unofficially defined
patterns such as cliques, coalitions, romances, friendships,
enemies
10, Methods: problems, joys, dilemmas of the research pro~
cess....:...often in relation to comments by observers
example, the analyst looks for such words as because or
since. To find the consequences, you follow up on such Such schemes help the researcher think about categ?ries
terms as as a result ofand because oj. Phrases that are used in which codes will have to be developed, Any particular
repeatedly by informants ("in vivo" codes) are also good study, of course, may focus on only a few of the categories.
leads; they often point to regularities in the setting. And there is a slight danger in distributing coded segments
A second main coding alternative. partway between the within a nominal frame that is little more than a cata~
a priori and inductive approaches, is that of creating a gen M logue-unless the categories are meaningfully interrelated
eral accounting scheme for codes that is not content spe- at some point.
cific, but points to the general domains in which codes can Many researchers use a simple twoMlevel scheme: a
be developed inductively. Lofland's (1971) scheme sug- more general «etic" Jevel, like those suggested above; and
gests that codes in any study can deal with the following a more specific "ernic" level, close to participants' catego~
sorts of phenomena, graduated from micro to macro levels: ries but nested in the etic codes.

1. Acts: action in a situation that is temporally brief, consum- Revising codes, For all approaches to coding-prede-
ing only a few seconds, minutes, or hours fined, accounting-scheme guided. or postdefined-codes
2, Activities: actions in a setting of more major duration- wiII change and develop as field experience continues, Re-
days, weeks, months--constituting significant elements of searchers with start lists know that codes will change; there
people's involvements is more going on out there than our initial frames have
3, Meanings: the verbal productions of participants that de M
dreamed of, and few field researchers are foolish enough
fine and direct action to avoid looking for these things.
Furthermore, some codes do not work; others decay, No
4, Participation: people's holistic involvement in or adapta-
field material fits them, or the way they slice up the phe-
tion to a situation or setting under study
nomenon is not the way the phenomenon appears empiri-
5, Relationships: interrelationships among several persons cally, This issue calls for doing away with the code or
considered simultaneously changing its level.
6. Settings: the entire setting understudy conceived as the unit Other codes flourish, sometimes too much so. Too many
of analysis segments g~t the same code, thus creating the familiar
problem of bulk. This problem calls for breaking down
Another mid-range accounting scheme comes from codes into subcodes,
Bogdan and Biklen (1992), who divide codes in the folM With manual coding, revision is tedious: Every chunk
lowing way: you have coded before has to be relabeled. But the search~
62 • EARLY STEPS IN ANALYSIS

and-replace facility of your word processor can accom- Third. the field site emits a continuous stream of leads,
plish this easily. Most analysis software has routines for mysteries, themes, and contradictions that need to be pur-
revising codes. sued and that will never fit perfectly into a precoded con-
Still other codes emerge progressively during data col- ceptual frame or even into a more ~ounded, emerging
lection. These are better grounded empirically, and are es- coding system. ..
pecially satisfying to the researcher who has uncovered an The tension between these three streams projects the
important local factor. They also satisfy other readers. who study forward. The coding is a way of forcing you to un-
can see that the researcher is open to what the site has to derstand what is still unclear, by putting names on inci-
say, rather than determined to force-fit the data into preex- dents and events, trying to cluster them, communicating
isting codes. Most field researchers, no matter how con- with others around some commonly held ideas, and trying
ceptually oriented, will recognize when an a priori coding out enveloping concepts against another wave of observa-
system is ill molded to the data or when a rival perspective tions and conversations. .
looks more promising..
• Some analysts have names for coding procedures later The importance of structure. Whether codes are created
in the study cycle. For example, Lincoln and Guba (1985) and revised early or late is basically less important than
talk about these operations: whether they have some conceptual and structural order.
Codes should relate to one another in coherent, study-im-
L "filling in": adding codes. reconstructing a coherent portant ways; they should be part of a governing structure.
scheme as new insights emerge and new ways of looking Incrementally adding, removing, or reconfiguring codes
at the data set emerge produces a ragbag that usually induces a shapeless, purely
2. "extension": returning to materials coded earlier and inter- opportunistic analysis. It also makes the codes harder to
rogating them in a new way, with a new theme, construct, memorize and use, and makes the retrieval and organiza-
or relationship tion of the material burdensome.
Figure 4.4 is an iJIustration of a poorly structured set of
3. "bridging": seeing new or previously not understood rela-
codes. It comes from a study of the creation of new schools
tionships within units of a given category (that relationship
will itself have a name, and it may call for a new configu-
(Miles et aI •• 1978). The study developed inductively. and
ration of the categories)
over 2 years the number of codes mushroomed. The only
structure is a sorting of 175 different codes into four gen-
4. "surfacing": identifying new categories eral bins (formal and informal actors, processes, and as-
pects of the new school); the codes are arranged only al-
Like Strauss (1987). Lincoln and Guba suggest that cod- phabetically within each bin. The scheme proved more and
ing and recoding are over when the analysis itself appears more difficult to remember and use; eventually it was col-
to have run its course-when all of the incidents can be lapsed in sheer desperation to a series of 28 more general
readily classified, categories are "saturated," and sufficient categories, including "adaptiveness," "time management,"
numbers of "regularities" emerge. Be careful here. Field- "sociopolitical support," "internal communication," and
work understanding comes in layers; the longer we are in the like.
the environment, the more layers appear to surface, and the Figure 4.4 can be compared profitably with the concep-
choice of when to close down, when to go with a definitive tual structure underlying the coding scheme shown in Ta-
coding scheme or definitive analysis, can be painful. That ble 4.1; that scheme was focused around families of vari-
choice may be dictated as often by time and budget con- ables, was easily remembered and usable, and led directly
straints as on scientific grounds. When those constraints to our analysiS.
are relaxed, saturation can become a vanishing horizon- Table 4.1 and FIgure 4.5 are examples of a well-struc-
just another field trip away, then another.... tured code list: a start list of codes, keyed to research ques-
Throughout this process of revision, three sources of tions and (in this case) to "bins" of conceptual variables,
knowledge are being weighed. First, researchers are refin- and defined precisely enough so that researchers have a
ing or recasting parts of the conceptual structure they common language and can be clear about whether and hew
brought to the study-or, jf they went with a more a segment of data actually fits into a category. The actual
grounded approach, they are feeling their way to a set of coded segments then provide instances ofthe category, and
relationships that account for important pieces of what marginal or appended comments begin to connect different
they are seeing and hearing, codes with larger wholes (see section C).
Second, the field site has a life of its own that becomes Gradually the structure, as revised, will include codes
more meaningful and decipherable as you spend time that are "larger" (more conceptually inclusive) and
there, sharing the daily routines of actors in the setting. "smaller" (more differentiated instances), but it will need
r Figure 4.4
. Illustration of a Poorly Structured List of Codes (excerpt)
B. Codes and Coding • 63

Actors Pkrnnlngllmp/cm~ntQtfon ProCCSSCt Aspects of New Sr:hocl

Form~l '01 eommitmenl 301 boundary maintenance


101 administrator '02 eomple:dty management '59 budget (district)
connie! management '02 budget ($choo1)
'" advisory group
architect ''04
" coll$tilueney development 30' collective sentiments
'"
102 B03r,:i (central)
Board (district)
lOS
2SJ
cooptation
decision-making
360 community contlol
'04 communication (formal)
'"
130 builder
131 chairperson
'07 dedSlling
energy depletion
'OS communication (informal)
'06 conflict management
10' cItizen
IJ2 community liaison '"'"
211
energy mobmzaUon
210 energy overinvestment
future-envisioning
307 cun-Iculum
'08
'09
data collection/feedback
discipline
principal (focal) goal clarification (stud. outcome) JlO
118
119
IlO
pdnclpal (other)
reseatcher (other)
'"
2Il
21'
goal clarification (sys. prop.)
goal clarlficatlon ~nents)
311
m
departmentallution
equipm.:mt
cVllluation (of school)
"0 rt,lca:cher (SA) 2IS goal succession JIJ eXll'3currlcular aetlvltlt,l
131 salesman 254 group·building 314 food service
121 specialist (central off.) 'IS fdendshlp grouping
go31s ($tudent outcomes)
'"
I2J
speei31lst (scho~!)
supt. (cenml) '"
'"
planning
planning hori~on
phnn,ing/lmplementatlon linkage
'"
JI7 goals (system propertlC$)
goals (benefits)

''""
135 supt. (district)
"4
I2S
$tudent
teacher 2J2
p!~nning model
peliey·maklng
'"
'"
320
govetnance
group definitions
I" teaching team
union reptesent:1!ive
2JJ power base·building
ppwer struggle
J2I
361
Influence (informal)
IntCf-organizational Hnkage
'"
112 voluntary org:mitation
"4
2J7 recruitment
redesign '41 role definition
Informal·
lSI buffer
'"
'"
240
reflexivity
rehearsal ''"" lutes
salarles
106 core group 257 research relationship "S $chool-eommunlty linkage
107 core member resoulce acquisition s&Cudty
152 evaluator
1IJ implementer
'"
241
24'
resource aU<x:ation
resource Identification
36'
'44
'4S
spaCc use
stafr a~ignment~
role accumulation '46 staff characteristics
IS' leader (socio-emotioMI)
1S4 leader (llIsk) '"
"S role confusion
role strain
347
367
staff selection
staff utlUzatlon
ISS linker
156 massmedJa '"
'" start-up
'"" status/prestige
student characteristics
1S7 opinion leader
117 planner
260
247
tas!:: behavior
thoroughness '36' student grade levels

AFTER CODING, LOOK AT PROCESSES AND ASI'ECTS LISTS, AND JS7 transportation
PUT (-) BY THE MOST IMPORTANT KEY WORDS (MAXIMUM = 6). J72 leoning

·For actors actually present at the contact, circle the number. If an actor was not present, but is discussed in the
contact, put parentheses around the key word.

to maintain a relational structure. An operative coding firstwlevel code is usually a single term-incentives, insti-
scheme is not a catalogue of disjOinted descriptors or a set tutionalization, linkage-that can easily suggest different
of logically related units and subunits, but rather a concep~ meanings to different analysts, Because codes will drive
tual web, including larger meanings and their constitutive the retrieval and organization of the data for analysis, they
characteristics. Some software is especially helpful in dis~ must be precise and their meaning shared among analysts.
playing the structure of coding schemes, either in hierar- Defining them helps on both counts.
chical form (NUDIST, KwaIitan) or in a network (AT- Figure 4.5 is excerpted from the list of definitions for
LAS/ti, SemNet): See the Appendix. the codes shown in Table 4.1. Such definitions will be
improved/focused further as the study proceeds. However,
Definitions of codes. Whether codes are prespecified or a conceptual structure, whether prespecified or evolving,
developed along the way, clear operational definitions are must underlie the definitions. In the new schools study, we
indispensable, so they can be applied consistently by a developed clear, operationa1, and reliably usable defini-
single researcher over time and multiple researchers will tions. But the codes as a whole had little intellectual shape
be thinking about the same phenomena as they code. A and thus proved unfruitful.
64 • EARLY STEPS IN ANALYSIS

Figure 4.5 difficulties. A disagreement shows that a definition has to


Definitions of Selected Codes From Table 4.1 be expanded or otherwise amended. Time spent on this task
(excerpt) is not hair-splitting casuistry, but reaps real rewards by
bringing you to an unequivocal, common vision of what
the codes mean and which blocks or' ~ata best fit which
Site Dynamics and Trans!ormatfons-TR code. 9
Check-coding not only aids definitional clarity but also
Event ehronology- Event chronology during initial and ongoing is a good reliability check. Do two coders working sepa~
official version: implem1lntation, as recounted by users, ad·
TR..cHRON!PUB ministuton or other respondents. rately agree on how big a codable block of data is? And do
they use roughly the same codes for the same blocks of
Event cruonologJ- Event chronology during initial or ongoing data? If not, they are headed for different analyses. Or the
subterranean verslon: implementation. as recounted by users, ad·
TR-CHRON/PRIV ministrators or other respondents. and cross-case analyst working from field notes coded idiosyn-
suggesting (a) a consensual but different cratically by different researchers will soon be going crazy.
scenario than the public version or (b) vary· The best advice here is for more than one person to code.
ing aceounts of the same events.
separately, 5-10 pages of the first set of transcribed fieJd
Changes in innovation: Reported modifications in components of
notes and then to review each rendition together. At first,
TR-INMOD the new practice or program,. on the part of you usually don't get better than 70% intercoder reliability,
teachers and administrators, during initial using this formula:
and ongoing Implementation.

Effects on organi- Indices of Impact of new practice or pro- number of agreements


reliability
zational practices: gram on: (a) Inttaorganizational planning, total number of agreements + disagreements
TR·ORG/PRAC monitoring, and daily Working 3nangements
(e.g., sta.ffmg, scheduling, use of resources,
communication among staff) and (b) inter-
organizational practices (e.g., relationships Each coder will have preferences-sociologists see or-
with district office. school board. commu- ganization-level codes for the same blocks of data that are
nity. and parent groups). intrapersonal for psychologists and interpersonal for social
psychologists-and each vision is usually legitimate, es-
~fects on classroom Indices of Impact of new practice or pecially for inferential codes. Clarifying these differences
practice: program on regula: or routine classroom
TRoCLASS practices (instructional planning and
is also useful; each analyst tends to be more ecumenical dur-
management). ing later coding for having assimilated a colleague's rival
vision of data that initially looked codable in only one way.
Effects on user Indices of effects of new practice or pro-
constructs: gram on teacher and administrator percep-
Similarly. each coder is well advised to check-code the
TR-HEAD tions, attitudes. motives, assumptions or first dozen pages of field notes, once right away and again
theories of instruction, learning. or manage· (on an uncoded copy) a few days later. How good is the
ment (e.g., professional self-image, revised internal consistency? We should look here for higher in~
notions of what determines achievement or
efficiency, other attitudes toward pupils, itiaI code-recode reliability-something closer to 80%-
colleagues, other staff members, stance than was the case for between-coder agreements. Eventu~
toward other innovativ~ practices). ally both intra~ and intercoder agreement should be up in
the 90% range, depending on the size and range of the
coding scheme.
Finally check-coding about two~thirds of the way
through the study is also beneficial. You may drift into an
Naming codes. Give a code a name that is closest to the idiosyncratic sense of what the codes-revised or origi-
concept it is describing. If you have the tenn motivation, nal-mean in tight of new, often unshared insights. And
the code should be MOT and not, for example, ATh1 or INC the more interpretive codes, up one notch from the literal
(for incentive). And do not use numbers-162, 29, or29A. sense of the text, are more slippery when more than one
The rationale is that the analyst must be able to get back to researcher is scanning for them.
the Original concept as quickly as possible. without having
to translate the code into the concept. It is also important Levels o/detail. How fine should coding be? That depends
that a second reader-a colleague, teammate, or secondary on the study. Some linguistic analyses require line by-Iine
w

analyst-be able to do the same. or even word-by~word coding. More typically. codes get
applied to larger units-sentences, mono thematic
Check~coding. Definitions become sharper when two re~ "chunks" of sentences, or paragraphs in the written-up
searchers code the same data set and discuss their initial field notes.
I
I, B. Codes and Coding • 65

The important th.ing is that the researcher be reasonably of early (and continuing) analysis. It typicaUy leads to a
clear about what constitutes· a unit of analysis. In our work reshaping of your perspective and of your instrumentation
B.C. (before computers), we usually defined the ~nit of for the next pass. At the same time, ongoing coding uncov-
analysis as a sentence or multisentence chunk and used the ers real or potential SOUrces of bias, and surfaces incom-
following rule of thumb: Assign the single most appropri- plete or equivocal data that can be clarified next time out.
ate ("better," more encompassing) code among those re- Furthermore, coding is hard. obsessive work. It is not
lated to a given research question. nearly as much fun as getting more good stuff in the field.
Any block of data-a clause, sentence, or paragraph-is Trying to do the coding all at one time tempts the re-
usually a candidate for more than one code. But jf you are searcher to get sloppy, resentful, tired, and partial. This
coding manually and the margin gets pUed up with multi- attitude damages the robustness of the data and the quality
ple codes for each block, you are in for heavy sledding of the analysis.
when the notes are reviewed for site-level analysis. One simple rule of thumb here: Always code the pre-
This problem is not critical when computer retrieval is vious set of field notes before the next trip to the site.
used (Becker, Gordon, &LeBailIy, 1984). In fact, multiple Always-no matter how good the excuses for not doing it.
coding is actually useful in exploratory studies. Some pro- This rule can be threatened by backlogs and slow turn-
grams, such as The Ethnograph, use line-by-Iine coding to around in typing write-ups. but ongoing coding is the right
permit "nesting" and "overlapping" codes, rather than keep- plan.
ing chunk boundaries fixed. Others, such as A1LAS/ti, let Perhaps the more important point is this: The ultimate
you highlight and code material of varying sizes. power of field research lies in the researcher's emerging
A good case can be made for multiple-coding segments map of what is happening and why. So any method that
with both a descriptive and inferential code; these are le- will force more differentiation and integration of that map,
gitimately two necessary levels of analysis. But keep in while remaining flexible, is a good idea Coding, working
mind that inferential codes need not be exhaustive. The through iterative cycles of induction and deduction to
analyst is looking for good explanatory exemplars, not for power the analysis, can accomplish these goals.
all instances.
The codes themselves shouldn't be overbuilt. In another
early study, we experimented with multiple-facet coding. Advice
For example, if a segment showed administrators provid-
ing problem-solving assistance to teachers who found that To summarize: Codes are efficient data-labeling and data-
help useful, the code was ADIPS-T/+. This method made retrieval devices. They empower and speed up analysis.
the codes difficult to scan and absolutely maddening to Creating astart list of codes prior to fieldwork is helpful;
cluster during final write-ups. Two or three facets in asin- it forces the analyst to tie research questions or conceptual
gle code seem to be as much as the brain can process effi- interests directly to the data. But the analyst should be
ciently. But here again, note that software such as NUD- ready to redefine or discard codes when they look inappli-
IST, ATLASlti, Orbis, or Sonar Professional can easily cable, overbuilt. empiricaJly in-fitting, or overly abstract.
sort such coded chunks. (They help clarify the hierarchical You also can work more inductively by waiting for the
structure of a coding scheme, if that is the way you have field notes to suggest more empirically driven labels. You
built it.) should not, however, wait too long. or move capriciously
Finally not every piece of the notes must be coded. And, from one coding scheme to another.
if done carefully, coding of later material can be more spar- Make sure aU of the codes fit into a structure, that they
ing. Field notes usually contain much dross-material un- relate to or are distinct from others in meaningful, study-
related to the research questions, either prespecified or important ways. Do not casually add, remove. or reconfig-
emerging. There are such things as trivial, useless data. The ure codes.
aim is to keep the dross rate down, but it will never be zero. Keep the codes semantically close to the terms they rep-
And it is true enough that some dross will appear, later on, resent. Do npt use numbers as codes.
to be of real value. Have an of the codes on a single sheet (or computer
display) for easy reference.
Define the codes operationally. Be sure all analysts un-
When to code. This is important. Some analysts reserve derstand the; definitions and can identify, quickly and eas-
coding for the end of data collection. We think that is a ily. a segment fitting the definition. Check-coding the same
serious mistake, because late coding enfeebles the analy- transcripts is very useful for the lone researcher (get code-
sis. Coding is not just something you do to "get the data recode consistencies over 90% before going on) and is
ready" for analysis. but. as we have said· several times, essential for studies with more than one researcher. Do this
something that drives ongoing data collection. It is 'a form once later in the study. too. Don't assume consensus.
66 • EARLY STEPS IN ANALYSIS

For starters, use a single code for a segment. Multiple The temptation during a write-up is to slog along, con~
coding is warranted if a segment is both descriptively and verting raw notes into a coherent account. But that method
inferentially meaningful, and it's helpful if you· have the misses an important resource: the field-worker' S reflec~
right software to manage it. tions and commentary on issues that .~merge during the
Coding should not be put off to the end of data gathering. process.
Qualitative research depends heavily on ongoing analysis, As a write~up is being produced, reflections of several
and coding is a good device for supporting that analysis. sorts typical1y swim into awareness. For example:
Remember: Codes are category labels, but they are not
a filing system. Every project needs a systematic way to • what the relationship with informants feels like, now that
store coded field data and a way to retrieve them easily you are off the site
during analysis. Notebooks, file folders, and index cards • second thoughts on the meaning of what a key informant
are the time-honored means. But, as we note in Chapter3. was "really" saying during an exchange that seemed some-
section B, good computer software is far ahead of them how important
when it comes to data management. See the Appendix for o doubts about the quality of some of the data; second
ideas on choosing software. thoughts about some of the interview questions and obserA
vation protocols
Time Required • a new hypothesis that ntight explain some puzzling obser~
vations
The time required for generating initial codes and defi~
nitions depends, of course, on how many you start with, • a mental note to pursue an issue further in the next contact
and on the clarity of the conceptual framework and re~ o crassMallusions to material in another part of the data set
search questions. For the start list and definitions shown in • personal reactions to some informants' remarks or actions
Table 4.1 and Figure 4.5. the first cut took 2 full days-l • elaboration or clarification of a prior incident or event that
for the codes and 1 for the definitions. Revisions and com~ now seems of possible significance
pletions added another 2 days.
Coding itself takes varying amounts of time, depending When something like any of these examples arises, it's
on the code's conceptual structure and complexity, the useful to enter it directly into the write-up. It mayor may
quality of the field notes, and the coder's skill. Here is not be fodder for adeeper reflection (see Box 4.3) or amore
some typical arithmetic from our experience. extended memo (section D). A good convention is to mark
A singJeAspaced page of transcribed field notes has off the remark with double parentheses to signal that it is
about 50 lines. It might contain 5A10 codes. A 2Aday field of a different order from the data it comments on. The
trip usually generates 40~80 such pages, even when the material in Box 4.2 gives some exaQlples. Remarks such
researcher is disciplined. Coding each page might run as these add substantial meaning to the wri.te~up, not least
about 5~ 10 minutes, once the codes are familiar; in the for other readers. And they usually strengthen coding, in
beginning, you should count IOAIS minutes. So "inexperi- pointing to deeper or underlying issues that deserve ana~
enced" coding of a 2Aday data set might take up to 3 days; lytic attention.
later it could be done in a day and a half or so. Taking more Reflective remarks can also be added while you are jot~
than 2 coding days per contact day is a signal of too-fine ting down raw field notes; that technique improves the
units of analysis, too much multiple coding, too many usefulness of field notes considerably. You are simultane~
codes, or a weak conceptual structure. ously aware of events in the site, and of your own feelings,
Coding is tiring. It often feels longer than it reatly is. It reactions, insights, and interpretations (cf. Patton, 1990).
helps to intersperse coding with written-in marginal re- For a suggestive typology, see Bogdan and Biklen (1992),
marks (see Box 4.3) of an active, musing sort, rather than who divide reflective remarks into those on analysis,
just dully plowing ahead. Breaking from time to time to do method, ethical dilemmas, own frame of mind, and points
other related work-such as arguing with other coders, of clarification. Some researchers use "O.C." (observer
writing memos (see section D), or jotting down notes about comment) instead of double parentheses to indicate reflec~
what to look for in the next field visit-also helps. tive remarks.

Reflective Remarks
Marginal Remarks
Raw field notes (the scribbles and jottings that enter
your notebook as you are watching a situation or talking Coding, as we have noted, can become tedious if you
with someone) must, as we have pointed out, be converted treat yourself as a sort of machine scanning the page me-
into a write~up, a transcription that is legible to any reader. thodically, picking out small segments of data and assign-
B. Codes and Coding _ 67

of retaining mindfulness in coding is the marginal remark.


Box 4.2
It's analogous to the reflective remark.
Reflective Remarks: Illustrations As coding proceeds, if you are being alert about what
you are doing, ideas and reactions to the meaning of what
Mike joked, "Maybe I could go and act like a senior," He you are seeing will well up steadily. These ideas are im~
made a dumb monkey face as he was speaking, «This staff portant; they suggest new interpretations, leads, connec-
does not seem to put down students, reaIIy. but they cannot tions with other parts of the data. and they usually point
resist occasional jokes of this sort-mpre of this later.» toward questions and issues to look into during the next
wave of data collection, and to ways of elaborating some
Jjm indicated that they had unofficially done their own of these ideas (see next section).
analysis of attendance data and said, ''I'm sure it's been effec~ If your codes appear in the left margin, it is useful to put
tive," (that is, CARED in increasing attendance rates). «This preanalytic remarks of all sorts in the right margin. Box
sounded pretty soft and vague to me,») 4.3 presents a few examples. Marginal remarks, like reflec~
tive remarks, add meaning and c1arity to field notes. They
John went on to explain that during the second semester
also point to important issues that a given code may be
he would be doing pretty much the same, that is, "nothing
much at all." «(This denial of his activity was later picked up missing or blurring, suggesting revisions in the coding
informally by Jim, I think, in a conversation with me, It was, scheme.
in.fact, a sort of minimization, and perhaps a deflection from Marginal notes also can be made on transcripts by criti~
the fact that he was away a great deal of the time, when pre- cal friends or co~researchers. They query segments of field
sumably, he might be able to be helpful with issues in the notes, often in order to suggest new leads, a deeper analy~
program itself.» sis. or alternative ways of looking at the data. In the excerpt
shown in Figure 4.6, the reader asks a series of questions,
most of them about local meanings and typologies.
Note that some of the marginal notes pohit the re~
iog categorical labels to them. Thesensation of being bored searcher toward new or more differentiated codes: defini~
is usually a signal that you have ceased to think. One way tions of responsibility, "dangers," typology of dead bodies.

I r".,,,lo
~IA~
1711':

r,,-rr-
I Box 4.3
Marginal Remarks: Illustrations

Jim looked past me for a minute and asked Dawn. the aide. to go out and check the
kids in the hall. I asked what that was about and he explained that "we don't release them~1
until the bell," and that some students had already stepped outside in the han even though ~..s.
the bell for the next period had not yet rung.
,-I,.:' ... .
Largely the group free~associated from topic to topic. Certain themes recurred from ~~V'C?
tV fAIT time to time, including Mary's tendency to reassure the other two that the community ~ ~
relations work would be easy for them to carry out, and her steady advice not to give
"professional" tasks to the aides. There was a good deal of advice-seeking from Mary.
w(
4tl/~
~
Finally, there did not seem to be any very specific planning or decision making about I' ~G- I'
particular procedures or how things would occur in detail. ttJP4
... «(I think it was along through here that Mary said for the first of several times that 1':(Ja~~<.e
"I'll stiIJ be available," implying that she wasn't really going to go away. this wasn't ~
irrevocable, she would still be accessible,»

... John mentioned that there would be more girls than b6ys and suggested "should we ~
go through the fIrst day?" as if to launch discussion of how the program would start up. ~
But this did not get a very direct response.
.-,
."
d
~
~
"8 B
0
.'!l •
.~
tIl ~
0:
o\!
§
Bb
0
e

68
r
C. Pattern Coding • 69

An external revje~ of field notes by a knowledgeable critic cluster such actions and perceptions across informants (R
is invariably useful. . analysis). 10
Marginal notes can also be used later in the coding cycle. For the qualitative analyst, pattern coding has four im-
For example. after assembling chunks of field notes (origi- portant functions:.
nal or condensed) that share a common code, new marginal
notes and underlines may be added. Chesler (1987) used 1. It reduces large amounts of data into a smaller number of
this simple method in an interview study of the dangers pf analytic units.
self-help groups. Summarized data segments relating to 2. It gets the researcher into analysis during data collection,
possible «dangers" were assembled, and the key clauses so that later fieldwork can be more focused.
were underlined. These key phrases were boiled down still
3. It helps the researcher elaborate a cognitive map, an evolv.
further in the margin. Figure 4.15 (p. 88) presents how the
ing, more integrated schema for understanding local inci·
method works. dents and interactions.
Although Chesler did not use it in this way, the marginal
phrases could be referred back to the coding scheme itself 4. For multicase studies, it lays the groundwork forcross-case
to develop or test subcategories. The phrases could also be analysis by surfacing common themes and directional pro-
tried out on some data sets not yet examined. to see whether cesses.
they recur among the same or other informants. And the
next wave of data collection. could use the list as a series lllustrations
of probes during ihterviews and observations.
Some computer programs, such as Metamorph and AT- These four functions can be clarified as we discuss how
LAS/ri, permit you to write "annotations" (really, marginal pattern codes are generated, what they look like, and what
notes) and attach them to particular chunks. the field researcher does with them in the course of data
collection. '

Generating pattern codes. This is easy-sometimes too


C. Pattern Coding easy. As in everyday life, the researcher needs to reduce
and channe1 data into a small number of concepts that can
be mentally encoded, stored, and readily retrieved.
Analysis Problem During initial fieldwork the researcher is looking for
threads that tie together bits of data. For example, if two
Given a working set of codes that describe the phenom- or three informants say independently that they resent a
ena in transcribed field notes. how can the researcher move decision made by their boss, we may be on to several dif-
to a second level-one that is more general, perhaps more ferent phenomena-a conflict, an organizational climate
explanatory? Just naming or classifying what is out there factor, or a disgruntled subgroup of employees. Any of
is usually not enough. We need to understand the patterns, these interpretations involves chunking and sorting data
the recurrences, the plausible whys. As Kaplan (1964) re- (function 1. above). For starters, is there anything else in
marks, the bedrock of inquiry is the researcher's quest for common between these informants or in the grounds given
"repeatable regularities." for resenting the decision? Is there a different or opposing
semantic content among informants who are not resentful?
Brief Description These first bits of data and the review of the coded seg-
ments being pulled together are leads; they suggest impor~
Pattern codes are explanatory or inferential codes, ones tant variables to check out-factors that may account for
that identify an emergent theme, configuration, or expla- other local perceptions and behaviors (function 2. above).
nation. They pull together a lot of material into more mean- Seeing the "resentment" data in any of these a1ternative
ingful and parsimonious units of analysis. They are a sort ways also helps the researcher make sense of puzzling or
of meta-code. surprising observations. These several bits come together
First-level coding is a device for summarizing segments into an initial plot of the terrain (function 3). Finally, if a
of data, Pattern coding is a way of grouping those summa- colleague in a multicase study comes across a similar pro~
ries into a smaner number of sets, themes, or constructs. file of resenlment or. alternatively, finds no resentment of
For qualitative researchers, it's an analogue to the c1uster- decisions at' all in a place otherwise similar to the more
analytic and factor-analytic devices used in statistical "resentful" case, we have the first threads of cross-case
analysis. The quantitative researcher works with sets of comparisons (function 4).
variables that either put people into distinct families built The danger is getting locked too quickly into naming a
around what they do or say (Q analysis) or, alternatively, pattern, assuming you understand it, and then thrusting the
70 • EARLY STEPS IN ANALYSIS

name onto data that fit it only poorly. Premature analytic SITE·EXPL (informants' explanations): The best projects are
closure is hard to shake, in part, because the analyst often on,es that put together the best practitioners' recipes.
is not aware of what is happening, or the new data collected MET (metaphor): The idea of career "trajectones"-people
to verify the pattern are being sought out selectively. But are using these projects to get away from some jobs and
a second analyst, reading over the field notes, usually picks places to othe~,pnes.
this up. Patterning happens quickly because it is the way
we habitually process information. l J Relationships Among People:
The trick here is to work with loosely held chunks of NET (social network): The money~and~support club: A.
meaning, to be ready to unfreeze and reconfigure them as Becker, P. Harrison. V, Wales.
the data shape up otherwise, to subject the most compelling
themes to merciless cross~checking, and to lay aside the
Emerging Constructs:
more tenuous ones until other informants and observations
give them better empirical grounding. BARG: Negotiating or bargaining, but implicitly. seems to be
'Sometimes, however, the data just don't seem to toss up the way decisions get made: a conflict model is a more
any overarching themes; each code looks almost distinc~ plausible account of how decisions are made than a
rational·technological model.
tive. In these cases it helps to go back to the research ques~
tions just to remind yourself of what was important and
then to review the chunks bearing those codes. Such themes or configurations are various: repeatedly
In a more inductive study, it helps to look for recurring observed behaviors, nonns, relationships; local meanings
phrases or common threads in iqformants' accounts or, and explanations; common sense explanations and more
alternatively, for internal differences that you or infonn~ conceptual ones; inferential clusters and "metaphorical"
ants have noted. Typically those differences will bring ones; single-case and cross-case. Almost anything is grist
forth a higher-level commonality. For example, Heritage for a pattern code.
(1988), in a study of responses to invitations, reviewed the
reasons given for accepting and rejecting them, and looked Using pattern codes in analysis. Pattern codes may be
for a code that could encompass both. Such a code, of used in at least three ways. First, they are added in tentative
course, is conceptual in nature (e.g., people accept or reject form to the list of codes and are tried out on the next set of
invitations because of status, person perception. social transcribed field notes or documents to see whether they
proximity) and, as such, will pack more explanatory fit. (Lincoln and Guba, 1985, call this "discriminant sam-
power. pling.")
It may be useful at that point to "map" the codes-that
What pattern codes look like. Pattern codes usually turn is, to layout the component codes that got you the theme-
around four, often interrelated, summarizers: themes, along with segments from the field notes. It helps to do
causes/explanations, relationships among people, and it visually, in a network display, seeing how the compo-
more theoretical constructs. Here are some concrete exam~ nents interconnect (for some help here, see Bliss et al .•
pIes from a recent study, with codes we assigned in capital 1983). The mapping is a new take on your conceptual
letters. framework.
Although it is not hard to do this by hand, mapping by
Themes: computer has some powerful advantages. A1LAS/ti does
PAIT (pattern): All supervisors seem to be using benevolent,
this well. Here, too, is an example (Carley, 1993) using
fatherly terms when talking about employees ("my" MECA, software that extracts concepts and the relation-
staff, "my" people, "my" junior guys), but"employees ships between them. The program also allows for judg-
use mostly bureaucratic, regulation-type terms ("the of- ments of relationship strength, valence (positive or nega~
fice ... upstairs." "the management"). tive), and directionality. Figure 4.7 is an excerpted map for
one case (Joe) on dimensions that appear in statements
RULE: You don't talk earnestly about your problems or your about a far larger number of people:
successes in the staff lounge.
Joe is defined as a gnerd, we see, because he studies in
PAIT/OS (theme appearing in other sites, as well as in this the library, does not fit in (negative relationship), is not
one): It seems easier to ge,tnew projects adopted among friendly. works too hard, is not accessible. and does not
10wer~c1ass students or in vocational tracks. interact with other students.
Next, the most promising codes to emerge from this
CauseslExplanations: exercise are written up in the fonn of a memo (see next
EXPL: Multiple role of the "helping teacher" seems to be an section) that expands on the significance of the code. This
important ingredient of success. process helps the writer become less fuzzy about the theme
C. Pattern Coding II 71

Figure 4.7 Figure 4.8


Mapping of Concepts: Interrelation of Pattern Codes
Illustration (Carley, 1993) (Huberman & Gather-Thurler, 1991)

Agreement with OpenneS$ 10


organizaticnal discrepant
MJ\P.2: Joc's a gnerd wbo always studies in the library nnd information
doesn't fit in. His door is neveropen. be works too hard. gcats, norms
~ accessible
I
__ ....~!rd ~~~... studiesintbellbrary .+.
\
Undcnlilnding or
Joe :"
:;:U:~~:nor_______
~SlUdY find \'"
l
... ..::~'-'.......... "~ t
\"~::==::::;::::, ',: ·T~"
study findings

Agreement with _ _ _ _ DI:nonJOII ConceptUllI

~frlendlY t prior opinions offindmgs effects

~ among
( ) lnterncts
with students
Disagruments
LEGEND: _ posilWe .ebliotl$hlp •••••• ~eg~lM: rclallomhip users

For the analytic work. each of the four researchers re-


Of construct, helps other researchers think summatively viewed one case and drew the pattern codes in network
about their own data set, and gets cross~case analytic en~ form, as in Figure 4.8.
ergy flowing. . The main thread here is the effects of institutional pres~
Finally, pattern codes get checked out in the next wave sures (agreement with organizational goals and norms, dis-
of data collection. This is largely an inferential process. agreements among users) on individual responses to the
The analyst tries out the theme on a new informant or dur~ research knowledge. These affect levels of understanding
ing an observation in a similar setting. engages in if~then and, from there, the impact of the research findings on
tactics, as discussed in Chapter 10 (if the pattern holds, respondents' knowledge base and conceptualizations.
other things will happen or won't happen). or checks out But this display was not meant to achieve closure. It was
a rival explanation. the prelude to further analysis:
(The boldface terms refer to specific tactics of drawing
and verifying conclusions, which are discussed in detail in • Each researcher went back to one case's field notes to assess
Chapter 10. We use this convention as a way of pointing whether the inferential chain held, If so. where were the
to tactics as they occur in context.) supporting data?
Usually a pattern code does not get discounted, but • Then the researcher wrote a memo briefly discussing each
rather gets qualified: The conditions under which it holds variable and its influence in the case at hand and showing
are specified. For example, the rule "No earnest talk in the the connections between codes-both on and off the origi-
lounge" can be bent in cases of conflict, crisis, or socializ- nal figure.
ing of new members. This clarification points to more pre- • For each case, the researcher drew a figure analogous to
cise ways of verifying the pattern, and strengthens its ex.- Figure 4.8. Then the figures were overlaid to see where they
terna1 validity. What we are doing is both generalizing and were similar and different.
specifying: getting more explanatory power, while better • The figures were taken to the field for testing and revision.
defining the parameters within which that explanation will followed by a second series of memos.
hold.
The idea of displaying core codes and subcodes on a Th.e researchers were near the end of their fieldwork and
single sheet is useful as a coding structure evolves. Here is were working with relatively few pattern codes on a major
an example drawn from Huberman and Gather-Thurler research question. Such a funneling procedure is most re-
(1991). The authors were tracing the flow of research warding during final within-case and crossManalysis report
knowledge about vocational training and counseling into writing. In effect, the work is nearJy done.
schools, small firms, and factories (22 cases). One issue ,
was the degree of understanding people had of research Variations'
findings. Which factors influenced that understanding?
The researchers had a set of first-level codes and some If a genera1 pattern code (such as RULE) is being used
emerging p~ttern codes, such as "distortion of research a good deal, it is helpful to create subcodes that explain the
findings" and "disagreement among users." content and enable easy retrieval:
72 • EARLY STEPS IN ANALYSIS

RULE-INF Rules about infonnant behavior becomes more and more preoccupied with making sense
RULE-PUB Rilles about behavior in public settings oflhe data.
RULE-WORK Rules that specify how formal work tasks are
to be carried out
D, Memoing
Stay open to the idea of inventing new types of pattern
codes. For example, we developed the pattern code QUl, Analysis Problem
meaning aquery about something surprising that happened Fieldwork_ is so fascinating, and coding usually so en-
in the case. Being surprised is an important event in field~ ergy absorbing, that you can get overwhelmed with the
work, and we wanted to track it in our notes,
flood of particulars-the poignant remark, the appealing
Finally. pattern coding can lead usefully to recoding or personality of a key informant, the telling picture on the
multiple coding of earlier data. When we come up with a hallway bulletin board, the gossip after a key meeting. You
censtruct such as the one we coded BARG ("bargaining in find it nearly impossible to step back, to make deeper and
conflict mode") above, we need to retrieve and analyze its more conceptually coherent sense of what is happening.
component parts-the segments from which we derived
Reflective remarks, marginal remarks, and pattern coding
the pattern. We also need to preserve some conceptual CO~ are all a step away from the immediate toward the more
herence in the coding scheme as the study evolves. With a general. But how do you take this step? "
computer search~and~replace command, recoding or mul~
tiple-coding can be done easily. Some software (e.g., Hyper-
RESEARCH, The Elhnograph, NUDIST) can be used (by Brief DeSCription
working in a copy of the database) to allow two coding struc-
Glaser' 5 (1978) definition is the classic one: "[A memo
tures to be maintained until the analyst sees more clearly. is] the theorizing write-up of ideas about codes and their
relationships as they strike the analyst While coding.... it
Advice can be a sentence, a paragraph or a" few pages ... it ex~
hausts the analyst's momentary ideation based on data
Pattern coding is crucial for getting to the next level with perhaps a little conceptual elaboration" (p. 83-84).
above (or below) the immediate ebb and flow of events in Memos are primarily conceptual in intent. They don't
the case. It should be done regularJy as the initial sets of just report data; they tie together different pieces of data
first-level codes are being applied. into a recognizable cluster, often to show that those data
Don't try to force the use of pattern codes; don't assume are instances of a general concept. Memos can also go well
that, because they are a meta-level code, they can in prin- beyond codes and their relationships to any aspect of the
ciple be applied to every bit of data that already has a study-personal, methodological, and substantive. They
first-level code. are one of the most useful and powerful sense-making tools
How many pattern codes, and when to generate them? al hand.
This is largely a matter of analytic style. Some analysts are You are writing memos to yourself, secondarily to col-
unregenerate pattern coders; others are more cautious. Some leagues.
prefer to generate pattern codes very early and then check
them out and qualify them; others are more resolutely in-
llIustrations
ductive and wait until enough data accumulate to support
a construct unequivocally. The important point is that pat- Here are some memos written during the school im-
tern codes are hunches: Some pan out, but many do not provement study, showing different facets of memoing.
Pattern coding is an intellectually pleasurable process. We'll comment on them as we go.
Those codes that survive the onslaught of several passes at The first memo, A, responded to a colleague's earlier
the case and several attempts to disqualify them often turn memo suggesting the "welcoming structures" concept and
out to be the conceptual hooks on which the analyst hangs adapting it from the field of cognitive psychology. Notice
the meatiest part of the analysis. that the memo writer (a) aims atc1arifying the idea, (b) ties
it to information from acase, and (c) differentiates the idea
Time Required from already existing codes.

Developing and applying pattern codes is an integral A. On "welcoming structures" (March 6)


part of firstwleveI coding; the activities are concurrent.
Early on, doing pattern coding.might occupy only 5-10% Your idea of a durable structure (typically combined with
of total coding time; later, somewhat more, as the analyst learned skills, procedures, etc.) at the organizational level
D. Memoing II 73

which would facjlitatead<?ption of innovations is a l!seful one, - in: the remedial programs are less choosy about formal
I think, We should be lo~king for it. In Perry·Parkdale there credentials. They provide access to civil services like
e so many Gov't programs that the concept clearly exists at education to people with weird backgrounds. Aides can
~e district level, at least for attracting money. At the building get positioned to become certified teachers; people from
level there is prio,r experience with work experience pro· business or the arts can come into a marginal or experi-
grams, demonstration programs, etc. mental universe and ease gradually into a more formal
The sheer ORG-FIT concept (good fit between the inno· role incumbency....
vation and organizational properties) is not it; that only im-
piles some sort of congruence. What we are talking about here It is especially worth keeping track, as we dictate and code, of
is more of an active capability. I suggest a label that would where these people have come from and where they are, or think
recognize that what is at iss~e here is not merely a structure they are, on their way to. 1 suggest we ask each informant:
or mechanism. but working procedures, flows, and the asso- - a little more directly, why hefshe is doing this, in terms
ciated skills and techniques. The cue you get is when you of roles and role changes.
notice that people are in effect telling you that "we know how - what he/she expects to be doing in 2~3 years,
to handle these things." - if he/she has a sense of being in a transitional period.
Memo B, below, is an example of a "place-holding" Memos D and E, on "barometric events," illustrate how
memo--always a useful idea when an idea strikes. preexisting concepts can be useful in clarifying an idea.
The memos tie the basic idea to case events and to the
B. Memo: Comparison processes (March 19) coding system. They also show the importance of using
memos as a dialogue among staff.
Introducing a new program inevitably induces a comparison
process, notably comparison-far-alternatives (see FACILE D. "Barometric events" (19 March)
and SCORE-ON cases). Just wanted to hold a place for this
idea-more to come. We can sometimes see a noticeable/identifiable change in the
(weather) conditions of the system, It reminds me of Lewin's
Memo C, below, is a more integrative discussion. pull- term "region of instability/uncertainty" or Redl's concept
"dynamics of a focal event." The event has a future-shaping
ing together data from several cases and reformulating
quality: thereafter, things won't be the same.... Or they lead
them around the issue of career patterns. It came partway
to a new developmental stage. Events are preludes in pro-
through data collection, setting up a major addition to the
logues and fulfill a linking (transitional) function in time.
study's outcome measures. In the last paragraph, the author
Key actors in the event provide a clue: What is the domain
deals with specific means of data collection on the topic. or subsystem affected by the event? Forexample, Ms. Spiess's
seminar attendance (Banestown) was a sortofboundary activ-
C. Memo: Career patterns (22 February) ity, a crucial event linking the school system with external
professional information sources, not to mention "inspira~
In a general sense, people are riding the innovations while in tion."
a state of transition; they are on their way from somewhere to
somewhere via the project. ... Where could people be going? E. Return memo on barometric events (April 4)
They could be going:
J think the idea is felicitous. It's very true that there is a sea
_ up: from a classroom to a supervisory or administrative
change thereafter in several sectors of the subsystem. The
role or to a higher administration slot. Innovations are
codes AP-CRIT and TR·CRIT help to flag this. We can stay
a lot faster than waiting for someone else to move on or
with a diachronic approach. even while doing some cross-sec~
going back for a degree. They get you visibility and
tional comparisons.
good positioning. If it gets institutionalized, you get in·
stitutionalized with it in the new role. Also, they're less
brutal than getting promotions by doing in the person Memos should always be dated, entitled with key con-
above you and more convenient than having to move cepts being discussed, and linked to particular places in the
away to move up. field notes, to previous case analysis discussions, or to case
_ away: from teaching by easing into a part~time or more summaries. Software that permits hypertext functions
flexible job. These projects tend to be marginal, loosely (e.g., HyperQual, MetaDesign, HyperRESEARCH, AT-
administered (although Tindale is the contrary), transi- LAS/ti) can make such links easily. You can go to or from
tion.easing. They also can allow for permutations, as in memos almost instantaneously.
the up-and~away pattern that C, may be following at Memos should be coded according to the concept(s)
Plummet they are about, and kept separate from data files. As a study
74 • EARLY STEPS IN ANALYSIS

proceeds---especially a strongly inductive one-memos 1. Always give priority to memoing. When an idea
will accumulate and can themselves be sorted (or com~ strikes, STOP whatever else you are doing and write the
puter-searched) to build more comprehensive categories memo. Your audience is yourself. Get it down; don't worry
(see Glaser, 1978, p. 87). about prose elegance or even grammar. Ir.9:1ude your mus-
Memoing helps the analyst move easily from empirical ings of all sorts, even the fuzzy and foggy ones. Give your-
data to a conceptual level, refining and expanding codes self the freedom to think. Don't self-censor.
further, developing key categories and showing their rela- 2. Memoing should begin as sOOn as the first field data
tionships. and building toward a more integrated under- start coming in, and usually should continue right up to
standing of events, processes, and interactions in the case. production of the final report. Just as codes should stabilize
Memoing is especially crucial when you are taking a reasonably well by one-half or two-thirds of the way
strongly inductive approach, but it is equally important for through data collection, the ideas raised in memos usually
other reasons when you begin with a preliminary frame- will start settling down then or shortly afterward, as the
work. Without memoing. there is little opportunity to con- analyst approaches what Glaser calls "saturation" (no sig-
front just how adequate the original framework is, and nificantly new explanations for data). Memoing contrib-
where it needs to be revised. utes strongly to the development/revision of the coding
In the inductive approach, memos often serve a "clus- system.
tering" function; they pull together incidents that appear to 3. Keep memos "sortable." Caption them by basic con-
have commonalities. Here are some excerpts from Martin cept, and mark or underline other concepts discussed dur-
and Turner (l986): ing the text of the memo. Like coded data. memos can be
stored and retrieved by using a wide variety of methods.
Based on incidents 3, 4, 5 and 7 ... workers in adult services Keep your codes by your side when doing the memo, es-
feel they are misperceived, not viewed with respect or as pecially the PATI-codes; some meaningful relationships
equals by service workers in other program areas. Mental may emerge that you had not seen at first.
health workers see them as "cab drivers" and people who are
to be managed by them. This suggests that adult health work- 4. Once again, memos are about ideas. Simply recount-
ers perceive they are treated with less respect than they de- ing data examples is not enough. By the same token,
serve. (p. 152) memos are not chiefly about people or events or interac-
tions; these are all used as indicators for an analysis that is
set in a conceptual frame.
Variations
5. Don't standardize memo fonnats or types, especially
Memos also can be written (a) on what is intensely puz- in a multiple-researcher study. Memoing styles are distinc-
zling or surprising about a case, (b) as alternative hypothe- tive, and memo types are as various as the imagination can
ses in response to someone else's memo, (c) to propose a reach.
specific new pattern code, (d) to integrate a set of marginal 6. Memo writing is fun. And it often proVides sharp,
or reflective remarks already made on field notes, (e) when sunlit moments of clarity or insight-little conceptual
the analyst does not have a clear concept in mind but is epiphanies.
struggling to clarify one, and (f) around a general theme or
metaphor that pulls together discrete observations (see TIme Required
Chapter 10, section A).
Different types of memos can be written for different Any given memo usually takes only a few minutes. Even
phases of the study. For example, Lee, Kessling, and one synthesizing a lot of data, such as Memo C in our
Melaragno (1981, p. B43) describe the use of "insight jour- examples, may not occupy more than a half hour. Memos
nals"-memos of a page or less, perhaps stored in a card are typically a rapid way of capturing thoughts that occur
file format-for the later stages of a study, when you are throughout data collection, data reduction, data display, con-
going specifically after cross-case comparability and synthe- clusion drawing, con<;:lusion testing, and final reporting.
sis. They can include cross-case pa.tterns, "bright ideas," Later in the study, however, memos can be more elabo-
policy implications, and ideas for next-step·syntheses. In- rate, especially when they piece together several strands of
sight journals can themselves be coded for later retrieval. the data or look across multiple measures of a construct.
Denzin (1978) has a good term for this: "inspection." The
Advice idea is to work with a finding that appears to have some
range and power and to approach it from different angles,
Here we draw on Glaser (1978) and Strauss and Corbin ask different questions of it, take it out of context and set
(1990). Our advice is an amalgam of their experience and it against a body of literature, put it back in its context and
ours. have another look, and see where it is incomplete and
D. Memoing II 75

where it is well elaborated. As penzin remarks, it is a bit The propositions were listed 'in organized sequence un-
like handling a strange physical object. der each of 21 headings.
6. Field-workers examined the proposition list, com-
Developing Propositions menting on the validity of each and on needed qualifica-
tions or conditions, and noting "don't know" or "doesn't
Memoing captures the thoughts of the analyst on the fly, apply" when: relevant.
so to speak, aQd is' precious for that reason. As a study 7. The analysis staff wrote a "findings report" for each
proceeds, there is a greater need to formalize and systema~ of the 21 topics, using only the sites where relevant and
tize the researcher's thinking into a coherent set of expla~ valid data were available. They checked back against a
nations. One way to do that is to generate propositions, or prior list of site characteristics for further explanations and
connected sets of statements, reflecting the findings and added explanations that emerged during the final step.
conclusions of the study. "
A good illustration appears in Stearns, Greene, David, The Stearns et al. illustration is a fine example of an
and associates (1980). They were studying 22 school sites inductive approach to propositions, with safeguards against
implementing a new special education law. Five field- premature and unwarranted closure. Although this was a
workers prepared case study reports for each site. But how large database (which could have been more easily man-
to describe commonalities, note the differences, and de- aged with computer software), the approach can be used at
velop explanations across aU .22 sites? any level; down to and within the individual case.
Stearns et al. rightly assumed that much useful material Another quick example: Kell (1990) did a multiple-case
of this sort resided in field-workers' heads. and took an study of the effects of computers on classroom instruction.
ingenious approach to eliciting the material, clarifying it, At the first analytic meeting, field researchers recorded
synthesizing it, and verifying it. The process had seven their case-specific propositions on index cards, keyed to
steps, and was managed by three analysts who had them- the research questions. The propositions then were clus-
selves visited aU of the sites. tered thematically, and evidence was sifted for each case.
In this study the propositions took the form of emerging
1. Each field-worker made an unstructured list of state- hypotheses. Here are two illustrations from project data
ments he or she "would like to see in the final report." charts.
Example:
Teachers' preferences for different software programs are
Although teachers spend a lot of time doing individualized greatly influenced by their theoretical orientations to reading,
education plans for special education students, they don't Le., phonics or whole· language.
find them all that useful on a daily basis.
Individualized learning and self-direction, as well as coopera-
Other statements were retrieved from documents and tion and peer teaching, are promoted through computer use,
staff meeting notes; the total was 1,500, one statement to and some transfer of these learning styles to other class ac-
a card. tivities may occur.
2. The 1,500 were reduced to 1,000 through sorting and
reduction of duplication. The degree of support for the proposition in each case
3. The more general, abstract statements were retained was then rated as "strong," "qualified," "neutral," or "con-
(N = 250), and specific instances were set aside for later tradictory."
use. After the next wave of data collection, which attended
to missing or equivocal data, the propositions were revis-
4. The 250 cards were sorted into "assumptions," «find-
ited. For a matrix with rows showing each teacher at each
ings," and "conclusions" and were divided into 30 general
site, column entries included data that supported the propo-
categories. The analysts displayed the 30 sets of cards on
sition and data that did not. As it turned out, the second
the wall to see the interrelationships. Considering the in-
proposition (above) was not supported.
formation needs of their report audience as wen, they de-
At the end, the propositions were tested further with
veloped a working"outline for presenting their findings in
other data sources (notably surveys and observations), and
the report.
cases that did not fit the modal patterns were reexamined
5. Now for verification. The analysts developed from carefully. "
the 250 a draft list of propositions for field-worker review. Although this illustration describes proposition genera-
Example: tion in the later stages of a study, it can be used 'produc-
The greatest impact of the Jaw at the school level has been tively much earlier-even after the nrst round of site visits.
to add new duties to old ones. Writing one proposition to a card, postil)g cards on the
76 • EARLY STEPS IN ANALYSIS

wall, and then clustering them helps a study staff see rather Figure 4.9
clearly what their preliminary understandings look like. as Case Analysis Meeting Form
a guide for next·step analysis and further data collection.
Case Analysis Meeting Form D'W _ _'_" Case _ _ __

E. Case Analysis Meeting Recorder _ _ __ Meeting Attendance _ _ _ _ __

L MAIN THEMES. IMPRESSIONS, SUMMARY STATEMENTS


Analysis Problem about what is going on in the case. Comments a.bout the general
state of the planninglimplementation system.
In aoy study that has mUltiple cases, the meaning of what 2. EXPLANATIONS, SPECULATIONS, HYPOTHESES about what
is happening in each case tends increasingly to get lost in is going on in the case.
the welter of fieldwork, write· ups, coding, and other pre· 3. ALTERNATIVE INTERPRETATIONS. EXPLANATIONS,
liminary analysis. Reynolds and Wineburg (1990) looked DISAGREEMENTS about what is going on in the case.
at'the methodological logs of graduate students in a year·
long qualitative methods course. Here is a this represen· 4. NEXT STEPS FOR DATA COLLECfION: follow-up questions.
specific actions, general directions fieldwork should take.
tative quote:
5. Implications for REVISION, UPDATING OF CODING SCHEME.
I found to my cost when I began to analyze the data for the
end·of·quarter progress report that my notes were almost use·
less because I hadn't gone back to them after the interviews.
I am now faced with the job oflistening to all the tapes (some out over three or four pages to allow space for note taking.
12 hours' worth) and doing what I should have done in the This particular example was focused on acomplex case-a
first place-preparing relevant summaries of information school-that we were following over time, but it can be
from each interview. (A. Reynolds, personal communication, adapted easily if the case is an individual or a smail group.
Nov. 29,1991)
Assembling the data. In using the form, the meeting can
How can a lone researcher or a research staff understand begin profitably with the most involved field-workers
quickly and economically what is happening in a case, launching a discussion of item 1. "main themes." Others
keep themselves current, and develop coherent constructs ask questions for clarification. The recorder follows the
to guide later analysis? discussion. taking notes under that heading and asking for
further clarification if needed.
Brief Description Often the discussion will jump forward to later ques-
tions (e.g., a theme suggests an interpretation). and the
At a case analysis meeting, the field-worker most con- recorder should enter those data under appropriate head-
versant with a case meets with one or more people-a ings. Points or items under each heading should be num-
critical friend, a colleague, or co-researchers-to summa- bered to mark them off and aid reference to them during
rize the current status of the case. The meeting is guided discussion.
by a series of questions, and notes are taken on answers to If the group does not move gradual1y to later questions,
the questions as the meeting progresses. the recorder should ask them to do so.
The recorder should summarize the notes from time to
illustration time to be sure the discussion is being represented accu-
rately.
Our study of the creation of new schools included six
sites. We wanted to keep as current as we could on events Using the results. Photocopies of the notes are made for
in the planning and implementation of each new school. everyone; they can ,be reviewed at the end of the meeting.
We also were seeking explanations and hypotheses-and Specific plans can be made (to revise codes, how to collect
we were feeling stJongly that our too-complex, unhelpful new data of a certain sort), although such review and plan-
coding scheme needed to be revised. ning can be done afterward, too.
Figure 4.10 presents some excerpts from a filled-out
Structuring the meeting. We settled on the idea of a case case analysis form for our new schools study. The field-
analysis meeting that would be held for each of the six sites worker had been observing the start-up of anew. open-
in rotation. To help focus the meeting, a note-taking form space elementary school. In this exhibit we can see that a
was needed l which appears in compressed form in Figure main theme was the researcher's effort to describe (item
4.9. The actual form, of course, had its questions spread 1) and then understand (item 2) why early implementation
r

E. Case Analysis Meeting _ 77

of the open-space teaching w~ going relatively smoothly preliminary descriptive and inferential generalizations.
even though the advance preparation had been poor. The The back and forth of interaction among colleagues helps
hypotheses and hunches in item 2 (e.g., the "retreatability" keep the field-worker honest. Even so, care should be taken
concept, the principal-teacher relationship, or teacher pro- not to get locked into premature generalizations. The
fessionalization) lead to additional data collection plans in themes and suggestions from case analysis meetings
item 4 (e.g., teacher interviews), as do the alternative, rival should always be checked against events in the case, as
hypotheses s\lggested in item 3. noted in carefully coded writeMups of field notes.
The meeting allows people to entertain opposing views Don't let a field-worker's generalization or impression
(e,g., the idea of doing a retrieval interview on summer go unquestioned or unillustrated. The tone should not be
planning in item 4 stems from the view that there may have one of arguing, but of friendly skepticism and efforts at
been more advance planning and preparation than the concreteness and shared clarity. A balance should be main-
field-worker had thought)~ tained between getting reasonable consensus and testing
alternative. rival hypotheses. Summarize frequently to
Variations check understandings.
If the group is bigger than three or four, it will help to
Many other questions can be generated to guide case have someone chairing, as well as recording.
analysis meetings: Like contact summaries, the summaries drawn from
case analysis meetings can themselves be coded and drawn
• What is puzzling, strange, or unexpected about recent case on for analysis. Figure 4.11 shows how this can work.
events?
• What is the state of our rapport with various people in key
roles? Time Required
• What additional analyses do we need of existing data to
understand the case better'? A case analysis meeting longer than 11;2 hours or so
• What is definitely not true of the case at this point? begins to lose focus and bite. The frequency of such meet-
ings depends on such factors as the number of people and
• What probably will happen over the next few days/weeks
in the case?
cases involved and the frequency of case contacts. In this
illustration each of six sites was being visited once per
week, and case analysis meetings for a given site were held
These are content-free examples; the research questions
every 3 weeks (thus we held two case analysis meetings
for the study may also generate additional substantive is-
per week, each covering two or three visits). The rule of
sues that can go on the case analysis meeting form (e.g.,
thumb is this: Don't let a large amount of case data pile
What are the current outcomes of the innovation? How
up before holding an analysis meeting. In our school im-
politically stable is the program? What is the level of parent
provement project, we found it useful to hold short case
involvement? What are the main channels of information
analysis meetings after each site visit (which usuaUy had
transfer?).
occupied 2 or 3 days and accumulated plenty of informa-
The notes from case analysis meetings, as well as guid-
tion).
ing specific next steps in data collection, can be revisited
after the next round or two of data collection for confirma-
tionldisconfirmation. In our illustration, it turned out that
Ed's preoccupation with "technical" issues and apparent F. Interim Case Summary
nonsupportiveness was seen by teachers as helpful; they
believed he was granting them much autonomy as profes- Analysis Problem
sionals, and they appreciated that.
Case analysis meetings can also be focused on a single Researchers have four recurring nightmares about data
theme in one case, such as "stabilization of the innovation," analysis. In the first nightmare, the data are no good. They
or can treat such a theme across several cases. See StiegeJ- have not illuminated what they were supposed to. In the
bauer, Goldstein, and Huling (1982) for further suggestions. second nightmare, systematic error has occurred (com~
monly in ~e form of biased responses) in the most impor-
tant data. tn the third nightmare, conclusions come out of
Advice the wringer of successively more sophisticated analyses
looking either trivial or trite ("You spent $75,000 to tell us
Case analysis meetings are good devices for rapid re w
that?"). And in the last nightmare, the data resist analysis,
trieval of impressions and "headnotes," and for forming are opaque, even inscrutable.
78 • EARLY STEPS IN ANALYSIS

Figure 4.10
Case Analysis Form: Exhibit With Data

1. MAIN THEMES, IMPRESSIONS, SUMMARY STATEMENTS about what is going on in the site.
1, Ed (principal) is efficient "technical" manager, not dealing with social system; doesn't think about it.
When Ken (asst. supt.) pointed out need for Ed to work with Janet, a complaining teacher ("treat her
with kid gloves ... good luck."), Ed said, "She'll be the one needing good lUck."
Not supportive especially: One teacher asked the field*worker for help. seemed reluctant when FW
referred her back to Ed,
2. Implementation of the open space approach is incredibly smooth in light of the minimal advance
preparation and training. There is still a "walking on cracked eggs" feeling. though.
3. Teachers seem cautiously willing to see how it will work out, not directly optimistic. Uncertainty,
feeling unprepared. "If it doesn't work out I hope we can undo it" suggests weak commitment; is
called "retreatability."
4. Children relaxed.
5. Teachers feeJ principal had no idea of what would be involved, really, in start~up.

2. EXPLANATIONS, SPECULATIONS, HYPOTHESES about what is going on in the site.


1. Ed's "effiCiency" emphasis helps smoothness.
2. People know who to go to for support.
3. Many teachers were students of asst. supt. and trust him.
4. Things aren't being imposed by outsiders.
5. Teacher attitudes may be related to the "retreatability" concept.
6. Principal knew teachers well enough to compose workable teams to implement the open space
concept. Also sent complaining teachers to another school.
7. Principal respects the teachers-even though during the administrative planning they were treated
like cattle.

3. ALTERNATIVE EXPLANATIONS, MINORITY REPORTS, DISAGREEMENTS about what is


going on in the site.
1. Perhaps the teachers' considerable past experience and training, their professionalization makes for
the smooth implementation.
2. The size of Ed's faculty has doubled; there are many strangers. That may be increasing the
uncertainty as much as the lack of preparation.

4. NEXT STEPS FOR DATA COLLECTION: follow~up questions, specific actions, general directions
field work should take.
1. Ask Ed about Janet, how she's adjusting. Get to know her.
2. Need time to talk with teachers, not just observe the start~up. Teachers are probably bothered more
than their "professional" surface behavior shows.
3. wm or can Ken give the teachers technical help?
4. What happened in yesterday's faculty meeting?
5. We should do a careful retrieval interview with Ken and Ed about the summer work, planning
decisions, etc, that preceded the start~up.
6. Ask key people: What are your hopes for the way the school will be by Christmas? by June? What
indicators would they use for good teacher collaboration? humanization of teaching?

5. Implications for REVISlON, UPDATING OF CODING SCHEME.


1. Consider a code for support.
2. Something on teacher commitment or ownership of the innovation.
3. Use a pattern for the "retreatability" idea., which seems quite key.
4. Our codes on "planning~implementation linkage" are too complicated; need to simplify them
considerably.
F. Interim Case Summary _ 79

Figure 4.11 Figure 4.12


Summary-Aided Approach to Analysis Interim Case Summary Outline: Illustration

Table or COlltell1S
field. _ write-up -+- coding --+- display,conclusion-

nol~~~
/ /w"g,,,pon,,g A. The Sile
I.
Z.
Geography, ~eUlllg
DeXllographlcs of ~ommunlly IUld dlnrlct
3. OrganizaHon ~hart (showing key actors and their relationships)
B. Brld ChroQology
1. Adoption (ln~ludes bdef description of the innovation)
SUMMARIES 2. Ptannlng (anything pOMadoption Md pfe·a~wal use with pupils)
3. Implemeh\3tlon up to preseQ{
C. Current Status of Research Questions
t. The InnOVation (deal with all subquc$llons; sumXllarlze what Is
cnrrClltly bown I Ir unknown, sny so IIC puules. describe Ihem.)
In conventional survey research, these nightmares may Z. The school liS sodal organization, prelmplcmcnlallon
3. Th~ adoption decision
materialize too late (after the close of data coJlection). As 4. Site dynamics during Implementation/transformation
a result, much preventive care is given earlier to proper 5. New (:onflgnutlonsfoulcomes
6. Role of C:tl~rnal and iaternal assistanct
sampling, validated and reliable instrumentation, and mew
(CONCLUDE THIS SECTION WITH A LIST OF
thodical data colIection. In qualitative research the night w
UNCERTAlNTrESfPUZZLES)
mares typically appear early in the game, and the analyst D. Causal Network
works on correcting them during further data collection. 1. Grapbl~ network or variahlu, at this sltc, ~cen iil$ affecting
outcomes (draw$ on pattcf\'l eodes)
But these problems do not always appear spontaneously; 2.. Discussion of nctwork, Including lies to other previous
coneeptualfemplrienl work on disselllination that seems cspecially
they become clear only as the analyst examines the data as salient or relcvant
they come in. E. Brie! Methodological Motu {hQW analysis was done. prQblems
These are methodological worries. UsualJy you have CllCUuhtcred, ele.: eoa(jdeaec III rcsnlts. $uggesllolls (or IIcxt summary.
etc.)
substantive concerns as welt What is really going on in the
case so far? What's the big picture? Are patterns and
themes emerging?
Typically, interim data examining is done on the run or may suggest promising avenues for other analysts for their
is done for some subsets of data but not for others-as, for next site visits and will certainly dredge up themes and
example, in generating pattern codes (section C) or writing concepts that exist in more than one case.
memos (section D). You need an integrative exercise that The interim summary pulls together what you know
obliges you to audit what is known and how well it is about a case. In a multicase study, it is the first formalized
known-to coUate the main findings to date, to estimate shot at cross~case analysis, and has the big advantage of
the confidence held in those findings, and to list gaps, puz- yielding emergent explanatory variables that can be
zles, and data that still need to be collected. The interim checked out, rather than generated post hoc.
case summary serves these purposes.
Organizing the summary. Whether the codes have been
Brief Description derived directly.from the research questions or evolved
during early exploratory work and are more distantly con~
The interim case summary is a provisional product of nected, it makes sense to scan the write-ups, looking for
varying length (10-25 pages) that provides a synthesis of the primary codes ofinterest,jotting down notes as you go,
what the researcher knows about the case an4 also indi- and then writing the summary. (This process will go quite
cates what may remain to be found out. It presents (a) a rapidly if your database is in computer files rather than
review of findings, (b) a careful look at the quality of data only on hard copy; you can search for coded chunks, see
supporting them. and (c) the agenda for the next waves of them in context, and switch to another file to write up the
data collection. The summary is the first attempt to derive themes you see emerging.)
a coherent, overall account of the case. Working by hand on hard copy is slower, bUlsomething
like this process seems the simplest way of synthesizing
Dlustration the findings to date, and of becoming aware of the ques w
Hons stilI uqanswered or equivocally answered. Some ana~
We have used interim summaries in several field stud w
Iysts prefer'to reread the write-ups carefully and then tackle
ies. Figure 4.12 presents the table of contents given·to each the research questions en bloc. They then use the pattern
researcher in our school improvement study as an outline codes to pull together the material for the summary.
for the interim case summary. Note that common format~ Doing the summary can also be the occasion for setting
ting like this will enable cross-case comparability-which up a data accounting sheet (see Box 4.4).
80 • EARLY STEPS IN ANALYSIS

Using the results. The interim summary exercise, as we Advice


1
have noted, forces the researcher to digest the materials in
hand, to formulate a clearer sense of the case, and to self~ There is never a "good time" to draft interim summaries,
critique the adequacy of the data that have been collected. because they usually get done on time stQl,en from data
This process leads to next~step data collection, planning, collection. Strategically. the best time is about a third of
and usually refonnulation of codes and further analysis the way into fieldwork, when there are initial data to report
plans. and enough time left to atone for the gaps or weaknesses
Whether the researcher is working alone. with occa~ the summary has revealed.
sienal advisory~colleague contact. or has colleagues work- In a mutticase study. be sure to allow time for individual
ing on other parallel cases, the interim case summary is researchers to study and discuss one another's summaries.
helpful. Exchanging interim summaries with colleagues These are usually focused and informed interactions spring·
brings them up to date. And the exchange is a good oc- ing from a common exercise, and they are typically more
casion to subject your emerging constructs or recurrent intellectual-and therefore more mind~expanding-than
themeS to a critical review. Blind spots are usually obvious logistically oriented staff meetings. Discussion of interim
to a second reader. Exchanging and discussing interim summaries is a fertile, risk-free arena for individual re·
summaries helps cross~case analysis: People can better searchers to tryout their sense of how the data-theirs and
align their visions, argue on the basis of shared and doc~ others'-are coming together, and to get the analytic juices
umented instances, and resolve fuzzy or shadowy issues flowing.
that need clarification for the study as a whole to move
forward. Time Required

Even ~f the researcher has a leisurely schedule, the ex~


Variations
ercise should be brief. Two days should do the basic job,
one for review and note taking. the second for drafting.
Interim summaries come in all shapes and sizes. The Reading and discussion take another 2 or 3 hours. The most
best ones are shapely and small-something on the order difficult part seems to be accepting the fact that interim
of 15~20 pages. (The outline shown earlier produced sum~ summaries are intedm-and likely to be incomplete, rap-
maries' of 25-35 pages.) Summaries also can be more spe· idly written, and fragmented. To do them "well" would
cialized. For example, rather than collating material for require upwards of a week, which is· too much time pro·
both individual research questions and overarching portionate to the yield. Do them rapidly. and then think
themes, you might do two consecutive summaries, one about them with your colleagues.
reviewing the research questions and, a month or so later,
another tackling the larger issues that, by then, should have
become clearer. Data Accounting Sheet
KeIl (1990) reports a study of classroom computer use
with several interim summaries, each limited to "general Doing an interim case summary can be the opportunity
trends since last visit" and two major research topics. for setting up a data accounting sheet. The sheet simply
Very brief summaries also can be produced rapidly by arrays each research question by infonnant or class of in~
the method outlined in Stiegelbauer et a1. (1982): the case formants, as shown in Box 4.4. As the legend shows, the
study interview. One field~worker interviews another for analyst checks the cell when a set of data is in hand, with
an hour, using a standard set of questions, such as. "How the ultimate objective of filling all of the cells.
would you characterize the principal's interactions' with For a concrete example of how this method worked out
people? What do you think of first when someone says in a study of statewide testing programs by Corbett and
-:::--:--:- School?" Wilson (1991), see Box 4.5. We can see quite clearly the
The interviewee prepares by reviewing aU available data. coverage of particular study topics over different inform-
but leaves them aside during the interview. The transcribed ant groups. This technique may look laborious, even over~
interview is then edited by the interviewee, referring back zealous. but it pays handsome rewards. In field research
to available data as needed. This method helps the field· you lose sight all too quickly of how much-and which
worker be integrative by pulling together impressions of sort of-data have been conected from different inform-
the case and core themes that are beginning to appear. It ants. Because these data are often corroborative-verify.
is also a way to guard against the "holistic fallacy"-the ing an explanation given by others, testing an emerging
assignment of a monolithic label to your case ("She's a thesis-their absence is more serious than just having
'traditional' teacher," "This is a 'freewheeling, innovative' "missing data," as in a quantitative survey. They are the
school), ignoring counterexamples and exceptions. evidential bricks on which the analysis must be built.
G. Vignettes _ 8l

Brief Description
Box 4.4 A Vignette is a focused description of a series of events
Data Accounting Sheet: Abstract Example taken to be representative, typical, or emblematic in the
case you are doing. It has a narrative, storylike structure
1I.,••t¢II~".
0<><"10....
5"" ... •• , , , , , , • , , , ,
II<ckt",,,,,d
M"orlal'
In!Otm'n!
Crov~ 1
1n!<>rmOM
Croup 2",~.
. that preserves chronological flow and that normally is lim-
ited to a brief time span, to one or a few key actors, to a
Q,.I ./ X ./ ". " ". ". X
OA·
bounded space, or to all three. As Erickson (1986) sug~
X ./ ./ ./ X )( /
. ,. "
QI.2
QI,) .,. ./ )( X ./ ./ X X gests, it is a "vivid portrayal of the conduct of an event of
Ql.I •• 'C. ". ,. X ./ everyday life, in which the sights and sounds of what was
I>l.nl" .. lnl"ld.,. ,/ .do"~I". being said and done are described in the natural sequence
:x
""" .
.tr.oom~I'I. dOl. N,~,·""'·PP!l"~I.
of their occurrence in real time." (pp. 149-150)12

D1ustration
The accounting sheet accompanies subsequent cod~ In several studies of professional "facilitators" working
jng; the analyst checks off each cell while coding each to help individual teachers improve their practice (Miles,
interview, observation, or document. At the end of coding Saxl. James, & Lieberman, 1986; Miles, Saxl, & Robinson,
a particular case contact, a photocopy of the data account- 1987; Saxl, Miles, & Lieberman, 1985), we wanted to look
ing sheet can be attached to the contact summary form at "serial" interventions-how a facilitator worked repeat-
(section A) and used in planning the next steps in data edly with a client teacher on a particular problem over the
collection. course of a f~w weeks-such as keeping your gym class
from running wild when you are from Haiti and speak very
limited English. In this case we could not watch either all
G. Vignettes of the contacts between facilitator and teacher. or every
gym class. Thus we decided on a collaborative model to
Analysis Problem engage study participants actively.

It's easy for any qualitative study to provide more data Setting up the outline. It's important to identify what the
than can be understood easily in the short run, let alone the structure of the vignette will be like. In this study we used
long run. But not all data are equal. During early data col- an outline such as the following to examine a situation
lection, as a researcher becomes more familiar with how that turned out well, where the facilitator's work was suc·
things work in the case at hand, he or she often finds rich cessful:
"pockets" of especiaIJy representative. meaningful data,
far short of an interim case summary, that can be pulled The context
together in a focused way for interim understanding. These Your hopes
are data subsets: Examples are "a day in the life" of an
intensive care unit nurse, the events in a typical college Who was involved
faculty meeting, the story of how a key management deci- What you did
sion was reached over a period of several weeks, and the What happened as a result
way a student solves a particular math problem. What the impact was
Sometimes these pockets are time limited. and data col~
Jection is straightforward; in other cases they are spread Why this happened
out over time and spai:e and thus make it difficult to ob- Other comments, such as expectations for the future, predic-
serve events directly. Vignettes offer a way to mine such tions, what was learned, and so on
pockets fairly easily.
They are also helpful in formulating core issues in a Producing the data. It helps to meet with several study
case-your theory of v:,.:hat is happening-for yourself, for participants to explain the vignette idea. Each person then
your study colleagues, and for external consumers of in- chooses a situa~ion to be described, makes some notes, and
terim reports that may be required. They can be embedded dictates or writes an account using the outline headings.
usefully in a longer case report as well. The directions emphasize noncritical writing ("Do not
Fjn~lIy, vignettes offer an opportunity 'to engage study worry about good Janguage, just describe the situation as
participants actively in producing. reflecting on, and learn- realistically as possible. If you have some second thoughts
ing from the data. as you go along, just stick them in. Do not worry about
82 • EARLY STEPS IN ANALYSIS

Box 4.5
Data Accounting Sheet: Illustration (Corbett & Wilson, 1991)
Data Snrnrnary Chart
Information Sources By Informati9'n Categories
Using the interview guide categories, indicate from whom information has been obtained. Place the number of
people talked to within a position category about each topic in the space provided. Also, on the fIrst line give the
total number of people within each position category you talked to during the site visit.

Other Otiler
Asst. Central Bldg. Prof
Category Supt. Supt. Office Adm. Teachers (GCs) Students ????
Total interviewed I 10 3 8 3 12
Local Testing Program I
- Planning
- Implementation
- Institutionalization
State Testing Program ttt
- Levels Standards t tt t ttt t ttttttt
- Competencies ttt t
- Consequences t ttt t t tt t
Internal District Context
- Instructional - Prior t t
-Effects t tttt ttt ttttt t t t
- Organizational - Prior
-Effects t ttttt tt tttt tt
Cultural - Prior t t t t t
Environmental Context
-SEA t t ttt t
- Community t ttt tttt t t
-Media t
Test Scores I Alternative
Criteria

having to stay too closely with the outline."). The typical cessed field notes. The best discussion of this method we
vignette for an outline like this runs 6~15 pages. have found is Erickson (1986).
Seidman (1991) describes a more extended version
Revising/editing. The researcher reads the typed or tran- called a "profile," which is a narrative summary using an
scribed account, makes marginal notes and queries on it, informant's own words to describe experience over an ex~
and sends it back to the writer for review. The notes and tended time period.
queries are discussed over the phone; the researcher pro~ Merryfield (1990) has experimented with a "con-
duces a revised and expanded version. This is sent back for structed" fonn of vignette calIed the "narrative scene." It
further review and discussion; a final version, with pseu~ is a composite narrative, written not in the interim, but near
donyms replacing real names,_ then can be circ1l1ated to the end of a study, aftertindings have largely been worked
others in the work setting-an extra benefit in terms of out, verified with participants, and "audited" by a third
recognition and potential learning for colleagues. party. Box 4.6 shows an excerpt from her study of social
studies education in Kenya
Variations Published along with explicit explanation of the ground
rules used in construction, it is a potentially useftjl integra~
Vignettes can be (and more typically are) produced by tive device for reconstructing and communicating key phe-
the researcher alone, assuming a good database of pro~ nomena-and interpretations of them-in a case.
!
i

H. Prestructured Case • 83

Any type of vignette, because it is a concrete, focused


Box 4.6 story, will be vivid. compelling, and persuasive. If it is not
Narrative Scene: really representative, you and your readers run the risk of
misunderstanding the case it refers to. Using mUltiple
Excerpt (Merryfield, 1990)
vignettes helps, but the question "Is this really typical?"
must always be asked. P. Wasley (personal communica-
Returning from lunch, Washington Ombok wipes his face
and looks down the hill to where the blue sky and blue lake
tion, 1991) reports that. after reviewing a week's field
shimmer on the horizon. He searches for clouds in hopes that notes to find answers to research questions and key themes,
the rains will come soon. Last year's drought caused many she chooses a '<day in the life" to write up-but then scans
hardships for the fanners and fishermen of his lake district, the entire corpus of notes to be sure she is not pulling out
one of the poorer agricultural areas in Kenya. the most sensational incidents or unique ones.
Erickson's (1986) helpful discussion points out: HEven
A messenger greets Mr, Ombok and sets two big cartons the most richly detailed vignette is a reduced account,
beside his desk. clearer than life .. , , it does not represent the original event
"What's this?" asks Mr, Ombok. itself, for this is impossible.. , . [It) is an abstraction; an
"They are from the Institute," replies Mr. Charles Obonyo, analytic caricature (of a friendly sort) ... that highlights
the District Education Officer, as he enters the office. "I guess the author's interpretive perspective" (p. 150).
our PEP school has some new materials," Thus; he notes, the vignette is a "potentially dangerous
Mr. Ombok breaks open the top box and pulls out a draft tool that can be used to mislead as well as to inform,"
pupil's book, mimeographed and stapled together with a light whose interpretive validity "cannot be demonstrated
green cover. "Yes, our PEP school certainly can't complain within the vignette itself." Multiple vignettes and accom~
about teaching materials. I wish all of our other schools had panying commentary are needed.
as many books. Is the Land~Rover back yet? J might as well At the same time, Erickson acknowledges that writing
get these books on out to lalo." a vignette after reading through field notes can be a pow~
erful means for surfacing and clarifying your own perspec-
tive on what is happening.
Finally, vignettes can be a useful corrective when your
Caution: Even with safeguards such as those mentioned, data---coded, displayed, and pondered~on-somehow
the risk of a vivid, convincing report that 'is' false to the lack meaning and contextual richness. (For a good account
reality of the specific situations from which it was drawn of this, see Maxwell and Miller's [1992J account of their
is substantial. For example, the sentences attributed to analysis of adolescents' friendships through the creation
"Washington Ombok" and to "Obonyo" were never ut~ of «narrative summaries,")
tered as such-though sentences like them obviously were
heard by the field~worker. The sentences have a didactic Time Required
intent, teaching the reader about the PEP program, but do
real inspectors and education officers in Kenya talk like The coliaboratively produced vignette described above
this? As Merryfield (1990) cautions, "In constructing (Miles, 1990) takes about 2 or 3 hours of the participant's
scenes and dialogues the researcher literally puts words time and 4 hours of researcher time (not induding tran-
into people's mouths based not only on raw data but also scription; that adds another 3 or 4 hours).
on the study's major findings" (p. 23). The time for researcher~produced vignettes will vary
considerably, depending on the size of the database being
Advice scanned and the degree of focus of the vignette.

The collaborative vignette requires a trusting relation-


ship between researcher and participant, one that is non-
judgmental but strong enough to tolerate occasional pres~ H. Prestructured Case
sure to get the job done. Writing something on your own
for an hour or so is quite different from being interviewed Analysis Problem
for the same time period. }
We've alluded often to the problem of data overload In
.
It's also important to watch for potential bias: Collabo-
ratively written "success" vignettes can be defensive or qualitative studies, which is ex.acerbated by the time re~
self-serving. And they may "cowopt" the researcher into quired for processing field notes and for coding. In a study
unwarranted positive judgments-a fann of "going na~ where time is limited and research questions are well speci~
tive." fied, are there ways to focus and streamline data collection

."
84 • EARLY STEPS IN ANALYSIS

and analysis that are "quick and clean," and will provide Figure 4.13
trustworthy results? Prestructured Case Outline:
These questions take on more importance in multiple~ Abbreviated Version
case studies, where comparability across cases is critical
for warranted conclusioI!s.
A. Beginning note: case methods and data
l. The context:
Brief Description a. The school: an overview
b. The community context
c. The school district
Assuming that the researcher has established an explicit d, The state context (SEA and legislature)
conceptual framework. a rather precise set of research c. The school: a more detailed picture
questions. and a clearly defined sampling plan, the pre~ f. Preconditions for change
n. The improvement program as planned: an overview
structured case begins with a case outline, developed be~ III. Why this program
fore an¥ data are collected. The outline includes detailed IV, The story of planning and implementation
a. Chronology
data dispJays, as well as narrative sections accompanying b. The process of planning and implementation
them. The outline is, in effect, a shell for the data to come. c. The problems
d. The assistance provided
Over several rounds of field visits, the researcher fills in 1. Sources. types, and adequacy
successive drafts of the case, revising steadily; the final 2. Why this assistance?
e. How problems were dealt with
version of the case is ready shortly after the last field visit. 1. Managing and coping strategies
2. Why these strategies?
V. The program implementation effort
Dlustration a. Overall program extent and quality
b. Prospects for the future
In a study of reform processes in six urban high schools c. Why implementation occurred as it did
VI. The results
carried out by a staff of five researchers (Louis & Miles, a. Interim results
1990), we developed a detailed conceptual framework and b. Long-term results
VII. Why these results?
a set of 14 detailed research questions, such as: VIII. Lessons for improving the urban high school

What. barriers, problems, and dilemmas were encountered


during planning/initiation and implementation of the
school improvement project? These impediments may key actors: people in coordinative positions
be "inherent" in the nature of high schools and the im~
provement process or may be conditioned by the local key events: meetings where problem solving and coordination
context occur
What management and coping strategies were employed to core processes: problems encountered during ini~ation, as
deal with the barriers/problems/dilemmas? Which were well as early and later implementation; coping strate"
technical, which were cultural, and which were politi~ gies as seen by a wide range of affected roles (teachers,
cal in nature? building administrators, central office personnel)

Constructing the outline. With the research questions in


Given limited time. it's also useful to plan a sequenced
hand, you can put together a clearly specified outline. Fig-
approach to data collection: Which research questions will
ure 4.13 shows an abbreviated form of the one used in the
be focused on during successive visits?
study, with an eye to a 40"page case. A more detailed ver-
sion was used by aU case researchers; the aim is to "drive
the data collection by the anticipated product" (Miles, Data collection and analysis. With the outline clearly in
1990). That is, the field-worker, knowing what the case has mind, the researcher begins the first round of data collec-
to look like, collects the data needed to fili the shell. Spe- tion. The raw field notes are coded without being trans-
cific data displays (matrices, organization charts. etc.) are formed into write~ups. The researcher reviews the coded
designed in advance. field notes and enters data directly into displays by using
a word processor (for an illustration from the study, see
Planning for data collection. Because time normally is Box 5.8) and writing accompanying analytic text-that is,
limited when this method is used. it helps to do advance the conc1usions drawn from the displayed data There will
planning for within-case sampling. For example, in this be instances of missing or unclear data, and of unanswered
study, for the two research questions above, we wanted a research questions; these provide the targets for the next
good sample of: round of data collection.
I. Sequential Analyses _ 85

Figure 4.14
Traditional Analysis Sequence Compared With Prestmctured Case

USUAL field -----P- write-up --.... coding -.,... display --+-- conclusions _ OUTI.lNE ____ report
METIlOD notes data.J

~(i<eratel~
PRE- OUTLINE -..- field - - . coding ---.. display --+- conclusions -+-- repon
S1RUCTIJRED not~ : /

~
CASE

(i",rateuntildone] .+___-

This procedure is iterated until data collection and the sampling from a range of informants and settings; "trian~
completed case are done. Thus the processes of data col~ gulating" (see Chapter 10, section B) with different data
lection, analysis.-and report writing are collapsed into one collection methods, theories, or respondents; and-above
evolving procedure. With some experience the researcher all-using skeptical colleagues to see whether different
has a constant sense of being on top of the data, and remains conclusions can be derived from your displays.
open to checking and extending findings. Feedback from The case outline itself also can help by limiting early
study participants can be sought and incorpomted along versions to descriptive material. encouraging "reflective
the way to verify and revise preliminary conclusions. remarks." and including a subsection on "puzzles and un~
Figure 4.14 shows how this procedure differs from the answered questions" in each chapter of the case.
more traditional one. Both are iterative, but the field~
work in the prestructured case is driven by the outline, as Time Required
well as the emerging conclusions-and the report draft
itself. In its "pure" fonn (coding from field notes), the pre-
structured case method reduces processing, analysis, and
Variations writing time from the range of four to seven times tbe
contact time to perhaps two to four times. During early
Each case can be developed by a pair of researchers to stages the ratio of office to field time is about 2 to 1, in~
ward off the potential difficulties discussed below. If time creasing to 3 or 4 to 1 later. Longer, more ambitious cases
permits, the method can be used with funy written-up data. take proportionately more than those with limited field
contact.
Advice Once research questions are crisp, the front~end work of
designing the case outline and instrumentation usually
Figure 4.14 points to a major weakness: Coding is done takes only 2 or 3 days.
directly from scribbled field notes, not from a "public" So the method saves a lot of time. BUT the quality of
write-up, and is much less subject to critique and refine~ the study may well suffer, as we have said, unless careful
ment. So the method should not be used by inexperienced attention is paid to warding off biased and poorly founded
field-workers or by those unfamiliar with the type of set M conclusions. That carefulness will in itself add some time
ting being studied. Nor should it be used jfthe conceptual costs (e.g .• for colleague critique and discussion).
framework and research questions are not well spelled out.
"In short, as with most things that matter, to doa pre-struc-
tured case well, you have to know what you are doing" r; Sequential Analyses
(Miles, 1990, p. 48).
Furthermore, the method leans the researcher toward In this cl1apter we've reviewed a series of methods best
early-maybe too early--conclusion drawing. This ten- suited for ~arly analytic work. and often used as data col~
dency makes tunnel vision and undetected bias more lection continues. We shOUld emphasize that a single in-
likely. Even with experienced, knowledgeable researchers, terim analysis is rarely "enough." If we listen carefully, our
we advise corrective tactics such as ensuring wide data cases wi1l say to us, as Norman Mailer once said to his
86 • EARLY STEPS IN ANALYSIS

readers, "Do not understand me too quickly." It's easy to • Addition of more clinical codes from specialized literature,
fall into the trap of premature closure, a feeling of "right~ such as "boundary between man and woman," "violence"
ness" that is grounded falsely-especiaHy because early • Examination of further cases (N = 32, with 32 controls);
data collection is usuaUy partial. flawed. and simplistic in developing further codes via analytic induction
some important respects. " Development of key hypothesis (e,g., that incest victims
The first interim analysis should not only point to im~ have weakly developed boundaries)
proved data collection but also lead to successively deeper, • Verification of hypotheses via interviews with several pa-
fuller waves of analysis by swinging back to pattern cod~ tients from original set
iog. memoing. and proposition developing as more de-
• Integration of findings with existing empirical and concep-
tailed, better-quality data become available, and your cog-
tualliterature (e.g" on dissociated personalities)
nitive map of the case gets richer and more powerful.
As Campbell (1979) suggests, we need to keep a "box " Extension of findings to new sample (screening new cases
score" along the way. As our emerging theory of the case for instances of incest) and new analytic cycle
generates multiple implications. predictions, and expecta~
tions within the case, how many are actually confinued? Each step was a funnel for gathering more data on fewer,
He also reminds us of the need for an "adversary process": but progressively more vital, dimensions in the data set. ' ,
"Other experts are encouraged to look for other implica~ Here is a second, very different example, in the tradition .
tions of the theory and other facts to contradict or support of Giorgi's (1975) work in phenomenological psychology.
it" (p. 61). It is holistic and does not use coding directly, but relies on
Basically, a good interim analysis is one that helps us a series of deeply understood summaries.
reorient our view of the case. And any interim analysis Fischer and Wertz (in Giorgi, 1975) interviewed 50 vic·
should be the first of several. Their strength is their ex· tims of crime (e.g., assaults, robbery, burglary, vandalism),
ploratory, summarizing, sense-making character. Their asking them to describe what was going on prior to the
potential weaknesses are superficiality. premature closure, crime, what 'it was like to be victimized, ~what hap-
and faulty data. These weaknesses may be avoided through pened afterward. The transcriptions then underwent-a five~
intelligent critique from skeptical colleagues, feeding back step analysis: (a) familiarization through rereadings, (b)
into sub$equent waves of data coIlection. demarcation into numbered units, (c) casting of the units
into temporal order, (d) organizing clusters of units into
scenes, and (e) condensing these organized units into nar·
llIustrations ratives with nonessential facts dropped.
Along the way, there were four analytic transformations
We have presented a series of techniques beginning with of the data. Here they are:
the collection of data and leading to interim summaries.
By looking at the titles of each section, the'reader can get 1. Individual case synopses. These aimed to i::lisclose
an idea of how each- technique could follow another in an what was essential to each person's experience, while re~
iterative sequence: Each wave of data collection leads to dueing the original transcript by about one-third, They
progressively more molar clustering and analysis. Our il- used close approximations to the person's own words
lustrations, however, came from different studies. ("Mr. R felt the police investigation was a sham. They
Let's look at some studies showing how early analysis dusted for fingerprints, but they didn't seem to care. The
methods are used in sequenc~ around a single set of re~ R's felt ignored. They had expected the police to sit down
search questions and proceed from single-case to multiple- and get a list of what was missing, but they said they were
case analyses. too busy.").
In a Belgian study of primary health care (Schillemans 2. Illustrated narrative. These narratives work across
et ai., n. d.), the researchers focused on treatment of vic~ cases by enumerating all of the possible sequences, then
tims of incest. They began with a group of 10-15 medical picking out the modal ones, and then moving up still an-
practitioners, meeting in a weekly "exploration group" for other notch to find a generic sequence. Here it is: (a) living
2 years, Here are the successive steps: routinely, (b) being disrupted, (e) being violated, (d) rein-
tegration, (e) going on, 'The narrative core for, say, "being
• Review of material from the first patient case (videotapes, disrupted," is this:
documents, notes)
• Generation of a first batch of codes from the case review, Even as the person copes with the threatening or discovered
such as "fear of the dark," "speech difficulties." "avers'jon crime. he or she scans imaginatively and perceptually for a
to sexuality" still worse outcome,

J
I. Sequential Analyses • 87

Each part of the sequepce is followed by a series of pHcit. ... For example, in discussion with a caring friend, the
illustrative excerpts ("You imagine the worst when it's victim becomes actively involved (thus overcoming loss of
happening.... I just kept thinking my baby's upstairs and agency), and makes sense of the crime (overcoming shock
I might never see her again."). and confusion); while the friend allows reciprocity. (p. 154)
Let's pause here for a moment. Notice that the authors
have not resorted to explicit coding. They seem to be look~ Now for a final illustration of sequential analysis. Using
ing for key words, themes, and sequences to find the most inductive coding and a grounded approach to the deriva-
characteristic accounts. This approach helps keep the con~ tion of theory, Chesler (1987) studied the dangers of selfv
nections between different segments-the strands that ex- help groups as perceived by 63 professionals (physicians,
plain what came before the core theme you have identified social workers, psychologists). Their interview had three
and what came after. straightforward questions, such as "What do professionals
By simply extracting and clustering the segments in mean when they talk about the dangers of self-help
which a theme appears, as we do with conventional coding groups?" Let's follow the analytic trail.
and pattern coding, we are much better able to look across
a data set within single or multiple cases. But we may lose Step 1. Underline key terms in the text.
the contextual information that tells us why and how the
pattern appeared specifically. We also run the risk of com~ Step 2. Restate key phrases. Figure 4.15 shows how this
bining codes for analysis, when the context of the code worked:The idea is to remain as descriptive and literal as
would have told us that they are not in the same thematic possible. Note, however, that Chesler often resorts to para-
or conceptual family. Ideally, interim analyses will pre- phrase.
serve both the contextual, over-time dimension and the
more ''paradigmatic'' or variable~oriented view-a distinc- Step 3. Ryduce the phrases and create clusters. Chesler
tion we keep returning to. reports that this step was done several times, as different
3. General condensation. This is a compact description clustering patterns were tried. As one coder completed the
(in two pages) of the characteristics common to the tran- clustering process, another coder redid it independently.
scriptions. The authors are not clear about how they man- The two then were compared. Completion of this step re-
aged to "encompass all individual cases." But the account sulted in 40 apparently distinct clusters-too many to ana·
does read as a general summary. Here is an ex.cerpt: Iyze, writes Chesler. Here are two:

Being criminally victimized is a disruption of daily routine. Control will be taken away
It is a disruption that compels one, despite personal resjs~ proprietary control
tance, to face one's fellow as predator and oneself as prey, concerned with retaining control
even though all the while anticipating consequences, planv fear loss of control
ning. acting and looking to others for assistance. (Fischer Create misunderstanding/misinformation
& Wertz. 1975. p. 149) generate misinformation
repeat misinformation
4. General psychological structure. Here the analysis is misinformation circulating
nested in a more conceptual frame-is connected to a body misinfonnation can be exchanged
of knowledge lying outside the data set. The authors won't understand what's happening
worked iteratively in several ways: the analysis of several
transcriptions, the extraction of a general psychological Note, before we move on, the difference in approach
profile, then use of that profile on another set of transcrip- from Fischer and Wertz (1975), who virtually never aban-
tions. At the same time, the synopses, condensation, and don the narrative form. Chesler has far more fragmentary,
narratives were used as a crossvchecking device. If these decontextualized data, but he can move it around readily.
pieces do not cohere and do not involve the same constitu- The cluster names are, in effect, codes.
ents of victimization, conceptual analysis would be un- Step 4. Reduction of clusters, and attaching labels. This
hinged. Here is an ex.cerpt from the general psychological is the process of pattern coding. As clusters are reduced in
structure: number and are combined to form "meta-clusters," com-
parisons ar~ made "at the boundaries of each cluster." The
[There are] three ways in which victimization must be sur- decisions involve both implicit and explicit comparisons
passed for complete recovery: the victim's active efforts, the and thereby move to higher levels of inference. Here are a
world's re~ated reassertion of social harmony, and the active few of the meta~c1usters showing «dangers" of self-help
assistance by others. All three aspects are mutually im~ groups, with the incidence for each shown in parentheses:
88 • EARLY STEPS IN ANALYSIS
1
!

Figure4.1S
Marginal Notes as a Coding Aid (Chesler, 1987)

Step 1: Underline key tenns in the text Step 2: Restate Key Phrases

Social worker, Gp. 3: The professionals are afraid people will be repeating repeat misinformation
misinfonnation, that people will compare one diagnosis to another and compare diagnosis
come back and say, "Why aren't we getting XXXX?" There is a fear chat

they will get people who are obsessed with the disease, and not coping obsession with disease

well, ana totally fixated in getting the secondary gains from the disease. cope poorly
fixation on secondary gains
Frankly. I've seen that happen in a few individual cases.

Socia! worker, Gp. 7: Professionals are afraid that a group could

get out of hand, take power or just be harmful in some way. get out of hand
take power
be harmful

1. Challenge the power of professionals (17) a memo clearly bridging from one cluster to a more con-
2, Create emotional problems for parents (15) ceptual explanation for it:
3. Parents learn/know too much (11)
4, Spread misinformation (8) Why is too much infonnation adanger? I was prepared to hear
5. Take over professionals' job (social work) (6) professionals state that parent misinformation or lack of jn~
formation was adanger, but why too much infonnation? What
6. Transfer doctors or increase physician competition (6) is involved here? I remember an article I read many years ago,
7. Question medical authority/judgment (6) in which Rieff wrote about knowledge being the basis of pro-
fessional practice .... So perhaps the danger to professionals
Step 5, Generalizations about the phrases in each cluster. is that as parents get informed, the professionals no longer
These correspond to the "propositions" examined earlier have that edge in expertise and thus status and control.
(section D). Analytically, they are the plausible next step (Chesler, 1987, p. 17)
once a clustering procedure and "patterning" exercise have
identified and qualified a set of core themes. A few exam~ Step 7, Integrating theories in an explanatory framework.
pIes from the meta~cluster "Parents learnlknow too much": Here Chesler turns toward the literature on professionals'
ideologies and roles. He uses it as an orienting framework,
Professionals have fears from the sharing/comparing of infor~ applying it to the original dusters, the pattern codes, the
mation, propositions, and the memos. The central theme becomes
Doctors are worried that parents will get too educated. the "image of control exercised by professionals and their
Professionals are afraid that parents will compare notes, com- perception that autonomous parent self-help activity (and
pare protocols, and learn of experiments. groups) threatens professional control." Beyond that is the
intention to exercise a monopoly over the health care
Step 6. Gener~ting minitheories: memo writing that poses knowledge base, delivery of service, and value claims.
explanations. On to the_memos (as in section D). Chesler
(1987) notes that as these pattern cod~s and propositions Summary Comments
are created and refined, and then contrasted with one an-
other, the researcher is "well into the process of generating In this chapter we've focused on methods most useful
theory that explains their meaning." Here is a fragment of during early stages of analysis. They serve to organize your
r
I. Sequential Analyses _ 89

data for later anc;J deeper analysis, while also clarifying and so on. The informant "leams" what the interview is about and decides
your ideas about the meaning of your data, and suggesting what can be said-what this story will be about-and how it will be
leads for added data collection. represented,
Thus the looser the interview strategy, the less comparable your data.
We've reviewed several methods: those for summariz w

And Mishler cites stu'dies showing that about one-third of structured ques-
ing .data (contact summaries, the case analysis meeting, tions arenot asked as planned. Furthermore, "one-shot interview[s] with-
and interim case summaries); approaches to coding (at~ out local knowledge of a respondent's life situation and following a
taching meaningfuJ labels to data chunks) at descriptive standard schedule" are suspect; they are essentially a "meeting between
and more inferential, general levels; methods for thinking two strangers" who cannot make out one another's socially organized
about your data via annotations and memos; and methods frames of meaning.
for producing focused or extended reports, such as 6. See Kvale's (1988) admonition to "beware of transcripts" (p. 97),
Transcriptions, he argues, are trnnsformations of one mode-a conversa-
vignettes and prestructured cases. We concluded with ex- tion or oral discourse-into another mode: narrative discourse, There are
amples of how such early analysis methods can be strung dangers of superficial coding, decomextualization, missing what came
together over time during a project. , before and after in the infonnant's account, and what the larger conver-
We now turn to the deeper descriptive analysis of cases sation was about.
that involves systematic display of data for drawing and 7. Technically, coding has associations with semiotics, asubfieJd of
verifying conclusions. That work, supported by early ana1y- linguistics that emphnsizes the analysis of communicative "signs" (e.g.,
sis, begins during data collection and continues afterward. in rut, music. literature, everyday language). To find out more about the
relationship between linguistics and fieldwork, see Manning (1987).
8, The classic reference on approaches to building a systematic set
of codes (categories) is Lazarsfeld and Barton (1972),
Notes 9. Mishler (1986) points out thllt coded data have no "meaning" in
themselves; they are the result of gradually built-up understandings
among the research team, which are themselvesabstrncted from theorigi-
I. Some resen.rchers are beginning to type field notes directly on a
nal meanings conferred by infonnlll1ts. The process is insidious: AI! par-
laptop or notebook computer during interviews or observations (Fetter-
ties, using common vernacular langunge, are convinced intuitively that
mnn, 1989; P. Wasley, personil communication. 1991). Such notes, how-
they understand the same things by the same terms. Only gradually,
ever, like handwritten ones, require later processing, depending on the
through training and periodic, continuing coding reliability checks, is a
systematiza.tion of entries, typing and spelling skill, perceived sketchi-
coder's subculture built up.
ness, and use of abbreviations.
10. The Q versus R distinction was first made by Stephenson (1953).
2, There is a long and well-worked-out tradition of photographs as
For the reader new to the idea, an example may help. If you measured
a form of data, which we do not explore in this book. For good treatments
several attitudes in a popUlation of, say, college students and correlated
of problems of photographic data collection and analysis, see Harper
the attitude measures, you might find that conservative political attitudes
(1989), Ball and Smith (1992), Bogdan and BikJen (1992), Templin
were somewhat positively related to attitudes toward beer drinking. That
(I982). Wagner (1979). and Becker (1978). On film and videotape, see
would be an R analysis.
the compendium of methods. with annotated bibliogrnphy, by Erickson
Using the same data set, you also could see whether there were clus-
and Wilson (1982).
ters or families of students. It might tum out that the students fell into
Similarly, data sometimes appear in the form 'of drawings made by
four main clusters: (a) conservative beer drinkers (the largest group), (b)
the field-worker (e,g., the set-up of a room) or by field infonnants (e.g"
progressive beer drinkers. (c) total abstainers, and (d) middle-of-the-
an organiza.tion chart), See Chapter 4, section A, for further discussion.
roaders. That would be a Q analysis. Pattern codes for qualitative data.
Finally. data may come in the fonn of documents collected from a
can be used for eitherQ or R analysis,
field site. See Box 4.1 for ideas on summarizing these.
We do not deal with the extensive range of techniques available for II. For a good review of how people tend lo cling to their beliefs,
even when faced with countering evidence, see Ross and Lepper (1980);
anaIyzing texts (in either document or transcript form) from the fields of
discourse analysis (Potter & Wetherell, 1987; Van Dijk. 1985), semiotics the best full-scale trentment is by Nisbett and Ross (1980). "People"
(Pecheux, 1982), or the immense field of linguistics (Akmajinn, 1990; decidedly include researchers, as McEwnn Ilnd Bull (1991) note:
Rosenberg, 1982; Yngve, 1986), The history of science is littered with examples in which our most
3. Sanjek's (1990) examples of field notes are rich and fascinat- revered scientists-Gali1eo, Newton, Priestley, Einstein-refused
ing and include D. wide r:mge of types, from scratch notes to write-ups, to abandon their theories in the face of apparently refuting evi-
texts written or dictated by respondents. field-workerjoumaJs, and many dence. , , • Even when scientists understand that a particular phe-
others. nomenon is inconsistent with a theory, they still rarely abandon
4. See Kvale (1988) for a thoughtful discussion of the transcript Ill1d that theory. Most often they simply ignore the apparently refut-
its problems,· For illustrations of micro-Ie vel trnnscription, see Potter and ing evidenee, especially if no other available theory can explain
Wetherell (1987)-fhey describe in their Appendix some stlll1dard con- it. , , {or} will make ad hoc adjustments in beliefs not central to
ventions for showing pauses, emphnsis, inaudibility, and so on. the theory (such as beliefs about how their instruments function)
5. See Mishler(1986) on issues ofinterviewingquality, The inform- in order1o render the evidence consistent with the theory. (p. 322)
ant nnd interviewer, he says, co-construct menning, producing a "story"
around the "facts" ns each person "reads" signals: phrases, pauses. digres- 12, For a good discussion of the "story" ornrurative mode of thought,
sions, initiation of a new qoestion, insistence on D. line of questioning, as contrasted with abstract "propositional" thought, see Vitz (1990) Ill1d
asking for more on one item but not another, cutting off the discussion, Howard (1991): see also Mishler (1990) and Polkinghome (1988).
",:

Within-Case Displays:
Exploring and Describing

In this chapter we explore a series of displays for drawing Describing and Explaining
and verifying descriptive conclusions about the phenom~
ena in a bounded context that make up a single "case"- Looking at a situation, any researcher wants to know
whether that case is an individual in a setting, a small clearly what is going on and how things are proceeding-
group, or a larger unit such as a department, organization, and usually wants as wen to understand and explain coher-
or community, ently why things occur as they do, This innocent formula~
These analysis methods can be used either during or tion can be embroidered endlessly, which we do not
after data collection, They depend on the sorts of early propose to do. We can, however, define some terms and
analysis we describe in Chapter 4-particularly, coding. make some useful distinctions,
At first they provide preliminary conclusions about what Description. in Bernard's (1988) terms, means "making
is happening in the case-and how-and suggest leads Gomplicated things understandable by reducing them to
toward new data Later, as fuller, more complete descrip- their component parts." The issue is making a clear ac-
tions are in hand, these displays can supply the basic ma- counting of the phenomena at hand. Explanation is dicier:
terial for explanations-plausible reasons for why things As Bernard suggests, it means "making complicated things
are happening as they are, We explore that topic in Chap- understandable by showing how their component parts fit
ter6, together according to some rules"-that is, theory.
First we talk about the analytic progression from what Qualitative studies are often mounted to explore a new
and how to why, and then about the basic idea of data area and to build or "emerge" a theory about it. But they
display, Then we describe a series of within-case descrip- also can be designed to confirm or test an existing theory.
tive display types, H1ustrating how they can be designed In the confirmatory mode, as Gherardi and Turner (1987)
and used to draw and verify conclusions. point out, data are used to fill in gaps in a puzzle, In the

90
A. How Data Displays Work • 91

exploratory mode,. it's as i~ we are trying to solve, an un- happened, and then what happened?), to constructing a
stated or ambiguous problem, which has to be framed and "map" (formalizing the elements of the story, locating key
reframed as we go. Wolcott (1992) talks about this as the variables), to building a theory or model (how the variables
"theory first" or "theory after" approach. Both are work- are connected, how they influence each other). We have
able. . constructed a deeper story, in effect, that is both variable-
So what is theory? We can talk about implicit theory, oriented and process-oriented.
the preconceptions, biases, values, frames, and rhetorical The progression is a sort of "ladder of abstraction"
habits that (for example) lead us or the people we are study- (Carney, 1990; see Figure 5.1). You begin with a text,
ing to refer to a situation as a "single-parent famHy"-or trying out coding categories on it, then moving to identify
to the same situation as a "broken home" (Rein & Schon, themes and trends, and then to testing hunches and find~
1977). In this case the implicit theories are each biased. ings, aiming first to delineate the "deep structure" and then
The first puts a certain kind of human group into a class to integrate the data into an explanatory framework. In this
called «family" and implicitly asserts its right to exist. The sense we can speak. of "data transformation" as informa-
second classifies the situation as imperfect or damaged and tion is condensed, clustered, sorted, and linked over time
implies that "a home" must have more than one parent (Gherardi & Turner, 1987).
We can speak also of explicit theory: a set of concepts NaturaI1y there is no clear or clean boundary between
that might be organized in list form, or in a hierarchy, or describing and explaining; the researcher typically moves
in a network of propositi~nal statements. As Wolcott through a series of analysis episodes that condense more
(1992) notes, these might be at the level of "grand theory" and more data into a more and more coherent under·
(e.g., symbolic interactionism) or, more typically, include standing of what, how, and why. In this chapter we mainly
modest middle-range concepts such as culture or commit- emphasize description, but point forward to more explana·
ment or innovation adoption. Conceptual frameworks, as tory metho~s in Chapter 6.
we describe them in Chapter 2, are the researcher's first
cut at making some explicit theoretical statements.
One more distinction, to which we alluded before, seems A. How Data Displays Work
important. Efforts to describe and explain may be "para-
digmatic" (Maxwell, 1992a; Maxwell & Miller, 1992)- The idea of a display is central to this book. By display
they involve a variable·oriented approach (Ragin, 1987) we mean a visual format that presents information system-
that deals essentially with the relations among well·de.· atically, so the user can draw valid conclusions and take
fined concepts. For example, you might study adolescents' needed action.
decisions to attend college by examining the relationships For qualitative researchers, the typical mode of display
among variables such as socioeconomic class, parental ex- has been extended, unreduced text, usually in the form of
pectations, school grades, and peer support. written·up field notes, which the analyst scans through,
Or studies may be "syntagmatic," or process-oriented, attaching codes and then extracting coded segments and
following the events in a specified case context over time drawing conclusions. The analyst then writes a second
(Maxwell, 1992a; Mohr, 1982). For example, you might form of extended text: a case study report.
study a particular adolescent, Nynke van der Molen, over Our experience teUs us that extended, unreduced text
a period of several months to follow the events and condi· alone is a weak and cumbersome form of display. It is hard
tions (e.g., a poignant discussion with her mother on why on analysts because it is dispersed over many pages and is
she had never worked outside the home; Jane's experience not easy to see as a whole. It is sequential rather than si-
in dissecting a frog) that were related to her decision to go multaneous, making it difficult to look at two or three vari-
to veterinary school. (For further discussion of this distinc· ables at once. It is usually poorly ordered, and it can get
tion, see Chapter 7, section A, on cross-case analysis.) very bulky, monotonously overloading. Comparing sev-
We concur with these authors that both approaches need eral extended texts carefully is very difficult.
to be combined for careful description and explanation. The same objections apply with even stronger force for
This chapter inc1udes methods of both sorts. final readers. Indeed, it is been claimed (Mulhauser, 1975)
that long case studies are almost useless for poHcymakers,
From describing to explaining: The analytic progres· who cannot afford the time required to comprehend a long
sion. Usually it is hard to explain something satisfactorily account and/to draw conclusions for their work. I
until you understand just what the something is. Thus a The argument of this book is, You know what you dis·
natural progression, as Rein and Schon (1977) suggest, is play. Valid analysis requires, and is driven by, displays that
from telling a first "story" about a specified situation (what are focused enough to permit a viewing of a full data set
92 • WITHIN-CASE DISPLAYS: EXPLORING, DESCRIBING
1i
FIgure 5.1
The Ladder of Analytical Abstraction (Carney, 1990)
I
'.:
i
, ,
,, ,,
LEVELS ,,, Delineating i Synthesis: integrating
,b ,.. the deep , the data into one
3 Developing and testing propositions srructure / explanatory framework
~~-~~- -~~" ~~~~
to construct an explanatory framework
,
,'r'-----'
,-,
,
-
Testing hypotheses \ Cross-checking
: and reducing the bulk I tentative findings
I of the data for analysis I Matrix analysis of
3a \, of trends in it ,: major memes in data
__________________________ ~,~~~~ -',
,-,,_~-----"----~~-------,J-----
, _______________ _
, .... -...... -'
2 Repackaging and , ,,
aggregating the data ,, ,,
,,
Identifying themes Searching for relationships
and trends in the in the data: writing analytical
,,
data overall memos
, Finding out where the
..... --~- .~-, ,: emphases and gaps in
the data are
" .. , ..
-- ----- ---- -----+'---------'- ---- -'.:.\-- -- -: ..~-- --- --- --- --- ------ -- --------
Summarizing I Trying out coding \ _ ...... Coding of data
and l3Cka gin g lb: categories to ftnd I Writing of analytical notes on
the ata \ a set that fits " linkages to VanOll$ frameworks
...... ", .. " - .. - ........ / ofinterpretation
, ,
,r'-----' \ .. ;'
" Creating a text ~ .. - - _.. .. .... Reconstruction of interview tapes
to work on , I as written notes
,,
Synopses of individual interviews
-

in the same location, and are arranged systematically to We can see the importance of coherence analogically by
answer the research questions at hand. A "full data set" looking at statistical packages such as SPSS and BMD.
does not. of course, mean the complete field notes. Rather Their computational speed is amazing and convenient, but
the condensed. distilled data presented are drawn from the..·· they have an equally important function: They display in~
full range of persons. events, and processes under study. formation in ways that (a) show the data and analysis in
With extended text. there can easily be "selective stacking" one place, (b) allow the analyst to see where further analy~
of the data-even with good intentions. An organized dis~ ses are called for. (c) make it easier to compare different
play wards off this problem. data sets, and (d) permit direct use of the results in a report,
Although such displays may sometimes be busy, they improving the credibility of conclusions drawn.
will never be monotonous, Most important, the chances of These virtues are commonplace to survey researchers,
drawing and verifying va1id conclusions are much greater who simply expect to see computed data appear in weIl~
than for extended text, because the display is arranged co~ labeled histograms, correlation matrices, scatterplots, fac-
herently to permit careful comparisons, detection of differ- tor plots. and box~and-whisker displays.. Good displays
ences, noting of patterns and themes, seeing trends. and permit the researcher to absorb large amounts of informa-
so on, tion quickly (Cleveland. 1985). But the qualitative analyst
A. How Data Displays Work a 93

has to handcraft appropriat~ da,ta displays. As yet there are be driven by the research questions involved and your de-
few familiar, agreed~on data setups among qualitative re- veloping concepts, often in the form of codes.
searchers, so each analyst has to adapt those of others or
invent new ones. A major purpose of this book is to en-
courage t~e creation and dissemination of innovative and Illustrative display formats: Matrices. A matrix is essen-
reliable data displays for qualitative data. tially the "crossing" of two lists, set up as rows and col·
We already have discussed some displays. For example, umns. Let's take a look at some formats, explaining and
a contact summary form and a report of a case analysis labeling them as we go.
meeting are data displays. They show reduced, focused, Table 5.1 focuses on understanding a chronology: It is
organized information on a single page rather than in ex- time-ordered. Taken from our school improvement study,
tended text. The displays we discuss in this chapter present it lists the events at Banestown over a 4·year period related
information in more sophisticated ways to aid conclusion to the adoption and implementation of a reading program
drawing. caned SCORE-ON. The time periods were defined conw
We begin with a discussion of how to use displays: ceptually, but were adjusted according to the actual events
building the fonnat. entering data, drawing conclusions. at Banestown. The events are also sorted according to
writing analytic text. and cycling onward to revised or new where they took place: at a specific school (Smithson).
displays. other local schools. the school district, and the state/macro
level. EVents that proved "barometric"-Ieading deci-
sively to a changed situation-are marked with an asterisk:
Building the Display Format To find "events," the analyst consulted coded field notes
(looking for the "AP-CHRON" codes described in Chapter
Generating formats for displaying qualitative data turns 3) and thep. wrote a distilled summary phrase for entry in
out to be fairly easy and enjoyable. Formats can be as various the matrix. Perhaps 10-20 pages of material have been conw
as the imagination of the analyst. They fall into two major densed into the display.
families: matrices, with defined rows and columns, and net- This display is especially helpful for understanding the
works, with a series of «nodes" with links between them. flow, location, and connection of events. It is good for
The data entries are also multifonn: short blocks of text, exploratory eyeballing. It could lead to later, more causal
quotes, phrases, ratings, abbreviations, symbolic figures, explanation. It can be compared easily with similar matri-
labeled lines and arrows, and so on. ces from other cases in the study. And, with analysis and
The display fonnat and shape of the entries will depend commentary attached, it can provide a good thumbnail
on what you are trying to understand: a general situation, sketch of the change process for use in the final report.
detailed chronologies, the behavior of people in different Here the display is used for a complex case; it can be
roles, or the interplay of conceptual variables. used also for an individual as the case (see, for example,
And it depends on how far along you are in the study Table 7.1).
and what has priority right now, The need might be for Table 5.2 shows a matrix that's only partially ordered
eyeballing data in an exploratory way. Or it could be for (it specifies a series of unordered "conditions" supporting
carrying out detailed analyses; for setting up data to use in preparedness for using an innovation, in a checklist format.
another, more differentiated display; for combining paral- sorting data by roles). The display calls for heavier data
lel data for a single case; for combining data from several transformation by the analyst. Much condensation and
cases; or for reporting findings. A good format will allow standardization has gone on to get the data ready for entry
all of these uses to some degree, but inevitably will do into this fonnat. A mixture of direct quotes and summary
some well and others less well. phrases is used. In addition, informants' responses have
In this chapter we emphasize displays of single-case been pooled and crudely scaled (from none to strong). The
data-but displays that can be folded easily into multiple. matrix lets you sum up the components of "preparedness"
case analysis, which is discussed in Chapters 7 and 8. If vertically, and also compare different roles' preparedness
the formats of displays in a multicase study are compar- on specific conditions by looking across rows.
able, the work of the cross-case analyst is much easier. For example. it is striking to note that central office staff
We can make several general points about the process who understood and were committed to the new program
of bUilding appropriate displays. They are illustrated more (a new readjng laboratory) apparently did not supply ade-
fuIly as we proceed. First, as we have suggested, it is an quate materials, training, or inwservice to the people using
interesting and not overly demanding task. Second, creat- the program; the users, naturally, were quite bewildered.
ing a good display format usually requires a number of (We show more of the analysis shortly.)
iterations (sometimes with new data collection interven- If there are multiple cases, you can assemble a full set
ing). Third, form fonows function: Formats must always of such tables, one for each case, and compare them on
94 • WIThIN-CASE DISPLAYS: EXPLORING, DESCRIBING

Table 5.1
Event Listing. Banestown Case

TIM E PERIODS
AWARENESS TRAINING AND BUDGET
CONTEXTUAL EMERGENCE OF AND PROPOSAL APPROVAL AND BEGINNINO EXPANSION, REDUCTION,
PRESS THE PROBLEM OF SOLUTION PREPARATIONS OPERATIONS NEW OPENINGS DISRUPTION
LEVEL 1976.78 Oct. 1978 Nov. 1918 lan.·Peb. 1979 Much-April 1979 Sept. 1979 May 1980
minimal proposal Smithson middle Reduction In Title
Statel competency discussed, school teachers, 2 I allocations
Macro levels, testing approval at adInlna. trained at
introduced in state level DID site <t)days,
slate scbools early March
supplemental • alarm at .. officials see .. Smithson • 30 4th grade • staff active in .. reduction In
skills program failure rale SCORE-ONat pupil folders pupils selected extending county, Title I
Introduced in • internal 'awareness screened for Smithson Smithson, budgets
reading and solutions fair' - appointments I.b launcbing new - proposed staff
District math proposed, - IV·C made of • materials, labs euts. transfers
found proposal Smithson lab tecbnical • funding for all in elementary
unacceptable rapidly teacher and assistance lab staff at schools
drawn up,
submitted ,,'" intensified for
Smithson lab
Smithson taken
over by Title I
pressures • continuation • rooms, staffing lab opens at • middle schools
begin to raise for following completed for Carrington, unaffected by
minimal year planned middle schools Banestown cuts
Local levels for 5th grade - 2 other elemen- Middle. - threat of
Scbools in 2 middle tat)' schools modified version discontinuation
schools: authorized to opens at Smith at Baneslown
teachers implement in Camp, South End Middle
named the fall (connIcls)
large numbers • 4tb grade - teachers • lab teacher • Smithson lab Smithson • major shifts In
of low teachers approve and aide opens (late expands to 45 lab staffing
achievers report 40 pull-out lab replaced; March) pupils in 3rd, announced to
placed in pupils 1~3 formula some • preparations 4th grades teachers
Smithson FACILE grade levels disgruntlement inadequate, • new teacher • program to be
Scbool classes bebind • Jab room .materiab not added for CUI back,
• teachers created, "" ,od, morning focused on
unfavorable minimally scheduling sessions grades 1·3,
to central equipped diCflcultles limited to 1.5
Office posts
Proposals
.. barometric event

each supporting condition and/or on a total "preparedness" aptations," the researcher has looked at the data segments
index. We discuss such examples in Chapters 7 and 8. in the three preceding columns, checked to see whether
Matrices can be more heavy-duty. Table 5.3 is aimed at they covary in some patterned way, and drawn a second-
understanding the effects of "assistance" supplied to a order generalization. In this case (see first row) the themes
school site by various sources. Its format calls for the reo of "relieving pressure," "easing schedules," "feeling
searcher to address five related variables, to distinguish backed-up," "controlling fidelity," and users' positive as-
two of them according to time. to pool responses, to align sessment all suggested the reception of help and a sense of
some responses along an evaluative scale, and to explain user obligation for reasonably faithful implementation.
the response pattern for each type of assistance source. A similar process of inductive inference occurs for "re-
Here condensed information from 20-30 pages of field searcher explanations." Here, too, we see that the table col-
notes has been packed into a single page. lects data for easy Viewing in one place, permits detailed
Note that the data are more abstract: there are no quotes, analysis, and sets the stage for tater cross-case analysis.
and generalizations and other inferential remarks appear in
the last two columns. llIustrative display formats: Networks. Anetwork is a col·
The "consequences" and "explanations" are not direct lection of "nodes" or points connected by lines ("links").
condensations of informants' remarks or of researchers' They are very helpful when you want to focus on more than
observations. Rather, for any given consequence, such as a few variables at a time. Networks can beset up easily and
the one in the top row, "users are helped administratively can hold a great deal of readily analyzable information.
and substantively, feel obliged to do ECRI with minor ad- (For helpful discussion see Bliss et aI., 1983).
A. How Data Displays Work II 95

Table 5.2
Checklist Matrix: Conditions Supporting Preparedness at Smithson School, Banestown Case

Presence of Supporting Conditions


CONDITION FOR USERS FOR ADMINISTRATORS
Commitment s..tmng - "wanted to make it work." J'iJ:ak at building level.
Prime movers in central office
committed; others not.
Understa~ding "lliIlli;" ("felt I could do it, but I just A.b.s.rn1 at building level and
wasn't sure how. ") for teacher. among staff.
Ahll!U fo, aide ("didn't understand .B..a.s.U; for 2 prime movers ("got
how we were going to get aU this. ll ) all the help we needed from
developer. ")
~ for other central office
staff.
Materials Inad~gtl,u~: ordered late, puzzling N.A.
("different from anything 1 ever
used"), discarded.
Front-end uS ketchy" for teacher ("it all Prime movers in central office
training happened so quickly"); no demo had training at .developer site;
class. none for others.
Nn.ru: for aide: ("totally unprepared ..
I had to learn along with the
children. ")
Skills Weak-adequate for teacher. One prime mover (Robeson)
"N.o.n.e" for aide. skilled in substance; others
unskilled.

Ougoing ~, except for monthly committee Nn.ru:


inservice meeting; no substitute funds.

Planning. N!tn..e: both users on other tasks Nn.ru:


coordination during day; lab tightly scbeduled, no
time free time.
Provisions for N!m..e systematized; spontaneous Nll.n.e
debugging work done by users during summer.
School admin. Adeqnate N.A.
support
Central admin. Very strong on part of prime movers. Building admin. only acting on
support basis of central office
commitment.
Relevant prior £!.r.rulg and useful in both cases: bad ~ and useful in central
experience done individualized instruction, office, esp. Robeson
worked with low achievers. But aide (specialist).
no diagnostic experience.
:;; ThbleS.3
Effects Matrix: Assistance Location and Types (Masepa Case)

USER'S SHORT*RUN EFFECTS LONGER-RUN RESEARCHER


LOCATION ASSESSMENT TYPES PROVIDED (USER'S 'STATE') CONSEQUENCES EXPLANATIONS
++ 1. authorizes cbanges 1. relieves pressure, Users are helped administration.
encourages administratively and authority, servicing,
Building ++ 2. eases schedules 2. belps early substantively, feel availability and
Administration implementation obliged to do ECR! flexibility lead to
- 3. controls fidelity 3. feeling policed with minor sustained. faithful
+ 4. consults. offers solutions 4. feeling backed.up. adaptations implementation
substantially helped model
+ 1. promotes ECRI 1. pressures nOD*users pro gram is percei ved central office able to
Central Office ++ 2. answers building 2. building administrators as supported. push program and
Administration administration. trainers' bave material, assis ted, 'protected' answer requests, yet
requests administrative support by central office not perceived as
main actor by users
++ 1. provides materials 1. reduces effort, new. experienced personalized in·
Helping increases repertoire users receive service mecbanism.
Teacber + 2. demonstrates, models 2. trains, facilitates use systematic witb botb training
++ 3. answers requests 3. problems solved rapidly instruction, follow· and assistance
++ 4. encourages 4. maintains level of up, materials; stay allows for mastery
effort with program and are and spread of ECRI
+- 5. circulates, controls 5. ambivalent: helped yet careful about making in 'faitbful' format
coerced changes in it
++ 1. comparing practices with 1. encourages, regulates creates reference mUlti-purpose forum
User-Helping otbers group, gives users a which consolidates
Teacber + 2. debugging, complaining 2. cathartic, solves short. voice. solves use and users,
Meetings run problems ongoing problems defuses opposition
+ .3. learning about new parts 3. e,;pands repertoire and lowers andety
+ 4. encouragement 4'. gets through rough
moments
Teacher-Users + 1. sbaring materials 1. increases stock increases additional source of
in Other + 2. excbanging tips, 2. new ideas, practices; commitment, assistance. wbich
Schools: solutions problems solved regulates use increases as number
Target Scbools + 3. comparing, encouraging 3. motivates, stimulates (decreases deviance) of users grows
++ 1. tips for presentations 1. facilitates practice reliable, elaborate and
Trainers in ++ 2. solution to sbort-term 2. belps expand beyond unthreatening effective lateral
Target School, problems c~re format backup provided in network: trainers
Other School + 3. encourages 3. maintains effort school seen as peers
+ 4. serves as successful model 4. stimulates
~: ++ very effective
+ effective
+- mixed effective
ineffective

.-----~
Figure 5.2
Growth Gradient for ECRI Innovation, Masepa Case

Distrlctwide
I
Grade 2-8- I I
I I Sept: Up
I to 36
I Users in
I I District;
I 19/11 in
I
I : Hum,rh-,,-y---A'-:P::'i""'-
School EeRI
I
I 1/ Mandated
Extensive I for
I I grades
lSept: Up ! 3.7
Ito 30

IS'p'17
IU"" Vi,i.
r'/·----g~:hol
Mmh y. I
Moderate IStart In hy DID June; 2nd I
I Workshop I
I Series I
I I I
I Feb: I I
I Humphrey I I
I Principal & I I
I 2 I~achcrs I I
I Halned :st I
Modest
I DfDSilc I :
I I I
I I I
I I I
June: I August: I I
Nov: 1st Helping I 1st I I
Turnkey Teacher I Workshops I I
Feb: 1st April: Trainer Appointed I I I
Awareness Commitment Trained I I

Nil I
Workshop
~l.~o-~::::::::~~~~i-
.from 1st User
____________________L-__________________-1I____________________-LI __________________ ~

Awareness First District Early Implcnu:ntallon Later Implementatiun In~lilu tiona/i7.a lion
Feb. 7S-Aug. 16 Implementation June 77·}u"!!. 78 July 78-June 79 July 79~Aptil 80
:s Sepl. 76*Junc 17
98 • WITHIN·CASE DISPLAYS: EXPLORING, DESCRIBING
1
In Figure 5.2 we see a simple network display designed vantages and costs. We give an example of the typical
to show the "growth gradient" of an innovation's use in pluralism among possible display types in section B below.
one case in our school improvement study. At first it Another caution is that display formats nearly always
doesn't look like a "network" at all. But it is: The nodes or evolve, too. The later ones are more data-sensitive than the
points are events, and the lines or links have the implicit earlier ones, as things come clearer. For instance, the head-
meaning "is followed by." The network is ordered (the ings in the display format of Table 5.2 came, in part, from
vertical dimension shows numbers of users, and the hori- relationships observed in the course of data collection; the
zontal one is time), Each point is labeled. You can get a display allows you to test those relationships more rigor-
clear idea of the tempo of expansion and can see which ously. You could have built such a format directly from a
events were especially critical (e.g., the August 1st work- conceptual framework, but real clarity typically comes
shops in 1977). More generally, you can see that work- later, when the empirical data begin to take shape.
shops appear to be the main mechanism for expanding use Formatting is a decisive operation; it detennines which
of the innovation. variables will be analyzed in which ways. If a variable isn't
In another part of our study, we were interested in how in the format, it won't get compared to another variable.
to display the sources of "assistance" that users of an in~ Displays can help you summarize and compare findings
novation received (and requested). Because assistance oc~ within (and across) cases, but they also can be straitjackets.
curs in an organizational context, we decided on showing They may bully the data into shapes that are superficially
a quasi-organizational chart with arrows showing where comparable across cases, but you actually may be compar~
assistance of various types came from and who received it ing intrinsically different things-on dimensions that turn
(Figure 5.3). out to be trivial.
This network incorporates a large amount of informa~ So our general advice is to generate rough formats early
tion (see legend). It shows the organizational position of during data collection, and revise them to a firmer state
givers and receivers of help; depicts whether the assistance closer to the end of data collection. when they can be
was solicited or not, mutual or not; labels the type of assis- grounded more contextually and empirically. Expect to
tance received; and indicates how the receiver felt about it. make several passes or iterations before the first fonnat of
In this display we can see patterns readily: that virtually the display is working right. Test a proposed fonnat by
all assistance was received positively; that assistance re- entering data. Unworkable or confusing formats, or those
ceived included all types except process facilitation; that that do not incorporate all of the relevant data, will show
much. of it was solicited; that the helping teachers and the themselves rapidly.
curriculum coordinator form a mutuaIIy helping team; and
that the principal, too, gives assistance, but of a more am~ Entering Data
biguous sort (more control, advocacy, resource giving,
along with support and solution giving). Note, too, the Creating formats is usually a matter of a few minutes.
within-building help among teachers in the form of support Revising them as the early items of data are entered is also
and solution giving. quick work, especially if your word processor can easily
This network was produced from about two dozen add and switch rows and columns. Just as exploratory data
coded pages of transcribed field notes. The analyst re~ analysis programs (Hartwig & Dearing. 1979) for quanti-
trieved the relevant chunks via codes and condensed them tative data permit the "sculpting" of analysis and display
into categories, ratings, and directional influences. frames to fit the shape of the data as they undergo progres~
sive transformations. so good qualitative software pro-
Timing. When should formats be generated? If the format grams can enable reformatting as data are entered and con~
. is at hand during data collection, it helps save energy by sidered .
encouraging focus: You know what information you will What takes time is data entry itself. Coded data seg-
be needing. But there are some cautions here. First, quali- ments have to be located in the transcribed field notes: they
tative data evolve; later accounts round out, qualify, put in have to be extracted, condensed, and summarized. Some
perspective, and disqualify earlier ones. Analysts do not further data transformation and selection may also be in-
march through data collection as in survey methodology; volved: doing ratings. making judgments, picking repre~
they scout around. sleuth. and take second and third looks. sentative quotes. The speed and quality with which data
So there are risks in entering the data into a set format too entry is done depend on the technology of storage and
soon. retrieval being used (see Chapter 3, section B). Generally
Furthermore, for any given research question or issue, speaking, computer~assisted methods both improve qual-
you can develop many different displays (like, dozens), ity and reduce the time taken.
using the same set of variables. Each display makes some- The time taken to enter data also depends on (a) the
what different assumptions; each has trade~offs among ad- number of variables or dimensions in the display. (b) the
Figure 5.3
Illustration of Context Chart with Assistance Flows (Masepa Case)

External to-District

A. Olkin
2nd grade
Other Schools

+
F. Morelly G. Norrist
2nd grade First User,
Trainer
Helping
Teacher R. Quint Bayeis
6th grade· 4th grade,
Trainer

L. Brent +1 S. Wortmann
6th grade 4th grade,
S. Wortman + Trainer
1979-80

Legend Orientation a::::J.. EeRI materials


ADV = advocating
Direction of assistance TTR = teaching, training
FAe a facilitating, process-helping clients'
~ assistance received SOL = solution-giving interests
~ mutual assistance RES resource-adding INQ .. inquiring,
~ solicited and received CON controlling feeding back
=====-a. heavy~ frequent SUPP = supporting, encouraging formatively
:g
100 • WITHIN-CASE DISPLAYS: EXPLORING, DESCRIBING

number of respondents, and (c) the ldod and number of Beginning in 1971 and intensifying in the years 1976·78, the
transformations made. We'll give time estimates as we State issued a series of increasingly precise and constraining
proceed with specific methods. As an illustration, a comA documents. These texts calIed at first for adequate "standards
plex matrix like Table 5.3, assuming already-coded data, of quality" in education. These standards }V.ere then outlined
might take an experienced researcher a full day for data in the major subject matter areas. Competency testing was
entry. given a database of a few dozen interviews. On the announced, first for grades K-3, then for 4-6.... After some
other hand, one like Table 5.1, given information from a delays, the first statewide tests keyed to these objectives for
few informants and some documents, could be managed reading and math were scheduled for grade 4 in 1979 and for
in a few hours. These figures might be cut by 40% or so grades 5-6 in 1980-81.
The response at the district level was to create a "supple-
with the right software to pull out coded chunks quickly
mental skills program" in order to intensify remedial work in
and to create condensed or transformed versions-and
reading and mathematics so that minimal competency levels
build rows and columns or a network structure for easy
could be attained....
data entry. The implication was in the air that teachers might be held
We suspect that, for most people. a traditional extended- accountable for excessive rates of failure on statewide com-
text approach to the same data set would not be accom- petency tests, but the pressures were still diffuse within indi-
plished more quickly. And the formats illustrated here, in vidual schools. Teachers routinely attributed low perfor-
our view, substantially increase the analytic power of the mance to subnormal aptitude or to conditions at home over
results-and their readability. which they had no control.
In this overview we do not discuss in detail just how you A special impetus was given in the fall of 1978, when the
go about selecting/reducing data from field notes for entry six fourth-grade teachers at Smithson noticed that they had
into matrices or figures. A good rule of thumb has been an unusually large cohort of incoming pupils who were one
offered by Tufte (1990), the dean of display makers: "to or more grade levels behind in reading achievement. ... It is
clarify, add detail." In other words, oveneducing data can not clear how so many of these pupils got to the fourth grade,
obscure understanding. but no one was surprised. The Vice-Principal says, "They got
We come back to this issue as we discuss specific dis- too tail, they got too bad."
play methods. Generally, the choice of data for matrix en- The teachers were worried that either promoting or retain-
try must be driven by the particular row and column head- ing so many pupils would cause problems; they were leaning
ings· involved, or by your definition of network nodes and toward retention, but feared a massive protest by parents. Es-
links. Keeping a precise record of the actual criteria and sentially, they were covering themselves. by announcing early
decision rules used (which will vary from display to dis- in the year that they had inherited, not created. the problem.
play) is essential. Typical decision rules cover how ratings
or judgments are arrived at, the basis for selecting particu- These excerpts show us that the analytic text draws at-
lar quotes, and how you balance reports from different tention to the features of the displayed data and "makes
people, sense" of them, knitting them together and permitting the
Stay open on the question of whether the format you use analyst to draw conclusions and to add interpretations. It
for analysis should be the same one used for final report- also encourages a return to the field notes to consult infor-
ing. The best answer is often yes (just as a quantitative mation not in the display and to add it to the text for further
research report normally includes data displays, as well as clarity. In short, the display does not "speak for itself'-
analytic text); readers can see for themselves how conclu- and the analytic text does not stand alone without reference
sions were drawn, rather ~han being handed study results to the display.
to be taken on faith. To put it another way. as Wainer How are conclusions actually drawn? In this example
(1992, p. 18) does: "Tables are for communication, not the analyst was using several tactics. One was noting pat-
data storage." Sometimes, of course, a display wiIJ be used terns, themes (the idea that teachers were covering them-
for intermediate purposes and will not necessarily be selves in advance); another was building a logical chain
shown to readers of the final report. of evidence (tracing the downward impact from state ac-
tions to the local school). These and other tactics are dis-
cussed in detail in Chapter 10. As we illustrate their use in
Drawing Conclusions specific situations in the next few chapters, tactics will be
marked off in boldface.
The displayed data need to be examined with care, and The time required for examining data displays and writ-
conclusions need to be drawn. Those conclusions nonnally ing the corresponding analytic text usually runs to 20% or
appear in what we called analytic text. For example, the less of the time required for data entry. There are many
analyst looking at Tp.ble 5.1 wrote paragraphs such as these: reports of the anguish of trying to write text from an un-
A. How Data DispJays Work • 101

displayed database of hundreds of pages. By contrast, well- FigiIreS.4


formatted disphys, with data entries in which you have Interaction Between Display
confidence, make writing an easier, faster, more pleasur~ and Analytic Text
able and productive ex.perience for the analyst, judging
from our experience.

ff!f
S""~"'_A'ru",;~
IntegrntelElaoorate
_ ,__ s""~<c'mp",ro,,~
__ ".
~
Moving to the Next Analytic Steps
,;,; ,..~_-- Make Sense _____ ........ ~
I " ... ,
The act of writing text as you ruminate over the meaning I I " '

of a display is itself a for;:using and forcing device that f I I I

propels further analysis. We quote Lofland and Lofland


(1984, pp. 142-143) here: DI~SP~L~~ ~N¢i:':fIC
4

~-:roTh:;:;:':moc:;~
I
\
\
\

'. ........
, .
_.,...... ...;
,•
,
t

It seems, in fact,lhat you do not truly begin to think until you


"" -
~
attempt to layout your ideas and information into successive
sentences ...• For better or for worse, when you actually start D'"""'oJ,ti,,,",p,
writing you begin to get new ideas, to see new connections, , Develop Explanations
to remember material you had forgotten .... You are never
truly inside a topic-or on top of it-until you face the hard
task of explaining it to someone else, ... (Thus "writing
blocks" are perhaps better thought of as "thinking blocks.")
Eight major methods, along with ten others described
Or, as Mills (1959) points out in his essay "On Intellec- briefly in boxed format, are involved. How do you choose
tual Craftsmanship," writing begins in the context of dis- an appropriate display when the aim is to describe a case
covery and then must turn to the context of presentation. well?
That effort often turns us back to the context of discovery A project may be primarily in an exploratory, opening-
once more. Writing, in short, does not come after analysis; up stage: If so, it usually makes sense to build a partially
it is analysis, happening as the writer thinks through the ordered display, one that does not demand much pre-
meaning of data in the display. Writing is thinking, not the specification of variables. In section B we discuss the con~
report of thought. text chart and the checklist matrix.
In Figure 5.4 we summarize the interaction of the dis- It may be that time is a crucial aspect of the study at
play and the emerging analytic text? Looking at the dis- hand. If you need to describe the flow of events and pro-
play helps you summarize and begin to see themes, pat- cesseS carefully, then a time~oriented display is essential.
terns, and clusters. You write analytic text that clarifies and In section C we explain the event listing, event-state net-
formalizes these first findings, helps make sense of the work, and other time-oriented matrices and networks.
dispJay. and may suggest additional comparisons to be It may also be that describing a setting carefully will
made via the display. require close attention to the interaction of people in their
Those new comparisons, in turn. help you discover new roles. In section D we deal with role-ordered matrices.
relationships and propose explanations. The resulting ana~ Ffnally, when a study is less exploratory and involves a
lytic text then may suggest ways ofeJaborating the display, fairly clearly defined set of key variables, it pays to develop
integrating or rearranging it to permit what amounts to a a conceptually oriented display. In section E we review the
reanalysis. That reanalysis helps deepen the initial expla- conceptually clustered matrix, the cognitive map, and the
nations. effects matrix?
These are four main types of descriptive display. Some
displays combine features across these types (e.g., a role
Choosing a Display Type by time matrix). The names may sound like jargon, but
don't worry about them; the issue is how any given display
This discussion of displays and formatting has served as works apd how it can further your analysis. All of the dis~
a general introduction to the substance of this chapter, plays can be adapted. to meet the needs of any particular
which is concerned with displays for within-case descrip- study; if they seem too complex, simplify. Take what is
tive analysis. We now move on to specific displays. useful.
102 • WITHIN-CASE DISPLAYS, EXPLORING, DESCRIBING

You may want to review Chapter 9 as well, which in· Char.lie is Bill's wife, calling from out of town to suggest
eludes summary ideas on matrix building and use, Chapter meeting for a gallery visit before dinner tomorrow.
13 will help you keep an overall, longer term perspective (What ldnd of marriage is implied? Distant? Routine'?
on the flow of work in your study. Independence respecting?)
".:

Understanding contexts is usually critical. Even that adM


B, Partially Ordered Displays jective is too mild. We should quote here the title of
Mishler'S (1979) thoughtful article: "Meaning in Context:
Some displays deliberately have some-but not too Is There Any Other Kind?" Contexts drive the way we
much-internal order. They aim to uncover and describe understand the meaning of events. or, as Mishler notes,
meaning is always within context and contexts incorporate
what is happening in a local setting. no matter how messy
or surprising it may be. And they impose minimal concep- meaning.
tual, structure on the data they display. Take, for example, The problem a qualitative researcher faces is how to map
the context chart. the social context of individual actions economically and
reasonably accurately-without getting overwhelmed
with detail. A context chart is one way to accomplish these
Context Chart goals.

Analysis Problem Brief Description


Most qualitative researchers believe that a person's be· A context chart is a network, mapping in graphic form
havior has to be understood in a specific context, and that the interrelationships among the roles and groups (and, if
the context cannot be ignored or "held constant." The con- appropriate, organizations) that go to make up the context
text can be seen as immediately relevant aspects of the of individual behavior.
situation (where the person is physically, who else is inM
volved, what the recent history of the contact is. etc.), as
well as the relevant aspects of the social system in which illustration
the person appears (a classroom, a school. a department, a
company, a family. a hospital ward, a local community). Most people do their daily worle in organizations: They
Focusing solely on individual behavior without attending have superiors, peers. subordinates; their work is defined
to contexts runs a serious risk of misunderstanding the in a roleMspecialized way; and they have different relation~
meaning of events. Take the individual behavior noted ships with different people in other roles in their social
vicinity. (Context charts also can be drawn for people in
below:
families or infonnal groups or communities.)4
Suppose you were interested. as we were, in organizaM
Bill picks up telephone,listens for a while, says. "No, Charlie, tions called schools and school districts-and with the
I don't think we should do that See you tomorrow. Bye."
general problem of how innovations enter and are impleM
mented in those organizations. What are some simple ways
Your interpretation of this event, without context, has to to display data to help our understanding of those contexts?
be limited to matters such as individual decisiveness, econ-
omy of speech, and the like. So, as you read this, you Building the display. Such a network ought to reflect the
probably constructed a context to help you interpret it. core characteristics of organizations: authoritylhierarchy
Reflect on that context for a moment and decide what the and division of labor. So it ought to show who has formal
event means to you. authority over whom and what the role names are. But
Now consider some alternative contexts: those things don't tell us very much. We should also know
about the quality of the working relation.ships between
Charlie is Bill's attorney, and they are going to court tomorrow. people in different roles.
(The issue is something about a strategy to be followed, And because we're talking about the introduction of an
but Bill is certainly not a passive client.)
innovation. the display should show us who advocated it,
Charlie is Bill's boss. (Is Bill giving requested advice or, in who is actually using the innovation, and people's attitudes
effect, vetoing something'?) , toward it (whether or not they are using it). The display
Charlie is Bill's subordinate. who is proposing that someone should show us how the specific school we are studying is
new should be invited to a meeting. (It feels like an embedded in the larger district organization. Above all, we
abrupt dismissal) need a display that wilt not overload us with information,
B. Partially Ordered Displays • J03

FigureS.s
Context Chart for Tindale East High School and District

Landerhof , OK IU.ttenhouse, 451


Info SVC5 l}ir Cont'g Ed
OK

.?

Thomas. DK VHavelock, 3S @
AI', Student Activities AI', Ed Serviees
OK User 77, non-user 78,+

+ ± 0 within boX'es: attitude to the innovation


+±0 betll"een boxe!1l eharacter of the relationship

It high influence over adoption/implementation

CD innovation advocate or champion

DK unknown to analyst

ISTUDENTS IN PROGRAM

but will give us a clear. relevantly simplified version of the characterized (positive, ambivalent, neutral). Once past
immediate social environment. the upper echelons, the display simply counts individuals
Figure 5.5 shows how these requirements were met after without giving detail (a secondary context chart at the level
a field~worker made a first visit to Tindale East, a high of individual teachers was also developed, but is not shown
school involved in implementing a new reading program. here).
The analyst selected out the roles and groups that are most
critical for understanding the context. District office roles Entering the data, To get the data, the analyst consults,
are above. school roJes below. The network is thus partially fieid notes and available organization charts and docu~
ordered by roles and by authOrity level. ments. The decision rules look like this:
For each individual. we have a name, age (a feature the
analyst thought was important in understanding working 1, If there is ambiguous or unknown information. enter "DK."
relationships and career aspirations), a job title, whether 2. A re'ationship rating (how X gets along with Y) should not
the individual was a user of the innovation or not, and his be ~isconfirmed by the other party to the relationship.
or her attitude to the innovation (positive. ambivalent, neu~ though it need not be directly confirmed,
tral). Special symbols are app1ied when the individual was 3. The "innovation advocate" and "high influence" ratings
an innovation advocate or influenced implementation should be given only if there is at least one confirmation
strongly. The relationships between individuals are also and no disconfirmations.
104 • WITHIN-CASE DISPLAYS: EXPLORlNG, DESCRIBING

4. For information such as job title, number of persons, and Variations


so on, assume accuracy for the moment and enter it.
The specific types of behavior involved in the relation~
ships between roles can be identified on t~e chart as well
Drawing conclusions. The analytic text for this display (see Figure 5.3, where the primary focus is on the different
looked like this, in part: types of assistance [e.g., teaching/training, facilitation]:
who gave what kind of help to whom),
Looking at Hnes of authority, we can see that only one central Dotted lines can be used to show informal influence.
office person (Crowden) has direct authority over department Circles can be drawn enclosing informal groups. In one
chairmen as they work on the innovation. Crowden is not only study of a rural high school, we asked people to draw pic~
an advocate but also has high influence over implementation, tures of the faculty as they saw it, and interviewed them
and seems to have a license from the superintendent todo this. about the meaning of their drawings. This process helped
The department chairs. it appears. have three other masters, us find six major informal subgroups among the faculty.
depending on the immediate issue involved (discipline, They included the "old new guard" (progressive teachers
teacher evaluation, scheduling). Because, in this case, the in~ who had been around a good while); "boy coaches" ("the
novation does involve scheduling problems, it's of interest last great disciplinarians in the world"); "girl coaches";
that V. Havelock is not only an advocate, but has actually used "newcomers"; "structuralists" ("a 1950-1960 kind of
the innovation and is positive toward it. We might draw the teacher"); and "goners" ("people who might just as well
inference that Crowden serves as a general pusher, using cen· be in a labor union ... at 3:30 they're gone"). We also
tral office authority, and V. Havelock aids directly with im· found one person, James Colley, who was a group unto
plementation issues; the field notes support this. himself, according to several respondents.
Note, too, that principal McCarthy (a) is not accountable Linkages to other organizations in the environment can
[0 the superintendent for curriculum issues and (b) has a good
be shown.
relationship with V. Havelock. Perhaps McCarthy gets his In an organizational context that has changed a lot in a
main information about the innovation from Havelock and short time, successive context charts can be drawn (e.g., in
thus judges it positively. our study the structure and relationships in an alternative
The fact that the three chairs involved are ambivalent to
school changed rather substantially for each of the 3 years
positive about the innovation will require more data than dis-
played here to elucidate. A next-level context chart should of its existence, and we needed three charts).
display the three chairs, plus the 29 users and their attitudes, In Figure 5.5 certain social·system aspects of the context
are emphasized. It is sometimes important to map the
physical aspect of an immediate context (e.g., a classroom,
So the chart shown in Figure 5.5 helps us place the be- with indications of the teacher's desk, resource files, stu-
havior of individuals (e.g., Crowden, V. Havelock) in a dent tables and chairs, entrances) in order to help under-
clear context and understand its meaning. For example, stand the ebb and flow of events in the setting.·
when Crowden, discussing the innov'ation, says, "It is not
to be violated; its implementation is not based on the whim Advice
of a teacher at any moment in class, and its success is not
dependent upon charismatic teachers,'~ the chart helps us If you're new to qualitative research, keep your first
understand that this prescriptive stance is backed up with context charts simple. They can be embroidered as you go
direct authority over department chairs for curriculum is- on. Context charts work wen when your case is an individ-
sues-an authority that is accepted neutrally. In short, the ual-they show you the real richness of a person's life
analyst has been employing the tactic of seeing pat- setting.
terns or themes, as well as subsuming particulars into Use context charts early during fieldwork to summarize
the general (see Chapter 10, section A, for more on these your first understandings and to ioc?-te questions for next-
tactics). step data collection.
So it is not surprising when a department chair from Keep the study's main research questions in mind, and
Tindale says she tells teachers, "If you want to depart from design the context chart to display the information most
the guide, ask me and also tell me why you want to do it relevant to them.
and how it will fulfill the guide's objectives." And she Remember that you are not simply drawing a standard
admits to the researcher. "The Tindale West department organizational chart, but are mapping salient properties of
chair and I mostly decide 'no' before teachers even ask to the context. Remember, too, that your chart will not be
make changes." exhaustive or complete: It is a coIlection of organizational
r fragments or excerpts. (In Figure 5.5. for example, custo~
dians, secretaries. and the immediate subordinates' of most
Brief Description
B, Partially Ordered Displays II 105

of the district office personnel are excluded.) A checklist matrix is a format for analyzing field data
on a major variab,le or general domain of interest. The basic
Time Re9uired principle is that the matrix includes several components of
a single, coherent variable, though it does not necessarily
If the fieldwork has involved focused attention to the order the components.
issues mapped in a context chart, one of the size shown in
our illustration can normaUy be put together quite rapw Dlustration
idly-in an hour or so. You may often find that an implicit
chart has been materializing in your head as you talk to Here is a checklist for assessing "preparedness" prior to
different people in the site. Drawing it and fil1iilg in the executing a new practice (Table 5.2). In our school im~
associated details from coded field notes helps you express provement study, we met most of the conditions just de~
and test your implicit ideas. scribed. Preparedness was tied to implementation success
in our conceptual framework and had strong backing in the
Checklist Matrix literature. It also made good common sense that people do
better those things for which they are prepared, Empirical
Analysis ProbJel.ll studies had broken down preparedness to distinct compo-
nents that correlated wen with good project execution. In
Let's look at some contrasting stereotypes. The survey short, the variable had a lot going for it. In addition, we
researcher is seen as a purposeful, efficient worker who were studying 12 cases and needed parallel measures. We
designs instrumentation, marches into a site to administer also wanted to link our findings with a large survey that
it to everyone in the sample, marches out, codes and pro~ had a prep'aredness section in its questionnaire.
cesses the data, and analyzes the output. By contrast, the We did have some doubts about the variable and saw
field researcher is seen as a near~aimless loiterer who fieldwork as the ideal way of resolving them. We won-
throws together some orienting instrumentation, hangs dered whether the preparedness ~ good execution logic
around a field site for days, collects all manner of data, was too mechanistic. We also suspected that other vari~
fiddles with the instrumentation, talks to some people more abIes could get mixed up with preparedness. A highly ex-
than to others, observes without an observation schedule, perienced user could look-well prepared, although the tech-
accumulates pages and pages of words, and then spends nical training itself may have been dismaL And we
days coding and entering them in a complicated homemade believed that many unpredictable school~level factors
chart for analysis-and does al1 this for only one or two could wen affect project execution. So a largely individual
cases, to boot. and technical factor such as preparedness could hardly ac-
Of course, we could turn these stereotypes inside out, cOUnt by itself for varying degrees of successful use of the
speaking of the methodological rigidity and blindness of new practice. These were all things that on~siteobservation
the survey researcher and the "groundedness" of the field~ and interviews could capture, and we needed a display to
worker, alert to local reality. There are grains of truth in help us sort out these matters,
stereotypes, whichever way they're slanted.s The two major research questions we wanted to answer
Sometimes field researchers behave like survey re- were:
searchers by collecting comparable data from al1 key re-
spondents and entering them in a prespecified format. This What were the components of the original plan for imple~
may happen when: mentation?

• The variable is conceptually important. These might have included front-end training, monitoring and
• The variable can be unbundled easily into distinct indicators debugging/troubleshooting unexpected problems, and ongo-
or components. ing support How precise and elaborate was this plan? Were
• You need the variable badly (e.g., asagoodoutcomemeasure). people satisfied with itat the time? Did it deal with all of the
• The study has multiple cases requiringcomparabilityoffor- problems anticipated?
matting and measurement. ,
"
• You want to relate field data to survey measures of the same Were the requisite conditions for implementation assured
variable. before it began?
106 • WITHIN·CASE DISPLAYS: EXPLORING, DESCRIBING

These might have included commitment, understanding, ma~ The analysis tactic here is one of noting patterns or
tenals and equipment, skills, time allocation, and organiza~ themes (see Chapter 10). Note that simply adding up judg-
tional backup. Were any important conditions seen as miss· ments in the column is not the way to proceed,
ing? Which were most missing? But the display suggests new questio.11$. What's going
on here? The central office administrators were committed
Building the display. Table 5.2 is repeated here. The rows and had more basic understanding of the program than the
are drawn from the various components of the implemen- users (tactic: making comparisons), Why didn't they
tation plan and the supporting conditions mentioned in the help? The analyst went back to field notes and noted:
research questions. During early fieldwork we realized that
"relevant prior experience" was an important component For Mrs. Baeurs [the administratively oriented, less skilled
of preparedness, and added it as a row. prime moverJ, all the lab teachers required were the provision
There is no effort to sort or order the components at this of materials and initial training, . , , The teachers, she rea-
point. We believed that preparedness might well differ for soned, had already done individualized work with children
users of the new program and administrators, so the col- "so they didn't really have to do any kind of mind
umns reflect that distinction. The matrix is thus partially change," , .. At one point, however, she says, "J don't know,
ordered by role. Maybe we got into it too fast."
In this case the innovation was a remedial lab program Even Mrs. Robeson, the reading specialist, acknowledged
in reading, being used for the first time by a teacher and an that the teachers "didn't think they were ready," but saw few
aide. The cell entries include summary phrases, direct ways in which initial preparation could have been better. She
quotes, and an overall adequacy judgment by the analyst, also played down the size of the needed changes in teachers,
ranging from "absent/none" to "sketchy," "basic," "ade-
quate," "present," and "strong." The quotes are useful de- Thus the analyst found more information: The weak,
vices; they both help justify and illuminate the rating. hasty training and support came because distant adminis~
trators minimized the actual needs of new users,
Entering the data. The analyst reviews relevant sections The analyst also consulted the survey data, finding that
of the write-ups, retrieves material by codes, forms a gen- aU respondents judged the list of conditions to have been
eral judgment or rating of the level of adequacy of the "only partly in place." Administrators emphasized funds
component at hand, and locates relevant quotes. and materials; teachers had more doubts about whether
The quotes and the ratings are kept together in the celL there was motivation to achieve project purposes.
The idea here is that ratings only tell you how much there That finding. in turn. helped the analyst realize that a
is of something, not what that something means. Brief major missing row in the matrix was support ofother class~
quotes are enough to communicate-and to help another room teachers, whose lack of commitment to and under-
analyst judge. by going back to the write-ups. whether the standing of the lab program led to poor coordination, skep-
rating is justified. ticism. and disgruntlement that was offset only partly by
Some decision rules used for data entry: their personal liking for the lab teacher and aide.

.. Because there are only two users and they occupy different Variations
roles (teacher and aide), don't force a generaljudgment The
same applies to administrators. Any given research question and set of variables can
• Use judgments of users and administrators if they offer have many different displays. Each has advantages and
them. Put them in quotes, limitations. Let's illustrate. The research questions here
" Accept direct reports and do not require verification by an- asked whether conditions supporting preparedness
other person, through an implementation plan were assured before im-
plementation began. The variables included a set of "con-
Drawing conclusions. Now we can look down the col- ditions" with data for users and administrators, Table 5.2
.umns of the matrix and form a gen~ral idea of the level of is only one possible display, Let's look at three others.
preparedness for different components. For example, the First, Table 5.4 recasts Table 5.2 by transposing rows
analyst wrote, in part: and columns so we can easily follow the responses of a
specific individual across all conditions, not having to
The image is one of solid 'co'mh1itment and administrative lump them in one cell as in Table 5.2. Table 5.4 also breaks
support (except for the building principal), but minimal ade~ out the building principal separately. But note: We have
quacy in requisite skills and understanding of the practice, much more detailed, diverse data, rather than a general
and absence offorward~looking mechanisms for training, de· judgment such as "adequate" for any given condition, as
bugging or planning. we had in Table 5.2.

:'11'-.
B. Partially Ordered Displays _ 107

Thble 5.2 (Repeated)


Checklist Matrix: Conditions Supporting Preparedness at Smithson School, Banestown Case

Presence of Supporting' Conditions


CONDITION FOR USERS FOR ADMINISTRATORS
Commitment .s..tJ:.ung ~ "wanted to make it work." ~ at building level.
Prime movers in central office
committed; others not.
Understanding "Jl.alli" ("felt I could do it, but I just A.1:l.s..en.t at building level and
wasn't sure how. ") for teacher. among staff.
A.lllim.t for aide ("didn't understand B..a.s.i£ for 2 prime movers ("got
bow we were going to get all this. ") all the help we needed from
developer. ")
~ for other central office
staff.
Materials II!ad~g!Jat~: ordered late. puzzling N.A.
("different from anything I ever
used"), discarded.
Front~end "Sketchy" for teacher ("it all Prime movers in central office
training bappened so quickly"); no demo had training at developer site;
class. none for others.
~ for aide: ("totally unprepared ..
I bad to learn along with tbe
children. ")
Skills . Weak-adequate for teacber. One prime mover (Robeson)
"Ho.n.e" for aide. skilled in substance; others
unskilled .
.

Ongoing N.2.n.e:. except for monthly committee ~


in service meeting; no substitute funds.

Planning. ~: both users on other tasks ~


coordination during day; lab tightly scheduled, no
time free time.
Provisions for N.un.e systematized; spontaneous ~
debugging work done by users during summer.
Scbool admin. AdeQnate N.A.
support
Central admin. Very strong on part of prime movers. Building admin. only acting on
support basis of central office
commitment.
Relevant prior . £..tr.Q.n.g and useful in both cases: bad , Present and useful in central
experience done individuaHzed instruction. office. esp. Robeson
we:rked with low achievers. But aide (specialist).
no diagnostic experience.
~ Tabl.S.4
Checklist Matrix on Preparedness (alternative format 1)

PSYCHO~SOCIAL CONDITIONS IMPLEMENTATION PLAN

Relevant Scbool Central Ftont- Ongoing Planning.


Prior Admin. Admin. End In- Coordination
Experience Commitment Understanding Skills Support Support Materials Training Service Time Etc.

Users

1
Building
Administrator
(principal)
2

1
Central Office
Administrator

Other Central
Office Staff
. ._- , ......
-
r
I
I
Table 5.5
Checklist Matrix on Preparedness
B. Partially Ordered Displays

Table 5.6
Checklist Matrix on Preparedness
II 109

(alternative format 2) (alternative format 3)

HOW WHY
CONOITIONS USERS ADMINISTRATORS CQNnmQN$ EXAMPLES IMPORTANT IMPORT Am-t
Commitment

Underslln4lng

Materials

Strong Tniftlng

Speeltic IIII1Untlou, muted ... lIh A or U fllr admlnlmator


or u,er, rupeetlvely.
b. RBtln8 •• v~ry. q~lto. Jllmewhat. or aOI ImpOl1alU.
c. Elplann!lon, of :euonl for lmportnllU of condltlon, ~lveD
by re.pOftdenl (A Or U) or ruear;bcr (It.).
Second, the analyst has clustered the conditions into
two general domains: psychosocial and the implementa-
tion plan. That clustering permits comparing these more
easily.
The cell entries for Table 5.4 are a rating of "strong,"
"moderate," "weak," and "absent," accompanied by a brief can be ordered from peripheral to central, or weak to
explanatory phrase showing what the condition consisted strong.
of. as the respondent saw it. (Undef"materials," for exam~' Columns also can refer to levels of a site (e.g., class v

pte, a user might have said. "basic notebook, plus the file room, school, district).
cards and prep sheets,") Especially for exploratory work, it pays to have a col~
Table 5.5 takes a different cut. The cell entries here are umn headed simply "Remarks," where relevant commen-
the names of conditions, together with the N of users or tary of any sort can be included to aid understanding.
administrators reporting. An asterisk can appear beside
condition names in the first row seen as "most" missing, Advice
and a number symbol (#) beside those seen by respondents
as critical for success. Checklist matrices are good when you are exploring a
Table 5.5 thus sorts the conditions by role, according to new domain. If you have some rough ideas about some key
how "present" they were, and lets us see which were im- variable and some first components of it, you can begin
portant. But note that we now have lost the data for indi- and then amplify the display as you learn more.
viduals that appeared in Table 5.4. It is also much harder In fact, a checklist format itself does a good deal to make
to track the status of any particular condition. Matrix build- data collection more systematic, enable verification, en-
ing is full of this sort of trade-off. courage comparability, and permit simple quantification
Table 5.6, a third possibility, de-emphasizes the differ- where you think it is appropriate.
entiation among administrators and users and takes a deci- Always consider several fonnat possibilities: Ask a col-
sive turn toward the dynamics of conditions-how and league for ideas. Look at what different formats give you
why they are important. It also brings in the researcher's and what they withhold from you.
view of the situation. We have retained the idea of specific Be explicit about the decision rules you follow in (a)
examples, but we have lost identifi!l-ble individuals and the selecting quotes and (b) making judgments or ratings. Oth-
capacity to make easy comparisons between users and ad- erwis~ colleagues or readers will be dubious about your
ministrators. conclusions-and you probably wiJI come to doubt them
Any data set can be dispJay'ed in many different ways. yourself. Keep quotes and ratings together in the matrix so
Each way gains you some things and loses you others. The that their mutual, pertinence can be assessed.
moral: DO,not close up too rapidly on a display format. Try
several iterations; get colleagues' ideas and reactions. Time Req,*ired
Components in a checklist matrix, although they begin
as unordered, may sometimes have a meaningful structure. If the written-up field notes have been coded to permit
They may fall into several clusters, as in Table 5.5, or even easy retrieval of chunks related to each component of a
110 • WITHIN·CASE DISPLAYS, EXPLORING, DESCRIBING

checklist matrix, and iffewer than a dozen or so informants


are involved, a display like this can be assembled in 1-3 Box 5.1
hours and analyzed rapidly. Most of the hard work-refin- Excerpt From a Transcript as Poem
ing the components of the matrix-will have been done
(Richardson, 1992)'·
during instrumentation and early data collection.
Again, the time estimates are a reasonable range, in our LOUISA MAY'S STORY OF HER LIFE
experience. Just how much time it takes depends on the
computer software in use, the researcher's skill, the theory
underlying the study. the particular research question at The most important thing
hand, the completeness of the data, the number of inform- to say is that
ants, the number of cases, and so on. I grew up in the Soum.
Being Southern shapes
aspirations shapes
The Transcript as Poem what you think you are
and what you think you're going to be.
As a break from the SOrts of complexly crafted displays (When I hear myself. my Ladybird
we have been looking at. consider Box 5,1. Richardson kind of accent on lape, I think. OH Lord.
(1992) interviewed Louisa May, an unmarried mother, and You're from Tennessee.)
converted 36 pages of interview notes into a focused, par·
tially ordered display: a 3·page, 5·stanza poem. of which No one ever suggested to me
the first appears here. Richardson notes that she used only that anything
Louisa May's "words. her tone and her diction, but rel[ied) might happen with my life.
on poetic devices such as repetition, off-rhyme, meter, and I grew up poor in a renti!d house
pauses to convey her narrative" (p. 126). in a very normal sort of way
The display is striking. It brings the reader very close to on a very normal sort of street
a condensed set of data, has a compeUing flow. and forbids with some nice middJe·class friends
superficial attention by the analyst. You have to treat the
(Some still to this day)
data set-and the person it came from-seriously because
a "poem" is something you engage with at a deep level. It and so I thought I'd have a lot of children.
is not just a figurative transposition, but an emotional state· I Jived outside,
ment as well.
As Richardson notes, such a display "breaches socia· Unhappy home. Stable family, till it fell apart
logical nonns" by ignoring defined variables, by empha· The first divorce in Milfrount County.
sizing the "lived experience," illuminating the "core" of So, that's how that was worked out.
the case involved. engaging the reader (and theresearcher)
emotionally, and shifting the concept of authorship.
The time taken was substantial: 4 weeks, with nine
drafts and four critiques by others. Two points: (a) the
selection, organization. and presentation of data in a dis- Event Listing
play are decisive analytic actions. and (as in this case) they
need to be done in a thoughtful, lucid way; (b) displays Analysis Problem
owe as much to art and craft as they do to "science."
Richardson wrote very little separate "analytic text." in Life is chronology. We live in a flow of events. Some
our terms, but there is nothing in the method to discourage of these events occur before other events, some after. We
that. usually believe that connections exist between events (e.g.,
deciding to renovate a bathroom leads to taking out a loan,
the arrival of worker~, the knocking down of a ceiling, and
the intrusion of plaSter dust into other rooms).
C. Time-Ordered Displays But although we can think of ourselves as being in the
midst of a river of events, that metaphor breaks down.
A second major family of descriptive displays orders because the river's flow is not one-dimensional. Some
data by time and sequence, preserving the historical events occur in one domain of life, others elsewhere (the
chronological flow and permitting a good look at what led plaster dust intrusion Qccurs while one is revising the last
to what, and when. chapters of a new book). Some events are close to us) some
C. TIme~Ordered Displays _ III

distant (while the loan is being taken out, the 1984 U.S. Building the display. Keeping the classic left-to~right con-
federal budget deficit is projected as $191 billion). 'Some vention for the passage of time, we might make columns
events are related coherently to other events (the ceiling of the matrix be successive time periods. These could be
removal and the plaster dust), and others are adventitious defined arbitrarily, (e.g .• Year I, Year 2) or more organi~
(a loved old cat dies). cally, by empirically derived phases or stages of the adop-
Life goes on. Years later, the plaster dust is long gone, tion-implementation process.
the book is being rewritten. and the federal budget deficit Which categories might we define for different types of
for 1992 is projected at $334 billion. EVents long ago in events? A simple set is one dealing with the locale of
time have consequences for the present (there is a new cat events: school level, school district level, state, regional,
closely resembling the old one). Distant events can have or federal level. They could be rows of the matrix.
consequences in close events (one writes a letter to the Perhaps some events are more critical than others, serv~
Times denouncing the newspaper's typically misleading ing to cause new events, or move the process forward into
allusion to "the" deficit, rather than to "(his year's deficit"). a new phase. They could be noted or marked in some way,
Qualitative researchers are always interested in events: Table 5.1 is repeated on the fonowing page. It shows
what they are, when they happened, and what their con~ how this technique worked out for an innovation called
nections to other events are (or were)-in order to preserve SCORE-ON, a laboratory for teaching remedial math and
chronology and illuminate the processes occurring. A pro~ reading skills to children "pulled out" of their regular
cess, after all. is essentially a string of coherently related cIasses.1'l1e time periods ("contextual press," "emergence
events. Typically these interests lead to the production of of the problem," etc.) were initially defined conceptually
an extended narrative, arranged in proper time sequence from a general adoption~jmplementation model. but labels
(usually without flashbacks or flashforwards). But ex~ for each period came from the actual core activities during
tended, unreduced text, as we have noted, has severe dis- that period. A new time period was defined when a signifi-
advantages (its size, its dispersion, and its lack of struc~ cant shift in' activities occurred. '
ture). Extended text only feebly resolves the problems of The analyst focused mainly on Smithson School. and
multidimensionality, inter-event influence, and differen~ wanted to have that as the most "local" of the locales (bot-
tial salience of events. tom row). However, the innovation was also being imple~
However. narratives are probably indispensable if we mented in other schools (next row up). And events could
are to understand a complex chronology in its fuB richness. be sorted into "district" and "state/macro" levels, which,
The problem is tbat going straight to an extended narrative in tum. influenced the lower levels. ,
from written~up field notes runs an acute risk: You can tell Finally, the analyst marked "barometric events" (those
a story that is partial, biased, or dead wrong-even though that moved the process on into the next time period or
it may look vivid, coherent, and plausible to a reader. The phase) with an asterisk.
event listing is a good way of guarding against false chro~
nologies. Entering the data. An exploratory interview question had
So the problems we face in understanding event flows asked people to describe the history of the innovation
are those of sorting out the different domains of events, ("Can you tell me how SCORE·ON got started in this
preserving the sequence, showing the salience or signifi~ school?"). Follow-up probes fleshed out the sequence from
cance of preceding events for following events-and do- innovation awareness to adoption. how and by whom key
ing all of this in an easily visible display that lets us con- decisions were made, and the reasons involved. Other
struct a valid chronology. questions dealt with outside agencies and events and "any~
thing else going on at the time that was important." Similar
Brief Description questions were asked about events during the implemen-
tation process.
An event listing is a matrix that arranges a series of The analyst looked at coded field notes (here. the codes
concrete events by chronological time periods, sorting are any that include the subcode CHRON, for chronology)
them into several categories. and extracted accounts of specific events, such as "4th
grade teachers report 40 pupils 1-3 grade levels behind,"
Illustration or "officials see SCORE-ON at 'awareness fair.' "
Decision rules for data entry must be clear. In this case
In the school improvement study, we wanted to display the analyst d~fined an event as a specific action or occur~
events during the adoption and implementation of an inno~ rence mentioned by any respondent and not denied or dis-
vaticin at the school level. showing them by different confirmed by anyone else. A brief phrase describing the
phases or time periods of the process. How might this be event went in the appropriate cell. If at least two people
done? said the event was important, crucial, or "made a big dif~
112 • WITHIN-CASE DISPLAYS; EXPLORING, DESCRIBING

Thble 5.1 (Repeated)


Event Listing, Banestown Case

TIM E PERIODS
AWARENESS TRAININO AND BUDGET
EMERGENCE OF AN)) PROPOSAL BEGINNING
~ffRUUC;W~~
CONTEXTUAl. APPROVAL AND EXPANSION,
PRESS THE PROBLEM O1'80LUTION PREPARATIONS OPERATIONS NEW OPENINGS
LEVEL 1976·78 Oel.1978 Nov. 1918 lan.-Feb.191!} March.April 1979 Se. t. 1979 May 1980
minImal proposal Smithson middle Reduction in Tltle
State} competency discussed, school teachetS, 2 I allocations
Macro levels, testing approval at admlns. trained at
Introduced In state level DID site (4 days.
state schools earlv March)
supplemental • alarm at .. officials sec • Smithson • 30 4th grade • staff active in .. reduction In
skills program failure rate SCORE-ONat pupil folders pupils selected extending county, Title I
introduced in • Internal 'awareness $creened for Smithson Smithson, budgets
reading and solutions fair' • appointments I,b launcb~ng new ~ proposed staff
District math proposed, • IV-C made of • materials, labs cuts, transfers
found proposal Smith$on lab technical .. fnnding for all In elementary
unacceptable rapidly teacher and ushtance lab slatf'a:t scllools
drawn up,

pressures
submitted "" intensified for
Smithson lab
• continuation - rooms, staffing
Smithson taken
over by Title I
lab opens at • middle scbools
begin to raise fot (ollowing completed for CarrIngton, unaffected by
minimal year planned middle schools Banestown cuts
Local levels (or Sih grade ~ 2 other elemen- Middle. - threat of
Schools in 2 mIddle tMy schools modified version discontinuation
schooh; authorized to opens at Smith at Banestown
teachetS implement In Camp, South End Middle
named the fall (conflicts)
large numbers .. 4th grade • teachers • Jab teacher - Smithson lab Smithson .. major shifts in
of low teachers approve and aide opens (late expands to 45 lab staffing
achievers report 40 pUIJ-out lab replaced; Marcb) pupils in 3rd, announced to
placed in pupils 1·3 formula . some ~ preparations 4tb grades teacbers
Smithson FACILE grade levels disgruntlement inadequate. • new teacher • program to be
School classes behind • lab room materials nOt added for cut back,
• teachers created, arrived, morning focused on
unfavorable minimally scbedullng sessions grades 1·3,
to central equipped dIfficulties limited to 1.5
office posts
proposals
• barometric event

ferenee" for what happened subsequently, an asterisk was probably an alarm or trigger that set off actions already
assigned. " fueled by concern at the district level to meet state re~
quirements.
Drawing conclusions. A quick scan across the display When we note the repercussions of an externally driven
shows us that the process of change is strikingly rapid. A budget crisis during the following school year, we can
problem seen in one elementary school in the fall of 1978 draw the inference that the original availability of Title I
by the fourth~grade teachers apparently leads to the dis~ funds might have played a strong part in the original
covery and introduction of an innovation (SCORE·ON) changes.
that was in place in fiv~ district schools by the following These are plausible hunches about the meaning of the
fall. data in TableS.I. To check them out, the analyst can now
A look at the asterisks helps explain some of the speed: begin to piece together a focused narrative that ties to-
the active involvement of central office officials after they gether the different streams into a meaningful account, a
saw the innovation at an awareness fair, leading to justi~ narrative that could only with difficulty have been aSsem~
ficatory events such as the pupil folder screening. and bled--or understood-from the diverse accounts spread
to specific school~Ievel planning and the appointment of through the field notes.
specific teachers to manage the "remedial laboratory. We Here are some excerpts from the focused narrative the
also can see that state-level competency requirements were analyst produced. They should be read in conjunction with
the backdrop, and that the teachers' report of problems was Table 5.1.
C. Time-Ordered Displays II 113

Beginning in 1971 and intensifying in the years 1976-78, the Note several things here: (a) the narrative, which is both
State issued a series of increasingly precise and constraining straightforwardly descriptive and analytic, helps knit to-
documents. These texts called at first for adequate "standards gether and flesh out events at different levels of the chart,
of quality" in education (which] were then outlined in the (b) the analyst can.add explanatory conditions or states that
major subject matter areas. Competency testing was an- show how one event led to another, (c) the return to the
nounced, first for grades K-3, then for 4-6.... After some field notes often turns up other critical events or supporting
delays, the first statewide tests keyed to these objectives for information not originally in the display, and (d) the nar-
reading and math were scheduled for grade 4 in 1979 and fbr rative is more understandable when read in conjunction
grades 5-6 in 1980-81.. with the display, and vice versa.
The response at the district level was to create a "supple- The event listing helps ground the analyst' s under~
me:nta1 skills program" in order to intensify remedial work in standing of a complex flow of events, and increases confi-
reading and mathematics so that minimal competency levels dence in the associated chronological account. It also lays
could be attained .... the basis, as we shall see, for the beginnings of a causal
Schools throughout the county became more sensitized to analysis: what events led to what further events, and what
the minimal competency obligation .... The implication was mechanisms underlay those associations. Full-fledged
in the air that teachers might be held accountable for excessive causal networks are discussed in Chapter 6.
rates -of failure on statewide competency tests, but the pres-
sures were still diffuse within individual schools. Teachers
routinely attributed low performance to subnormal aptitude Variations
or to conditions at home over which they had no control.
A special impetus was given in the fall of 1978, when the Event listings can be limited much more sharply to
six fourth-grade teachers at Smithson noticed that they had an "critical incidents" (see Box 5.3), defined as important or
unusually large cohort (40) of incoming pupils who were one crucial, andlor limited to an immediate setting.
or more grade levels behind in reading achievement ... For a careful reconstruction, the events in a listing can
Thirty-eight of these forty had comeoutofthe [existing] FAC- be dated within cells. Or the time periods can be specified
ILE program in the first to third grades. It is not clear how so much more narrowly. Or an event listing can cover a very
many of these pupils got to the fourth grade, but no one was brief time span (e.g., 1 hour in a classroom). Microlevel
surprised. The Vice~Principal says, 'They got too tall, they events can be well shown in a networklike flow in the
got too bad." "activity record" (Box 5.5).
'The teachers were worried that either promoting or retain- Events from a listing also can be shown as a network-
ing so many pupils would cause problems; they were leaning like flow that includes more general "states" or "condi-
toward retention, but feared a massive protest by parents. tions," such as "lack of enthusiasm": see the description of
Essentially. they were covering themselves, by announcing "event-state network" below, and Box 5.4.
early in the year that they had inherited, not created, the prob-
Even more selectively, events can be shown as a flow
lem ....
limited to major events, each with a shorthand explanation
The teachers contacted Mrs. Robeson, through the reading of the connections or causal pushes that moved the process
committee which she chaired. She met with them, then from one event to another. Box 5.2 shows a network adapt-
brought in Mrs. Bauers, the elementary supervisor.... ed from work by M. Pillet (personal communication,
During this phase, a circular announcing Federal flmd~ 1983), who was interviewing students who had interrupted
jng ... came to the central office from the State superinten- their university studies, tracking them through subsequent
dent. An awareness conference, presenting a series of pro-
experiences.
jects, many of them keyed to remedial skill development, was The case here is one student. The succeeding "experi-
to take place nearby. At Mrs. Bauers' initiative-and with an
ences" are indicated in the left column; at the right we see
eye to a solution for the problem at Smithson School-a con~
the researcher's summary of the major forces moving the
tingent from' the central office (Mrs. Bauers, Mrs. Robeson,
student to the next experience. The plus marks are an as~
Mr. Rivers) attended the presentations and was attracted to
SCORE-ON, It seemed a relatively flexible program, easy to sessment of the strength of the various forces; the minus
integrate into the school in pull-out form. It was directed spe- signs show the student's strength of dissatisfaction with
cifically to the bottom quartile in reading and math .... the succeeding experiences.
A proposal was written by Mr. Walt ... with a request of ,
$5,600 for training and materials. The request was cleared Advice "
through the State Department, following a visit to the capital
by Mrs. Bauers and Mrs. Robeson, accompanied by Alan Event listings are easy to do, and have good payoff in
Simens, principal of Smithson School. understanding any extended process. They can be done at
Jl4 • WITHIN·CASE DISPLAYS: EXPLORING, DESCRIBING

Box S.2
Event Flow Network:A Student's Learning and Work Experience

Need for ~breathing


room"+++

Hard reality of factory


work:+++
Lack of a link to +
own practical interests

Met "marginal," alienated


youth +
Wish to d2 something + +

many different levels of detail. Think first of how "micro" return to the field notes as you go. Stay open to the idea of
you want to be. Sorting out a series of candidate events on adding new events to the listing or subtracting events that
file cards (or in a computer subfile) can help stabilize the seem trivial or irrelevant.
fineness of the approach. Consider the idea of some quantitative analysis of
In building matrices, keep the rows to a maximum of events and their sequence.6
four or five levels and be sure they represent a meaning~
fully different.iated set of categories. Do not go finer than
the study questions dictate, (In Table 5.1, we didn't need Time Required
to use events in the classroom locale.)
If you know in advance that you want to construct a As always, much depends on how well coded the data
chronology of events. then something like a CHRON code are, the scope of time covered by the event listing, the
is essential to keep you from being overloaded with spe- fineness of detail, and the scale and complexity of the set-
cific events. Doing an event listing for ongoing (not ting. An event listing like the one in Table 5.1 (one site,
retrospectively recalled) events can be even more time~ perhaps eight key informants, wen-coded notes) can be
consuming unless clear codes (e.g., CRIT) for various assembled in half a day. The Pillet variant, on the other
types of critical events are assigned along the way. hand. was done in 15 minutes by a researcher closely fa~
As always, keep decision rules for data entry explicit miIiar with the data in a single interview focusing on one
and clean. When you enter a phrase or a piece of data, it person.
helps to have a "source tag" attached so that you can get Writing the focused narrative usually takes about as
back to its location in the written~up field notes (e.g.• you much time as creating the event listing itself-more than
might use 2-31 for interview 2, page 31) as you work on for the typical analytical text accompanying other types of
the production of the narrative. (Many software programs display. The illustration in Table 5.1100 to a IO-page nar~
can assign source tags automatically,) Be sure you have rative, which required about 5 hours of work. This is time
exhausted the coded data chunks before you start taking a wen invested; an event listing and associated focused nar-
summary look. rative represent your first basic grasp of what happened
When the first version of the display is filled in, start a and suggest the subsequent lines of deeper description.
draft of a focused narrative. That step will require you to analysis, and interpretation that will follow.

'-:'.
C. Time--Ordered Displays II 115

Critical btciden! Cbart

Sometimes a researcher wants to limit an event listing Box 5.3


to those events seen as critical, influential, or decisive in Critical Incident Chart and TIme Une
the course of some process. A useful approach w~ devel w
(excerpt from Hawthorn School)
oped by Stiegelbauer et al. (1982), who extracted "critical (Stiegelbauer, Goldstein, & Huling, 1982)
incidents'.' occurring during implementation of a new lan-
guage arts program at a school site. The process was aided
...
,,~
"'"
I«IrhMp 'or
prh.;I ... 1$
PI~trltt
""n"M~ 'or
t'ffOvrce telC~~"
,I
by specialists in the CBAM (Concerns-Based Adoption
-Sept. ..-
re: CO«IXISltlOn
..
Model) approach to school improvement. 9/4;
In Box 5.3, time goes vertically. That orientation makes "00 9/24.29
Prlnd... l
rreeb:"ltl!
919;1IIU
Prlntlp~1
_ts "Ith
'''u<lUrce
'"
IlIstrlct "".k·
shop for
t"IC~.'" on
it a bit easier to examine and compare events that occurred te~chel'J tucht. to c""~O$ltlo'"
'boll! teachers' P14~ for sourrellDo~
during a given time period. The columns are not ordered, 9041s for lelr ye ..
but easily could be. The dates for events make temporal ~,.

r!~/IN~l
10114 10ft:!
ordering easy. ISBD OM'
IftteNI_
Pdfl/;I ... , Prlneipol i~~~~
h" stoff _ts "lth telchu tells
=~ftl:n
The chart selects only two to four critical events per WIchers <'HOUrce I>l'tncl~l of

...
te.c~er r. otller telchers'
c""'l'oSltlon cOtlcilrns ,boIIt
month and marks (with boxes) those seen as having a
"strong catalytic effect" on determining the need for the ' ~~
«InflrSed
'bout roo
Innov.tlon

9.... "f.n
program or on the principal's "game pJan" (strategy) for c_ttu.
to reYIew<
implementation. Certain events are also marked that afM
fected a subprogram for writing skills. The authors' ana- ~ ..
1980
IUle<"
hind".)
lIlIO
Prlfl/;Ipal ,
Prlnclpll_ts
"ltII y.rl""s
lytic comment is: "Relationships between events can be , resour<;t I'eSOIIr<;e te •• «.tllt,.,. to encou'"
\:Ndler...,.t che ...... t IIItI! 19.""'1'1: ... ( _ ·
seen as both temporal and due to an exchange of informa- to ph"
politiOtl ,
""'0 c""",itt~ {In_
(1IIIIeI6t11
11t1 ...·relu,e<l
ICtl.ltlH
c_IIU:1I grlde lucher)
tion. In this school, teacher confusion about the program,
"q
tim

rr~'
c-ttt"tNohOI'l
discussion of teacher concerns, and new information about ~r tells
ptll>C:lpal of
Re'lOIIf"Ct teo.
~h.r "'lets
~t"Itt. others
H 9"ld~ level
the program from the resource teacher aU had a significant district Ideo. HI"t"""tt~
..ttt.
to .'frlf, In Z notIon,',
effect on program development" (p. 17). tnnovUlon ~rPtr ...." IOller
9rod l1ll

,.". lZ/I;)UI5 12110 12/1~


19aO Prlnotf'lll A Resource t.l· Re'lour.e t!lc~.r
re'lO~ to.· the .. """U dl$trlbutu leellt
dl.r_t to "ttll oOOllllttoe .1Id st<l"eft.~ to 411
Event·State Network pI," _pos'. teetlons to I'\!_ to'dl~,.,.
Uon ..... ltt" Yiew stope and
""tlft9S tf<!U8Ce
The alert reader will have noticed that some entries in lUI 12118
eo.~lltlon R.'OIIrce tuc~r
Table 5.1 are not really specific events, but more general dl'Cllued O>C!tU "Ith c_
.t ~toff _tlng mlttee nett ....
"states," such as "alarm at failure rate," Such states or con- to pll" *
ditions are not as timeMHmited as events, and often serve as f-. "~.--.-~

the mediators or links between specific events. LtCE/lD • referl' to events tllat wert! crltlcd In Initiating ..... ltf"9
c~'Htoft I •• proVNa lf011Tl1t. frtn the hog"'ge ~rts nrrlcul"~
You can display this difference by showing events as I •• I<l101., 1M,. . .enb; led to th~ devel_nt M I tIAIlTIIOAA wrttfM
p,.." ...... I>Ind on t!ldlerl' Mt'4S alld SO\l""tboo~ guldehn"_
boxes (the sharp edges imply specificity and a narrow time. £«IIn w.edO ".~. tt!"Oll9 c.tIIlltl~ .ff~t 011 'otuSllIi the
prog_ Or On 'I!¥eloplnv the principal's 'ill>!! phn 'or I""'_"tltlon.
span) and states as bubbles (round edges imply more dif-
fuseness,less concreteness, existence over a longer time).
You connect the boxes and bubbles by lines to show what
led to what. Box 5.4 shows an excerpt from an event-state
network drawn from the data in the event listing in Table surface your generalized understandings of what was mov-
5.1. ing events along in the process you are stUdying. By the
EvenHtate networks are a simple, easy way to make time an event listing is generated, you usually have a set
sense of an event listing, Once an event listing is done, a of implicit generalizations about why things happened as
network can be generated rather quickly, Write one event they did. Event-state networks are a way of making those
per small card. generate "state" cards as you go, and ar- ideas explicit and verifiable. Programs such as Inspiration
range the emerging network on a big sheet of paper, draw- and MetaDe~ign (see Appendix) permit you to create such
ing arrows as you go. As we explain in Chapter 6, section networks eaSily, shifting and changing them as your un-
D, this method is an especially helpful step toward assess- derstanding grows.
ing causal dynamics in a particular case. To create state EvenHtate networks are enjoyable and rapid-an hour
cards: (a) recheck the field notes for evidence of the con- or so for the size shown, after the event Jisting is complete.
sequences andlor antecedents of specific events and (b) It does not usually help to add a long narrative text (the
0:
Box 5.4
Event-State Network, Banestown Case (excerpt)

competing
faction
objects to
fonnula.
approves
discovery of progmm
SCQRB.ONat program
NDN awareness expanded
to2middle
schools. 2 support
elemenlar}' soughl
schools from
external
funds,
elemenuuy controlled
school. by other
middle faction
school
(rollow~up)

""'h""
hired,

-'
tmined
redoubled effort 10'
at Smithson writlOtt prepare rust ruU-cycle ,,_ _ _ _ _ _ _...
School for stale implementation E ..
funding
complaints
ov"
disruption
of schedules.
'easy job'
in lab

\TtwarenessoftheprOblem: / \ ~lulion and preparation for implementati?n: / \ -bmPlement.at.fun:; \ T4Expansion and takeover by FACH.B money and supexvision: /

Winter 1978-79 Peb. March 1979


¥ March 1979 Sept.. 1979
r Box 5.s
C. Time·Ordered Displays • 117

Activity Record: Example (Werner, 1992; Werner & Schoepfle, 1987b)

ENTER Change Tire EXIT

get spa p~
IInlsh up
g. (lady ""Y
J.d<

Change Tire

display itself is more economical and illuminating). but a later activities beneath it. As Werner points out, the activity
summary set of analytic comments is useful. of literally changing the tire only appears at the very bot-
tom; the levels above, however, are important contextual
Activity Record preconditions for the subactions below. (You cannot actu-
ally change the tire without having jacked up the car.)
It often happens that you want to describe a specific, Werner notes that the method makes activities very ex-
recurring activity, limited narrowly in time and space: a plicit, showing their time boundaries and sequentiallhier-
surgical operation, the sale of a used car, a classroom les- archical structure, and can be used easily with informants
son, an arrest booking, cashing a check, planting a garden. for checking accuracy.
Such activities-really, predictably recurring sequentia1
patterns-are the stuff of daily life.
The activity record, described by Werner (1992) and Decision Modeling
Werner and Schoepfle (1987b) displays specific actions,
each assigned to a link, shown as an arrow (Box 5.5). Each The activity record is useful in mapping patterned ac-
"node" in the network is understood as signifying «and tions. but it does not tell us much about the thoughts and
then .. , ," Thus you "get spare" and then "get jack" and plans, the alternative decisions made during a flow of ac-
then "jack it up part way," tions embed~ed in a range of conditions. Decision model-
Note the hierarchical levels: "get ready" is composed of ing, also des'cribed by Werner and Schoepfle (1987b), uses
"get spare" and "get jack," and so on. The same appJies to displays that combine these internal events with public
"change tire": Each level of "change tire" subsumes the ones.
118 • WITHIN-CASE DISPLAYS: EXPLORING. DESCRIBING

In this example, the authors begin with text from a cook~


book (Jaffrey. 1975): Box 5.6
Decision Modeling: Example
There is a slight problem with supermarket spices which you
might as well be aware of. Those spices which do no! (Werner & Schoepfle. 1987b)
"move"-i,e.• sell fast-tend to stay on the shelves and gel eITER
stale. A few lose their aroma, others fade in the light, some BUYING SPICES I
get oily and rancid. Therefore try to buy only whole spices
and grind them yourself in small quantities. The grinding can
be done in a coffee grinder, or, if the spices are slightly roasted
first, some can be crushed between waxed paper with a rolling
pin. The electric blender will grind spices, if you do them in
sufficiently large quantities. If all else fails. you could use
mortar and pestle, though that tends to crush spices ratherthan
grind them. Whole spices retain their flavor for very long
periods. Make sure you store them injars with tightly screwed
lids, well away from dampness and sunlight. Ground cumin
and coriander are fine if bought from Indian spice dealers in
small quantities. (Werner & Schoepfle, 1987b, pp. 130~ 131)

Box 5.6 shows a flow chart indicating how Jaffrey's


directions can be represented systematically. It strips away
rich but nonessential information (e.g., different styles of
becoming stale, methods of storage) but retains the key
conditions and specifies contingently the decisions to be
made.
The authors explain how to create such flow charts by
analyzing the text sentence by sentence to locate key con·
ditions, associated actions, and assumptions, usually
checking all of these with key informants. For precision,
the data then are displayed in "decision tables"; systematic
elimination of redundancies leads to reduced tables. which
then are used to draw the flow chart. (Such charts can be
drawn by using many different software packages; one of
the best is MetaDesign, which also can "hide" extended
explanatory text at each of the nodes.)
The method is very useful for making the inexplicit vis· N y
ible and clear and can also be used for recurring decisions ~&Jjgh~y,

involving many people and complex situations (e.g., fann~ grind willi tullu.g
pm betwcm waxed
ing methods, patient care in an intensive care unit, serving
a meal to a party in a restaurant, dealing with customer "'"
complaints. producing a contract research proposal). Re-
peated interviewing of multiple informants "is usually
needed. along with attempts to "disconfirm" the model
through feedback and verification, and checking with a Here the analyst is interested in a main variable. internal
new, uninterviewed sample of people, diffusion ofan. innovation, defined as growth in the number
ofteachers using it. That variable is represented in network
Growth Gradient form as a single line between points. But the analyst has
attached various critical events to the line-appointments
Events can sometimes be conceptualized as associated of key personnel, training, and the like-that help expand
with some underlying variable that changes over time. our understanding of the movements of the main variable
That is a rather abstract characterization. which will come (e,g.• the sudden jump following the August 1977 work-
immediately clear with a look back at Figure 5.1. shops),
C. Time·Ordered Displays • 119

Time~Ordered Matrix where innovation users had been asked whether they had
made any changes in the innovation's standard format. Fol-
Analysis Problem low-up probes asked for parts that had been added.
dropped. revised •.combined, or selected out for use. In
With qualitative data you can track sequences, pro- some cases documentary evidence, such as evaluation re-
cesses, and flows. and are not restricted to "snapshots." But ports, could be consulted.
hoW to display time-linked data referring to phenomena In this case six or seven people (users) were reporting
that are bigger than specific "events," so as to understand on clearly defined changes in the innovation, which itself
(and perhaps later explain) what was happening? required rather close teamwork, with mutual monitoring
and daily discussion. So we used the decision rule that if a
reported change were confirmed by at least one other staff
Brief Description
member and not disconfirmed by anyone else, it should be
A time,-ordered matrix (the more general form of the entered in the matrix.
event listing we reviewed above) has its columns arranged
by time period, in sequence, so that you can see when par- Drawing conclusions. Rather than showing the final ana-
ticular phenomena occurred, The basic principle is chro- lytic text, let's sit at the analyst's elbow as he begins draw-
nology, The rows depend on what else you're studying. ing conclusions. Looking across the rows of Table 5.7, you
can begin to see "drifts," or gradual shifts expressing an
Dlustration accumulated tendency underlying specific changes. For
example, the row "program requirements!curriculum"
In our school improvement study, we were concerned shows an increasing tendency to make stiffer achievement
with how an innovation was changed and transformed over demands on students. (The tactic here is noting patterns~
time during several years of implementation, We predicted themes-see Chapter 10.)
that most innovations would show such changes as they The component "student responsibility and time use"
were adapted to the needs of users and the pressures of the suggests that a process of exerting more and more control
local situation. over student behavior is occurring (e.g., the «account-
ability" scheme, the system of passes, etc.).
BUilding the display, We broke down the innovation into At this point the analyst can deepen understanding by
specific components or aspects, using the'se as rows of the referring back to other aspects of the field notes, notably
matrix. The columns of the matrix are time periods, from what else peop1e said about the changes, or reasons for
early through later use. If a change in a component oc- them, In this example a staff member said: "Your neck is
curred during the time period, we could enter a short de- on the block, .. the success and failures of the students
scription of the change, A blank cell would mean no redound directly on you .... There's a high possibility of
change-a nice feature that permits seeing stability, as well accidents."
as change. The field notes also showed that some parents had com-
Table 5.7 shows how this matrix looked. The innova- plained that "students can't handle the freedom," and that
tion, CARED. is a work experience program for high staff were worried about students "fouling up" on their
school students. The official components were those speci- work assignments on the job. So the increased emphasis
fied by the original program developer. These components on control might come from the staff's feeling of vulner-
do not necessarily exhaust important aspects of the inno~ ability and mistrust of students (tactic: noting relations
vation, so there are rows for "other aspects." such as time between variables).
and credits or student selection. Such aspects usually ap_ A third drift can be noted: increased routinization and
pear after initi,al fieldwork and direct experience with the reduced individualization. occurring mainly in the second
use and meaning of the innovation. year of operation (student "hatching," reduction of unique
The columns are time periods, starting with the initial projects, addition of various standard forms). The field
planning period (because we expected changes while this notes showed that the staff was preoccupied with the pro-
relatively demanding and complex innovation was being gram's demandingness ("You keep going all the time, ..
readied for use). The three succeeding school years fonow. you can't get sick ... it's more than a job."); after a full
year's expegence, they were ready to routinize and stream-
Entering the data. In this case the analyst was looking for line the demands that a strongly individualized program
changes in the innovation. component by component. made on them. The reduction in parent involvement may
Those changes could be found in the coded field notes, also, be a connected issue.
!l TableS.7
Time-Ordered Matrix: Changes in the CARED Innovation (a work-experience program)

PLANNING PERIOD FIRST YEAR SECOND YEAR THIRD YEAR


Jan.·]une 77 77·78 78-79 79-80
Individualization Some tendency to
"batch" students,
encourage standard
projects, etc.
S'tudent Added logs/time Added "accountability" Added system of Refusal to accept late work;
responsibility sheets scheme for discipline passes for students students were failed
and time use to leave room
Direct exposure Some tendency to reduce
to work individualization/exploration
experience aspects; more long-term
placements; convenience
location of jobs
Program Added direct instruction More competencies More competencies and
DEVELOPER requirementsl on basic skills, required project required
COMroNENTS curriculum separate from .iob
Learning Did not include Wrote new Student learning Journal more routine
strategies employer seminars; "competencies" plan only 1 communication; less
intensified Discarded learning style semester; more counseling emphasis
"competencies" instrument basic skills
experience New basic skills emphasis
materials
Parental Parent advisory Advisory committee Reduced level of detail in
involvement committee added mtgs dwindled and reporting to parents
stopped
Time and Reduced to 4·hr time
credits block: students must
take 1 other course
Student Moved away from Lower SES
OTHER selection full·random
ASPECTS selection to self·
selection plus a few
random
Program size 32 students 64 students 70 students. cut to 50 in 2nd
semester; 25 for next year
(junio_~~<?nly)
C. TIme·Ordered Displays • 121

'Thbl.5.8
Summary Table for Verifying and Interpreting Time-Ordered Matrix: Changes in the CARED Innovation

COMPONENT TENDENCY SIGNIFICANCE MEANING FOR SITE


Individual ization Standardizing Undergoes individualization. shows
streamlining as response to demandingness
Student Controlling, Reflects staff feelings of vulnerability,
.responsibility tightening up mistrust towards students
Exposure to work Simplifying, Response to demandingness: cutting back
standardizing on innovativeness of the project
Program Going academic Shows vulnerability, marginality of
requi rem en ts project in the two high schools -~ again
cutting back on innovativeness of CARED
Learning Going academic, More "routinization" overall
strategies de-indi vidualizing.
simplifying,
standardizing
Parental Cutting back, . Response to demandingness
invo! vement simplifying
Time and credits Cutting back, Done early: reflects principals' opposition
going academic to project, etc.
Student selection Self-selecting Project becomes "dumping ground" but
also gets stronger endorsement from
counselors, principals
Program size Growing. Reflection of funding problems and
then dwindling possibly of under-endorsement

What else is happening? The portion of the matrix la- such students, and principals' endorsement was somewhat
beled "other aspects" provides some additional clues. The higher. The addition of the summer program for the first 2
change in time and credits during the planning period came years was also an endorsement-buying strategy.
about, the field notes showed, as a result of negotiations But look at the "program size" row. Though the program
with principals, who were very resistant to having students doubles in the second year, it cuts back substantially in the
away from school for a full day. Here the analyst specu~ third year. Endorsement is not enough, apparently. In this
lated that the underlying issue was the principals' oppo- case severe funding problems were beginning to develop
sition to the program, and suggested that the increasing (tactic: finding intervening variables).
achievement emphasis was a way to buy more endorse- We can see that this display helps us understand general
ment. patterns of changes over time and points us back to the
We can also note an important structural shift in the original field notes to seek for explanations. The explana-
second year: moving away from random student selection tions can, in turn. be tested by looking at other changes in
to self-selection. The field notes showed that this decision the matrix rp see whether they fit the proposed pattern
was precipitated by principals and counselors. who op- (tactic: testing jf~then relations).
posed entry by college-bound students, and wanted the So the analysis could end here. and the report could
program to be a sort of safety valve for poorly performing, either contain the analytic text pulling together the strands
alienated students. Thus the program became a sort of we just wove, or present the table along with it. But there
dumping ground or oasis (tactic: making metaphors) for may be a need to do a bit more. For example. the drifts look
122 • WITHIN-CASE DISPLAYS: EXPLORING, DESCRIBING

plausible, but we may have been too impressionistic in Advice


identifying them (tactic: seeing plausibility). And Table
5.7 may be too "busy" and unfocused for the reader-it Use a descriptive time-oriented matrix like this when
is more an interim analysis exhibit than a report of find- your data are fairly complete, to begin d.e:ve1oping possible
ings. explanations that can be tested by moving back to the
One way of resolving these problems is to boil down the coded field notes.
matrix, to (a) verify the tendencies observed in the initial Be sure the time periods chosen are a good fit for the
analysis and (b) summarize the core information for the phenomena under study. They should be fine enough to
researcher and the reader. separate events that you want to keep in sequence, rather
Table 5.7 could be condensed in myriad ways. One ap- than blending them into one big pot.
proach is to "standardize" the several drifts by naming During analysis, remain alert to what this sort of matrix
them-that is, finding a gerund such as controlling, tight. can uniquely give you: timing and sequence. What occurs
ening up that indicated what was going on when a change early. afterward. later? Look for sequences. Look for sta~
was made in the innovation (tactic: clustering) and then bility (in this type of matrix, blank spaces).
tying that drift to its local context, inferring what the After some preliminary analysis, consider whether the
changes mean for the case. The result appears in Table 5.8, rows are organized in a sensible way. You may need to re~
a "summary table." group them into "streams" or domains. Consider whether
Reading the "tendency" column and using the tactic of a boiled~down, next-step matrix is needed to advance your
counting the number of mentions for each theme confinns understanding-or that of the reader.
the accuracy of the initial analysis. The core themes are,
indeed, stiffer achievement demands ("going academic"), Time Required
more control, increased routinization ("simplifying"), and
reduced individualization ("standardization"). You might If field notes have been coded to pennit easy retrieval
even try for an overarching label to typify the set-some~ of the phenomena under consideration, a matrix of the gen-
thing like "self-protective erosion," thus subsuming par- eral size and sort illustrated here usually can be assembled
ticulars into the general-and this labeling can kick off in 2 or 3 hours; analysis and writing may take another hour
the final analytic text, usable in the report of findings. or so. But a vacuum-cleaner-like matrix trying to display
'A scan of the "significance" column helps in summariz~ a very large number of data points with a Jess clear con-
ing the underlying issues: exhaustion. lack of local en- ceptual focus will take longer.
dorsement. and the discrepancy between the demands of
the innovation and the organizational procedures and
norms in the immediate environment. D. Role-Ordered Displays

Our third main family of displays orders inforn;tation


according to people's roles in a formal or informal setting.
Variations
It might be helpful, especially for presentation purposes,
to add a column to Table 5.7, after each time period, for
the researcher's speculations about the issues underlying Analysis Problem
or possibly causing the changes (endorsement seeking,
routinization, etc.). People who live in groups and organizations, like most
Here the time periods were relatively long (a full school of us, and people who study groups and organizations, like
year), but depending on the phenomena under study, they sociologists. health care researchers. anthropologists, and
could be shorter (semesters, months, weeks, days, hours). business theorists, know that how you see life depends, in
The cell entries here were specific changes. But you can part, on your role. A role is a complex of expectations and
also enter specific events. such as decisions, actions, key behaviors that make up what you do, and should do, as '"
meetings, or crises. certain type of actor in a setting-a family. a classroom, a
The rows of this matrix were aspects or components of committee. a hospital, a police department, or a multina~
an innovation. Many other types of rows can be used in a tional corporation.
time~ordered matrix. They might be roles (principal, Wives tend to see the world differently from husbands,
teacher, student, parent); event types (planned/unplanned, and mothers from fathers and daughters. Doctors tend to
critical actions); settings (Classroom I, Classroom 2, play- see an illness, not a person, and patients often feel unat·
ground, principal's office, central office); or activity types tended to. Bosses tend not to see the frustrations faced by
(teaching. counseling, formal meetings). workers, partly because they are distant from them, but
r
I
I
partly because subordinates censor the bad news w~en re~
O. RolewOrdered Displays II

included: Only those who were oirectly involved with the


123

porting upward. A teacher's'high-speed interactions with innovation, or others with a stake but less direct experi-
several hundred children over the course of a day have a ence? In Table 5.9 the researcher focuses on all available
very different cast to them than the principal's diverse direct users of the innovation, plus department chairs who
transactions with parents, vendors. secretaries, central of· were not actually using the innovation but had a real stake
fice administrators, and teachers (cf. Hubennan, 1983). in its use, plus key administrators, even though they did
How can you display data systematically to permitcoffi.- not have close contact with users.
parisons across roles on issues of interest to a study? Or to The data entered in each cell are a brief summary of what
test whether people in the same role do. in fact, see life in the analyst found for each respondent in the coded field
similar ways? One answer is the role-ordered matrix. notes. The main decision rule was: If it's in the notes, and
not internally contradicted, summarize it and enter a phrase
Brief Description reflecting the summary. There are also "DK" entries where
data are missing because the relevant question was never
A role-ordered matrix sorts data in its rows and columns asked of that person, was asked but not answered, or was
that have been gathered from or about a certain set of "role answered ambiguously.
. occupants"-data reflecting their views.

Drawing conclusions. Now we can begin looking down


Dlustration columns of the matrix, both within and across roJes, to see
Once again we draw on our school improvement study. what is happening. Scanning the first two columns for sa-
The question of interest is, How do people react to an in- lient characteristics and how teachers size up the innova-
novation when-they first encounter it? This general ques~ tion shows us that many teachers-notably in EngUsh-
tion can be unbundled into several subquestions, such as: see the new· remedial program as prescriptive, with little
latitude given for adaptation (tactics: counting and mak..
ing comparisons). And the teachers who see the innova~
• Which aspects of the innovation are salient, stand out in
people's minds? tion as prescriptive are also those who have used it the
longest, suggesting that prescriptiveness was highest when
• How do people size up the innovation in relation to its even- the program was first introduced (tactic: noting relations
tual implementation? between variables). A number of teachers also mention
• What changes-at the classroom or organizational level- complexity (though note that firstwyear users are more
do people think the innovation will require? Hkely to see the program as simple and easy to use, sug-
• How good aftt is the innovation to people's previous class- gesting program stabilization).
room styles, or to previous organizational working arrange~ When we drop down to department chairs and central
ments? office administrators, the picture is somewhat different.
They are more likely to take the "big picture" view, em~
Building the display. Keeping in mind that we want to see phasizing the "curriculum," "strands," and the like. Al-
answers to these questions broken out by different roles, though they, too, emphasize prescriptiveness ("works if
we can consider which roles-for example, teachers, prjn~ followed ... depends on being used as set up"), they either
cipals, central office personnel, department chairs--could do not give clear answers on the issue of complexity or (as
be expected to attend to the innovation, and could provide in the case of the curriculum director, a majo'r advocate of
meaningful reactions to it. The matrix rows could be roles, the program) say that "any teacher can use it success-
but if we want to make within-role comparisons, the rows fully." But teachers, faced with an initially demanding,
should probably be persons, but clustered into role do- rigid program, are not so sure, it seems (tactic: making
mains. It might be good, too, to order the roles according comp~risons).
to how far they are from the actual locus of the innova~ Moving to the third column of Table 5.9, we can see
tion-from teachers to central office administrators. The role-perspective differences. Two teachers mention team-
columns can be devoted to the research subquestions. ing as an anticipated change, one that curtailed their free-
Table 5.9 shows how this approach looks. The innova- dom and made them accountable to peers' schedules and
tion involved is an intensiv'e remediatprogram emphasiz- working styips. Administrators, the field notes showed,
ing reading, 'implemented in a high school, in the subjects considered the teaming to be necessary to implement the
of English, science, and math. program's several strands. and as a way of helping weaker
teachers do better through learning from stronger ones.
Entering the data. The researcher searches through coded Even so, they do not consider it a salient change, saying
write-ups for relevant data. But which people should be either that no organizational changes are required ("the
124 • WITHIN-CASE DISPLAYS: EXPLORING, DESCRIBING

Table 5.9
Role-Ordered Matrix: First Reactions to the Innovation

+ FLEMING
4th year

1st year

Good fit: Program


replaced old
DEPT. cmrlculum
CHAIRS

I
PRll'CIF'AL Tm<hle &so

same
Dirof teachers wrote
CENTRAL Curriculum curriculum. same
OFHCE
MANN
Superintendent
cuniculum revision
in district
+ English teacher [K Don't know

#
science teacher
math teacher
DK~l
DK·2
question not asked of informant
asked. but not answered (strayed from question, didn't know answer)
DK·3 ambiguous answer
@ Classroom changes question asked of @@ Personal style fit question asked of teachers;
teachers: organizational one asked of others. organizational fit question asked of others.
D, Role-Ordered Displays • 125

program is designed to fit ~he $tructure") or that they do ing it. The contrasts appear more sharply, both between
not know whether organizational changes were anticipated. earlier and later users (reflecting debugging and loosening
Finally, if we continue the making comparisons tactic, of the innovation over time) and between users and admin-
the fourth column shows a range of "personal fit" for dif~ istrators (reflecting their differences of perspective and pri-
ferent teachers, depending on their views of the content, ority),
their own styles, and the organizational issues involved. The technique used to generate Table 5.10 had the fol~
The administr",tors, however, uniformly emphasize good lowing decision rules: (a) "Standardize" the cell entries to
fit at the organizational level, stressing the appropriateness a more generic descriptor and (b) take the modal response.
of the curriculum and its fit into the existing structure; the As the table legend shows, these rules were not always so
director also invokes the fact that teachers wrote it. easy to carry out. There are also some nagging problems:
In short, a matrix of this sort lets us see how perspectives small and unequal respondent N's, collapsing of different
differ according to role, as well as within role. In this case species of administrator into one family, and missing data.
users from the English department who came in at the onset All of these caveats should be acknowledged in text or on
of the program had an initially tougher time than later users the legend for the table.
or than math and science users. Table 5.9 also hints at In retrospect, it's admirable that any useful conclusions
problems that arise from these differing perspectives (e.g., could have been wrung out of data as diverse and spotty as
users' worries about teaming seem to be ignored by ad- those in Table 5.9. If data are thin or of doubtful quality,
ministrators-though they regard the teaming as critical to we have 'no business generating nextRstep matrices that
success). give the misleading appearance of analytic order and ade~
A within-role analysis, moving across rows, shows that quacy. We see here the risk noted by Dawson (personal
the superintendent, as might be expected, knows very little communication, 1983): that systematic methods like these
about the innovation. More surprisingly, the principal does can cause ~esearchers to present findings more strongly
not either, In this Case a recheck with the field notes (tactic: than they would have otherwise. All the more reason for
follOwing up surprises) told the field-worker that the for~ qualitative researchers to document their procedures,leav~
mal role description for high school principals in this dis- ing a clear "audit trail" for others to follow (see Chapter
trict actually forbids them to make curriculum decisions, 10, section D for more on this).
which are the province of the curriculum director and de-
partment chairs. Advice
We also can apply the tactic of making if~then tests. If
the director and the chairs have a shared province of work If your case is an individual, role-ordered matrices may
(curriculum decisions), then their views of the innovation well be helpful in showing how role partners view or in~
should resemble each other morec1osely than either resem~ teract with the person at the center of your case. They will
b1es teachers' views. Looking vertically once again. we can be much simpler than this one.
see that department chairs' views are much more like those Clarify the list of roles you consider to be most relevant
of central office administrators than those of teachers. to the issue at hand; avoid overloading the matrix with
roles that are clearly peripheral. Differentiate the matrix by
Variations subroles (e.g., teachers of math or science) if relevant. If
you wish to show the degree of within-role consensus or
This display emphasizes different roles as sources of diversity, show person-level data within role domains.
data and perceptions. It is also possible to develop a role~ Keep the questions in columns as parallel as possible for
ordered matrix that treats roles as targets of others' actions different roles,
or perceptions. For example, how are teachers treated by Indicate clearly when data are missing, unclear, or not
department chairs, principals, and central office person- asked for in the first place.
nel? Return to field notes to test emerging conclusions. par~
You also may want to have another, closer look at the ticularly if the decision rules for data entry involve, as in
data after identifying the main trends in the initial analysis. this case, a good deal of reduction.
For example, it looks as if the findings are a function of Ask for an audit of your analysis and conclusions from
time offtrst implementation (differences between first- and a col1eague. Role~ordered matrices, because of our prior
fourth~year users) and of between-role differences (users experience o/ith role differences, can lend themselves to
vs. administrators). So it may be useful to boil down Table too*quick conclusion drawing. For example, in Table 5.9
5.9, arraying the infonnation according to these two con- the analyst originally emphasized teachers' reluctance to
trasts (see Table 5.10). team~teach as a main conclusion, thinking of past work on
The further condensation in Table 5.10 corresponds to teacher isolation (Lortie, 1975) and the vivid comments of
the information in the analytic text, confirming and focus- several teachers. But a colleague pointed out that the team-
126 • WITIlIN-CASEDlSPLAYS: EXPLORING, DESCRIBING

Table S.10
Role-Ordered Matrix:
Example of a Next-Step Matrix to Analyze Initial Findings
(first reactions to the innovation)

SALIENT ANTICIPATED
ROLES CHARACTERISTICS SIZUP CHANGES FIT

Early users now Structure, Complex, low Teaming Poor'"


in 4th year prescriptiveness latitude
(N=3)

Later users now Content focus. Easy to use ----# Good


in Islw2nd year variety of modes
(N=5)

Administrators Reinforcement, Fidelity of use Few Good


(N=5) order. integration is key
(aU combined)

,.. Given "don't know" responses, this is inferred from analysis of other responses of 4th-year users \0 this set of questions
# User.unique responses

ing issue appeared only for two early English users and wanted to know when which types were supplied by cer~
that the "freedom" issue for another English user seemed tain roles (superintendent or whomever).
more related to general pr~scriptiveness of the innovation We can see immediately that the superintendent is out
than to peer constraint. Preliminary analyses. like cognac. of the picture as far as assistance giving is concerned, while
need to be disfiIled twice. initial assistance is moderate to heavy early in the game
from the principal ("building administration") and from
Time Required peers. Both offer support (SUP), but the principal also em-
phasizes advocacy (ADV), while peers provide direct faA
If, as in this case, there is a fairly clear semistructured eilitation (FAC).
interview with questions directly relevant to the columns of The innovation' s developers provide much training
the matrix, and if the coded data are available for relevant (TfR), solution giving (SOL), resource adding (RES), and
roles. the matrix. can be constructed and data entered rela~ support (SUP) during the training, with some light follow-
tively rapidly-2 hours or so for a matrix of this size. up, but nothing in the third and fourth years. By then the
Analysis and writing are also fairly rapid-an hour or Jess. innovation is running with only light facilitation and sup·
port from peers.
Role~by~Time Matrix Box 5.7 also shows us what is not being done in the way
of assistance: no one is "directly controlling (CON) or in-
As we saw in the preceding illustration. role~ordered quiring/feeding back data (INQ).
matrices often turn out to involve time as well. When someA The eight assistance types. drawn from prior work on
thing was do'ne by or to people in a certain role is often an assistance functions (Nash & Culbertson. 1977). are ar-
important issue. Box 5.7 shows how assistance to users of ranged in decreasing order of directiveness; we can con-
an innovation was provided by different roles over time. clude that the assistance provided is largely client centered
The analyst' developed a list of types of assistance and and less directive.
E. Conceptually Ordered Displays • 127

Box 5.7
Role-by-TIme Matrix: Illustration Role Assistance, by Phase

SUPERINTENDENT None None None None

BUILDING HeavyADV HeavyADV Moderate ADV None


ADMINISTRATION Moderate SUP Heavy SUP Moderate SUP

DEVELOPERS Moderate TTR, Light SOL, SUP Light SUP None


RES, SOL, SUP

PEER USERS Moderate PAC, Moderate FAC Light FAC Light FAC, SUP
SUP Heavy SUP Moderate SUP

TRAINING FlRSTYEAR SECOND YEAR THIRD-FOURTH


Spring 1976 1976-77 1977-78 YEARS
1978-80

CON :::: Controlling ADV :::: Advocacy, representing client interest


TTR = Teaching/training FAC :::: Facilitating
SOL :::: Solution giving INQ :::: Inquiring, feeding back data
RES :::: Resource adding SUP :::: Supporting

Using cell entries of such a general, "boiled-down" sort Brief Description


means that (a) a good conceptual scheme should underlie
the entries and (b) you must be very clear on decision rules A conceptually clustered matrix has its rows and col-
for data entry. The analytic text should refer back to writ- umns arranged to bring together items that "belong to-
ten-up field notes for illustration and clarification. gether." This outcome can happen in two ways: concep-
tual-the analyst may have some a priori ideas about items
that derive from the same theory or relate to the same over-
E. Conceptnally Ordered Displays arching theme; or emplrical-during early analysis you
may find that informants answering different questions are
Our last family of descriptive displays, rather than rely- tying them together or are giving similar responses. The
ing on time or role as the organizing principle, orders the basic principle, however, is conceptual coherence.
display by concepts or variables. In a sense, any display is
necessarily conceptually ordered, but some are centrally Dlustration
organized this way.
For example, in our school improvement study, we had
Conceptnally Clustered Matrix a general question about users' and administrators' motives
for adopting a new educational practice, and a more spe-
cific, question about whether these motives were career
Analysis Problem
centered (e.g., whether informants thought they could get
Many studies are designed to answer a string of research a promotion or a transfer out of the project). So here we
questions. Sometimes that string becomes a lengthy laun- had an a priori idea of a possible relationship. Then, during
dry list. As a result, doing a separate analysis and case data collection, we saw some inkling of a relationship be-
report section for each research question is likely to tire out tween the motives questions and two others: a centrality
and confuse both analyst and reader. The obvious solution question (whether the innovation loomed larger than other
is to cluster several research questions so that meaning can tasks in the daily life of a user) and an attitude question
be generated more easily. (whether the infonnant liked the new practice when first
128 • WITHIN-CASE DISPLAYS, EXPLORING. DESCRIBING

Table 5.11
Conceptually Clustered Matrix: Motives and Attitudes (format)
'.:

RESEARCH QUESTIONS

Motives Career relevance Centrality Initial attitude


INFORMANTS (types) (none/some) (low/modlhigh) (fav.) neutr., unfav.)

Users

Vt

U z• etc.

Administrators

A,

Az.etc.

introduced to it). We wondered whether a relationship ex~ between different kinds of informants (users and admin-
isted between people's motives and their initial attitudes istrators), so it is role-ordered, as well as conceptually or-
toward the practice, dered. The format also calls for some preliminary sorting
The best way to find out would be to cluster the reM or scaling of the responses: types of motive, career-rele-
sponses to these questions. Not only is there a relationship vant or not, degree of centrality, valence of i~itial attitudes.
to probe, but there is also a general theme (initial attitudes)
and a possibility of handling three research questions at the Entering the data. Next we go back to the coded segments
same time. keyed to the research questions. The analyst notes down
the motives given by or attributed to an informant, and then
Building the display. We need a format that (a) displays tries to put a label on the motive. One informant, for ex-
all of the relevant responses of all key informants on one ample, gave several motives: She heard how good the new
sheet, (b) allows an initial comparison between responses practice was (social influence); her principal was "really
and between informants, (c) lets you see how the data can sold on it" and "wanted it in" (pressure); most other teach-
be analyzed further (e.g., repartitioned or clustered), (d) ers were using it or planned to-"It's what's coming" (con-
for multicase studies, lends itself easily to cross~case formity); using the new practice was an occasion to "keep
analysis and will not have to be redone, and (e) for multi- growing" (self-improvement). At this stage, it is best to
case studies, provides some preliminary standardization- leave the start-up labels as they are, without trying to re-
a set of content~analytic themes that all case analysts will group them into fewer headings that cover all informants;
be using. this practice gives you more degrees of freedom while still
When you are handling several conceptually/empiri- providing a preliminary shaping of the data.
cally related research questions together, a likely start-up Turning to career relevance, the analyst summarizes in
format is a simple informant~by-variable matrix, as shown a phrase or sentence the relevance of adopting the practice
in Table 5.11. Thus we have on one sheet a format that for eac.h informant. The next task is to look for evidence
includes aU respondents and all 'responses to the four re- on how central the new practice is for people and what their
search questions. Note that we have set up comparisons initial attitudes seemed to be. For these two questions, the
E. Conceptually Ordered Displays a 129

analyst makes a ge~eral ra~ng, backing it with specific vance in adoption for users, but practically none for admin-
quotes. When these data are entered in the matrix, we get istrators. Centrality is high-almost overwhelming-for
something like Table 5.12. users, but less so for administrators. Users are less favor-
For cell entries, the analyst reduced the coded chunks to able initially than administrators. Looking across rows, we
four kinds of entries: labels (e.g., self~improvement). quo· can use the tactic of noting relations between variables
rations, short summary phrases, and ratings (none/some, and see that, for two of three career-motivated users, a
lowlhigh, favor/:!.blelunfavorable). The labels and ratings set relationship exists among the variables: High centrality
up comparisons between infonnants, and, if needed, be~ and favorable attitudes are also present. But the opposite
tween cases. The quotations supply some grounded mean· pattern (low career relevance. low centrality, and neutral!
ing for the material; they put some flesh on the rating or unfavorable attitudes) does not apply. In fact, it looks as if
label and can be extracted easily for use in the analytic text. some people who are neutra1 would have been favorable
The summary phrases explain or qualify a rating, usu- were they not so apprehensive about doing welJ (tactic:
ally where there are no quotations (as in the "career rele- finding intervening variables). This is agood example of
vance'-column). In general it's a good idea to add a short the merits of including a quotation or explanatory phrase
quote or explanatory phrase beside a label or scale; other- in the cell so as not to pool what may be different responses
wise the analyst is tempted to work with general categories behind the same label ("neutral," in this case).
that lump together responses that really mean different
things (as clearly seen in the "High" responses in the "cen- VariationS
trality" column). If lumping does happen and you are puz-
zled about something, the qualifying words are easily at In using conceptually clustered matrices for multicase
hand for quick reference. studies, there is often a tension between the desire to run
with the cas~ and the obligation to set up the case report to
Drawing conclusions. Reading across the rows gives the facilitate later cross~case analyses. For instance, the data
analyst a thumbnail profile of each informant and provides for the Masepa case in Table 5.12 seem to cohere in ways
an initial test of the relationship between responses to the that do not follow the four-column structure religiously.
different questions (tactic: noting relations between variw Note that, for users, regardless of their date of initial use,
abies). For example, L. Bayeis does have careeNelevant the modal pattern is social pressure, high centrality, and
motiv€!s, sees the practice as very important, and is initial1y neutral, often mixed initial attitudes; people are backing
favorable. But R. Quint's entries do not follow that pattern into what most call "the most important thing" or "biggest
or a contrasting one. We have to look at more rows. step" they have undertaken. Clearly, the conceptual core
Reading down the columns uses the tactic of making of the table lies here, and the single~case analyst should
comparisons between the motives of different users and fasten onto it, looking, perhaps, for an appropriate concep~
administrators, as well as comparisons between these tual framework such as "approach~avoidance conflict"
groups. It also enables similar comparisons between re- (tactic: making conceptuaUtheoretical coherence) or a
sponses to the career-relevance, centrality, and initial-atti- descriptive gerund such as "ambivalent innovating" to pun
tude questions. the material together (tactic: subsuming particulars into
Table 5.12 contains about as many data as a qualitative the general).
analyst can handle and a reader can follow. The analyst has For a single case, the next step would be to reconfig~
ordered informants according to their time of implementa. ure the table around this theme, dropping the "career rel-
tion (early users, second generation, recent users) and their evance" column, looking more carefully at the mix of
roles (users and administrators) and, within the group of motives, and checking the number of informants who cor-
users, has included a nonuser to set up an illustrative con- respond to this profile. Table 5.12 is just a way station
trast between motives for adopting and motives for refus- in the case-specific analysis, where the prime objec-
ing the new practice. As an exercise, see what conclusions tive is-and should be-to follow the data where they
you might draw from Table 5.12. Then we'll suggest some beckon.
that occur to us. But suppose you have several cases. The display must
A scan down the columns of Table 5.12 provides both be set up to permit a coherent comparison, looking across
information and leads for follow-up analyses. In the first all cases: the motives, career relevance, centrality, attitude
column, "social influence" motives are prominent. Also, a relationshipsl This may be a rogue case. It's important to
noticeable amount of pressure is being exerted on users hold on to th~ common set of categories, scales, and ratings
(tactic: counting). for each case-even if the empirical fit is poor in one or
The tactic of making contrasts/comparisons leads to another of these columns-until the fulJ set of cases can be
more conclusions. For example, there is some career rele- studied.
130 • WITHIN-CASE DISPLAYS: EXPLORING. DESCRIBING

Table 5.12
Conceptually Clustered Matrix: Motives and Attitudes of Users, Nonusers, and Administrators at Masepa

CAREER INITIAL
MOTIVES RELEVANCE CENTRALITY ATTITUDE
TOW ARD PROGRAM
Self*impmvement: "To get better,l had to None Ifir,h: ftBiggest ~:ftThere
change"_."Maybe I wasn't teaching the best ways." *improvement thing I've ever wasn't any
R. Quinl ~ "They wanted us to do it... of practice done thai appeal. They
Sogal influence: "Everybody was saying what Gail's somebody else rold. said it worked
EARLY doing is great." me to do." so I was going
USERS: 10 trY it."

-,
1971·78 Observation: Saw O. Nonist do it and ·was Vehicle to High: "most ~
impressed," turnkey trainer important thing
Eit k! l!;mona1 ~I)!h;: "I like structure." role: also rYe been involved
L. Bayeis Prnelics improvement:: "looking around for II became Tille I with."

-
different way to teach reading.. Coordinator
"you get tired of always doing the same old
thillg."
Spcial influence: heard from seve:aJ. friends about None * High;, "This is the
program possibly only Dew thing apprehensive
S4m!2!::!!Ulib: ~l1oa jU~li[jeayon' ~I tool: the training stabiliz.ing her I've done since I've
F, MOlelly for recertification credit. Afre:r alllhal. I had to job at the been out of
follow through," school GChool... 1 had to
SECOND invest $0 much,"
GENERA, ~: "He (Weelling) is theteasoR we do it here.
nON: He's so enthusiastic about it."
1978·79 Social opinion influence; "I heard how good it was," None, possibly llidl.: "It's been a Unfavorable,
~ "(Weelling) was zeally $Old 011 it. The, r"" nightm8J"e," once training
really want it in." began
L. Brent
Conformity' Most doing it or planning to in the
school: "it's what's coming."
S~IH:m!!:gvemenl! occasion to "keep growing."
Obligation' requirement to obtain teaching post: "J Ticket to lfigh: "My fast ~.
V. Shazpert dido'l have s ehoice." teaching job in job" apprehensive
Practice.improvement: complementing pte-service the district
.
training
Speia! jnfluence· "hean! it was good;".....s good friend None: fek lW1h.:. "This was ~mixed
liked it." obligated by really lillLbig one feelings
A. Olkin ~: "strongly encouxagoo" by Weelling and administration for me."
RECENT O<lhloff
USER& "QbservatioD modeling: saw O. Norrlst. "She n:ally
1979-80
impressed me."
ObservatiOn! "It was $0 good for my own Ticket to fuU- ffigh: "This was ~,·l
kids...~mendous change in reading, spelling, work time teaching really a big step was excited
habits,~ position for me-a big about it."
S, Sarels
move.. {notbing
else} as high as
this in my career."
Relative disadvantage: "My program was better." None NJA Unfavorable
NON'- C. Shinder
USER Poor fit wilh PSlonai style: "too scholastic...too
p;""",mmed."
~ "I was looking for a highly structured. None at (lISt: lIim: "Largest ~,then
skill-oriented reading program." fa.", investment rve favorable
K. Weelling HQv~l1:£ Rttlmill!< Qf ~tiC3! ilDl!Ilm:~ru: intrigued appreciates the ever made."
Principal by reading about IlWltety learning; wanted to see it in visibility
operation.
Relative advantage face validity of program: "well Another in a ~!"rtwas ~
~~ST
RATORS
organized;" could be used for other subject matters.
I. Dahlo£( Soda! influence: "impressed" that outstanding
series of
implements-
one thing among a
lot of things I was
Curriculum teachers favored the program. tions working on."
Coordinator Practice jmprovement: beginning teachcn ill·
prepawl in reading. "We didn't know what to do with
them.Shey just had to leam on the job,"
W. Paisly S~l jn[l!!!mce: "talked into ~.. by I. DahIoff None ~"Itwasno &!!!ll!!
Asllt. Sup't big deal....
E. Conceptually Ordered Displays • 131

Advice After visiting problem-sol~ing meetings, interviewing


coordinators, and asking people about typical problems
As with preceding displays, conceptually clustered ma~ and what was done about them, the researchers coded their
trices can be used with less complex cases, such as in~ notes and began entering data into the matrix in Box 5,8,
dividuals or sman groups. They are most helpful when A first step was to employ the tactic of clustering to define
you 'have specified, or discovered, some clear conceptual the specific problems used in row headings. For example,
themes. here are severa1 quotes:
Avoid using more than three or four questions when
doing a conceptually clustered matrix. Otherwise the mind The program is really a nothing. Nobody is excited about it,
will boggle. There will be too many data to see inclusiveJy
at one time, and too much time spent manipulating blocks Here it comes again. What is MESIIPI? Just a new flag the
of data to find clusters and covariatioris. central office is waving so they can spend the grant
money.
Work with an of the data on a single page, even if that
page covers a waH or a big table. You can progressively Every year we get a new one. MESIIPI is just the latest thing
reduce a giant chart to a more economical one by using coming down the pike.
summarizing phrases, short quotes, category headings, rat~ I have a lot of doubt whether it will do any good.
ings, and so on, as in Table 5.12. The coordinators are meeting every other week, but we don't
Having a11 of the data in one readily surveyable place 'see anything down in the trenches.
helps you move quickly and legitimately to a boiled~down
matrix by making sure that all the data fit into a reasonable
Here tile analyst identified two problems underlying
scheme, and that any ratings or judgments you make are these comments: teacher ownership of MESIfPI (a "more
well founded. effective schools" program) and skepticism from the staff.
Similar clustering was carried out with the results of ques~
Time Required rions like, 'What's been done about [thiS problem]?" and
entered as strategies. The analyst had to make a conceptual
If you have sorted all of the coded segments-either on sorting: Was the strategy basical1y technical, political, or
cards, cut·up photocopies, or, most simply, via software cultural? The entries are essentially summary phrases, us·
such as Text ColIector, Kwalitan, or Metamorph (see Ap~ ing the decision rule of two confirmations and no contra-
pendix)-all of the "motives" chunks together, all of the diction by anyone in the site.
"career relevance" chunks together, and so on-a display Here is an excerpt from the text the analyst wrote:
like Table 5.12 can be built in 4-6 hours. A good deal
depends, of course, on the number of informants: More First, many of the problems encountered have minimal (or no)
informants will fatten tile piles of coded segments, enlarge coping associated with them. In effect, the problems continue.
the initial matrix, and make for a longer scrutiny until the Second, it is rare to see any cultural-type coping. The prob-
patterns begin to come clear. lems are largely treated as deserving technical or political
effort. even though cultural norms are doing much to make
Thematic Conceptual Matrix implementation difficult (e.g., "here it comes again" ...
"don't rock the boat" ... "we are not good finishers"). This
Conceptually ordered matrices need not be organized by may in part be the tendency we already have noted to down~
persons or roles, as in TableS. 12. More general conceptuaJ play organizational issues as deserving of direct attention;
themes can be the ordering principle, Box 5.8 is a display issues of accountability and responsibility remain ambiguous.
from a study of urban high school refonn (Louis & Miles, Third, back of many of the problems noted are two main
1990; Miles & Rosenblum, 1987). The researchers were issues: the fact-that MES and IPI were essentially imposed on
aiming to answer two research questions: th~ school, and that very little assistance was provided. Ad-
ministrators said things like "we have been directed to do
1. What barriers, problems, and dilemmas were encountered it . , . every year we get a new one ... it doesn't matter
during planning/initiation and implementation of the whether we are pro or con. What we're here for is making it
school improvement project? These impediments may be work." Delay in one sense is the simplest coping tactic avail-
"inherent" in the nature of high schools and the improve~ able to Ileople who don't like something they have been
ment process, or may be conditioned by the local context. handed t6 implement.
2. What management and coping strategies were employed
to deal with the barriers/problems/dilemmas? Which were Here the analyst is blending inferences drawn directly
technical. which were cultural, and which were political in from the displayed data (tactics: seeing patterns, themes;
nature? and factoring-that is, seeing a few general variab1es un-
.~

..,w
Box 5.8
Thematic Conceptual Matrix: Problems and Coping Strategies
(Example From Chester High School) (Miles & Rosenblum, 1987)

PROBLEMS COPING STRATEGIES


Confttt1ugl prnblem.t
Technical Politi
.. v •••• " .... Cult
......u~ ..... a
1. Teacber ownmhip of Orientation mtg. for aU [acuity. DK Putting goals on the banner. [not
MBS/IPI effective)
2. S~~tlclsm from staff
3. Lack of coordination Frequent mtgs. (prlnc.. VPs. supv's). Spec. ed. &; vae. ed, negotiation about
P~~c. develops shorthand list of MBS space for MBS efforts.
ob ectives for reference use. Power not much shared with admin. team.
4. Thin IIcbool~level State Dept. alEd. MBS director drafts HS
planning plans for 3 objectives; prine. cheeks w. VPs
and sul'v·s.
5. Uneven implementation Discussion in admin. mtgs. Pressure from VP for curriculum; supv's
Idea of using currie. funds for summer work required to use format she advocated.
to locale gaps in implementation (lesson
plans).
frobknu fAerIe to high I
tJ:lw2IL.
1. Resistanoc to scanning Idea that supv's shouJd get together, do
adaptation. agree on common start date.
(not done]. Exhorting, pressuring by
Drindpol
2. Poor fit of scanning to Idea of making a new videotape. AUowing delay in implementation of
HS Idea that supv's should adapt. select from scanning
scanning procedures. {neither done]
Supervisor holds info/training sessions with
pairs of depts.
Problenu rh!mming from
program d«rign
1. Planning inadequacy
2. Insufficient prep. at HS
3. Slow implementation of Funding delay partially buffered by business Supt pushed SDB asst. comm. on funding
MES office ("they are understanding.~) delay. got action.
Pressure from district cootdinator to
produce 86~81 plans (threat of SDB
withdrawing funds).
4. Work time required Prine. negotiated with C.o. to get ~program
days· devoted to lPL When e.o. reneged,
prine. gave up fae. mtg. days for depts for
lPlwork.
E. Conceptually Ordered Displays • 133

Box 5.9
Portion of Jack's Folk Taxonomy of Cars and Trucks(Bernard, 1994)

__---------""j"'--
~ Pick-up
Trucks

Regular Slalion v." 11\


.~
~________-"____-:~::==:=======~C'f"~
LI,I~l,Iry Spo7!Y
1---
Regular 4-Wheel
~
Wo~~
Jeep·type Convenlional
~
Custom Work
~ Cor.; Sedons DrIVe Wagons Wagons Vans Vons

Lincoln Joguar Mercedes Codi/lcc PerfQ'~porls TW~ICh 8ro~ozers /\ 1\ /\/\


_ = 7\
Corvene Comao Trans Fire'
Cors
~
RaHy
Cars

Reol Sport
door

II II II
door bocks

Am bird Cars Cars

F'