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

Contents: SK Abell, NG Lederman, Preface Part I: Science Learning CW Anderson, Perspectives on Science Learning P Scott, H Asoko, J Leach, Student Conceptions and Conceptual Learning in Science WS Carlsen, Language and Science Learning TR Koballa, Jr, SM Glynn, Attitudinal and Motivational Constructs in Science Learning BJ Fraser, Classroom Learning Environments LJ Rennie, Learning Science Outside of School Part II: Culture, Gender, and Society and Science Learning O Lee, A Luykx, Science Education and Student Diversity: Race/Ethnicity, Language, Culture, and Socioeconomic Status E McKinley, Postcolonialism, Indigenous Students, and Science C-J Guo, Issues in Science Learning: An International Perspective K Scantlebury, D Baker, Gender Issues in Science Education Research: Remembering Where the Difference Lies JR McGinnis, GP Stefanich, Special Needs and Talents in Science Learning AC Barton, Science Learning in Urban Settings JS Oliver, Rural Science Education Part III: Science Teaching D Treagust, General Instructional Methods and Strategies VN Lunetta, A Hoftein, MP Clough, Learning and Teaching in the School Science Laboratory: An Analysis of Research, Theory, and Practice GJ Kelly, Discourse in Science Classrooms NB Songer, Digital Resources Versus Cognitive Tools: A Discussion of Learning Science With Technology K Appleton, Elementary Science Teaching CM Czerniak, Interdisciplinary Science Teaching R Lazarowitz, High School Biology Curricula Development: Implementation, Teaching, and Evaluation From the 20th to the 21st Century R Duit, H Neidderer, H Schecke, Teaching Physics O De Jong, KS Taber, Teaching and Learning the Many Faces of Chemistry N Orion, CR Ault, Jr, Learning Earth Sciences P Hart, Environmental Education Part IV: Curriculum and Assessment in Science DA Roberts, Scientific Literacy/Science Literacy JM Atkin, P Black, History of Curriculum Reform in Science Education in the United States and United Kingdom RD Anderson, Inquiry as an Organizing Theme for Science Curricula NG Lederman, Nature of Science: Past, Present, and Future GS Aikenhead, Humanistic Perspectives in the Science Curriculum JB Kahle, Systemic Reform: Research, Vision, and Politics F Lawrenz, Review of Science Education Program Evaluation B Bell, Classroom Assessment of Science Learning E Britton, S Schneider, Large-Scale Assessments in Science Education Part V: Science Teacher Education JJ Loughran, Science Teacher as Learner MG Jones, G Carter, Science Teacher Attitudes and Beliefs SK Abell, Research on Science Teacher Knowledge T Russell, AK Martin, Learning to Teach Science PW Hewson, Teacher Professional Development in Science KJ Roth, Science Teachers as Researchers

/pdf/handbook-of-research-on-science-education-4ne3ar0sel.pdf

Handbook of Research on Science Education

/pdf/the-arts-and-australian-education-realising-potential-4xbxdgoy3h.pdf

The Arts and Australian education: Realising potential

In this article, I present critical insights gained from attentiveness to the significance of the fort as a mythic symbol deeply embedded within the Canadian national narrative that reinforces the troubling colonial divides that continue to characterize Aboriginal-Canadian relations. I argue that forts have taught, and continue to teach, that Aboriginal peoples and Canadians live in separate realities. One way to rethink these relations, overcome these teachings, and decolonize educational approaches is to consider a curriculum sensibility called Indigenous Metissage. Indigenous Metissage is a place-based approach to curriculum informed by an ecological and relational understanding of the world. I provide a textual example of Indigenous Metissage that tells the complex story of a rock known to the Cree as papamihaw asiniy.1

/pdf/forts-curriculum-and-indigenous-metissage-imagining-3r1eknz3gc.pdf

Forts, Curriculum, and Indigenous Métissage: Imagining Decolonization of Aboriginal-Canadian Relations in Educational Contexts

The arts are valued by most societies for a variety of reasons. From a health perspective they have been valued primarily for therapeutic purposes. Subsequently, the benefit of the arts in health research is increasingly evident. Although the arts have been used as a research method in other disciplines, their use in health is much more recent. There is no clear understanding of the kind of arts or the way the arts have been used as a research method. This systematic review of the literature was conducted to fill this knowledge gap. We undertook the review to determine what constitutes arts-based methods in health research and how have these methods been used. We searched eight databases using different combinations of several keywords. We used content and thematic analysis to analyze our results. Thirty studies met our criteria for inclusion. Visual arts were the most common, followed by performance arts, and literary arts. The purposes of using arts in health research were primarily for knowledge produc...

Arts-based methods in health research: A systematic review of the literature

"The Handbook of the Arts in Qualitative Inquiry: Perspectives, Methodologies, Examples, and Issues represents an unfolding and expanding orientation to qualitative social science research that draws inspiration, concepts, processes, and representational forms from the arts. In this defining work, J. Gary Knowles and Ardra L. Cole bring together the top scholars in qualitative methods to provide a comprehensive overview of the past, present, and future of arts-based research. This Handbook provides an accessible and stimulating collection of theoretical arguments and illustrative examples that delineate the role of the arts in qualitative social science research."--Publisher's website.

J. G. Knowles

Papers

Handbook of the arts in qualitative research : perspectives, methodologies, examples, and issues

Researching the creative self through artistic expression