Data from a parent training outcome study demonstrated three types of subject reactivity noted by observers while collecting naturalistic observation data in family homes. Suggestions are made for future research, including the systematic collection of reactivity data during the course of observations and the examination of covariations between…

The paper describes a naturalistic evaluation study of an enrichment program for gifted learners in Newfoundland. The pull-out program (for two half days out of six) is described in terms of audience concerns and issues, standards, program components, and data-generating techniques (observations and interviews). The evaluation led to a report…

Interest is growing in naturalistic inquiry and qualitative methods in educational inquiry. Naturalistic inquiry refers to a paradigm of inquiry with two major features: a low degree of manipulation or control of the variables prior to the inquiry and a low degree of constraints imposed on the outcomes of the inquiry. Qualitative methods seek to…

This collection of seven short articles discusses the role of naturalistic observation in program evaluation. There are criteria that evaluators explicitly or implicitly use to reach conclusions. These papers discuss these criteria and try to determine what constitutes legitimate evaluation knowledge. (RB)

Emerging criteria are reported for judging the trustworthiness of action research studies as compared to the criteria established for judging the trustworthiness of other forms of naturalistic inquiry set forth by Y. S. Lincoln and E. Guba (1985). Differing conceptions of the nature of action research are delineated, and their accompanying…

This paper explores the variety of qualitative methods available, in the context of a larger quantitative-qualitative debate in the field of educational evaluation. Each approach is reviewed in terms of the work of its major proponents. The dominant forms of qualitative evaluation include: (1) ethnography; (2) naturalistic inquiry; (3) generic…

The methodological issue of qualitative versus quantitative research is addressed, and the argumentation of research using interview methods for research is explored. Warrants of the type that are used in arguments generating conclusions from interview data are included. (KR)

Egon G. Guba and Yvonna S. Lincoln were among the first to develop a set of extensive criteria for establishing naturalistic inquiry as a disciplined research methodology. The naturalistic paradigm--also called post-positivist, ethnographic, phenomenological, and qualitative--has gained acceptance as a legitimate alternative to the previously…

Continuing the interchange of ideas about evaluation methodology, the authors argue the advisability of using the entire array of methods to produce useful and persuasive findings. There is, ultimately, a truth to be sought, but no one approach has a monopoly on finding it. (SLD)

Evaluation is viewed as essential to decision making and social policy development. Since conventional methods have been disappointing or inadequate, naturalistic inquiry (N/I) differs from conventional science in minimizing constraints on antecedent conditions (controls) and on output (dependent variables). N/I is phenomenological rather than…

Discusses qualitative research and its application to educational evaluation. Approaches discussed include the following: (1) ethnography; (2) naturalistic inquiry; (3) generic pragmatic (sociological) inquiry; (4) connoisseurship/criticism; (5) metaphors; and (6) phenomenography. (FMW)

Presents an overview of the goals and procedures of qualitative research, and discusses linkages between epistemologies and methodology. Reviews possible guidelines involved in the several steps of the evaluation process of qualitative research, emphasizing naturalistic research with families. Reviews common problems with qualitative research.…

Some aspects of fourth generation evaluation procedures that have been advocated by E. G. Guba and Y. S. Lincoln were examined empirically, with emphasis on areas where there have been discrepancies between theory and field-based experience. In fourth generation evaluation, the product of an evaluation is not a set of conclusions, recommendations,…

The representativeness of behavioral observation samples with durations of less than the whole time of interest was investigated with five profoundly mentally retarded physically handicapped adults in an institutional setting. It was found that the session representativeness was a function of the relative duration of the behavioral categories and…

Four researchers argue the merits of qualitative methodology and its particular relevance to those in special education who seek to move beyond a deficit perspective. Unconstrained by defined variables and decontextualized settings, qualitative methods allowed the researchers to extend the scope of their studies beyond originally stated research…