ANALYZE DATA

This study uses grounded theory to study the effects of this case analysis/case writing approach to professional development for those involved with young children and their families.

Using grounded theory involves identifying a research problem, immersion in a social milieu, and observation of both self and others. The personal journal allows the researchers to keep track of personal feelings and reflections and to monitor emerging hypotheses and the search for disconfirming evidence. Extensive observations over time as well as content analyses of records such as chat scripts, e-mail communications, and other student work allowed triangulation of outcomes. Data are compared and contrasted many times. The issues that emerge from such extensive comparisons come from shared experience and lead to documentation of core variables. The constant comparative method using open-ended coding contributes to the richness of the theory and the categories and theoretical constructs. Already published literature related to the specific topic studied is used to extend the theory which has emerged from the behavior patterns observed and the data gathered (Hutchinson, 1990; Strauss & Corbin, 1994). This inductive, grounded approach is in contrast to a deductive format where the literature is first reviewed and forms the base for a particular study.

Such a process was used by the researchers in this project. Throughout the professional development period, tentative hypotheses were generated and disconfirming evidence recorded. The evidence was read, reread, and coded and exchanged between researchers who reviewed each other's data. The first time the data were read for an eye to general content and themes. During the second reading, coding of separate topics across the themes in the various sources was completed. The third reading included attention to disconfirming evidence--was there data to support themes and hypotheses other than those originally developed? what was this data? Tentative themes were revised. During the fourth reading, representative samples within each theme and data source were selected. Ongoing discussions clarified questions the data and confirmed emerging variables. At the conclusion of this process the common core themes (effects) were identified and connected to already published professional development literature.

Return to EFFECTS

Return to INTEGRATED DISTANCE EDUCATION MODEL.