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Educational policy analysis archives
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Educational policy analysis archives.
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Qualitative research methods : an essay review / Les McLean, Margaret Myers, Carol Smillie, [and] Dale Vaillancourt.
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1 of 4 Education Policy Analysis Archives Volume 5 Number 13June 10, 1997ISSN 1068-2341A peer-reviewed scholarly electronic journal. Editor: Gene V Glass Glass@ASU.EDU. College of Education Arizona State University,Tempe AZ 85287-2411 Copyright 1997, the EDUCATION POLICY ANALYSIS ARCHIVES.Permission is hereby granted to copy any a rticle provided that EDUCATION POLICY ANALYSIS ARCHIVES is credited and copies are not sold.Qualitative Research Methods : An essay reviewLes McLean Margaret Myers Carol Smillie Dale Vaillancourt Ontario Institute for Studies in Education /University of Toronto Miller, Steven I. & Fredericks, Marcel (1994) Qualitative Research Methods: Social Epistemology and Practical Inquiry New York: Peter Lang. 159 pages. …the more we try to unpack the notion of evidence f or the sake of clarity, the more problematic it becomes, especially in trying to pro vide adequate justifications for educational policy making issues. (p. 119) Abstract The authors ask us to explore the topic of "qualita tive confirmation" in relation to the processes and outcomes of qualitative research prac tice. The question that directs their inquiry is "how can we make a case that qualitative data or fi ndings warrant the inferences about the topics we are studying?" We review the historical discussi on of confirmation theory within the logic of

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2 of 4discovery, consider hypothesis generation and metho dological decisions as instruments of the research process and then apply the Miller and Fred ericks framework of rules to a published report of qualitative research ( Glass, 1997 ). Full bibliographic references may be viewed by clicking on References (below) or on one of the lin ked citations in the text. We end our review with an appreciation of the work. Purpose Description Related Works Rules for confirmation Application of rules Appreciation References Notes About the AuthorsLes McLeanLes McLean is a Professor (Emeritus, as of July 1, 1996), Ontario Institute for Studies in Education of the University of Toronto (OISE/UT). H e received his doctorate in Educational Psychology from the University of Wisconsin in 1964 specializing in statistics and research methods. After teaching at Columbia University Teac her's College, Dr. McLean joined the OISE faculty in 1966, teaching courses in measurement, s tatistics, quantitative and qualitative research methods and program evaluation. He continues to tea ch on a contract basis, year-to-year. Research and development projects have included a n ational study of the evaluation of student achievement for the Canadian Education Association, several province-wide surveys of student achievement, direction of Ontario's participation i n the Second International Mathematics Study and research into mathematics/language relationship s in curriculum and pedagogy. Les, Doris Ryan and Barbara Burnaby directed an evaluation of four projects in the Canada/China Human Resources Development programme for the Canadian In ternational Development Agency. Publications include, The Craft of Student Evaluation in Canada (Toronto:CEA, 1985), Learning About Teaching from Comparative Studies (Toronto:Min. of Educ., 1987, with Richard Wolfe and Merlin Wahlstrom), and "The U.S. national asses sments in reading: reading too much into the findings" ( Phi Delta Kappan 69, 5, 1988, 369-372, with Harvey Goldstein). "Ti me to replace the classroom test with authentic measurement" ( Alberta Journal of Educational Research 36(1), 1990, 78-84), "Student evaluation in the ung raded primary school: The SCRP principle" ( Proceedings of the Second Canadian Conference on Cl assroom Testing D. Bateson, Ed., UBC, 1992) and "Pedagogical relevance in large-scale ass essment" ( Advances in Program Evaluation R. Stake, Ed., 1991).For recent publications,see http://www.oise.utoronto.ca/~lmclean/>. Les McLean, Professor-Emeritus lmclean@oise.uto ronto.ca Measurement and Evaluation (416) 923-6641, ext 2 478 Department of Curriculum, Teaching and Learning OISE/Univ. of Toronto 252 Bloor Street West Toronto, Ontario, CANADA M5S 1V6

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3 of 4 Carol SmillieAssociate Professor Dalhousie University School of Nursing. Vice President Canadian Cancer Society. Board of Directors of the National Cancer Institute of Canada and the Canadian Cancer Society. Director of the Sociobehavioural Research Satellite Centre of the National Cancer Institute's Sociobehaioural Research Network. Pract ice of Nursing has been concentrated in the area of Community Health and working with the Volun teer Health Sector. Margaret MyersTrained as Registered Nurse at St. Martha's School of Nursing, Antigonish, Nova Scotia; Bachelor of Science in Nursing from University of W estern Ontario; Masters of Arts in Education from St. Francis Xavier, Antigonish, Nova Scotia; Have practiced in a variety of settings, including Nursing Education and Nursing M anagement. Speciality area is Program Developement and Implementation. Chairperson of the Diabetes Nursing Interest Group with the Registered nurses Association of Ontario. Am curren tly writing a textbook on diabetes education for health care professionals. Enrolled in Doctoral program in Curriculum at OISE at the University of Toronto. Married and living in London (Ont.) Dale VaillancourtDale's main interest is in using research to enhanc e online teaching and learning experiences, especially for women entrepreneurs. She is using he r 25 years in the telecommunications industry and a full-time academic studies program in compute r applications to help her meet this goal. For further details, see: http://www.oise.utoronto.ca/~d vaillancourt/resume.htmCopyright 1997 by the Education Policy Analysis ArchivesThe World Wide Web address for the Education Policy Analysis Archives is http://olam.ed.asu.edu/epaa General questions about appropriateness of topics o r particular articles may be addressed to the Editor, Gene V Glass, glass@asu.edu or reach him at College of Education, Arizona Stat e University, Tempe, AZ 85287-2411. (602-965-2692). T he Book Review Editor is Walter E. Shepherd: shepherd@asu.edu The Commentary Editor is Casey D. Cobb: casey@olam.ed.asu.edu .EPAA Editorial Board Michael W. Apple University of Wisconsin Greg Camilli Rutgers University John Covaleskie Northern Michigan University Andrew Coulson a_coulson@msn.com Alan Davis University of Colorado, Denver Sherman Dorn University of South Florida Mark E. Fetler California Commission on Teacher Credentialing Richard Garlikov hmwkhelp@scott.net

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4 of 4 Thomas F. Green Syracuse University Alison I. Griffith York University Arlen Gullickson Western Michigan University Ernest R. House University of Colorado Aimee Howley Marshall University Craig B. Howley Appalachia Educational Laboratory William Hunter University of Calgary Richard M. Jaeger University of North Carolina--Greensboro Daniel Kalls Ume University Benjamin Levin University of Manitoba Thomas Mauhs-Pugh Rocky Mountain College Dewayne Matthews Western Interstate Commission for Higher Education William McInerney Purdue University Mary P. McKeown Arizona Board of Regents Les McLean University of Toronto Susan Bobbitt Nolen University of Washington Anne L. Pemberton apembert@pen.k12.va.us Hugh G. Petrie SUNY Buffalo Richard C. Richardson Arizona State University Anthony G. Rud Jr. Purdue University Dennis Sayers University of California at Davis Jay D. Scribner University of Texas at Austin Michael Scriven scriven@aol.com Robert E. Stake University of Illinois--UC Robert Stonehill U.S. Department of Education Robert T. Stout Arizona State University

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1 of 2Purpose of our Review The purpose of our review is to engage the reader i n further discourse on this topic of qualitative confirmation. We will use Miller and Fredericks' (M&F) work as a vehicle to initiate debate and demonstrate its usef ulness for critiquing published qualitative research studies.Review Method Following a review of the historical roots of confi rmation theory and a description of M&F's method for establishing qualitative confir mation, we will apply the method to a journal article by Sandra Rubin Glass ( 1997), an extensive investigation of teacher and principal autonomy in both private and public schools. Her article is an attractive example because she of fers readers ready access to much of her original data.Historical Roots of Qualitative ConfirmationFrom a historical perspective, M&F take advantage o f the logic provided by positivist theories of confirmation (e.g., Carnap 1962, Hempel, 1965; Swinburne 1973) and apply it to qualitative research. The aut hors argue that the use of a hypothesis and numerical probability statements con tinues to lend weight and credibility to conventional research and they seek to persuade us to transfer elements of the positivist paradigm to qualitative research. They recognize that "confirmation theory" involves complex issues and i ts application in the postpositivist arena is not a simple matter. Swinburne (1973) claimed that confirming one's findings must be reduced to probab ility (computational) statements, but M&F suggest that reducing qualitati ve research to quantitative calculations would overlook the advantages that nat uralistic inquiry has to offer. From Carnap (1962), the term "confirmation" involve s issues of classification (what is evidence), quantity (how much is good evid ence) and comparison (what is the degree of firmness among the evidence).In M&F's eyes, this raises important questions: whe ther numericallybased evidence is an option and whether the term confirmation can have different connotations. From Hempel's (1965) constitutive and regulative ru les of confirmation, M&F recognize that hypotheses can be further supported by propositions if the propositions are defined legally and/or operational ly. Again borrowing from the positivist school, issues related to indeterminacy and incommensurability ( Quine 1963, p.5,9) are introduced. If there is no objecti ve reality and several data collection methods are allowed, triangulation is ju st as likely to yield contradictory views as it is to produce supportive ones. Which tr anslation manual (2) should one use (indeterminacy)? Similarly, if competing transl ation theories inform the observations, and therefore cannot logically be use d to determine which theory is correct (incommensurability), what does one use to make a decision? Charting the logic underlying one's inquiry process lends validi ty or correctness to the inferences (see also LeCompte & Preissle 1993). They do not require translation manuals congruent with one's epistemological and on tological assumptions, but instead prompt the researcher to outline what other translations are possible and

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2 of 2determine which one or ones would be valid and why. Most qualitative researchers select their preferred method of inquiry, make a ge neral statement about the data and show a few excerpts; this does not mean, howeve r, that the selected process or the inferences are valid. M&F believe that in every study there is an a priori or a posteriori hypothesis, whether explicitly stated or nor, and that there can and should be a demonstration of how one's epistemologi cal and ontological assumptions, triangulation approach, translation ma nuals and weighing of evidence link the evidence to that hypothesis. They adapt He mpel's rules to qualitative research ( Hempel 1965) and introduce the term, "qualitative confi rmation." Definition of Qualitative Confirmation M&F define the term as: "those logical conditions t hat must obtain between the evidence and hypothesis" (p. 11). The authors admit that the term is an "oxymoronicsounding label" (p.1). However, they arg ue that their adaptation of the Hempel rules helps decide whether the logic underly ing the methods chosen and the sampling and the weighing system for the eviden ce satisfies the conditions of qualitative confirmation. The rules are also expect ed to help one minimize the influence of personal bias. M&F recommend a systema tic way of conducting and critiquing qualitative research that makes explicit the researcher's process from start to finish and highlights where pitfalls can b e prevented. As already noted, one begins with an a priori or a posteriori hypothesis, which may be a transformation of the research question. This emphasis on a hypothesi s would seem to set M&F apart from other qualitative research theorists (e.g., Glaser and Strauss, 1967; Stake 1995), but we think not. See, for example, Strauss and Corbin (1990) on "The Research Question" (pp. 36-39), and Stake, Chapter 2 (pp. 15-33). The overt thinking that guides the process and the resulting evidenceinstances (3) will ultimately be used to support or reject the hy pothesis. This act of specifying one's logic, guided by rules, touches all phases of the qualitative research process; it is a demonstration why the planned activities an d resulting evidence support the hypothesis. M&F state: In other words, qualitativ e data have to 'demonstrate' their utility as potential evidential candidates for conf irmation. It is not simply a matter of amassing positive evidence-instances for a hypot hesis, but also showing why they contribute to supporting a given hypothesis" ( p. 33, emphasis in original). Thus, qualitative confirmation provides a way of re porting the researcher's thought processes, helps promote a constructivist approach to qualitative research and answers the demand for increased rigor that Miles and Huberman (1984) identify: "Despite a growing interest in qualitative studies, we lack a body of clearly-defined methods for drawing valid meaning from qualitative data. We need methods that are practical, communicable, and not selfdeluding; scientific in the positivist's sense of the word, and aimed toward interpretive un derstanding in the best sense of that term" (p. 21). Return to the Contents Table. Go on to the next section.

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1 of 8Description of the BookThis is a scholarly book, in conception and content (but alas not in execution). We mean by "scholarly" that it digs deep for core conc epts in what has been written about qualitative research methods-ideas, construct s, images that help us understand more than one case study, more than one ethnography, more than one narrative. Do such "core concepts" exist? Miller & Fredericks (M&F) think so. Otherwise how could they organize a book around the construct "qualitative confirmation"? What could it possibly mean to "conf irm" findings from qualitative research? Reading Smith and Heshusius (1986) or Wolcott (1994), one might doubt the possibility.Then there is postmodernism: doubt, doubt, doubt; e verywhere we look there is doubt. A few years ago, the head of the British Mus eum of Natural History reviewed challenges to Darwinian theories of evolut ion and found merit in some of them. Attacked by critics for sowing doubt, he repl ied, "Doubt is splendid stuff." (4) Doubt may indeed be splendid stuff, but we humans seem to crave something else, something more solid in our mental life--some thing such as confirmation. M&F offer material that is relevant to researchers everywhere but their editors have done them a disservice by presenting the work in a careless and awkward way. The lack of bold faced type and subheadings make an alr eady difficult text even more difficult to read. References are given at the end of each chapter and each appendix, except for Chapter Three which has none. As a result, several are missing and there are many duplications. Outright e rrors appear that would be caught by even a cursory glance from an editor. (5) A curious feature of the book is that of its 153 pages, 62 are devoted to three appe ndixes which contain crucial elaboration or explanation. That said, we believe t hese authors provide a unique and powerful contribution to qualitative research-concepts and procedures that are worthy of study. Confirmation is the central concept of the book, a concept M&F argue, and we agree, has not been adequately addres sed within the qualitative field.Chapter OneConfirmation theory is introduced as the "major iss ue in qualitative inquiry", defining it as a description of what it means to sa y that the evidence relates to the hypothesis in the qualitative process. It is "the t heory of when and how much different evidence renders different hypotheses pro bable" ( Swinburne 1973, p vi). It is acknowledged that this process is not free fr om assumptions and thus evidence can ultimately only be known through the senses. Wh at constitutes data depends largely on who is looking for it; where mathematics may deal with pure fact, physics may not. The concept of weighing the eviden ce is introduced and weighing is distinguished from weight Weight refers to the outcome while the weighing i s the process of arriving at the outcome. In addition weight can only be assessed by giving a rationale for the weighing of the evidence Although M&F concede the concerns that have arisen over Hempel's classical framework of rules (1965), they value it and build directly upon it. Hempel defined : hypothesis, observation report,

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2 of 8observation sentence, entailment, direct confirmati on, confirmation and development of a hypothesis for a class of individu als. (quoted by M&F on pages 8 and 9). They also cite Carnap (1962), who argued th at although confirmation is central to understanding the evidence relationship, the term is also susceptible to different interpretations. Carnap, however, relied on computational interpretations and M&F argue that that would defeat the purpose of qualitative confirmation. The authors' intent is to use a non-probability framewo rk to focus on a logic of discovery while not excluding the possibility of va lidation. Since evidence comes in so many forms, rules are ne eded to help assess the evidence in relation to the research question (hypo thesis). It is also necessary to develop a series of related but separate rules whic h bear only on the characterization of the data itself (p.12). M&F sug gest that the ways qualitative researchers make a case for their findings will dep end on two major aspects: the labeling of and the justification for using the rules. Two categories of rules are required: constitutive (defining what counts as a social situation or pra ctice) and regulative (prohibiting or prescribing actions in situations defined by constitutive rules-taken from Greenwood 1989). ). In their discussion, M&F are "trying to understand what it means to be 'rational' in pursui ng the activities of qualitative inquiry" (p. 14), and they reach back to "camps" de fined by Wittgenstein, Popper and Donald Davidson (1984) for insight into rationality. To the presen t reviewers surprise, they then add "sociologists" to the list, a camp that "tries to determine the extent 'natives' hold their beliefs even in the fac e of (supposedly) other more 'rational' beliefs" (p. 14). Sociologists?The last "camp" specializes the thorny and recurrin g issue of "translation", an issue that permeates any discussion of qualitative resear ch. Whenever we use words to communicate the behaviour and/or feelings of others the communication involves translation even when we all seem to be speaking th e same language. Translation is discussed in every chapter of M&F, from many perspe ctives. Translation issues revolve around the ideas of indeterminacy and incom mensurability. These two constructs are not dealt with at length. The "indet erminacy thesis" is: "because theories of meaning (i.e. those referring to natura l languages) are not concerned with 'the fact of the matter', as are scientific th eories in the natural sciences, it is possible to derive multiple translation manuals whi ch may be incompatible but adequate for interpreting the behavior in question. The "incommensurability thesis" suggests that there is not even one transla tion manual that is adequate, as when trying to choose between two competing theorie s, for example (p.15). (For a comprehensive discussion of these concepts see Quine 1960.) Translation is often at the level of data analysis rather than confirmat ion. Rationale for data collection processes and the subsequent description or transla tion of the data often is directed by the chosen research methodology. M&F close Chapt er One with six statements describing how the above considerations relate to t he notion of qualitative confirmation. Chapter TwoThe second chapter is devoted to the subject of hyp otheses in qualitative research, not surprisingly since hypotheses are central to th eir entire approach. Hypotheses are viewed broadly "as statements which direct inqu iry, in a Deweyan sense, in

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3 of 8relation to a theoretical framework, but without th e necessity of such hypotheses being strictly deducible from such a framework" (p. 21). A priori hypotheses may emerge where the researcher has a theoretical frame work in mind, for example, beginning with a category of behavior and linking i t to a category of individuals. In contrast, the researcher may begin with an interest in a category of individuals and subsequently seek to link them to a category of beh avior. M&F argue that both are qualitative because they are formulated in the cont ext of a qualitative study and because their confirmation is dependent on qualitat ive data; they dodge the obvious tautology by acknowledging that both types can be f ormulated as well in quantitative studies. Confirmation, they say, is ce ntral to all research activities, but in qualitative research it is based on plausible lo gical relations which apply first to the data and then to the hypothesis. Qualitative re search seeks to understand human behavior "from a perspective which, methodologicall y, requires qualitative data" (p. 25). Rules, they say, are needed if a case for qualitative confirmation is to be made. Since rules must apply both to data and hypot hesis, M&F undertake to define what they mean by data-and their definition is entirely conventional: field notes, interview data, historical accounts and the like (pp. 26-7). The term "evidence-instance" is introduced to describe a dis crete item of information to be put forward as part of a confirmation argument. A l ong elaboration on the meaning of "evidence" is presented in Appendix B, including more discussion how data become evidence. ( 6 ) They discuss triangulation, breaking no new ground, and then tackle the really tough question: what counts as evidence and how do you judge its importance? Nothing new here, and we are all reassured to read, "It becomes quite difficult, then, to develop hard-and-fast rules for determinin g appropriate 'weighting' procedures for these kinds of issues" (p. 30). Some considerations that "may be helpful" include: The weight of the data-evidence is not necessarily synonymous with the "amount" of the data-evidence. The term "weight" ca n be loosely translated as an "absence of negative cases," that is, disconf irming instances. … Where the term "amount" of evidence is used, the im plication is that some of the evidence must consist of (negative) disconfirmi ng instances. … M&F assert that contrary findings do not necessaril y disconfirm the original hypothesis, for they may serve to clarify a previou sly unknown dimension. The matter of confirming vs. disconfirming instances is discussed more fully in Chapter Three. They tell us that using more than one data s et can enhance the validity or reliability of data if it can be shown that the dat a sets are relevant to the problem--however, they neglect to explain how this can occur. M&F relate the purposes of using a triangulation process but the i nherent problems associated with it are listed and not explained. We recommend that those unfamiliar with the process of triangulation consult other sources.In what must have been an afterthought, the final p aragraph of the final section, "Conclusions", introduces a muddled discussion of t he terms "relationship" and "association". Hopes that the muddle will be cleare d up are not fulfilled. Chapter Three.

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4 of 8In chapter three M&F present their four rules for q ualitative confirmation and instruct us in the use of these rules, including ho w to handle negative cases or cases of disconfirmation. Overall, it is the most careful ly constructed and clearly presented chapter. How qualitative findings may bec ome evidence for a hypothesis or research question is the focus of the discussion here and the authors impress us with how their qualitative research rules apply to both sides of the research continuum. One advantage claimed for researchers is that the rules allow for the development of qualitative research studies with co nfirmation in mind. They also suggest how research findings are to be interpreted when choosing data sets. As for qualitative dis confirmation, some additional advice is given in th e interpretation of negative evidenceinstances. Researchers usually hav e to use the qualifier "some" instead of "all" (QuineDuhem Thesis) because scient ific theories may be composed of auxiliary hypotheses for certain predictions (p. 48). Auxiliary hypotheses can allow incompatible evidence while still not disconf irming the original hypothesis. The null hypothesis also finds a place in Miller an d Frederick's qualitative confirmation theory.Chapter Four. Chapter Four moves into the practical application o f rules to five articles published since 1980. M&F pick up on a suggestion from Miles and Huberman (1984) that researchers ask systematically a series of question s before, during and after the research: (p.53): what is (are) the major researc h question(s) or hypotheses? what method(s) will be used and what sort of data y ielded? will other(indirect) data sources be utilized? how will the case be made th at the research question/hypothesis has been or has not been confir med? if mixed data sources are used, how will they be handled in terms of conf irmation/ disconfirmation? All researchers are advised to include a final section in the research report (possibly as an appendix) which explicitly addresses the issue o f qualitative confirmation. Such a section helps the researcher focus on the larger epistemologicaltheoretical questions raised by the study and reminds us that t he presentation of our findings can be regarded as a type of translation manual as well as a demonstration of the rigor in one's research.The application of confirmation theory to the five caseshelps a little to understand M&F's method, but their choice of articles left muc h to be explained. A graduate student listed 20 reports of qualitative research f rom the years 1970-1990. The same student selected 7-10 for further study, in an attempt to present a "rough cross section" of work. In our view, a more qualitative a pproach would have been preferable: purposive choice to illustrate applicat ion of the rules rather than this version of sampling. In only one study, for example was there any attempt to discuss negative or disconfirming instances. In mos t there was no attention to the issue of confirmation, but in one or two there was an implicit suggestion that confirmation had been achieved. There was no discus sion of the weighing the evidence in making qualitative claims. Given the ra ther radical nature of M&F's proposals, it should perhaps come as no surprise th at research conducted and published more than a decade ago does not adhere cl osely to the Rules. In order to help future researchers, M&F provide a "Checklist f or Qualitative Confirmation" at the end of the chapter, including the questions men tioned above and ending with "What, after all, has one discovered/concluded from this investigation? Is it truly

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5 of 8warranted?" (p. 66-7)Chapter Five. The final chapter (before those three long appendix es, that is) is entitled, "Epistemological Asides and Conclusions"; fearlessl y confronting the big question of "truth". Suppose a study has met all the criteri a for qualitative confirmation, "Is this all that is necessary for declaring that the f indings, then, are 'true'?" (p. 73) M&F advise us to look at various philosophical camp s, bringing Winch again (1958, 1964) and again invoking the "camps" (from C hapter One). Qualitative confirmation provides a framework for establishing qualitative data as evidence for the hypothesis, that is, it meets the requirement o f rationality, but it is less successful as regards indeterminacy. It is not poss ible to rule out different or competing translation manuals.As readers will have gathered by now, this concept of "indeterminacy" pervades the book--as it does the field of qualitative resea rch. It is a way the philosophers have discussed whether there can be any "truth" and the way M&F discuss the prevailing view in qualitative circles that there i s no truth-there are no methods that allow us to reduce indeterminacy to zero. Readers m ay feel, with justification, that M&F's discussion of the concept is fragmented and i ncomplete. Fear not; Appendix A (24 dense pages) is devoted to it. Appendix A. Some notes on the nature of methodological indeterm inacy. Here the authors return to the intellectual roots o f qualitative confirmation and elaborate the construct, "methodological indetermin acy". M&F revisit Quine and lean heavily on Roth's 1987 book, Meaning and metho d in the social sciences: A case for methodological pluralism. Roth echoing Winch (1958), opens his book by referring to "the general collapse of positivism" a nd concludes (following Quine) that multiple translation manuals are not only poss ible but inevitable. There is no "fact of the matter" in relation to the human scien ces. Where can we go from here? Undaunted, M&F press on, seeking to dodge the philosophical bullet by concentrating on practical concerns, namely methods. …the genuine problem of indeterminacy for the human sciences does not lie at the level of debates concerning "hermene utic" vs "scientific empirical" views of human action, but rather at the level of specific methodological techniques that ultimately are the c onstitutive elements for determining the existence (or lack of it) of indeterminant translations. (p. 93, emphases in original)……To be clear, we are not arguing that the definition of methodology as the application of specific techniques and procedur es is sufficient to resolve indeterminacy in all situations, but only t hat it is a necessary condition both to establish its existence and to de monstrate possible ways of reducing it. (p. 94, emphasis in original)

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6 of 8Some clarity does emerge: specific techniques and p rocedures (methods) are needed to establish the existence of indeterminacy. It is always there, we suppose, but until you apply the techniques and procedures ( collect the data?), you don't see it Now that positivism has collapsed, we go farther : application of methods "may generate a type of indeterminacy" (p 101), or "types of ind eterminacy that are produced by competing methodologies" (p. 103, emphasis added). This is surely correct, because different methods bring to light d ifferent amounts and kinds of indeterminacy-hence the term, "methodological indet erminacy". M&F borrow from quantitative methods and discuss differences "betwe en" and "within" methodological approaches, with regard to both qual itative and quantitative approaches. The discussion of qualitative approache s is much more insightful than that of the quantitative, the latter nave and verg ing on the trivial. We question M&F's assertion, citing Fuller (1988), that "there is a heavier 'burden of proof' on the qualitative side of the equation for showing ei ther indeterminacy or lack of it." (p. 105) A better statement, in our opinion, is tha t for practicing researchers, "indeterminacy is usually perceived itself as a 'wo rking hypothesis'; one which may never in principle be unequivocally 'accepted' or rejected' but one, nevertheless, that is capable of empirical inquiry." (p. 105)Appendix A concludes with a short discussion of the status of theory in the human sciences. (M&F leave no topic completely untouched! ) They cite a belief among "some quantitative researchers" that improvements i n measurement will solve our problems, including give us better theories. In our opinion, they have it backwards: better theories lead to better measures (and the pr ocess recycles). Let M&F have the last word, with which we completely agree:On the other hand, for those who do not see the pos sibility (or usefulness) of equating the human sciences with the natural scienc es, the indeterminacy reflected by methodological applications can be "reduced" ove r time, but its reduction is directed towards making human behavior more "intell igible" rather than more "scientific". (p. 108)Appendix B Clarifying the "adequate evidence condition" in e ducational theory and researchThe authors set out to convince us how important it is to clarify what they call the "evidence condition". Lack of attention to what is meant by evidence "has resulted in a restricted view of this term with a correspond ingly unwarranted optimism regarding the formulation, implementation and evalu ation of educational policies and practices." (p. 117) Faithful to their book tit le, they promise a thick description type of analysis to attain their goal. If "dense" i s the same as "thick", then they deliver on this promise. Israel Scheffler (1965) is cited early, as we would expect, and not just because he introduced the phrase, "adequate evidence condition ". No discussion of evidence in educational research would be complete without at l east a mention of this classic. New sources to us are Lakoff (1987) Women, fire, and dangerous things: What categories reveal about the mind and Lakoff & Johnson (1980) Metaphors we live by insightful discussions of the nature and process of category creation. Since

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7 of 8qualitative researchers live and die by their categ ories, these are helpful references for anyone (such as the authors of this review) who had overlooked them. The process of categorization is the formation of "Idea lized Cognitive Models …culturally unique and semantically-based modes of perception and reasoning whereby users of a language construct cognitively-b ased models to explain social and physical reality." (p. 124) There are five type s of models: Cluster, Metonymic, Social Stereotype, Ideal and Metaphoric.We are not attempting a summary of this appendix. M &F describe the concept of evidence as having "entrenched ambiguity" and "over all complexity", and after reading the appendix several times we heartily agre e. Lawyers and judges struggle with it daily, of course, and law schools have whol e courses on it. M&F also write, "Paradoxically, however, the more we try to unpack the notion of evidence for the sake of clarity, the more problematic it becomes, e specially in trying to provide adequate justifications for educational policy maki ng issues." (p. 119) Here are a few points to give the flavour of the work.Among the ambiguities cited is the "conflation" of the terms evidence and data, as we noted in the description of Chapter Two and in N ote (6) According to M&F, data are candidates for evidence but only become evidence "to the exte nt that they are consistent with both the larger class of rules identified with the particular methodological approach, and with the rules regulat ing the application of a particular technique or tool within the methodologi cal approach." (p. 118) Whew! Educational implications are offered, including amb iguities surrounding the concept of "school effectiveness" and the lack of c onsensus on adequate evidence for effectiveness. You might not agree with everyth ing they write, but you will be led to think hard about it.Appendix C Reciprocal paradigm shifts and educational resear ch: A further view of the quantitative-qualitative dilemmaIn the concluding appendix, M&F state their belief and concern that while those involved in educational research perceive a paradig m shift from quantitative to qualitative inquiry, many are not convinced that th e qualitative-interpretationist view can be sustained on the basis of conventional scientific criteria. Some, Miles and Huberman (1985) for example, manage to sidestep this issue and some recognize qualitative research but believe that the eventual testing or proof of causality or theoretical prediction must be left to scientific empiricism (Popper, 1969, Rosenberg ,1988). M&F concentrate their discussion on the int erpretationist framework and they examine some commonly held assum ptions that underlie the two research processes. They present their position that quantitative and qualitative approaches need not be viewed as contradictory in t erms of some educational problems within some contexts, and a methodological mix is not only possible but desirable.Miller and Fredericks do not agree with the asumpti on that scientific empirical data is quantitative data and that the constructs of val idity and reliability are crucial issues only in quantitative studies.One of our central claims will be that not only are the crucial issues of reliability

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8 of 8and validity perfectly general across all research based forms of inquiry; but also that in meeting the requirements of reliability and validity, interpretationist accounts may yield warranted conclusions that, whil e different in form and content from scientific empirical claims, can, nevertheless be compatible with them. (p. 137)They remind us that these assumptions have their ro ots in the traditional confirmation theory of Carnap (1962) and Hempel (1958) and are drawn from a "probabalistic-operational" perspective. This appro ach to the definition of scientific evidence seems to rule out the possibili ty of interpretationist accounts of data that can only be understood rationally as qual itative data. In response, they put forward and discuss the following assumptions (p. 1 39): interpretationist accounts within the human science s are correctly based on the direct or presumptive use of non-quantitative r esearch strategies, 1. these strategies must be viewed as being fundamenta lly different in their qpplication and in the interpretation of the data t hey produce from those research strategies based on probability assumption s, 2. they are, nonetheless, subject to the general scien tific constraints of reliability and intersubjectivity, and 3. they can be employed as alternative means for "conf irming" hypotheses and/or providing for critical tests for theoretical perspectives. 4. These assumptions lead them to confident statements about the tough issues of causality and theoretical interpretation of reports from qualitative studies. "First, the qualitative research agenda stipulates only tha t causal connections (as either necessary or sufficient conditions) of behavior be meaningful in terms of the native's own accounts and that such connections be accurately described. Secondly, the investigator's theoretical interpretation of th ese accounts can incorporate 'higher order' or more general constructs, but with out the implication that their use must necessarily 'reduce' the original accounts." (p. 145, emphasis in original) Return to the Contents Table. Go on to the next section.

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1 of 5Other views relevant to qualitative confirmationThis section is presented to place M&F within the l arger qualitative research community. Our discussion is in no way a complete r eview of the voluminous literature; it highlights different interpretations of the hypothesis setting process, validty and reliability concerns and understandings of translation and triangulation methods. In this section, we emphasize with italics the words that seem to us to be versions of confirmation In many ways, LeCompte and Preissle (1993) support M&F's concept of qualitative confirmation. LeCompte and Preissle agree, at least metaphorically, that validity is involved in many a spects of the inquiry process: "How validity is defined and treated varies accordi ng to what researchers do, what tasks they are undertaking, and in what phase or st age of the research they are in" (p. 325). Theoretical frameworks, general design, c ontext, participants, researcher experience and procedures of data collection and an alysis have a bearing on the issue of validity. As LeCompte and Preissle say, "C onsequently, although we urge scholars to discover and formulate what their resea rch philosophy is, we believe that it is only one factor contributing to how vali dity is defined" (p. 326). They also caution, as do M&F, that replacing qualitative proc esses with strictly quantitative ones erroneously prompts a single consolidated defi nition of validity and potentially jeopardizes richness of detail and crea tivity. For LeCompte and Preissle, qualitative research is idiosyncratic and data analysis entails an emergent process: "Even midway through an analysis,uncertain ty and frustration accompany the unfolding direction" (p. 330). They see qualita tive research as loosely connecting researchers who come from a broad spectr um of philosophical traditions; there is not just one. They could ask t hat all the different qualitative researchers state how their philosophies decide val idity and then apply those guidelines to the study, but they stop short of thi s because they see it as an a priori assignment approaching "determinism" (p. 326).A comparison of their descriptions of research phas es demonstrates how they propose to obtain validity (or qualitative confirma tion) especially in the areas of: formulating goals, developing a research design, se lecting data sources, experiencing and directing the research, collecting data, collaboration, comparing phenomenon and data analysis. Part of developing re search questions is to ensure that the research goals, the context of the situati on and the interests of the stakeholders are aligned. M&F would say that this p rocess entails what must also be considered when developing a hypothesis. Much of the discussion around validity stems from concerns about the sources that are assumed to provide validity. LeCompte and Preissle argue (as do M&F) t hat qualitative research methodologies cannot discount the range of ontologi cal and epistemological assumptions and theories that are at their disposal The key to validity is that researchers must be aware of and acknowledge the us e of disparate views. The kinds of evidence colleagues accept as legitimate a nd adequate may be affected by who is being studied. More data may be required bec ause of who is going to scrutinize the results. Therefore, who or what is t o be studied must be considered when deciding on a design. This is similar to M&F's concept of weighing (but not 'weighting').Will there be other extraneous factors such as back ground evidence that needs to weigh into the confirmation of the hypothesis? Rese archer's background and role in

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2 of 5the investigation are central to how the validity i s addressed: History teaches that attention to the individual re searcher is relevant to validity in qualitative research. What background a nd training does the researcher bring to the investigation? How carefull y, thoroughly, openly, and honestly are researchers known to do th eir work? Who was responsible for the researcher's training? What reputation has the scholar earned in previous investigations? What doe s the researcher report about participation in the research? Introsp ective and reflective amounts of influence on what is seen and heard cont ribute to the audience's confidence that the researcher attempted to track these factors." (p.329). This is similar to M&F' constitutive and regulative rule that revealing the researcher's training and practice as well as the e thical or operational practices will help us assess how much credibility can be given to the researcher's work. LeCompte and Preissle agree with M&F that a systema tic way of collecting data can be used to give more credence than one that is not. Both pairs also agree that just because something is done correctly, it may st rengthen the research but does not necessarily mean that the results are sufficien t to meet the criteria. LeCompte and Preissle suggest many ways for researchers to e nhance confidence in their results, for example, through collaborative partici pation with the participant, congruency between theory and observation, intermet hod and interobserver checks, personal reflection and introspection. Therefore, a lthough LeCompte and Preissle would determine their analysis procedures at a diff erent stage than M&F, they do agree with M&F that several options are available. Both agree that one should use multiple methods to reduce the possibility that bia s will affect the credibility or validity of the results.LeCompte and Preissle do not strive to provide conv entional external validity because small sample sizes usually make this task i mpossible. However, they state that comparing phenomenon is useful and can be achi eved by defining the "typicality" ( Wolcott, 1973 ) of a phenomenon. Threats to comparing phenomenon are whatever obstructs or reduces a study's translatability Translatability is the degree to which the researcher can adopt theoretica l frames, definitions and research techniques accessible to and understood by other researchers in the same or related disciplines. Thus LeCompte and Preissle agree with M&F that alternative translations should be considered. Howe ver, LeCompte and Preissle think of translatability in terms of its usefulness in linking with others, whereas M&F think of translatability for reducing bias and confirming evidence or a hypothesis.The one other area in which LeCompte and Preissle are distinct from M&F is in data analysis. LeCompte and Preissle state simply t hat one cannot predict what will happen, that trying to develop and use a template t o direct the data analysis is impossible. They feel that "qualitative analysis is interpretive, idiosyncratic and so context dependent as to be infinitely variable. A c reative analyst can never be sure that the ending will match the point of view adopte d in the beginning" (p.330). In closing, LeCompte and Preissle agree with M&F that a single definition of validity is inappropriate for qualitative research. In a qua litative confirmation process, all authors agree that concerns about validity touch ev ery part of the inquiry.

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3 of 5LeCompte and Preissle use triangulation to understa nd a phenomenon; M&F use triangulation to confirm a hypothesis. Guba (1981) outlined several paradigms for discovering "truth" These include a judicial paradigm that has well established rules f or procedure, rules of evidence and criteria for judging the adequacy of the ration ale for a proceeding. This judicial paradigm offers guidelines for behaviour. Another p aradigm is that of expert judgement. The third is what he refers to as the ra tionalistic paradigm and is essentially connected to deductive thinking and a l ogical positivist point of view. The paradigm he obviously prefers is the naturalist ic. The naturalistic is characterized by inductive thinking, and phenomenol ogical views of knowing and understanding social and organizational phenomena. He notes that there are shades of grey in viewing these paradigms and that often t hey are seen as competing but in the task of knowledge production they are all impor tant. Guba stresses that the naturalistic ecological hypothesis is imbedded in a context which is often more powerful in shaping behaviour than differences amon g individuals. In conclusion, Guba states that understanding the reality of the w orld requires acceptance of the notion that the parts cannot be separated. He furth er concludes that because of the assumptions underlying naturalistic enquiry the tra ditional concerns for objectivity, validity and reliability have little relevance for the design of the research. The validity of the findings is related to the careful recording and continual verification of the data that the researcher undertakes during t he investigative practice. This is consistent with Wolcott (1990,1994) The questions of translatability and comparability trouble qualitative researchers ( Goetz & LeCompte ,1984,1993; Wolcott, 1973). Appropriate sampling im proves the generalizability of quantitative studies but re searchers improve the quality of their qualitative studies by (among other things) e nsuring that units of analysis, concepts generated, population characteristics and settings are described and defined so that they can be compared between studie s. Translatability is related to the degree to which the researcher uses theoretical frames, definitions and research techniques that are accessible to or understood by other researchers in similar or related disciplines (Goetz & LeCompte,1984, p228). M&F do not hold contrary views to these discussions of scientific validation ; rather they have built upon them in suggesting the possibility of confirmation of fi ndings. Lincoln and Guba (1985), in outlining their fourteen characteristics of oper ational naturalistic inquiry, write: "naturalistic ontology suggests that realities are wholes and cannot be understood in isolation from their contexts, nor can they be f ragmented for separate study of the parts; because of the belief in complex mutual shaping rather than linear causation, which suggests that the phenomenon must be studied in its full scale influence, and because contextual value structures are at least partly determinates of what will be found" (p.39). Spindler and Spindler (1992), when developing their eleven criteria for good ethnography say in Criteri on II, "hypotheses emerge in situ as the study continues. Judgments on what may be si gnificant to the study is deferred until the orienting phase of the field stu dy is completed." M&F dodge these issues for most of their book, but they confr ont the issues in Appendix C. On the subject of verity and what constitutes rigor Marshall and Rossman (1989), suggest the use of "controls" which rely heavily on other researchers: the use of a research partner to play devil's advocate; a consta nt search for negative instances

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4 of 5(from Glaser and Strauss, 1967); checking and reche cking the data, and purposeful testing for rival hypotheses; practicing "value fre e" note taking, and using "strictly objective" observations; devising and applying test s to the data; using the guidance of previous researchers to control for data quality ; and conducting an audit of the data collection and analysis strategies (Lincoln an d Guba, 1985, p.148). Marshall and Rossman neglect to tell us how a research partn er will play "devil's advocate", explain what constitutes "value free" and "strictly objective" observations--nor do they tell us what types of tests to develop, how to develop them, or at what points we should test the data. Negative instances feature in M&F's rules, but their discussion is thin compared to others such as the a bove. Talbot (1995), lists a number of factors involved in the credibility of findings: remaining in the field over a long period of time; using triangulation; negative case analysis; and having participants review researcher 's interpretations and conclusions. She would appear to be in M&F's camp, because she uses the term "confirmability" to describe the process where find ings, conclusions and recommendations are supported by the data, and she suggests that there should be an internal agreement between the investigator's in terpretations and the actual evidence. Confirmability is only one of four factor s that establish trustworthiness for Talbot, however, the other factors being credib ility, transferability, and dependability. In establishing credibility, she bor rows from Goetz and LeCompte (1984) who say that "establishing validity requires determining the extent to which conclusions effectively represent empirical reality and assessing whether constructs devised by researchers represent or meas ure the categories of human experience that occur." This definition leans far t oo heavily on quantitative means in calling for a representation of empirical realit y but is explicitly written and comprehensive in description in all other respects. Credibility crops up again as Lincoln and Guba (1985), discuss four constructs against which the trustworthiness of a study can be evaluated: credibility; transfera bility; dependability and (here's that confirmation again) confirmability. Credibilit y depends on how accurately the subject is identified and described. Transferabilit y is noted to be impossible from the stance of external validity, but is greatly ass isted by providing the greatest possible range of information, and thick descriptiv e data. The applicability of one set of findings to another setting rests more with the later researcher making the transfer than the original researcher. The authors point out that dependability is difficult to predict in a changing social world. In establishing dependability, the researcher attempts to account for changing conditi ons in the phenomenon chosen for study as well as changes in the design created by increasingly refined understanding of the setting.The preface to Strauss & Corbin's (1990) book puts the question of confirmation clearly up front for those who are interested in in ductively building theory through qualitative analysis of data. They state that howev er exciting may be the experience of gathering data, there comes a time when the data must be analyzed and at that time the researcher asks, "How can I have a theoret ical interpretation while still grounding it in the empirical reality reflected by my material?" "How can I make sure that my data and interpretations are valid and reliable?" and "How do I pull all of my analysis together to create a concise theoret ical formulation of the area under study?" The research question in grounded theory is a statement that identifies the phenomenon to be studied. As the researcher proceed s through the process they can

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5 of 5go in different directions and therefore the questi ons can change. M&F seem able to accommodate this definition of research question and would assure the grounded theory researcher that what needs confirmation is t he final conceptualization of the proposed theory and whether or not the symbols of b ehaviour and language to which the researcher reacted were true. The concept ualization question is one of confirmation; the latter is a question of methodolo gy. Anselm & Strauss strive for rigor with seven evaluation criteria embodied in the que stions: (1) How was the original sample selected? (2) What major categories emerged? (3) What were the indicators that led to the development of the categ ories? (4) What categories directed the theoretical sampling process? (5) What were the hypotheses pertaining to conceptual relations among categories and how we re these tested? (6) Were there instances in which the hypothesis did not hol d up to what was seen (7) How and why was the core category selected and on what grounds were the final analytic decisions made?We can see within these criteria many of the issues of confirmation and disconfirmation addressed by M&F. They also relate to the criteria for the evaluation of qualitative research proposed by Linc oln and Guba(1985), who were among the first to suggest criteria for good qualit ative research. Strauss and Corbin(1990) and Lincoln and Guba (1985) differ in their area of emphasis, with Strauss and Corbin(1990) being more concerned with internal validity and Lincoln and Guba(1985) wanting the work to shed light on ot her instances. M&F seek to accommodate these different dimensions and to add a strategy that will enhance work that has been started by others. Return to Contents Table. Go on to the next section.

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1 of 2Rules for Confirmation Qualitative confirmation rests on the assumption th at there is a hypothesis or at least a hypothetical statement for the study, that data collected through qualitative methodologies will remain qualitative data and that this data can be manipulated within a set of rules. M&F propose just such a set of rules for confirmation of qualitative research. The rules are the application of deductive reasoning in an effort to confirm that the research data logically confirm or disconfirm the hypothesis framed for the study. To apply the rules therefore, the researcher's first task is to define a hypothesis; it can be either a priori or a posteriori The next challenge for the researcher is to determine data c ollection methods that will produce "evidenceinstances". "Evidenceinstances" ar e the result of the qualitative data being recast as evidential statements for conf irmation. Here are the rules, exactly as written by M&F (pages 4142, emphasis in original): Rule 1 : The qualitative evidence instances must be positi ve for the development of the hypothesis. If they constitute a denial of the hypothesis, they disconfirm the hypothesis (see Hempel's 9.3 Df.). 1.1 The limiting "weak" case for confirmation would be the existence of only one positive instance, and for disconfirmat ion the existence of one (and only one) negative instance. Rule 2 : If the evidence instances constitute a methodolog ically unique class ( 8 ) they must (minimally) not be contradictory to one another. 2.1 As a class, the statements should entail the de velopment of the hypothesis, while the possibility of their own enta ilment(s) is left open. 2.2 If this class consists of only two instances an d they contradict each other, then the hypothesis is neither confirmed or disconfirmed. 2.3 If this class consists of numerous instances, some of which are contradictory to the hypothesis, then (2.2) obtains unless it can be shown that there are more instances (positive or negative) and these should be counted for or against the hypothesis, or the above instances should be given a priori "weights" in terms of impo rtance. Note: the assignment of these weights could be given by an ag reement of knowledgeable experts. Rule 3 : If relevant background evidence can be adduced fo r the hypothesis under consideration, and if this evidence alone is sufficient for the development (e.g., entailment) of the hypothesis, a nd, furthermore, if it is non-contradictory to the class chosen as evidence f or confirming the hypothesis, then the given hypothesis may be said t o be confirmed. 3.1 If the background evidence is sufficient for th e development of the hypothesis but is contradictory to the evidence cho sen for confirmation, the hypothesis' confirmation will rem ain undetermined. Rule 4 :For a given hypothesis that is to be confirmed by evidence instances derived from a variety of methodological approaches the class comprising these statements should first be partitioned into r elevant categories, i.e., historical-narrative, ethnographic, documentary, qu antitative, etc. 4.1 statements within categories should be internal ly consistent (non-contradictory)

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2 of 24.2 Each partitioned subset need not be sufficient for the derivation of the hypothesis, but the totality of subsets compris ing the class should be sufficient (and, hopefully necessary). 4.3 Depending on the number of subsets, if one subs et contradicts the others, either partially or wholly, the confirmatio n of the hypothesis is left undetermined. 4.4 If one subset is disconfirming to the hypothesi s but neutral or non-contradictory tothe remaining subsets, and the remaining ones are consistent, the hypothesis will be considered confi rmed. 4.5 The hypothesis will be considered disconfirmed (i.e., rejected) if (a) all subsets disconfirm, (b) if a majority disco nfirm, or (c) in the limiting case of two subsets, where one is contradi ctory to the other, if additional grounds (i.e., agreement by experts) can be adduced for the disconfirming subset, this will be taken as suffici ent for disconfirmation. (In this case the evidence has bee n "weighted" towards disconfirmation; of course, the converse, i .e. for confirmation, could be similarly argued.) Return to Contents Table. Go on to the next section (Application of Rules).

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1 of 4Application of the M&F framework to the Sandra Rubi n Glass study, "Markets and Myths: Autonomy in Public and Private Schools", published in Education Policy Analysis Archives vol. 5, no. 1, January 6,1997 (the 'Glass' study) The title describes the article well: Glass undertook a large-scale study of teacher and principal autonomy in public and private second ary schools and used the data to explore claims made by Chubb and Moe (1990). She challenges the latter's assertions: that the organization of private school s offered greater teacher autonomy resulting in higher student achievement an d that the bureaucracy of public schools stifles autonomy and limits student achievement. Glass attempted to bring to the surface conditions which constrain tea cher and principal autonomy in both public and private schools. Although she did n ot express it this way, it is reasonable to state that she had a hypothesis: "The re are no differences between public and private schools in the amount of autonom y teachers and principals have." She also set out to answer the question, "Wh at conditions impede teacher and principal autonomy in both public and private s chools?", implying the hypothesis: "There are no differences between publi c and private schools in the conditions that foster or inhibit autonomy." In her comprehensive study, Glass used both data so urce and methodological triangulation. "The methods employed in this invest igation were those of the multi-site qualitative case study: interviews from multiple data sources, observations and field notes from a variety of on-s ite meetings and visits, and analysis of documents (brochures, teacher handbooks policy manuals, meeting agendas)." She conducted an intensive study of thre e public and three private secondary schools, interviewing fourteen private sc hool teachers, fifteen public school teachers; assorted principals, heads and ass istants from each school were interviewed at their respective sites. According to M&F, triangulation is described as a s eries of strategies that directs both the generation of data and the clarification o f findings They go on to say that the purpose of triangulation in qualitative inquiry is "to provide a rationale for increasing the plausibility of qualitative findings ( M&F p.28). M&F state that, "if different data sources are used for the study of a particular problem, and if it can be claimed that they are relevant for the problem, the likelihood for the total data set to reflect reliability and validity will be enhance d" (p.27). The different sources listed by Glass have face relevance to the problem and in principle enhance the likelihood of reliability and valididy. In the jour nal article, however, the only data we can identify by source is from the interviews. A set of hyperlinks allows readers access to them as the findings are being reported. Whenever a quotation is given from an interview, the reader may choose to examine the quoted passage in its full context by clicking with the mouse on an icon at th e margin. (Glass has taken the extra step of directing the link to the exact locat ion of each quotation in the interview and highlighting the quotation in bold.) We thus have explicit examples of the "evidence-instances" referred to in M&F's ru les and an unprecedented opportunity to assess in detail whether the evidenc e is "positive for the development of the hypothesis". The thirtyseven int erviews are presented in a standardized pattern, clear and accommodating to re ad. She used many of the

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2 of 4interview questions from the Moles (1988) and Blase 's (1991) surveys (part of the 'High School and Beyond' survey) used by Chubb and Moe (1991) to develop their index of teacher and administrator autonomy. The us e of structured tools that have been previously tested lends credibility to the dat a set. Participants were selected based on years of teaching experience (at least fiv e ), and years of experience at the present school (at least three). The school sites w ere chosen so that the constituencies of both the public and private schoo ls were as comparable as possible; in both private and public situations, sc hools servicing high income families and focusing on academic excellence and co llege preparation were selected as well as less favoured districts. Glass does not explicitly state how the data will be used in the confirmation process (she did the work before M&F's book was published), but she does share her process of w eighing the evidence. For M&F, this consideration is a necessary step in rese arch design that allows for consequent evaluation in relation to qualitative co nfirmation. We now assess the Glass study for qualitative confi rmation by using the M&F rules As noted in the previous section, Rule 1 states that the evidence instances must be positive for the development of the hypothesis. If they constitute a denial of the hypothesis, they disconfirm the hypothesis. In more than thirty interviews with teachers and their principals, from both private an d public schools, Glass found that participants from both private and public scho ols experienced about the same measure of autonomy in their environments or were a ble to work around conditions that constrained it. The interviews brought out the degree of complexity inherent in the idea of autonomy. Rule 1 is thus satisfied.Rule 2 states that if the evidence instances constitute a methodologically unique class, they must (minimally) not be contradictory t o one another. The interviews constitute just such a class, and the evidence inst ances Glass presents do not contradict each other. In most journal articles, or even books, we have to be content with the evidence instances provided by the author-always and necessarily a small subset of all possible instances-but here w e are able to read all the text of all the interviews. We do not claim to have done so but each one of us read at least one interview through, explicitly searching for evi dence instances that would contradict the hypotheses. We found none. While the researcher does not report explicitly on the data realized from onsite meeting s, visits, and analysis of documents, she does refer to the high achievement s tandards of schools, curriculum content, parent involvement, and how arr angements were made to collect data--information that had to be collected from these sources. Consider, for example, the following statements from Glass's "Fin dings" (we have put inferences assumed to be made from field notes and the like in bold): In a private school, new teachers will generally de fine the curriculum predicated on their own content knowledge and inter est. Because of smaller faculty numbers, there may be two or three other te achers with whom to coordinate curriculum; yet each teacher specializes in a particular facet of that content area While each of the three independent schools in th is study have either a middle school or middle and elementary sch ool as part of its organization, students come from a variety of other schools Consequently, coordination is a

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3 of 4matter of interest only within the upper school Any coordination of curriculum is accomplished within the institution, as describe d by this private school teacher: (a quotation follows, with link to the interview).………This study was conducted in a right-to-work state i n which teacher unions are virtually non-existent, but teacher associations are predominant These associations are seen as variously strong or weak d epending on locale Only one of the three public schools is in a district ha ving a very strong teacher association. Most, if not all, of its teachers are members of the association and quite a few are active in its leadership. The other two schools are in districts that negotiate teachers' contracts with the associa tion, although the faculty are much less active.It is not possible to confirm or disconfirm these s tatements from the journal article, because the relevant evidence instances are not sup plied. Those that are supplied satisfy Rule 2, but what do we say about the others ? We do not know. The Chubb and Moe (1990) findings are presented, an d we could regard them as "background evidence" ( Rule 3 ), but rather than being "adduced for the hypothesis", they are findings to be questioned, an d possibly to be disconfirmed. This is an outcome of research that M&F appear not to have foreseen. Glass's opening statement, and her analysis of data is an a rgument for a disconfirmation of their report. On the other hand, background informa tion from Sedlak (1986) and Ball (1987) are adduced as support for Glass's hypo thesis. In our opinion, the evidence of Sedlak and Ball is not sufficient for d evelopment of the hypothesis, but neither are they contradictory. Applying Rule 3, we would say the hypothesis is confirmed by Sedlack and Ball but contradicted by C hubb and Moe. The hypothesis would therefore remain as "undetermined" if the Chubb and Moe data were sufficient. This is why Glass argues so strong ly that the Chubb and Moe evidence is, to put it mildly, not sufficient. She points out that they present no evidence whatsoever on private schools from the "Hi gh School and Beyond" study that is the basis for their arguments. Applying Rul e 3, we conclude that the background evidence is itself contradictory and wou ld leave the hypothesis undetermined. It seems as if we have to decide for ourselves how to weight the evidence.Rule 4 states that, "for a given hypothesis to be confirm ed by evidence instances derived from a variety of methodological approaches the class comprising these statements first should be partitioned into relevan t categories" (p.43). In the Glass study, as previously stated, the interview data are internally consistent, and we do not have access to the data from the field notes, o nsite meetings and visits or document analysis. Rule 4, therefore, cannot be app lied. Glass has woven information in her discussion that makes it reasona ble to acknowledge consistency in those data, but the evidence instances are missi ng that would allow us to make a strong case.We believe that the Glass study, in employing focus ed interviews using open ended questions and observations, makes a plausible case for qualitative confirmation of her hypothesis, but applying the M&F rules did not firmly settle the matter. The

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4 of 4study explores real life situations with no attempt to manipulate or control conditions. She argues that a high degree of autono my is experienced by teachers and principals in both private and public schools, and that her findings dis confirm those of Chubb and Moe (1990) that teachers in priv ate schools experience more autonomy than teachers in public schools. Regarding her second hypothesis, she identified six factors associated with autonomy: co nflicting and contradictory demands, shared beliefs, layers of protection, a sy stem of laws, funding constraints, and matters of the size of institutions. She conclu des that autonomy is a complex process--an issue that does not distinguish the pub lic from the private sector. As her only qualifier, Glass observes that similar org anizational effects may not be encountered in schools under the duress of poverty and social dislocation, perhaps seeking to avoid the fallacy of confirming the cons equent. It would appear from this example that qualitative confirmation yet elud es us; we revisit this in our appreciation. Return to the Contents Table. Go on to the next section (Appreciation).

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1 of 2An appreciation of the book by Miller and Frederick s, Qualitative Research MethodsSome of us attended graduate school and had our ear ly experience in an educational research that was dominated by experime ntal psychology. Prompted by Campbell and Stanley (1963) we were concerned with the validity of our research, but we believed that if only we found the correct e xperimental design and carried it out competently our results would be valid. With me thods based on the probability calculus, we could arrive confidently at a "signifi cance level." Others of us know little of statistics and experimental design, havin g studied in programs and with faculty who do not believe in realism and seek, for example, verstehen-"a type of historical or contemporary insight which cognitivel y reconstructs a plausible interpretation of an action or event given knowledg e of the cultural 'rules'." (M&F, p. 74) It may well be that the latter group is now dominant in educational research, and many are quite confident in their methods and b elieve their results adequately justified. Some believe no more justification is po ssible (e.g., Smith and Heshusius 1986). At least a small subset of researchers rem ains uneasy that qualitative approaches lack means for validation. I t is this group that M&F addresses, of course, those that would be extremely happy to have a means to attain "qualitative confirmation." In our opinion, graduat e students (especially those considering qualitative methods for their research) should study and assess M&F's rules and rationale, whatever camp they are in. M&F 's presentation makes this much more difficult than necessary, but the issue i s important enough to make the effort.The overall organization of chapters is logical; on ce apprehended it is clear: The major issue in qualitative inquiry (confirmatio n-and introduction to rules) 1. Hypotheses in qualitative research methods (defense of hypotheses and the nature of evidence) 2. Additional rules of confirmation (M&F's version plu s discussion of disconfirmation) 3. Assessing qualitative studies (applying the rules t o some published reports) 4. Epistemological asides and conclusions (revisiting the intellectual roots) 5. Reading through the chapters, however, one finds co mplex concepts and intricate arguments that can only be clarified (usually!) by reading the appendixes: Some notes on the nature of indeterminacy 1. Clarifying the "adequate evidence condition" in educational t heory and research 2. Reciprocal paradigm shifts and educational research: A further view of the quantitative-qualitative dilemma. 3. After all this work, however, you will find that qu alitative confirmation is still a judgment call. We attempted to illustrate this with our own application of the rules to the "Glass study". The published report of that study was attractive to us because the "evidence instances" were so obvious and becaus e they constituted a "methodologically unique class". Because all the da ta (interviews) was available,

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2 of 2we could do some verification not usually available (search for negative instances not reported in the published version, for example) The studies analyzed by M&F in Chapter 4 did not provide as good a test of the method, but even this good test ended inconclusively IOHO. As with all works of genuine scholarship, one of th e benefits of study is the acquaintance (or reacquaintance) it provides with k ey scholars and their ideas. M&F write from outside the "college" known best by the authors of this review, and we found many new and insightful sources. Most of us have heard of Quine but have not studied his books. Our inadequate prep aration in philosophy left us ignorant of the seminal contributions of Winch and we agree with M&F that, "It is amazing how much debate has been generated by the t wo rather modest works of Winch (1958, 1964)." (p. 74) Swinburne lurked unread in our library, as did Roth (shame, shame). We were led to an even stronger app reciation of Wolcott and introduced to the "cognitivist and semanticist", George Lakoff In summary, the presentation is sloppy, the writing dense and the organization suboptimal, but the topic is important and the fres h perspective welcome. We wish the authors would bring out an new and improved edi tion, but even if not we recommend the book to you. Return to the Contents Table

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1 of 3ReferencesBall, S. J. (1987). The micro-politics of the school New York, NY: Methuen and Company.Blase, J. J. (1991). Some negative effects of princ ipals' control-oriented and protective political behavior. American Educational Research Journal, 27 727-753.Campbell, D. & Stanley, J. (1963) Experimental and quasi-experimental designs for research on teaching. In, N. Gage (Ed.) Handbook of research on teaching Chicago: McGraw-Hill.Carnap, R. (1962). (2nd ed.). Logical foundations of probability Chicago: University of Chicago Press. Chubb, J. E., & Moe, T. M. (1990). Politics, markets, and America's schools Washington, DC: The Brookings Institution. Collin, F. (1985). Theory and understanding: A critique of interpretiv e social science. London: Basil Blackwell. Coombs, C. (1964) A theory of data New York: Wiley. Davidson, D., (1984). Inquiries into truth and interpretation Oxford: Oxford University Press. Denzin, N.K. (1978). The research act New York: McGraw Hill. Dreher, M. (1994). Qualitative research methods from the reviewer's pe rspective, Critical Issues in Qualitative Research Methods. J. Morse (Ed.), (pp.281-299). London: Sage. Fuller, S. (1988) Social epistemology Bloomington, IN: Indiana University Press. Fogelin, R. (1982). (2nd ed.). Understanding arguments Toronto: Harcourt Brace Jovanovich Inc.Glaser, B., & Strauss, A. (1967). The discovery of grounded theory Chicago: Aldine.Goetz J., & LeCompte, M. (1984) Ethnography and qualitative design in educational research Orlando, Fl: Academic Press. Greenwood, J. D. (1989) Explanations and Experiment in Social Psychological Science: Realism and the Social Constitution of Act ion London: Springer-Verlag. Guba, E.G. (1981). Criteria for assessing the trust worthiness of naturalistic inquiries. Educational Communication and Technology Journal, 2 9 75-91, as cited in Owens, (1982). Methodological perspective: Methodological rigor in naturalistic inquiry: Some issues and answers. Educational Administrative

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2 of 3Quarterly, 18 (2),1-21. Hempel C. (1965) Aspects of scientific explanation and other essay s in the philosophy of science. New York: Collier MacMillan Limited. Lakoff, G. (1987) Women, fire, and dangerous things: What categories reveal about the mind Chicago: University of Chicago Press. Lakoff, G., & Johnson, M. (1980). Metaphors we live by Chicago: University of Chicago Press.LeCompte, M.D., & Preissle, J. (1993). (2nd ed.). Ethnography and qualitative design in educational research San Diego: Academic Press. Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry Newbury Park: Sage. Marshall C., & Rossman, G. (1989). Designing qualitative research Newbury Park: SageMiles M.B., & Huberman, A.M. (1984 ). Driving valid meaning from qualitative data: Toward a shared craft. Educational Researcher 13 (5), May 1984, 20-30. Miles, M.B., & Huberman, A.M. (1984). Qualitative data analysis Beverly Hills: Sage.Miller, Stephen I. and Fredericks, Marcel (1994) Qualitative Research Methods: Social Epistemology and Practical Inquiry New York: Peter Lang. Moles, O. (Ed.) (1988). High school and beyond administrator and teacher su rvey (1984): Data file users manual. Washington, D.C.: Office of Educational Research and Improvement, U. S. Department of Education.Owens, R.G. (1982). Methodological rigor in natural istic inquiry: Some issues and answers. Educational Administrative Quarterly, 18 (2), 1-21. Polit, D. & B. Hungler (1995). Nursing research principles and methods Philadelphia: J.B. Lippincott.Popper, K. (1969). The logic of scientific discovery New York: Science Education. Quine, W. (1960). Word and object Cambridge: Massachusetts Institute of Technology.Quine, W. (1963). (2nd ed.). From a logical point of view. New York: Harper books.Rosch, E. (1975). Cognitive representation of seman tic categories. Journal of Experimental Psychology: General, 104, 192-233.Roth, P., (1987) Meaning and method in the social sciences: A case f or methodological pluralism Itaca, NY: Cornell University Press.

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3 of 3Rosenberg, A. (1988). Philosophy of social science Boulder, CO: Westview. Scheffler, I. (1965) Conditions of knowledge: An introduction to epistem ology and education Glenview, IL: Scott, Foresman and Co. Sedlak, M. W., Wheeler, C. W., Pullin, D. C. & Cusi ck, P. A. (1986). Selling student short: Classroom bargains and academic refo rm in the American high school. New York, NY: Teachers College Press. Smith, J., & Heshusius, L. (1986) Closing down the conversation: The end of the quantitative-qualitative debate among educational i nquirers. Educational Researcher, 15 4-12. Spindler G., & Spindler, L. (1992). Cultural proces s and ethnography: An anthropological perspective. In M. LeCompte, W. Mil lroy, & J. Pressile (Eds.). The Handbook of Qualitative Research in Education San Diego: Academic Press. Stake, Robert E. (1995) The Art of Case Study Research Thousand Oaks: Sage. Strauss, A., & Corbin J. (1990 ). Basics of qualitative research: Grounded theory procedures and techniques Newbury Park: Sage. Swinburne, R. (1973). An introduction to confirmation theory London: Methuen. Talbot, L. (1995). Principles and practices of nursing research St. Louis: Mosby. Winch, P. (1964) Understanding a primitive society. American Philosophical Quarterly, 1 307-324. Winch, P. (1958) The Idea of a Social Science and its Relation to Ph ilosophy London: Routledge and Kegan Paul.Wolcott, H.F. (1973 ). The man in the principal's office: An ethnograph y New York: Holt, Rinehart and Winston.Wolcott, H.F. (1990). Writing up qualitative research. London: Sage. Wolcott, H.F. (1994). Transforming qualitative data London: SAGE. Especially Chapter 11, On seeking-and rejecting validity in qu alitative research, 337-373. Return to: Purpose Description Related Works Rules Application Appreciation, Contents

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1 of 2Notes(1) This is a collaborative review, so the authors are listed alphabetically. Les McLean lmclean@oise.utoronto.ca Professor, Department of Curriculum, Teaching and L earning Ontario Institute for Studies in Education/Universi ty of Toronto: OISE/UT (416) 923-6641, ext. 2478Margaret Myers lmmyers@gtn.net Doctoral Student, Department of Curriculum, Teachin g and Learning OISE/UTCarol Smillie csmillie@oise.utoronto.ca Doctoral Student, Department of Curriculum, Teachin g and Learning OISE/UTDale Vaillancourt dvaillancourt@oise.utoronto.ca Doctoral Student, Department of Curriculum, Teachin g and Learning OISE/UT (2)Quine uses the term "translation" in the usual s ense of finding a representation in a language of a text expressed in another, broad ening and deepening the discussion in Word and Object (1960). The term "translation manual" has been extended to describe how a researcher understands w hat people in a "foreign" culture say and do, how we make sense of field note s, for example. There will always be more than one possible translation manual for any situation, just as there is more than one possible translation of a text fro m English to French. That said, we may argue in favour of one particular translatio n manual, just as we may say we prefer one translation over another.(3) "We will also use the phrase 'evidence-instance to indicate that the qualitative data are now being recast as evidential statements for confirmation." M&F p. 41. (4) Recollected narrative-call it "personal communi cation". (5) "obervation" (p. 8). "inherit" instead of "inhe rent" (p. 16). "accept" where "except" is intended (p. 22). "was" when "were" is correct (p. 44). view ed (p. 45) "this not entail …" does need "does" (p. 94). "or" (not 'of') (p. 119). "intact" rather than "in tact" (p. 145). References are missing fro m the end of Chapter 3, e.g. Miller (1990)!(6) M&F argue in the same spirit as Clyde Coombs (1964), who distinguished between "observations" and "data" (he dealt only wi th observations in the form of numbers). What M&F call data, Coombs called observa tions, which only became data after application of one of the scaling techni ques coming to fruition and/or being developed by Coombs. The spirit is that infor mation, whether qualitative or

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2 of 2quantitative, comes to every researcher first in a raw form that must be refined before it can be used to make inferences.(7) Some of Hempel's rules (from M&F, p. 11):9.1 Df. An observation report B directly confirms a hypothesis H if B entails the development of H for the class of those objects whi ch are mentioned in B. 9.2 Df. An observation report B confirms a hypothes is H if H is entailed by a class of sentences each of which is directly confirmed by B. 9.3 Df. An observation report B confirms a hypothes is H if it confirms a denial of H.9.4 Df. An observation report B is neutral with res pect to a hypothesis H if B neither confirms nor disconfirms H.(8) By a 'methodologically unique class', we mean a situation where the researcher employs one dominant form of data collection, such as interviews, for instance. While such a situation is probably not realistic, i t is a logical possibility and for this reason is included. (p. 42).Return to: Purpose Description Related Works Rules Application of Rules Appreciation