This article describes the functions of ethnography and the primary themes that form the foundation for qualitative inquiry generally and ethnography specifically, as applied in the fields of education and communication disorders. Quantitative and qualitative methods are compared for inquiry conditions, analysis, researcher's role, orientation,…

Data on adoption of 43 user-developed computing applications in 3 large corporations were analyzed to develop an empirically grounded model of the adoption process for intellectual technologies. A five-stage model consisting of Resource Acquisition, Application Development, Adoption/Renewal, Routinization/Enhancement, and External Adoption was…

Discusses methodological issues concerning qualitative research and describes research practices that qualitative researchers use to address these methodological issues. Topics discussed include the researcher as interpreter, the emergent nature of qualitative research, understanding the experience of others, trustworthiness in qualitative…

The article discusses the role of ethnography in anthropology, noting the values and goals of ethnographic research in cultural anthropology. It examines what is involved in conducting ethnographic research, focusing on specific concepts, principles, assumptions, and characteristics, and it discusses the value of ethnography in education. (SM)

Analysis of 395 recent dissertations in early childhood special education found that less than half included children with disabilities, but many incorporated experimental designs, employed qualitative procedures, and targeted social/behavioral and communication topics. Results suggest an increased emphasis on systematic investigations of…

Discusses a cautionary, honest approach to qualitative business communication research, which adds validity and strength, used in a study of a hospital discourse community. (RS)

Examines supervisory communication patterns used to indicate immediacy toward subordinates. Notes that data were qualitatively obtained from MBA students who participated in focus group interview sessions. Reveals and discusses 11 immediacy categories. (SR)

Describes a method for inducing a theoretical model of a series of events that occur in an ongoing process. A data analysis method that transforms narrative data into event histories is explained, a spreadsheet display that compares event histories is described, and future research is suggested. (17 references) (LRW)

In spite of the scarcity of empirical studies of evaluation, such studies are critical to development of evaluation theory. Illustrative examples are given of studies of evaluation practice that operationalize theory. Although practitioners should continue public reflection, they must also focus on the independent and empirical study of…

Investigates the effect of poem selection on therapeutic process and outcome. Examines the use of three different poems by three different therapists in a variety of contexts. Concludes that the "success" or "failure" of poems is based, in part, on what the therapist and poem ask of a client. (SR)

Examines 288 interpersonal-research articles published during the past 25 years in this journal. Develops a 17-part categorization system to account for each of the articles. Places the categories in relationship with one another to create a model of interpersonal communication consisting of seven components: culture, internal states,…

Through a layered analysis that reinterprets previous research experience with middle-schoolers, considers how being positioned researchers changes the interpretations or texts inscribed on their research interactions. Researchers create texts that unintentionally conceal the direction and nature of their "invasiveness." Conundrums abound in…

Qualitative methods are used to analyze data about how Association of American Universities institutions responded to the Reserve Officer Training Corps policies excluding homosexuals between 1982 and 1992. Seven different positions universities took, from support for the policy through neutrality and challenge, are identified. (SLD)

Interviews with 18 nursing students elicited views on curriculum issues, program support, and communication. Comparison of these qualitative data with data derived from teacher-devised criterion statements revealed incompatibilities. An eclectic approach to evaluation that includes students'"stories" was recommended. (SK)

Phone interviews explored the attitudes of 27 course directors regarding continuing medical education (CME) needs. The action-reflection practitioner-inquiry method involved physicians and CME leadership in joint discourse for planning CME programs. (Author/JOW)