Drawing Valid Meaning from Qualitative Data: Toward a Shared Craft

Most researchers would agree that, to know what youre doing, you need to know how your model of knowing affects what you are do-ing. Your model, however, may not be the same as your colleagues. Thus, it is not surprising that the Educational Researcher over the past year has contained a good deal of impassioned argument at the paradigmatic level (Eisner, 1983;