16Chapter TwoPROCEDURERationale for Qualitative ResearchThe underlying purpose of educational research is the acquisition of new knowledge(Borg & Gall, 1989). Two major approaches dominate educational research: quantitative andqualitative. Quantitative research is the inquiry into social or human problems “based ontesting a theory composed of variables, measured with numbers, and analyzed with statisticalprocedures, in order to determine whether the predictive generalizations of the theory holdtrue” (Creswell, p. 2). In contrast, qualitative research “is an inquiry process ofunderstanding a social or human problem, based on building a complex, holistic picture,formed with words, reporting detailed views of informants, and conducted in a naturalsetting” (Creswell, p. 1-2).The majority of past educational research has been based upon the quantitative approachto research design (Borg & Gall, 1989). As helpful as this has been, by nature quantitativeresearch is limited to finding new knowledge about problems and issues that can bequantitatively or objectively evaluated. But not all educational concerns are composed ofvariables that can be measured with numbers and analyzed through statistical procedures inorder to predict generalizations about a theory. Some problems may only be evaluatedsubjectively; i.e., appraising the merit, value, or worth of a thing. At the same time, theconcern of educators may not only be the why of a thing but also the how and what. Suchsubjective research is the purpose of the qualitative research design.The present study falls into the category of qualitative research design. Edson (1986)17asserts that “there is no qualitative method per se, only methods to gather information withwhich we construct our qualitative understanding” (p. 13). Likewise, Merriam (1998) hasdefined qualitative research as “an umbrella concept covering several forms of inquiry thathelp us understand and explain the meaning of social phenomena with as little disruption ofthe natural setting as possible” (p. 5; emphasis added). Examining the literature onqualitative research, Creswell (1998) has classified five major traditions of inquiry:biography, phenomenological study, grounded theory study, ethnography, and case study. The biography tradition focuses on the life history of an individual. A phenomenologicalstudy centers on a concept or phenomenon and “seeks to understand the meaning ofexperiences of individuals about the phenomenon” (p. 38). These studies are based uponphenomenology, a school of philosophical thought. Grounded theory studies focuses ongenerating a substantive theory about a phenomenon. Ethnographic designs “study thebehaviors of a culture-sharing group” (p. 39); that is, a description and interpretation of acultural or social group or system” (p. 58). Lastly, case studies focus on a case within adefined boundary. It involves “situating the case within its setting, which may be a physicalsetting or the social, historical, and/or economic setting.” Further, “The focus may be on thecase that, because of its uniqueness, requires study (intrinsic case study), or it may be on anissue or issues, with the case used instrumentally to illustrate the issue (an instrumental casestudy)” (pp. 61-62).Merriam (1998) offers the same list of qualitative research inquiries with one exception:she does not list the biographical inquiry. In its place, she lists, “For a lack of a better label,the term basic or generic qualitative study” (p. 11). Justifying this category, she says: “Manyqualitative studies in education do not focus on culture or build a grounded theory; nor are181 Phenomenon used here does not refer to phenomenology, but to the general use ofthe word.they intensive case studies of a single unit or bounded system” rather they “simply seek todiscover and understand a phenomenon1, a process, or the perspectives of worldviews of thepeople involved” (p. 11).Historical Inquiry: Finding a Place Within the TraditionsThe inquiry of this study did not center on a social or human problem but rather anexamination of a historical experience in adult education. It did not focus on a singleindividual but rather on the history of an experience shared by many. Therefore, none of thefive traditions of inquiry suggested by Creswell exactly fit this study. However, Creswell (1998) states that “good” qualitative research “employs one or moretraditions of inquiry” (p. 51; emphasis added). Of the five traditions listed by Creswell, boththe biographical inquiry and case study came closest to this study. Creswell lists four typesof biographical studies: biographical, autobiographical, life history, and oral history. Thefirst three did not fit this study. But his description of oral history was close:An oral history is an approach in which the researcher gathers personal recollectionsof events, their causes, and their effects from an individual or several individuals. This information may be collected through tape recordings or through written worksof individuals who have died or who are living. (p. 49)Similar to oral history, this study examined the Kirtland adult education schools through therecollections of the individuals involved found in written works. Unfortunately, therecollections of the adult education schools in Kirtland were limited in number anddescription making the oral history likewise more limited than desired for an oral history.19Likewise, his description of case study was also close:A case study is an exploration of a “bounded system” or a case (or multiple cases)over time through detailed, in-depth data collection involving multiple sources ofinformation rich in context. This bounded system is bounded by time and place,and it is the case being studied – a program, an event, an activity, or individuals. (p.61).By utilizing a variety of sources, including documents, archival records, interviews,observations, and physical artifacts, these studies are intended to produce a thorough analysisof the case. Similar to case studies, this present study focused on multiple cases of adulteducation schools bounded by time (1833-37) and place (Kirtland, Ohio). However, thesources of information were limited to written documents only -- none of which wereintended to give complete descriptions of the programs. Therefore, the sweeping, thoroughanalysis sought for in a case study was not possible in