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the experience of teachers who felt the impact of emergent curriculum, giving them the
opportunity to reflect upon these stories which may ultimately change their own practice.
Stake (1995) suggests that case studies should be organized to immediately start
developing a vicarious experience for the reader; to get the feel of the place and the time.
Each of the four case studies presented will begin with an entry vignette developed from
my observations in each classroom. Following the entry vignette, each case will proceed
with extensive narration to further define the case and the context (Stake, 1995). From the
analysis of the data collected, the key issues that developed will be explored in relation to
each case. I have used the method of triangulation to confirm observations and assertions
within each case. Triangulation is the use of multiple sources of data to verify emerging
findings (Merriam, 1998). In this instance, I have used interviewing, a focus group, and
participant observation as the foundation of the research protocol. When findings that
emerged from the interview process were substantiated during the classroom visit and for
the focus group, observations and assertions could be presented with a level of validity.
In addition, findings were further validated by each participant through the method of
member checking (Stake, 1995).
Stake (1995) recommends member checking as a technique to get the “meanings
straight” within a collection of data (p. 56). Member checking is a method utilized to
further triangulate the researcher’s observations and interpretations. Stake (1995)
suggests that the process of having the case study participant examine rough drafts of
writing where their individual actions or words are featured is done when “no further data
will be collected” (p. 115). Any suggestions for changes to the writing by the participants