Responds to an article in the same issue of this journal about educational criticism as a form of qualitative inquiry. Invites the authors to address questions regarding the differences in purpose and commitments between art and science and the definition of educational criticism as a form of qualitative research. (SR)

Responds to an article in the same issue of this journal about educational criticism as a form of qualitative inquiry. Asks whether such criticism should count as research if it is not accompanied by a full demonstration of its consensual validation, structural corroboration, and by exploration of reasons why the critic gives a particular…

Responds to an article in the same issue of this journal about educational criticism as a form of qualitative inquiry. Argues that research and criticism should be viewed as different forms of inquiry leading to different kinds of understanding. Suggests adding another item, "validation of learning," to the list of criteria for…

Responds to points raised in five articles which responded to an article by these authors (Flinders and Eisner) in the same issue of this journal about educational criticism as a form of qualitative inquiry. (SR)

This paper focuses on the pedagogical beliefs and practices of immersion teachers in a large midwestern city. (JL)

The parameters of full-information item factor models of varying dimensionality and mixed-measurement models of varying numbers of latent classes were estimated in 1,000 responses to a measure of Positive Interpersonal Engagement. The most appropriate representation of the data and deciding between mixed-measurement and dimensional representations…

Very realistic spoof of research and scholarly writing. Reports on quantitative and qualitative research into "self-nurturant" (self-indulgent) behaviors and related personality patterns such as the pollyanna, the sulky hedonist, and the guilt-ridden masochistic indulgent. (SV)

Interviews, questionnaires, and participant diaries of 36 adult students were used to investigate the process of becoming a student. The stages of qualitative research were examined: preconceived theory, emergent themes, refinements, secondary analysis, and establishment of grounded theory. (SK)

Extends a conversation begun in response to issues the authors identified in their own work as writers of qualitative research and in the works of others. Discusses theory, methodology, representation and legitimation, and writing and write-up of qualitative research. (RS)

Eight individuals from larger study of lay persons who interpreted Family Adaptability and Cohesion Evaluation Scales (FACES-III) adaptability items were interviewed in-depth concerning their understanding of adaptability items of regular FACES III and two alternate versions. Qualitative results suggest that participants may not be understanding…

Describes biographical/life story methods used to explore the underrepresentation of women in computing courses in the United Kingdom. Explains how interviews were structured and conducted and illustrates the method of transcription used. (SK)

Examines the impact of a bimonthly support group on the successful adaptation of women reentering the academic environment to earn teaching degrees. The support group enabled the 17 full-time women students studied to identify common problems and concerns, as well as to promote and encourage shared success and continued motivation. (JPS)

This qualitative case study examines the facilitated communication method within the context of general communication. It stresses that understanding the intent and meaning of an individual's communication is a complex process that encompasses verbal and nonverbal messages. Various strategies of both partners to clarify and interpret messages are…

Five issues that emerge in institutional research when studying diversity on campus are identified: (1) the researcher is part of the change process; (2) in framing research questions, focus on the institution; (3) combining qualitative and quantitative methods can provide greater insight; (4) diversity touches all institutional elements and…

Examines interracial group dynamics from the perspective of coalitions that are formed by the racial identity attitudes of group members, not only by their racial categorization. A case study illustrating coalitions that were formed between group members from the same and different racial groups is provided. (Author)