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Qualitative Analysis on Stage: Making the Research Process More Public

University of Tennessee, Knoxville, A321 Claxton Complex, Knoxville, TN 37996; vanfara{at}utk.edu

Kathleen M. Brown, An assistant professor of Educational Leadership

University of North Carolina, Chapel Hill, School of Education, Peabody Hall, CB#3500, Chapel Hill, NC 27599; brownk{at}email.unc.edu

Terri L. Mangione, An assistant professor of Educational Administration and Policy Studies

University of Tennessee, Knoxville, A313 Claxton Complex, Knoxville, TN 37996; tmangion{at}utk.edu

Discussions regarding standards for assessing qualitative research have not sufficiently addressed questions concerning the privatization of this type of analysis. In response to this dilemma, the authors of this article address some of the strategies that they have employed in working with doctoral students and offer suggestions for assessing and publicly disclosing the methodological rigor and analytical defensibility of qualitative research. Specifically, tabular strategies are introduced for use in documenting the relationship between data sources and a study’s research questions, the development of themes and categories, and the triangulation of findings. Examples from three dissertations are provided.

Educational Researcher, Vol. 31, No. 7, 28-38 (2002)
DOI: 10.3102/0013189X031007028


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