How Things Work - Doha Academy of Tertiary Studies

190 QUaLItatIVe ReSeaRCH
These priorities do not indicate the order or size of the topic in the
report. These terms might or might not be headings of the sections of
the report. All that can be done with the page allocation form (Figure
8.4). In Figure 11.3 are the names of topics and the allocation of pages
decided on by the researchers, Svitlana Efimova and Natalia Sofiy. In the
“Topic Sections” column for Ukraine are roughly the topics just identified.
After being told by Step by Step officials that the report should be
45 pages long, the two researchers decided they wanted to give 10 pages
to the description of Liubchyk. But also they wanted, as you can see, to
start with Liubchyk, to have some middle pages on him, and to end with
him. Most of the patches they anticipated would have an experiential
flavor, as in what you read about Liubchyk in Chapter 10. They wanted
almost a quarter of the report to be about the boy, even though they
had considerable obligation to write about Step by Step across the whole
country. They wanted the reader to experience him as a person and to be
conscious of him while reading about teacher training, parent involvement,
and the issues of inclusion and national policy.
The Ukrainian physical and political contexts were important. Liubchyk’s
community was not far from the nuclear disaster at Chernobyl.
Many children had suffered disabilities. A quarter of the pages, 11 out
of 44, were apportioned to context, spread out over seven sections of the
report. You are following this in Figure 11.3, aren’t you?
Even more explicit than with many programs, the Step by Step
organization called for political advocacy. The teacher trainers were to
press the Ministries of Education to be more supportive of preschool
in general and of “alternative” pedagogies, particularly child- centered
teaching. Their professional view was partly a political and media view.
The Ukraine researchers chose to hold a press conference on the issue
of school inclusion of children with disability and then, in planning the
case study, to observe and record it for the report. 3
At the time that Efimova and Sofiy first conjectured their assembly
plan, they had no patches. But, 2 months later, they had 11 brief topics
and 9 quotations. These patches gradually were assigned to the topics
identified in the left-hand column. Liubchyk’s clothing suggestion to the
3 The Step by Step people caused news stories to be written about school inclusion
of children with disability. Their internal researchers, in a sense, were in a position
of creating and reporting the news. They acted professionally. It might have been
unethical had they hid this promotional commitment from their readers.