A B S T R AC T Despite theoretical differences and methodological questions, the conversation about synthesizing qualitative research raises interest. Meta-ethnography, as initially described by Noblit and Hare (1988), is a foundation for a methodology to synthesize existing case study; however, there are weaknesses that need to be addressed. Using three stages of meta-ethnography, case selection, analysis, and synthesis, the author discusses these weaknesses and provides enhancements so that meta-ethnography becomes a viable option for qualitative researchers. Examples from application in the study of educational leadership illuminate and validate each enhancement. The author concludes by discussing how, when enhancements are made, meta-ethnography also becomes a methodology with compelling implications for making the research process a more democratic one. K E Y W O R D S : case study, democratic practices, meta-ethnography, methodology, synthesis Synthesis through meta-ethnography: paradoxes, enhancements, and possibilities Qualitative Research

This study reports on the 3-, 6-, 12-, and 18-month outcomes of 118 newly hired registered nurses (RNs) who completed a 12-month transition-topractice program at a pediatric hospital. Experienced RNs (n = 42) and new graduate RNs (n = 76) showed improved organization, prioritization, communication, and leadership skills over time. The experienced RNs reported better communication and leadership skills than the new graduate nurses. Results inform transition program development for both new and experienced nurses.