ERIC Number: ED223635
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
Through the Eye of the Beholder: On the Use of Qualitative Methods in Data Analysis.
Stiegelbauer, Suzanne M.; And Others
Qualitative measures were developed within a Principal-Teacher Interaction (PTI) study by the Research and Development Center for Teacher Education, University of Texas at Austin, concerning the role of the principal and process of change as it occurs in school settings. Methodologies for data collection and analysis included quantitative measures of individual and group responses to change and qualitative dimensions concerning a sense of the context, interactions, and social meanings underlying the quantitative responses. These qualitative measures interpret and organize data to represent existing reality within a site and contribute to theory across sites. Qualitative methods can include coding of change action interventions, listing of effects, levels of use of an innovation, and configuration and concerns data. Qualitative information can be focused by using intervention mapping of planned action, antecedent mapping of how change evolved, critical incident maps and time lines, and "reality checks" by cross-site discussions involving "site expert" researchers and district representatives. These techniques provide a means for interpretation, cross verification, and validation of phenomena present in the data. (CM)
Descriptors: Data Analysis, Educational Change, Educational Planning, Educational Researchers, Measurement Techniques, Principals, Research Methodology, Site Analysis
Research and Development Center for Teacher Education, University of Texas at Austin, Education Annex 3.203, Austin, TX 78712. ($2.00)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.
Identifiers: Data Interpretation; Qualitative Analysis; Qualitative Data
Note: Paper presented at the Annual Meeting of the American Educational Research Association (66th, New York, NY, March 19-23, 1982); Figure 4 is marginally legible due to small print.