46
These themes were derived from extensive personal knowledge of
and
immersion in
the data as well as a commitment to making the underlying
processes visible.
Obviously qualitative, intuitive and personal
judgements are made at this stage and this is why the data from the
pilot stage, its description and interpretation is presented here.
The
central categories and meanings were based on this work as well as the
writer’s awareness and experiences as a teacher on the course.
Once the themes were identified
their demonstration required close
study
of the processes of the course and this is the work reported in chapters
8 of the thesis.
It should be noted that the school group sessions
which
formed
the
basis
of
the
analysis
were
all
attended
by the
writer thus
enhancing
the
interrelation
of
the
three
stages
characteristic of illuminative research.
The first stage, consisting of the analysis of the Research Group
located
the
second stage work
in
the
school groups and guided the subsequent
analysis of the transcripts.
Work at both of these stages could then
inform the third stage which attempts to elucidate general principles and
procedures and to put the research findings into a wider framework.
The stages could thus productively overlap and this process is utilized in
the final presentation of the report.
Parlett and Hamilton indicated that
during the course of the research problem areas are both ’progressively
clarified and redefined’ (pl8) and it is this which allows the movement from
one stage to the next.
This process occurs through familiarity with the
data generated.
The themes once chosen guided the selection from the
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