Running head: PATTON READING REFLECTIONS

Review Patton All Reading Reflections

Karin Fonseca
Valdosta State University

PATTON READING REFLECTIONS

Review Patton All Reading Reflections

Preface
There have been three editions of this book. The first, written in 1980, dealt with the
qualitative methods and the emerging field of qualitative research. The second edition (1990)
dealt with how qualitative research was influenced by the theories and perspectives of research.
This edition, however, broadens even more by discussing the scholarly views and modern
research techniques that have developed in the previous decade.
An interesting trend in qualitative research is the debate of different methods as well as
different methodologies being used today as compared to previous use. The next section of the
preface deals with the organization of the chapters in this book. It gives a breakdown of what is
discussed in each chapter as below:
Chapter one gives a list of examples of qualitative research and
what is expected in the results of the study.
Chapter two critiques the strategies of research.
Chapter three explains the various qualitative methods to be
used.
Chapter four gives the qualitative applications.
Chapter five, six and seven offer guidance in the data gathering
of the study.
Chapter eight gives the focus for the data collected.
Chapter nine shows how to establish credibility from the research
study.
The final part of the preface gives the acknowledgements of the contributors to the book.
The preface of this book helps the researcher in understanding the important components of a
qualitative study and simplifies the use of this book in sections.
Review Patton Chapter 1 The Nature of Qualitative Inquiry
Patton starts this chapter with a well-known short story about the failure of a traveler
unable to realize the fruits of his labor. The traveler thought he had discovered a valuable fruit
when in actuality he was blinded and unable to tell the difference between a flower and an apple.
Patton starts of by describing the three types of qualitative data: Interviews, observations, and
documents.
Interview - An interview is a direct data collection method between the researcher
and the subject of the research. With face-to-face interviews the researcher is able
to ask questions and observe the reactions, answers and feelings from the question
asked. Also direct quotes are obtained in this process.
Observation - Observation is the act of observing the actions, behaviors, and
character of participants.
Documents - The final data collection technique is from documents. Researchers
study quotes, raw numbers and studies done by professionals, publications,
authors and all manners of written material.
Most research done in qualitative work is from fieldwork. Patton then discusses a study

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from Mary Field Belenky and colleagues (1986) of 135 women. The study was a broad report on
how the women viewed certain life events such as truth, life in general, and governing bodies.
The women interviewed where from a very broad backgrounds. In their study, the researchers
started with some categories that they keep and some they disregarded based on the interviews.
Likewise, some categories were created after the study began because of the information
discovered. The most pertinent information that emerged from their research was the rise of
voice in women. Throughout history women have been expected to be silent and unseen and in
the modern era the silence of women has been reversed.
The next part of the chapter discusses the study done by Peters and Waterman (1982) on
62 successful companies in America and formed eight characteristics that contributed to the
companys success. This research created a quality movement on how to run successful
companies. And also showed how a small sample of success in a field will transmit through the
entire field (This could related to the same type of study I have in mind, as studding the success
story of CrossPointe Church). A similar study, done by Stephen Covey (1990), uncovered seven
habits of successful people. Just like in the previous study, massive amounts of data was
recorded, but the information was funneled down into small core categories, those used still
today in many organizations.
In qualitative studies the quality of the information gathered is more important than the
quantity of data collected. Another study done by Angela Browne (1987) is on battered women
that committed homicide. This study was conducted with 42 convicted killers and probed in
depth the abusive relationships these women where in that drove them to kill their spouses. This
study was done with great detail and led to the formation of battered women syndrome as a
defense in such cases. This shows students of qualitative research the possible magnitude of
accurate in depth research.
The study done by Clark Moustakas (1995) was conducted on relationships between
couples and categorized three types of themes contribute to the growth of a relationship. Patton
then gives us some insist to a study done by him, Patton (1997), on the experiences of young
adults coming of age in tribes and modern coming of age traditions.
The next part of the chapter Patton explores four different reasons for using qualitative
research as below:
Listed initially as evaluation, program evaluation is the collection
of information to review a specific program or operation. The
purpose is to evaluate the outcome of a project or the efficiency
of a specific program.
The second need for qualitative research is the actually research
itself. This is the raw collection of quality research for the
purpose of knowledge.
Dissertations are usually done by graduate studies on specific
topics. The topics of dissertations are usually of some
importance to the graduate student and will have to meet the
approval of a board to see the value of the research done by the
student.
The personal inquiry research is the last type of research. It is
driven by a researchers need to understand a specific topic. This
research is done without the intention of writing a book but to
gain knowledge on something.

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The next part of the chapter deals with the difference in qualitative research and quantitative. A
study was done in a specific school district in the early 70s. The study was thought to be ground
breaking in its approach bringing accountability to the teachers and school facility. The
quantitative information gathered from the study showed a system that great variation in the
results. Results did show improvements in specific student categories on specific groups. In
contrast, a qualitative study was done on the surveys given to the teachers about the findings of
the quantitative study. The teachers were asked to comment on the study and their
accountability. The results were mostly negative and the open-ended questions asked gave great
insight to the unfairness and pressure placed on the teachers to produce positive results. Shortly
after the qualitative study was done the superintendent did resign and the format to the school
system was redone. This was made in part by the information obtained by the qualitative study
done that gave valuable information about the actions of the administrator's in the school system.
The role of the qualitative researcher is to be skilled interviewer and observer. Observing
peoples reactions, body language, tones, etc. are essential while interviewing people for studies.
Both these skills reinforce the quality of information received during interviews.
Review Patton Chapter 3 Theoretical Traditions and Orientations - Ethnography
This section of the book deals with ethnography and anthropology. Ethnography is the
earliest qualitative research in that it deals with the ways of human kind. It is the study of a
group of people and their culture. Ethnography's basic core is that any group of people that
interact with each other will develop a culture of its own.
Culture is a collection of behaviors that establish standards in a society. Ethnography
research involves the researcher deeply immersing into a group so that they can share in the
culture. The three styles of ethnography are holistic, semiotic and behaviorist.
Anthropologist normally studies groups from a remote setting. These cultures studied
have been considered primitive or less developed. Modern anthropologists are using
ethnography to study modern society. Studying the change in society is the bases for
ethnography. The use of ethnography can be applied to programs that develop a culture and also
help in modifications of that program.
Traditionally, ethnographers have immersed themselves into the groups they studied to
obtain the knowledge of the culture in the group. These groups range from small groups of
people to nations. Today, this fieldwork is changing because of the World Wide Web. It is now
possible to study groups by the use of virtual space.
Review Patton Chapter 4 Particularly Appropriate Qualitative Applications
According to Patton, Qualitative methods are designed as research tools. Most of the
information obtained for qualitative research comes from interviews and observations.
Qualitative methods are not for every research project. This chapter gives information on when
to use qualitative methods in research. In the modern era, quality is the main focus on marketing
and production. Customers are demanding quality in products. The book poses an interesting
question if quality education can be accomplished in a public school system. Quality assurance
and program evaluation are used to determine if a program works. Quality assurance in the
United States started in 1975 with the Community Mental Health Act Amendments. These

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amendments required peer reviews. Use of clinical records, interviews, and reviews were done to
make sure the quality of care was provided and maintaining cost effectiveness.
Outcome evaluations are the focus of accountability driven evaluations. This is based on
the accountability of using public funds to achieve a political design. Individualized outcomes
are the matching of services and treatments to the needs of individual clients. For social and
educational programs to be successful, it is necessary to adapt to the needs of their clients. An
example of individualized outcome is open education. In open education the results of an activity
can result in different outcomes for different students. It is necessary for teachers to permit the
varied results from this activity to not be standardized. Qualitative studies offer a way to capture
and interpret these results. The more a program moves away from standardization the more the
need to use qualitative studies to interpret the results.
Process studies are on how an event happens rather than the results or outcomes of it.
Patton gives and example of a therapist and patient. The interaction between patient and doctor
would be a process study and not the actual results of the therapy. Qualitative research is
especially appropriate for this kind of study for four reasons. The interaction among people is a
unique process that needs recording. The interactions themselves are unique and need to be
recorded. The recording of this kind of data is easier to catalog. Finally, peoples perceptions
are the key to the process. In short, process studies are the studies on how programs work and
how effective the programs are even thought the intended results differ from the actual results
recorded.
Implementation evaluations are done after a progress is up in running. Sometimes
programs are designed and initiated with little regard to the functionality of the end results. An
implementation evaluation reviews the program at this point. Is the program doing what is
designed to do? Has the program deviated from its purpose? Patton states that is quite normal
for programs to deviate from its original design.
Patton also discusses logic models and theories of action. A logic model is a descriptive
model of designed inputs and outputs and how they interact. A theory of action, similar to theory
of change, must show the relationship of the strategies to the actions. Theory of action is
research based and theory of change is based on practice. Evalubility assessments are done with
the use of interviews; document analysis to determine is the study is consistent and
conceptualized to prove the overall effectiveness. It also allows for assurance in model and
theory use. Evaluabilty assessments are important improvement oriented experiences that can
influence changes in the program.
Further, Patton focuses on comparing programs and focusing on diversity. It has been
shown that using standardized means to compare programs on national levels can distort the
results. It is necessary to use a holistic approach when collecting such data on grand scales.
A prevention evaluation is the next topic in the chapter. It is difficult to determine the nonoccurrence of an event. It is even more difficult to evaluate it. This prevention evaluation is
mainly for long term social or health related programs. These evaluations are designed to
determine if attitudes or ways change because of prevention. Patton also discusses the recording
of data over time and investigating the system changes. Development is a time based processes
and sometimes difficult to study. Some programs may change operations often thus making
recording effectiveness difficult. It up to the researcher to adapt and design a qualitative inquiry
to study these complicated systems.
Goal free evaluation is the next topic discussed by Patton. A goal free evaluation is an
evaluation without goals in mind. All that is recorded is the outcomes or results of the actions

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going on in the program.

The reason or such evaluations is to avoid missing any valuable
data that could be overlooked if the researcher has a specific
goal in mind.
The second reason for a goal free evaluation is to prevent the
researcher looking for side effects from the work.
The third reason is to prevent any bias when looking for goals.
The final reason is to give the researcher freedom from the
burden of looking for goals.
Goal free evaluations are looking for the actual effects of a program and not restrained to look
for a preset value or goal.
A responsive evaluation is an evaluation that uses a set plan to
observe and record data. Through the use of interviews,
displays, and graphs the researcher records the results of a
program. Responsive evaluations main goals are to identify the
main issues and people involved in a program. Use documents
of the program to determine the issues at hand in the program.
Observe the actions of he program before recommending any
changes. Next, the researcher uses responsive evaluations to
establish continuing qualitative research on the program and
design an evaluation on the previous steps. The researcher then
reports the information in a clear understandable manner and
reports this information to the appropriate personnel.
Illuminative evaluations are used to address complex sets of
questions that arise and sued to study how the program actually
works. This evaluation is used to examine the context of a
program.
Connoisseurship study uses the researchers own experience to
base judgments on a particular program. This differs from a
responsive evaluation in that responsive place the subjects of the
research as the core of the evaluation. Connoisseurship
evaluations decisions are highly interpretive from the
researchers expertise. These evaluations can be seen as
political.
The next focus of Patton is the Utilization Focused Evaluation. These evaluations focus on the
organization and users of the evaluation forming the strategies and framework needed by the
organization. Many of the questions asked in the evaluation are designed before any data is
collected.
Personalizing and humanizing evaluations are used when a
personal touch is needed. These studies are done on personnel
and may not use the quantitative side of research. This method
may avoid using numbers in the evaluation.
Action research and action learning are methods of research
done to improve the ways things are done.
Appreciative inquiries focus on the assets of and organization

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rather than the problems within. This inquiry is used to help the
mindset of an organization in positive and helps creative
thinking.
Participatory research and evaluations uses the research subjects
as investigators. This helps bring the subjects into the process
and helps develop them from the information gathered. This
process does create a sense of ownership by the subjects
because they are directly involved in the analysis. Use of this
method must be careful because the subjects being used are not
researchers and this must be considered when relying on them
for data.
Democratic dialogue and deliberation is a very broad topic in the
book. This topic talks about a grander scale of research. For a
democracy to function properly, the citizens of the organization
must be well informed and educated about the function they play
in the democracy. Democratic evaluations disprove the belief
that decisions should be based on facts or measurements. By
involving the subjects in the evaluation process, more informed
test subjects emerge with a better understanding of the study
done on them.
Unobtrusive measures are tests done to be unnoticed by the test
subjects. The book gives examples to include the carpet wear of
exhibits in a museum. This would show who is looking at which
exhibits. These testing measures are done so that test subjects
are unaware of the testing going on. This is because tests
subjects my act or behave differently than normal if they are
aware testing is going on.
The next section of interest in the book, as stated by Patton is about adding to quantitative
research. After the collection on raw data has been done on a quantitative research, it may be
necessary to do a qualitative study to give validity to the data received. This is a way of
explaining; broadening or extending what was discovered in the field studies. Legislative
auditing and monitoring is used to monitor legislative acts. Qualitative research is used in
evaluation of programs to make sure the programs are being run in the manner legislation
designed. Also, as with many programs, to determine if the program being studied can be
improved.
The last part of this chapter involves anticipatory research. Qualitative research involves
research on past work of programs, as well as, future possibilities in order to affect actions in the
future. Qualitative plays a role in both past and future research. It is necessary to be flexible and
able to adapt in research. It is to often people and companies become set in practices and trapped
in their way of doing things. It is up to researchers to stay alert to many possibilities available to
change for the better.
Review Patton Chapter 5 Designing Qualitative Studies
With this chapter, a very rich chapter indeed, Patton focuses on some possible ways that
the researcher can match the design in accordance tot eh questions of the phenomena being

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studied. It focuses on the problem and the research design. He enforces the need for the
researcher to be strategic and practical while creating evaluation designs. The fundamental
criterion is to be extremely clear about the purpose of the study or evaluation. When the
researcher is clear and the design is aliened with the problem it will allow for an understandable,
credible and above all relevant study. Therefore, when the researchers has clarity on the purpose,
and who the study is intended to, it will be easier to look at one of the options above that will
guide the study, data gathering, methods, and analysis decisions.
Paton states, Meta- Evaluation is an evaluation of an evaluation. A great deal can be
learned about evaluation designs by conducting a meta-evolution of historys first program
evaluation (p.211). Patton reinforces the importance of recognition and clarity of purpose
during a research project, as all that falls after is directly affected by it, such as design, methods,
measurement, analysis and so on. He defines five types of purposes decision that will allow for
methods decision, and studies will be judged depending on standards that vary for each of the
following types of research:
Basic research: To contribute to fundamental knowledge and
theory.
This research is done with the purpose of understanding
knowledge and how the world operates. The nature of the
phenomenon is being studied. The idea is to develop a
contribution to what is already known. Normally this type of
study takes form of a theory to explain the phenomenon, as it
adds to the knowledge of the subject.
Applied research: To illuminate a societal concern.
This type of research focuses on the human and societal
problems. This type of research tends to contribute to the
knowledge of the problem so that it can be intervene allowing for
people to control their environment. This allows for testing of
applications, policymaking and real world problems. These
studies are normally influential to a particular time, place and
condition.
Evaluation Research: This research tends to examine and judge the processes used and
the outcomes to attempt for a particular solution of a problem; it is one step further than just
understanding the problem and testing it. This type of research can be applied to any subject that
tried to solve a problem and developed the planned change.
Summative evaluation: To determine program effectiveness.
Patton states Summative evaluations serve the purpose of
rendering an overall judgment about the effectiveness of a
program, policy, or product for the purpose of saying that he
evaluand is or is not effective and, therefore, should or should
not be continued, and has or does not have the potential of
being generalizable to other situations (p.218).
Formative evaluation: To improve a program. As stated by Patton
Formative evaluationsserve the purpose of improving a
specific program, policy, group of staff, or product (220). It
focuses on shaping the thing that is being studied. There is no
attempt to generalize findings other than the setting where the

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study is taking place.

Action research: To solve a specific problem. This theory to
action focus on solving particular and specific programs within a
program, an organization or community. This is a less systematic
process and more informal and directly related to the people,
place and problem being studied.
Patton expresses the importance of understanding the variation of purposes along with the
above theory-to actions, as they will guide and lead to different conceptualization forms,
different designs, ways of gathering data, and different ways of data analysis. Although there is
no perfect design, there is always the possibility of trade-offs, particularly with the research
questions as to defining what is exactly that the research wants to know. Patton states,
Qualitative methods permit inquiry into selected issues in great depth with careful attention to
detail, context and nuances; that data collection need not be constrained by predetermined
analytical categories contributes to the potential breadth of qualitative inquiry(p.227).
Qualitative though, provides great and detail information on a much smaller number of
participants than quantitative studies. Therefore time and effort are fundamental strategies for a
profound qualitative study, as to further understand what we are trying to learn about the
phenomena.
Units of Analysis The key issue in selecting and making decisions about the
appropriate unit of analysis is to decide what it is you want to be able to say something about at
the end of the study (Patton, 2002, p.229). The only way the researcher can make good
decisions about samples and sample sizes is to first understanding what is the appropriate unit of
analyses for the study.
Patton provides a list of 16 sampling strategies which are divided in Random probability
sampling and purposeful sampling. This is a great characteristic of a qualitative approach, as the
methods and logic for determining the sample size are quite different in the quantitative
approach. Normally for qualitative studies samples are small and can be done with a single
particular case. Although there is no rule for sampling in qualitative size, it is important to
understand that it is correlated to what the researcher wants to know, the purpose of the study,
what will be useful, what will allow for validity and credibility, and what affects the time and
resources needed to complete the study.
Under Random probability sampling, which serves a purpose of
representativeness as a sample size of a population size and
desired confidence level we have: simple random sample, and
stratified random and cluster samples.
Under the Purposeful sampling which is design to strategically
select information-rich cases purposefully, as in accordance to
the study purpose and resources are: Extreme or deviant case
(outlier) sampling; Intensity sampling; Maximum variation
sampling; Homogeneous sampling; Typical case sampling;
Critical case sampling; Snowball or chain sampling; Criterion
sampling; Theory-based sampling, operational construct
sampling, or theoretical sampling; Confirming and disconfirming
cases; Stratified purposeful sampling; Opportunistic or emergent
sampling; Purposeful random sampling; Sampling politically
important cases; Convenience sampling; and Combination or

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mixed purposeful sampling.

Patton adds, the validity, meaningfulness, and insights generated from qualitative inquiry have
more to do with the information richness of the cases selected and the observational/ analytical
capabilities of the researcher than with sample size (p.245). The fundamental part of this
process for the researchers is to he/she is able to fully describe and justify the decision made
toward the sampling procedures.
Emergent Designs and Protection of Human Subjects protection of human subjects and
IRBs review is crucial for the development of emergent designs, as it poses special
considerations. Asking for these approvals can be done in process or stages, first the framework
of study and later the independent fieldwork related issues such as confidentiality and informed
consent, etc.
Methodological Mixes, is when a study uses more than one particular sampling strategy
and includes various types of data. Triangulation can strength any study by combining methods
and Patton states four types of data triangulation use:
Data triangulation use various data sources in the study
Investigator triangulation use various researchers in the study
Theory triangulation use multiple perspectives to interpret a
single set of data
Methodological triangulation - use multiple methods to study a
particular single program or problem
Again, at this chapter Patton reinforces the need to clearly understand the purpose of the
study sot that design and methods decision can best be made. There is no formula or simple
answers, but by truly understanding the purpose of the study could guide to making those
decisions. It is important for qualitative researches to be open and flexible and allow for
emergent issues and exploration of the phenomena as it will provide and allow change in the
process. Patton states, qualitative designs continue to be emergent even after data collection is
begins (p.255). Indeed all depends on the design chosen and as we known different methods
will allow for different findings, the idea is to really think the process through in order to best fit
the design that will answer the research questions and allow for useful information as to the
purpose of the study.
Review Patton Chapter 8 Qualitative Analysis and Interpretation
This chapter is an extensive chapter that deals with qualitative analysis and interpretation.
Challenges - The challenges of qualitative study are dealing with an extended amount of
information and data. The focus is to reduce the amount of data while searching for significance,
patterns and themes in order to construct a framework that focus on the phenomena being studied
and allow for the purpose and research questions to be found.
Purpose as Context Defining the purpose of the study is fundamental as to what norms
and expectations will be used and how they will be presented depending on the research design.
The main point is that the entire analysis of the study will depend mainly on the purpose and the
audience for the proposed studied.
When Does Analysis Begin? The nature of qualitative studies makes harder to define
the difference in between data gathering and data analysis. In general when data collection is
done is when the final analysis is provided, based on the research questions that were generated
and the analytical insights the emergent data gathered provides. It is an ongoing process from

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beginning to end.
Thick Description rich descriptions are essential and provide the base of qualitative
studies. It takes the readers into the settings and problems being described. Researchers should
use rich, detail, concrete descriptions of the entire observations and data gathered, people and
places.
Options for organizing and reporting qualitative data:
Storytelling approaches can be done with Chronology and history or
Flashback
Case Study approaches can be done with People; Critical incidents; or
various settings
Analytical Framework approaches can be done with Processes; Issues;
Questions; or Sensitizing concepts
Organizing the Data Data generated by qualitative research is extremely abundant.
Starting with an inventory will help, label data, complete verbatim transcripts, memos
gather all information and get the sense of the entire information as a whole. It is important
to have complete data.
Protecting Data back up data and copies of all of your data are extremely important as
well as keeping the information safe. There are also confidentiality involved and that is another
reason why is so important for keeping data safe. Patton recommends having one copy kept safe,
one printed for analysis, one to write on and one to copy and paste (p.442).
Computer- Assisted Qualitative Data Management and Analysis there are many
software and computers system that can help in the analysis of data, organization of documents,
coding, comparing, and liking data. It helps to access most data in one place and having easy
and fast accesses to categories and comparing data gathered. It is a tool that helps and assists but
the researcher is the one that will qualify the data in its relevance to the study. It is important
also that the researcher understands the difference in between the many programs that are out
there and Patton named a few.
Case Studies Patton states, Case analysis involves organizing the data y specific cases
for in-depth study and comparison (p.447). Case study that is well developed is holistic and
context sensitive. Case studies are analysis of a particular phenomenon, and what constitute the
case is defined in the beginning of the project by the purpose, design and sampling. The case
study can be layered as well, as Patton determines, the term case study can refer to either the
process of analysis or the product of analysis, or both (p.447). It is crucial though that each
individual case is first analyzed separately when considering a cross-case comparison.
Furthermore, case studies must be able to place the reader into the situation or experience being
studied, it must be detailed, rich, and easily understood.
Pattern, Theme, and Content Analysis content analysis is used to refer to any
qualitative data reduction and sense-making effort that takes a volume of qualitative material and
attempts to identify core consistencies and meanings (Patton, 2002, p.453).
Inductive analyses is when researches are discovering patterns, themes and categories in ones
data and emergent issues may occur, on the other hand, deductive analysis is when the analyses
of data is done according to an existing framework.
There are different approaches to analyze data indicatively, they are:
Indigenous Concepts and Practices identifying with an inventory and
key phrases and terminology as well as practices that is particular,
unique to the people of the setting being studied.

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Sensitizing Concepts it refers to categories that the analyst bring to

the data, it helps in the orientation of the fieldwork.
It is important to notice that concepts never substitute the essential part of qualitative
research witch is the actual description of events and what people say.
Indigenous Typologies a more complex analytical strategy as Patton
describes, are classification systems made up of categories that
divide some aspect of the world into parts along a continuum (p.457).
Analyst-Constructed Typologies looks for patterns, themes and
categories, which the researcher can than construct a typology to
clarify the findings.
Coding Data, Finding Patterns, Labeling Themes and Developing Category Systems Making sense of the data gathered and developing themes and codlings are the first step in
analysis of research. It is extremely important for the researcher to be able to determine the
significant parts of data.
Frist read field notes and interviews comment on margins or postit notes explaining how the data can be used in the research.
Second label all the files index book
Write codes on the data
Then develop the formal coding (use of different colors might help)
Develop analytical triangulation by having other person code
separately for comparison
The elaborate classification system normally emerges during coding
Patton provides a list of codes that he has used in his studies
(p.464).
Use of software can help in the coding process as well.
This will produce a framework for organizing and describing the
data collected during the study.
Convergence understanding what fits together recurring
regularities in the data gathered that can be divided into internal
homogeneity (data bound together meaningfully) and external
heterogeneity (differences that are bound together).
Different classifications can emerge and must be determine which
will add to the study.
Finally the category system is tested for completeness.
Divergence analyst must flesh out the categories with use of
processes of extension, bridging and surfacing.
When sources have been exhausted ad thoroughly examine the
process is complete
Patton also explains the interpretation of findings stage of the research process as the
researcher should interpret for meaning, use comparisons, causes, consequences and
relationships as going beyond the descriptive data.
Further the author provides knowledge related to two of the major theory oriented
analytical approaches to qualitative research, which are:
Phenomenological Analysis Patton states, Phenomenological
analysis seeks to grasp and elucidate the meaning, structure,

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and essence of the lived experience of a phenomenon for a

person or group of people (p.482).
Ground Theory Patton states, ground theory focuses on the
process of generating theory rather than a particular theoretical
content (125). It starts with basic description and further
develops the conceptual ordering to then theorizing.
After defining and explaining the importance of the approaches above, Patton adds to the
special analytical issues and frameworks such as reflexivity and voice; Collaborative and
participatory analysis; The Hermeneutic circle and interpretation; Analyzing Institutional
Documents; Dramaturgical Analysis; and Finding Noting.
Reflexivity and voice is analyzing and reporting during the
research processes the researchers own voice and perspectives
in order to add validity and authenticity to the study.
Triangulated reflexive inquiry is the process of self-reflexivity,
reflexivity about those studied and reflexivity about audience.
Collaborative and participatory analysis allows for researches to
work with nonresearchers to collect and analyze data. Requires
for skills to be developed so those involved can acquire analytical
thinking.
Hermeneutic focus on interpreting and improving understanding
to the parts and the whole of the study.
Analyzing Institutional Documents- looking at institutional
documents with the purpose of analyzing the social contexts in
the every day life in the area they are used for.
Dramaturgical Analysis - uses theatrical metaphor, and takes
act, to understand the social interaction, creating meaning and
establishing purpose.
Finding Nothing with qualitative study, there is always
something to be found, even if it is not what was first intended
to.
Synthesizing Qualitative Studies is a way the research builds
upon existing theory with induction and interpretation.
Reporting findings the main focus here is quality, not size. It
again connects to the purpose of writing, as the researcher will
then have to present the convincing report with the substantial
data and express what was learned in the process.
Communicating with metaphors and analogies - metaphors and
analogies can be great ways of expressing and communicating
findings in the research; however, researchers must use caution
on how to use them in order to avoid offending the audiences.
Drawing Conclusions - Once again, purpose of the study is
directly related on the process of drawing conclusions.
This chapter provides extensive and detail information on qualitative analysis and interpretation,
and is a source of material that as a qualitative researcher will be reviewed many times to further
skills and tools that can be used in the research process.

PATTON READING REFLECTIONS

14

Reference
Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oks, CA:
Sage Publications, Inc.