An Introduction to Codes and Coding Chapter Summary Purposes of the Manual What Is a Code? Codifying and Categorizing What Gets Coded? The Mechanics of Coding The Numbers of Codes Manual and CAQDAS Coding Solo and Team Coding Necessary Personal Attributes for Coding On Method Writing Analytic Memos Chapter Summary The Purposes of Analytic Memo-Writing What Is an Analytic Memo? Examples of Analytic Memos Coding and Categorizing Analytic Memos Grounded Theory and Its Coding Canon Analytic Memos on Visual Data First-Cycle Coding Methods Chapter Summary The Coding Cycles Selecting the Appropriate Coding Method(s) Overview of First-Cycle Coding Methods The Coding Methods Profiles Grammatical Methods Elemental Methods Affective Methods Literary and Language Methods Exploratory Methods Forms for Additional First-Cycle Coding Methods Theming the Data Procedural Methods After First-Cycle Coding Chapter Summary Post-Coding Transitions Eclectic Coding Code Mapping and Landscaping Operational Model Diagramming Additional Transition Methods Transitioning to Second-Cycle Coding Methods Second-Cycle Coding Methods Chapter Summary The Goals of Second-Cycle Methods Overview of Second-Cycle Coding Methods Second-Cycle Coding Methods Forms for Additional Second-Cycle Coding Methods After Second-Cycle Coding Chapter Summary Post-Coding and Pre-Writing Transitions Focusing Strategies From Coding to Theorizing Formatting Matters Writing about Coding Ordering and Re-Ordering Assistance from Others Closure Appendix A: A Glossary of Coding Methods Appendix B: A Glossary of Analytic Recommendations Appendix C: Field Note, Interview Transcript and Document Samples for Coding Appendix D: Exercises and Activities for Coding and Qualitative Data Analytic Skill Development References Index

The Coding Manual for Qualitative Researchers

Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Experience and Education.

Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

Doing qualitative research: a practical handbook, by David Silverman, Los Angeles, Sage, 2010, 456 pp., AU$65.00, ISBN 978-1-84860-033-1, ISBN 978-1-94960-034-8. Available in Australia and New Zeal...

Doing qualitative research: a practical handbook

Subtractive Schooling: US-Mexican Youth and the Politics of Caring: A. Valenzuela

Studying Children in Context: Theories, Methods, and Ethics. M. Elizabeth Graue and Daniel J. Walsh. Thousand Oaks, CA: Sage Publications, 1998. 270 pp.

Studying Children in Context: Theories, Methods, and Ethics.

Authority is a fundamental, problematic, and poorly understood component of classroom life. A better understanding of classroom authority can be achieved by reviewing writings on social theory, educational ideology, and qualitative research in schools. Social theories provide important analytical tools for examining the constitutive elements of authority but fall short of explaining its variability and contextual influences. Discussion of educational ideologies offers insights into the debates, historical contexts, and policy and reform agendas that shape the politics of authority while neglecting empirical realities. Qualitative studies present empirical data and analyses on the challenges intrinsic to classroom relations, but, exceptions aside, they often lack explicit attention to authority. More research focused on classroom authority as a social construction is needed to address critical educational concerns for contemporary practitioners, policy makers, and researchers.

Understanding Authority in Classrooms: A Review of Theory, Ideology, and Research

This study describes White women preservice teachers’ talk in and about an antiracist teacher education course aimed at raising students’ awareness of racial inequities. Rather than be fully engaged participants in classroom discussions, White women distanced themselves through strategies of silence, social disassociation, and separation from responsibility. They used these strategies in response to perceptions that they were being positioned as racist, directly implicated in institutional racism, or responsible for racial discrimination. The article concludes with thoughts about how instructors might engage White women and antiracist curriculum, and therefore affect their ability to effectively teach students from various cultural backgrounds, through metadialogic approaches to race discussions.

Distancing Strategies White Women Preservice Teachers and Antiracist Curriculum

School participants in two desegregated urban high schools, Lincoln and Norwood East, shared virtually the same image of the good or "model" student. But student peer cultures differed significantly between the sites with regards to the acceptability of this and other images for African Americans. Within these contrasting school contexts, six high-achieving black juniors formed and then performed identities as model students, as black persons, and as other selves. They responded in unique ways to what they perceived to be conflicting images of who they ought to be. African American high school students have been portrayed by researchers as experiencing a nearly irreconcilable conflict between being black and being a model student. Believing they can be one or the other but not both, black adolescents are often described as resolving the conflict by choosing to identify with African Americans, to express distinctively African American cultural traits, and to reject dominant "white" schooling as inappropriate or unrealistic for them. Ogbu was among the first to note African American youths' tendency to be "excessively tardy, lackadaisical towards schoolwork, and otherwise prone to behave in ways that will not necessarily lead to school success" (Ogbu 1988:170). He contends that these youths and members of other involuntary minority groups living in the United States internalize "folk theories" of success which downplay school achievement and divert their interests into nonacademic pursuits. The folk theories were constructed in response to perceived job ceilings and other forms of racial discrimination that for generations have limited involuntary minority groups' chances of prospering in the United States (Ogbu 1987, 1978). Fordham (Fordham and Ogbu 1986) also observed African American adolescents purposely failing or falling behind in high school. Students within the context of all-black Capital High viewed studying, getting good grades, speaking standard English, attending operas and ballets, and expressing other mainstream cultural traits as "acting white" and therefore as inappropriate for them. They formed oppositional identities

Conflicting images ? Being black and a model high school student

This article addresses the difficulties that educational ethnographers and qualitative researchers have experienced with what appear to be great ethical divides between their research approaches and the approval processes of institutional review boards. The author begins with a brief discussion of ethical issues involving human subjects in education research, then explains the divides as largely a consequence of different ethical frameworks and orientations toward applications of the basic ethical principles of respect for persons, beneficence, and justice. She also discusses the challenges of bureaucratic arrangements established to ensure federal compliance. She concludes with strategies for bridging the divides, with emphasis on the importance of representation, communication, education, and practical academic acumen.

Annette Hemmings

Papers

Studying Children in Context: Theories, Methods, and Ethics.

Understanding Authority in Classrooms: A Review of Theory, Ideology, and Research

Distancing Strategies White Women Preservice Teachers and Antiracist Curriculum

Conflicting images ? Being black and a model high school student

Great Ethical Divides: Bridging the Gap Between Institutional Review Boards and Researchers