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

(1991). Applied Linear Regression Models. Journal of Quality Technology: Vol. 23, No. 1, pp. 76-77.

Applied Linear Regression Models

by Linda Darling-Hammond, New York, NY, Teacher’s College Press, 2010, 394 pp., £20.91 (paperback), ISBN 978-0-8077-4962-3 In The flat world and education: how America’s commitment to equity will d...

The flat world and education: how America’s commitment to equity will determine our future

Unraveling the “Model Minority” Stereotype: Listening to Asian American Youth. Stacey J. Lee. New York: Teachers College Press, 1996. 143 pp.

Unraveling the “Model Minority” Stereotype: Listening to Asian American Youth.

Auto/Ethnography: Rewriting the Self and the Social

Contents:PrefacePart I: Conceptual Framework 1. Culture: A Web of Self and Others 2. Self-Narratives 3. Autoethnography Part II: Collecting Autoethnographic Data4. Getting Ready 5. Collecting Personal Memory Data 6. Collecting Self-Observational and Self-Reflective Data 7. Collecting External Data Part III: Turning Data into Autoethnography 8. Managing Data 9. Analyzing and Interpreting Data 10. Writing Autoethnography AppendicesA. Bibliography of Self-Narratives: Autoethnographies, Memoirs, & AutobiographiesB. Writing Exercises and Examples of Personal Memory Data C. Writing Exercises and Examples of Self-Observational and Self-Reflective DataD. Culture-gram: Charting Cultural Membership and Identity E. Writing Exercises and Examples of External Data F. An Exemplary Autoethnography: "Experience and Context in the Making of a Chicano Activist," Jaime J. RomoG. An Exemplary Autoethnography: to followNotes/ References/ Index/ About the Author

Autoethnography as Method

Autoethnography is a qualitative research method that utilizes data about self and context to gain an understanding of the connectivity between self and others. This introductory article exposes the reader to our own praxis of collaborative autoethnography which we used to interrogate how we navigate the US academy as immigrant women faculty. Before introducing the articles in this special issue, we explore the autoethnography continuum, provide sample areas covered by autoethnographers, and explicate the practice of collaborative autoethnography. We conclude this piece with implications for future use of autoethnography as research method.

/pdf/living-autoethnography-connecting-life-and-research-3dx8z81xe1.pdf

Living Autoethnography: Connecting Life and Research

In a collaborative autoethnographic process, we, three foreign-born female professors from the Republic of Trinidad and Tobago, Kenya, and Korea explore how our personal status as immigrant women of color and social–institutional factors in US higher education affect our experiences in the academy. Based on experiences as graduate students and later as faculty and leaders, we trace the development of three empowering and transforming navigational strategies we utilized to survive and thrive at a US institution – exploiting multifocal lenses, reconfiguring identities, and engaging tempered radicalism. We discuss how the cultivation of a unique standpoint as outsiders/within can be a valuable resource for foreign-born women of color to advance active research agendas and to leverage their position in the academy.

Exploiting the margins in higher education: a collaborative autoethnography of three foreign-born female faculty of color

Individual and Collaborative Autoethnography as Method

Autoethnography is gaining acceptance as a legitimate research method in health science research. The growing volume of published autoethnographies is indicative of this trend. After discussing the methodological tenents of this qualitative research method and its compatibility with health-related research, the author illustrates this trend with examples of published autoethnogrpahic books, theses, and journal articles. While celebrating the potential of autoethnography as a suitable health research method, the author critiques dominatly descriptive and evocative illness self-narratives that may evoke emontionally compelling responses from readers but offer insufficient sociocultural insights about the illness phenomenon. To identify a “desirable” autoethnography that provides not only a “thick description” of personal experiences but also a sociocultural interpration of such experiences, the author recommends both creators and consumers of autoethnography to ask five evaluative questions: (1) Does the au...

Heewon Chang

Papers

Autoethnography as Method

Living Autoethnography: Connecting Life and Research

Exploiting the margins in higher education: a collaborative autoethnography of three foreign-born female faculty of color

Individual and Collaborative Autoethnography as Method

Autoethnography in Health Research Growing Pains