“…When we met together, each of us talked through our lists, noting recurring patterns in our topics, how they could be grouped into broader themes and categories, and how these categories could be defined (Erlandson et al, 1993). In comparing qualitative research to jazz, Oldfather and West (1994) explained,"Through the improvisation of constant comparison, for example, new passages are played, one verse leading to the next, shaping and reshaping the music" (p. 24). Topics such as learning about teaching in general, learning about behavioral issues, frustrations of learning through trial and error, and learning through "hands-on" work, were combined into the preliminary category that we eventually called tutor learning, yet these categories were not finally determined until we had spent many hours reading and discussing the data among ourselves and our colleagues.…”