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| List of Tables and Figures | |
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| List of Examples | |
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| Introduction | |
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| Why Are Analysis and Interpretation Necessary? | |
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| Why Are Analysis and Interpretation Necessary? | |
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| What Are Qualitative Data? | |
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| What Are Quantitative Data? | |
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| What Is Analysis? | |
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| What Is Interpretation? How Research Results Become Complete Ethnographies | |
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| Summary | |
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| Analysis in the Field | |
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| Recursivity in Ethnographic Research and Analysis | |
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| Initial Analysis in the Field | |
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| Inscription and Head Notes | |
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| Description, Scratch Notes, and Field Notes | |
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| Transcription, Recording, "Copying," and Scripting | |
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| Summary | |
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| Tidying Up, Cataloging, and Creating Data Inventories | |
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| Steps in Organizing and Cataloging Data | |
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| Steps in Tidying Up | |
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| Reasons for Tidying Up | |
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| Summary | |
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| Recursivity, Induction and Deduction: Moving between Levels of Abstraction | |
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| Recursivity Reviewed | |
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| Induction, Deduction, and Levels of Abstraction | |
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| Moving between Levels of Abstraction: From Concrete to Abstract and Back | |
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| Generating Explanations: From Local to Substantive Theories and Back | |
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| Summary | |
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| Ways to Begin Analysis | |
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| A Common Stereotype | |
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| Initiating an Analysis | |
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| General Coding and Specific Coding | |
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| Beginning with Formative Theories | |
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| The Recursive Process Again | |
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| How Results Emerge from Data | |
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| Emergence and Cognitive Processing: How Does It Begin? | |
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| Aggregating and Disaggregating Phenomena: Finding the Pieces and Explaining Why and How They Go Together | |
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| Defining the Item and Variable Level of Analysis | |
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| Some Analytic Strategies | |
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| Summary | |
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| Specific Coding and Initial Quantification | |
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| Beginning with General Levels and Moving to More Specific Levels of Aggregation and Disaggregation | |
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| What Is a Code? | |
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| What Do Qualitative Codes Look Like? | |
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| Other Characteristics of Codes | |
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| Where Do Codes Come From? | |
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| Precoded Data | |
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| Kinds of Codes or Categories | |
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| Limitations of Coding | |
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| Summary | |
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| Coding and Creating Qualitative and Quantitative Codebooks | |
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| Creating Initial Codes in Ethnographic Research | |
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| Creating Qualitative Codebooks | |
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| What Is a Codebook? | |
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| Creating Quantitative Codebooks | |
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| Team Ethnography and Coding in Teams: Deductive, Abductive or Recursive, and Inductive Coding | |
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| Using a Computer to Code Data | |
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| Summary | |
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| Managing Qualitative and Quantitative Data with Computers | |
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| How Computers Facilitate the Organization and Storage of Text Data | |
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| What Computers Cannot Do | |
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| Using Computers to Code, Manage, and Analyze Qualitative Text Data | |
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| Selecting Data Entry and Analysis Hardware and Software | |
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| Developing a Data Entry System | |
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| Entering Data | |
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| Constructing New Variables | |
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| Developing the Structure for a Quantitative Database | |
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| Data Management | |
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| Consolidating Quantitative Data (Data Reduction or "Crunching") | |
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| Summary | |
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| Analyzing Ethnographically Based Survey Data | |
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| Introduction: Why Do Ethnographers Use Surveys? | |
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| How Ethnographic Surveys Differ from Other Surveys | |
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| Logical Processes: Returning to the Original Research Questions and Formative Model | |
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| What Are Variables? | |
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| Steps in Describing Ethnographic Survey Data | |
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| Integrating Qualitative and Quantitative Data | |
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| Resolving Differences between Quantitative and Qualitative Results | |
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| Summary | |
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| Creating Preliminary Results: Putting Parts Together | |
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| Creating More Complex Data Patterns and Explanations | |
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| The Pattern Level of Analysis: Linking Related Groups of Items and Units Together and Identifying Related Explanatory Variables and Factors | |
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| How Do Patterns Emerge from Data? | |
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| Grouping Patterns within Domains to Create Structures and Substantive Theories | |
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| Summary | |
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| Fine-Tuning Results and Beginning the Write-Up | |
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| Strategies for Getting Started | |
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| Reexamine the Theoretical Framework | |
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| Review the Research Questions | |
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| Create Some Vignettes | |
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| Write Some History | |
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| Describe a Social Process | |
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| Create Summaries of Interview Data | |
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| Create Summaries of Test Score or Precoded Survey or Questionnaire Data | |
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| Create Collections of Quotations from Documents or Interviews | |
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| Create or Refine a Conceptual Framework and Draw a Graphic Picture of It | |
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| Use Standard Narrative Form | |
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| Borrow a Narrative Form from the People Being Studied | |
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| Develop a Metaphor | |
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| Describe the Functions or Organizational Structure of a Group | |
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| Write Up the Critical Events in Chronological Order | |
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| Make a List of the Most Important Empirical Facts | |
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| Create a Display, or, When in Doubt, Draw a Picture! | |
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| Summary | |
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| Creating Interpretations | |
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| Introduction: Strategies for Initiating Interpretation of Research Results | |
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| Brainstorm and Speculate with Research Partners | |
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| Review the Research Questions | |
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| Review the Formative Ethnographic Theory Used | |
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| Review the Relevant Theories | |
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| Repeat the Analytic Strategies That Produced Research Results | |
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| Present a Contrasted Insider and Outsider Perspective | |
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| Look for Program Relevance | |
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| Look for Policy Relevance | |
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| Evaluate the Project | |
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| Consider the Audience | |
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| Summary | |
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| References | |
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| Index | |
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| About the Authors and Artists | |