Book•
Qualitative Data Analysis: An Expanded Sourcebook
12 Jan 1994-
TL;DR: This book presents a step-by-step guide to making the research results presented in reports, slideshows, posters, and data visualizations more interesting, and describes how coding initiates qualitative data analysis.
Abstract: Matthew B. Miles, Qualitative Data Analysis A Methods Sourcebook, Third Edition. The Third Edition of Miles & Huberman's classic research methods text is updated and streamlined by Johnny Saldana, author of The Coding Manual for Qualitative Researchers. Several of the data display strategies from previous editions are now presented in re-envisioned and reorganized formats to enhance reader accessibility and comprehension. The Third Edition's presentation of the fundamentals of research design and data management is followed by five distinct methods of analysis: exploring, describing, ordering, explaining, and predicting. Miles and Huberman's original research studies are profiled and accompanied with new examples from Saldana's recent qualitative work. The book's most celebrated chapter, "Drawing and Verifying Conclusions," is retained and revised, and the chapter on report writing has been greatly expanded, and is now called "Writing About Qualitative Research." Comprehensive and authoritative, Qualitative Data Analysis has been elegantly revised for a new generation of qualitative researchers. Johnny Saldana, The Coding Manual for Qualitative Researchers, Second Edition. The Second Edition of Johnny Saldana's international bestseller provides an in-depth guide to the multiple approaches available for coding qualitative data. Fully up-to-date, it includes new chapters, more coding techniques and an additional glossary. Clear, practical and authoritative, the book: describes how coding initiates qualitative data analysis; demonstrates the writing of analytic memos; discusses available analytic software; suggests how best to use the book for particular studies. In total, 32 coding methods are profiled that can be applied to a range of research genres from grounded theory to phenomenology to narrative inquiry. For each approach, Saldana discusses the method's origins, a description of the method, practical applications, and a clearly illustrated example with analytic follow-up. A unique and invaluable reference for students, teachers, and practitioners of qualitative inquiry, this book is essential reading across the social sciences. Stephanie D. H. Evergreen, Presenting Data Effectively Communicating Your Findings for Maximum Impact. This is a step-by-step guide to making the research results presented in reports, slideshows, posters, and data visualizations more interesting. Written in an easy, accessible manner, Presenting Data Effectively provides guiding principles for designing data presentations so that they are more likely to be heard, remembered, and used. The guidance in the book stems from the author's extensive study of research reporting, a solid review of the literature in graphic design and related fields, and the input of a panel of graphic design experts. Those concepts are then translated into language relevant to students, researchers, evaluators, and non-profit workers - anyone in a position to have to report on data to an outside audience. The book guides the reader through design choices related to four primary areas: graphics, type, color, and arrangement. As a result, readers can present data more effectively, with the clarity and professionalism that best represents their work.
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TL;DR: Guillory et al. as mentioned in this paper explored the similarities and differences between Native Americans' student perceptions and the perceptions of state representatives, university presidents, and faculty about persistence factors and barriers to degree completion as they relate to Native American students at Washington State University (WSU) in Pullman, Washington; the University of Idaho (UI) in Moscow, Idaho; and Montana State University(MSU) in Bozeman, Montana.
Abstract: For centuries, mainstream colleges and universities have struggled to accommodate American Indians and create environments suitable for perseverance resulting in degree completion. Although a select few have successfully matriculated through higher education’s colleges and universities, institutions cannot truthfully claim success when it comes to serving this unique population. To say that Native Americans are ill-prepared for college only scratches the surface of a deep, historically unresolved problem - getting Native American students through the mainstream higher education pipeline. This article presents findings from a study (Guillory, 2002) designed to explore the similarities and differences between Native Americans’ student perceptions and the perceptions of state representatives, university presidents, and faculty about persistence factors and barriers to degree completion as they relate to Native American students at Washington State University (WSU) in Pullman, Washington; the University of Idaho (UI) in Moscow, Idaho; and Montana State University (MSU) in Bozeman, Montana. In addition, the authors suggest implications that they believe apply not only to the study institutions but also to other universities that serve American Indian students and their respective Native American communities.
267 citations
Cites methods from "Qualitative Data Analysis: An Expan..."
...A qualitative approach to research was deemed appropriate for this study (LeCompte, Millroy, & Preissle, 1992; Miles & Huberman, 1984)....
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TL;DR: The authors explored how science teachers' epistemological beliefs and teaching goals are related to their use of lab activities and found that various syntheses of different aspects of epistemology beliefs and instructional goals are linked to teachers' diverse ways of using lab activities.
Abstract: The purpose of this study was to explore how science teachers' epistemological beliefs and teaching goals are related to their use of lab activities Research questions include (a) What are the teachers' epistemological beliefs pertaining to lab activities? (b) Why do the science teachers use lab activities? (c) How are the teachers' epistemological beliefs and instructional goals related to teaching actions? Two major aspects of epistemologies guided this study: ontological aspect (certainty/diversity of truth) and relational aspect (relationship between the knower and the known) The ontological aspect addresses whether one views knowledge as one certain truth or as tentative multiple truths The relational aspect addresses whether one views him/herself as a receiver of prescribed knowledge separating self from knowledge construction or as an active meaning maker connecting self to the knowledge construction processes More sophisticated epistemological beliefs include the acknowledgement of multiple interpretations of the same phenomena and active role of the knower in knowledge construction Three experienced secondary science teachers were interviewed and observed throughout an academic course The findings illustrate that a teacher's naive epistemological beliefs are clearly reflected in the teacher's teaching practices However, a teacher's sophisticated epistemological beliefs are not always clearly connected to the practice This seems to be related to the necessary negotiation among their epistemological beliefs, teaching contexts, and instructional goals Ontological and relational beliefs seem to be connected to different facets of teaching practices Findings indicate that various syntheses of different aspects of epistemological beliefs and instructional goals are linked to teachers' diverse ways of using lab activities Implications for research and teacher education are discussed © 2004 Wiley Periodicals, Inc Sci Ed89:140–165, 2005
267 citations
TL;DR: Career choice and early professional socialization are influenced by multiple factors and it is important to consider the role of mentors, peers and role models in the formulation of career expectations, and career choice decisions.
Abstract: Title. Becoming a nurse: a meta-study of early professional socialization and career choice in nursing.
Aim. This paper is a report of a meta-study of early professional socialization and career choice in nursing.
Background. The current and growing shortage of nurses is a global issue, and nursing recruitment and retention are recognized priorities internationally. The future of nursing will lie in the ability to recruit and retain the next generation to the profession.
Data sources. Studies were identified through a search of the CINAHL, PsycInfo, Sociological Abstracts, PubMed; Medline and Embase databases from 1990 to 2007.
Review methods. Studies were included if they gave insight into the experience of choosing nursing as a career, used qualitative methodology and methods, and were published in English. Analysis was undertaken using Paterson et al.’s framework for qualitative meta-synthesis.
Results. Ten primary studies were included in the review. Their methodologies included: ethnography (4); descriptive qualitative (3); grounded theory (2); and phenomenology (1). The location of the research was Canada (3), United Kingdom (2), United States of America (2), Australia (1), Japan (1) and Sweden (1). Three main themes were identified: influence of ideals; paradox of caring and role of others.
Conclusion. Career choice and early professional socialization are influenced by multiple factors. In future recruitment and retention strategies to address the critical nursing shortage, it is important to consider the role of mentors, peers and role models in the formulation of career expectations, and career choice decisions. It is also necessary to consider the role of mentors, peers and role models in the formulation of career expectations, and career choice decisions.
267 citations
TL;DR: The dominant model of service utilization is expanded by explicit incorporation of factors outside the individual into a conceptual framework of PTSD treatment initiation, and suggestions regarding the direction of future research and the development of interventions to promote timely help-seeking for PTSD are offered.
Abstract: Although there are effective treatments for Posttraumatic Stress Disorder (PTSD), many PTSD sufferers wait years to decades before seeking professional help, if they seek it at all. An understanding of factors affecting treatment initiation for PTSD can inform strategies to promote help-seeking. We conducted a qualitative study to identify determinants of PTSD treatment initiation among 44 U.S. military veterans from the Vietnam and Afghanistan/Iraq wars; half were and half were not receiving treatment. Participants described barriers to and facilitators of treatment initiation within themselves, the post-trauma socio-cultural environment, the health care and disability systems, and their social networks. Lack of knowledge about PTSD was a barrier that occurred at both the societal and individual levels. Another important barrier theme was the enduring effect of experiencing an invalidating socio-cultural environment following trauma exposure. In some cases, system and social network facilitation led to treatment initiation despite individual-level barriers, such as beliefs and values that conflicted with help-seeking. Our findings expand the dominant model of service utilization by explicit incorporation of factors outside the individual into a conceptual framework of PTSD treatment initiation. Finally, we offer suggestions regarding the direction of future research and the development of interventions to promote timely help-seeking for PTSD.
266 citations
TL;DR: A model that describes the process of information problem solving (IPS) in which the Internet is used to search information and regulation skills prove to be crucial for the on-going IPS-process is presented.
Abstract: This paper presents the IPS-I-model: a model that describes the process of information problem solving (IPS) in which the Internet (I) is used to search information. The IPS-I-model is based on three studies, in which students in secondary and (post) higher education were asked to solve information problems, while thinking aloud. In-depth analyses of the thinking-aloud protocols revealed that the IPS-process consists of five constituent skills: (a) defining information problem, (b) searching information, (c) scanning information, (d) processing information, and (e) organizing and presenting information. Further, the studies revealed that regulation skills prove to be crucial for the on-going IPS-process. The IPS-I-model depicts the constituent skills, regulation skills, and important conditional skills. The model gives an initial impetus for designing IPS-instruction.
266 citations
Cites methods from "Qualitative Data Analysis: An Expan..."
...This means that the coding system was based on the protocols and the literature (Miles & Huberman, 1994), and was tested and re-adjusted in a few iterations....
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