Matthew B. Miles

Bio: Matthew B. Miles is an academic researcher from University at Albany, SUNY. The author has contributed to research in topics: Qualitative research & Work (electrical). The author has an hindex of 22, co-authored 37 publications receiving 61679 citations.

Improving the Urban High School: What Works and Why

Abstract: Part 1 Reforming the urban high school a look at the territory making change happen leading and managing reforming the big-city high school. Part 2 Case studies on the move two success stories struggling and improving limited success. Part 3 Leadership and management - what makes for success? in the beginning planning improvement efforts vision building in school reform getting and managing resources for change the change process day to day leading and managing change - what does it take?.

Innovation up Close: How School Improvement Works

Abstract: 1. Introduction.- 2. Twelve Brief Case Histories.- 3. Before Implementation.- 4. The Implementation Process.- 5. Transformations over Time.- 6. The Outcomes of School Improvement.- 7. Why School Improvement Succeeds or Fails.- 8. What Have We Learned? Summary and Integration of Findings.- References.- Appendix A. Data Collection Effort and Methods, by Site.- Appendix B. Sensitizing Codes and Operational Definitions.- Appendix C. Example of a Causal Network with Associated Text.

Ebook: Qualitative data analysis

Abstract: Ebook: Qualitative data analysis , Ebook: Qualitative data analysis , کتابخانه دیجیتال جندی شاپور اهواز

Drawing Valid Meaning from Qualitative Data: Some Techniques of Data Reduction and Display *

Abstract: Several major points are made about techniques of data reduction. 1) Data reduction or data transformation occurs at all points in a study from design to data collection and write-up. It is analysis of a form which organizes and clarifies data in such a way that final analysis can occur coherently. 2) Data reduction and data analysis have as an indispensable accompaniment some form of data display and the display modes chosen will inevitably condition the processes and conclusions for analysis. The most frequently adopted and typical display mode for qualitative data the narrative text is also the most cumbersome. Matrices and figures of several sorts can be generated that meet the need to display data coherently and compactly. 3) Single-site and multisite analytical processes are complex but not arcane or obscure. 4) It is possible to understand processes if they have been documented accurately using some reasonably standardized scheme. Such documentation permits an external audit it allows reproducibility of findings and replicability of studies; it can support dialogue among researchers struggling with qualitative analysis that can lead to something resembling shared methodological canons. However methodological canons also result in endless refinement of effort intense socialization of novitiates into a received orthodoxy and preoccupation with methods rather than the substance of inquiry. Nevertheless self-documentation is labor-intensive and not a total substitute for verbal elaboration. Filling out forms usually takes at least 15% of the total analysis time. Thus although the present documentation method is actively recommended it is hoped that it will help supply some of the common language and syntax that qualitative researchers will need in elaborating a well documented and credible methodology.

Using thematic analysis in psychology

Abstract: Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology. In this paper, we argue that it offers an accessible and theoretically flexible approach to analysing qualitative data. We outline what thematic analysis is, locating it in relation to other qualitative analytic methods that search for themes or patterns, and in relation to different epistemological and ontological positions. We then provide clear guidelines to those wanting to start thematic analysis, or conduct it in a more deliberate and rigorous way, and consider potential pitfalls in conducting thematic analysis. Finally, we outline the disadvantages and advantages of thematic analysis. We conclude by advocating thematic analysis as a useful and flexible method for qualitative research in and beyond psychology.

Three Approaches to Qualitative Content Analysis

Abstract: Content analysis is a widely used qualitative research technique. Rather than being a single method, current applications of content analysis show three distinct approaches: conventional, directed, or summative. All three approaches are used to interpret meaning from the content of text data and, hence, adhere to the naturalistic paradigm. The major differences among the approaches are coding schemes, origins of codes, and threats to trustworthiness. In conventional content analysis, coding categories are derived directly from the text data. With a directed approach, analysis starts with a theory or relevant research findings as guidance for initial codes. A summative content analysis involves counting and comparisons, usually of keywords or content, followed by the interpretation of the underlying context. The authors delineate analytic procedures specific to each approach and techniques addressing trustworthiness with hypothetical examples drawn from the area of end-of-life care.

The need to belong: Desire for interpersonal attachments as a fundamental human motivation.

Abstract: A hypothesized need to form and maintain strong, stable interpersonal relationships is evaluated in light of the empirical literature. The need is for frequent, nonaversive interactions within an ongoing relational bond. Consistent with the belongingness hypothesis, people form social attachments readily under most conditions and resist the dissolution of existing bonds. Belongingness appears to have multiple and strong effects on emotional patterns and on cognitive processes. Lack of attachments is linked to a variety of ill effects on health, adjustment, and well-being. Other evidence, such as that concerning satiation, substitution, and behavioral consequences, is likewise consistent with the hypothesized motivation. Several seeming counterexamples turned out not to disconfirm the hypothesis. Existing evidence supports the hypothesis that the need to belong is a powerful, fundamental, and extremely pervasive motivation.

The New Meaning of Educational Change

Abstract: Part I Understanding Educational Change 1. A Brief History of Educational Change 2. Sources of Educational Change 3. The Meaning of Educational Change 4. The Causes and Problems of Initiation 5. The Causes and Problems of Implementation and Continuation 6. Planning Doing and Coping with Change Part II Educational Change at the Local Level 7. The Teacher 8. The Principal 9. The Student 10. The District Administrator 11. The Consultant 12. The Parent and the Community Part III Educational Change at Regional and National Levels 13. Governments 14. Professional Preparation of Teachers 15. Professional Development of Educators 16. The Future of Educational Change

Strategies for ensuring trustworthiness in qualitative research projects

Abstract: Although many critics are reluctant to accept the trustworthiness of qualitative research, frameworks for ensuring rigour in this form of work have been in existence for many years. Guba’s constructs, in particular, have won considerable favour and form the focus of this paper. Here researchers seek to satisfy four criteria. In addressing credibility, investigators attempt to demonstrate that a true picture of the phenomenon under scrutiny is being presented. To allow transferability, they provide sufficient detail of the context of the fieldwork for a reader to be able to decide whether the prevailing environment is similar to another situation with which he or she is familiar and whether the findings can justifiably be applied to the other setting. The meeting of the dependability criterion is difficult in qualitative work, although researchers should at least strive to enable a future investigator to repeat the study. Finally, to achieve confirmability, researchers must take steps to demonstrate that findings emerge from the data and not their own predispositions. The paper concludes by suggesting that it is the responsibility of research methods teachers to ensure that this or a comparable model for ensuring trustworthiness is followed by students undertaking a qualitative inquiry.