Complete Data Collection Summary and Results with conclusion for prior paper:At least 20 pages per chapter totaling 40 including at least 15 references APA format

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 Narrative inquiry, a relatively new qualitative methodology, is the study of experience understood narratively. It is a way of thinking about, and studying, experience. Narrative inquirers think narratively about experience throughout inquiry. Narrative inquiry follows a recursive, reflexive process of moving from field (with starting points in telling or living of stories) to field texts (data) to interim and final research texts. Commonplaces of temporality, sociality, and place create a conceptual framework within which different kinds of field texts and different analyses can be used. Narrative inquiry highlights ethical matters as well as shapes new theoretical understandings of people’s experiences.

Heuristic inquiry is an extremely demanding process, involving disciplined self-commitment, rigorous self-searching and self-reflection, and ultimately a surrender to the process. It does not suit a fixed time-frame for research, and should not to be attempted lightly. In essence, it is a research process designed for the exploration and interpretation of experience, which uses the self of the researcher. It is a research process that reflects Clark Moustakas' basic philosophy that "in every learner, in every person, there are creative sources of energy and meaning that are often tacit, hidden, or denied" (Moustakas, 2001). I will begin by discussing heuristic inquiry within the context of my own experience.

Definition of Chapter Four and Five

Chapter four of a dissertation presents the findings from the data gathered by the researcher. The nature of the design determines the presentation of the data. For example, one student’s “purpose of this quantitative correlational study was to determine the relationship between superintendent tenure and academic achievement scores” (Segori, 2006, p. 73). In this example, the student would organize results by the significance of each hypothesis; present first any hypothesis that clearly showed a significant and high degree of correlation in chapter four.

Section titles organize the data in a logical manner. Findings are presented in detail, in sufficient manner (Simon, 2006), and describe the systematic application of the methodology (Simon). Literature reviews for similarity are not part of chapter four and are generally part of chapter five (Creswell, 2004).

Chapter five of a dissertation is often the hardest dissertation chapter for students to write, but if the learner is excited about the findings presented in chapter four, a clear academic passion is apparent in chapter five. Chapter five summarizes presented in chapter four, but with a caveat – who and why would leaders care about the results? For example, one student is researching if interventions enable nurses to pass the certification the first time to increase the numbers of nurses available (Carl, 2006). There is a large shortage of nurses and many nursing students do not pass the certification on the first or second time; the number of nurses certified limits any national disaster where a large number of nurses is needed  (The Pennsylvania Workforce Investment Board, 2005).. The leaders who care about the results of this study are the nation’s leaders, health leaders who operate with a shortage of nurses, and sick or affected by catastrophic emergencies who will suffer when not enough nurses are available to help during extreme times of national need (Veenema, 2003; World Health Organization, 2006; Center for Disease Control, 2006b).

Chapter five should report findings in chapter four reporting a knowledge not reported by any other literature. Why do educational leaders care? Report the importance, meaning, and significance with passion in chapter 4 (Simon, 2006).

In general, chapter five should have the same section titles as presented in chapter four to ensure that the flow of chapter five matches what titles in chapter four. A common student mistake is to present an analysis in chapter five that has nothing to do with what information in chapter four so using the same section titles keeps the student on track. The mentor should remind the student that the reader needs to see a clear connection; there should be a connecting thread between all chapters. The student should remind the reader of the purpose of the study in chapter four and five as part of the introduction to each chapter (Creswell, 2004). The remaining sections of chapter four depend on the methodology employed and is divided by qualitative and quantitative designs in the following parts of this article.