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.
Citations
More filters
TL;DR: The authors argue that science aspirations are largely "unthinkable" for these girls because they do not fit with either their constructions of desirable/intelligible femininity nor with their sense of themselves as learners/students.
Abstract: Internationally, there is widespread concern about the need to increase participation in the sciences (particularly the physical sciences), especially among girls/women. This paper draws on data from a five-year, longitudinal study of 10–14-year-old children’s science aspirations and career choice to explore the reasons why, even from a young age, many girls may see science aspirations as ‘not for me’. We discuss data from phase one – a survey of over 9000 primary school children (aged 10/11) and interviews with 92 children and 78 parents, focusing in particular on those girls who did not hold science aspirations. Using a feminist poststructuralist analytic lens, we argue that science aspirations are largely ‘unthinkable’ for these girls because they do not fit with either their constructions of desirable/intelligible femininity nor with their sense of themselves as learners/students. We argue that an underpinning construction of science careers as ‘clever’/‘brainy’, ‘not nurturing’ and ‘geeky’ sits in opposition to the girls’ self-identifications as ‘normal’, ‘girly’, ‘caring’ and ‘active’. Moreover, we suggest that this lack of fit is exacerbated by social inequalities, which render science aspirations potentially less thinkable for working-class girls in particular. The paper concludes with a discussion of potential implications for increasing women’s greater participation in STEM (Science, Technology, Engineering and Mathematics).
220 citations
TL;DR: The authors examines how four French business schools responded to demands that they internationalize their management education whilst retaining their traditional identities, and shows that what matters is not how an organization sees itself but how it wants to see itself, i.e., what it wishes to become.
Abstract: How organizations cope with multiple and sometimes conflicting institutional demands is an increasingly familiar yet little understood question. This paper examines how four French business schools responded to demands that they internationalize their management education whilst retaining their traditional identities. We trace the role played by field-level actors in pushing and articulating competing logics and the importance of institutional and organizational identity in how organizations respond. By highlighting the role of identity aspirations we show that what matters is not how an organization sees itself—i.e., what it is—but how it wants to see itself—i.e., what it wishes to become. Finally, we unpack and explain why status differences across organizations affect the nature of the opportunities that are perceived and the scale and format of the responses that are implemented.
220 citations
Cites methods from "Qualitative Data Analysis: An Expan..."
...The abstraction of our thematic codes and the relationship between them (Miles & Huberman, 1994) led to a framework anchored both in our data and in the literature, encompassing the role of identity (both organizational and institutional) in organizational coping with institutional complexity....
[...]
TL;DR: In this article, an exploratory study examines conditions that lead elementary principals to support the work of school-based instructional teacher leaders and asks, How do principals' knowledge of knowledge and knowledge transfer affect their support of teacher leaders?
Abstract: Purpose: This exploratory study examines conditions that lead elementary principals to support the work of school-based instructional teacher leaders. The study asks, How do principals' knowledge o...
220 citations
Cites methods from "Qualitative Data Analysis: An Expan..."
...Participant selection conformed to the recommendations of Miles and Huberman (1994)....
[...]
...Districts were sampled purposefully (Miles & Huberman, 1994) to ensure variation in teacher leadership role designs and district contexts (see Table 1) while holding constant the aim of instructional improvement....
[...]
TL;DR: In this article, a case study of an English-medium instruction (EMI) program for undergraduate students at a major university of finance and economy in mainland China is presented, where the authors make a critical analysis of national/institutional policy statements and interviews with professors and students to uncover EMI-related language ideologies, language practices, and language management mechanisms.
Abstract: With the relentless internationalization and marketization of higher education in the past decades, English has been increasingly adopted as a medium of instruction at universities across the world. Recent research, however, has shown that despite its various optimistically envisioned goals, English-medium instruction (EMI) is not without problems in practice. This article reports a case study of an EMI Business Administration program for undergraduate students at a major university of finance and economy in mainland China. Informed by Spolsky’s language policy framework, the study made a critical analysis of national/institutional policy statements and interviews with professors and students to uncover EMI-related language ideologies, language practices, and language management mechanisms. Findings evinced a complex interplay of these three constitutive components of language policy in the focal EMI program and revealed considerable misalignment between policy intentions and actual practices in the classroom. These findings raise concerns about the quality and consequences of EMI in Chinese higher education. The article concludes with recommendations for further research on EMI policies and practices in China.
220 citations
TL;DR: This article found that high-stakes tests become defacto language policy in schools and that tests promote monolingual instruction with test translations guiding decisions about language allocation in bilingual classes, and English as a second language classes have become more like English language arts classes for native English speakers.
Abstract: In the wake of the federal No Child Left Behind legislation, standardized tests have become increasingly high-stakes. Yet English language learners (ELLs) typically score far below native English speakers, creating pressure to “teach to the test.” This article shares findings from an intensive year long study in 10 New York City high schools, detailing how high-stakes tests become defacto language policy in schools. Most schools and individual educators have increased the amount of English instruction ELLs receive; however, some have instead increased native language instruction as a test preparation strategy. Curriculum and instruction focuses on test content and strategies, and English as a second language classes have become more like English language arts classes for native English speakers. In bilingual classes, tests are found to promote monolingual instruction with test translations guiding decisions about language allocation.
220 citations
Cites methods from "Qualitative Data Analysis: An Expan..."
...Following the guidance of LeCompte and Preissle (1993) and Miles and Huberman (1994), the qualitative data were categorized in the initial stages of analysis and later coded according to themes that repeatedly emerged....
[...]