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Qualitative Data Analysis: An Expanded Sourcebook

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
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Journal ArticleDOI
TL;DR: Gender-affirming care, including hormone therapy, “top” and “bottom” surgeries, and puberty blockers, is an efficacious treatment of gender dysphoria for transgender and gender nonconforming individuals, but many TGNC people encounter significant barriers in accessing gender-affirmative care, which this study details.
Abstract: Gender-affirming care, including hormone therapy, "top" (e.g., chest reconstruction surgery) and "bottom" (e.g., vaginoplasty, phalloplasty, metoidioplasty, etc.) surgeries, and puberty blockers, is an efficacious treatment of gender dysphoria for transgender and gender nonconforming (TGNC) individuals. However, many TGNC people encounter significant barriers in accessing gender-affirming care, which we detail via results from on online study. Participants included 256 TGNC individuals (78.9% White, ages 16-73, Mage =28.4). Among participants, 61.3% were receiving hormone therapy, 22.7% had undergone top surgery, and 5.5% had undergone bottom surgery. Open-ended responses (n=201) were thematically analyzed and common barriers included finances and insurance issues, a lack of service availability, and fears or worries. Participants reported various systemic issues and incidents of bias within medical and mental health fields, as well as a lack of medical provider awareness and education. Other themes were interpersonal barriers (e.g., fears of rejection); age and need of parental consent for minors; other medical issues; and a lack of information about how to acquire care. These findings can be utilized to educate professionals in medical and mental health fields about barriers their TGNC patients may encounter in receiving affirming care, and suggest a number of ways to improve access to these services.

200 citations

Journal ArticleDOI
TL;DR: In this article, the authors focus on the role of the capable guardian as a critical actor within the crime event model with the power to prevent crime, focusing on three critical dimensions of capable guardianship: willingness to supervise, the ability to detect potential offenders, and the willingness to intervene when necessary.
Abstract: Within criminology, much attention has been given to the processes of offending and victimization, but comparatively few studies have focused on the processes underlying guardianship. The current study turns the spotlight toward the capable guardian as the critical actor within the crime event model with the power to prevent crime. This study interviews residential guardians to examine key factors that render them capable of disrupting opportunities for crime. Results reveal three critical dimensions of capable guardianship at micro-places: (1) the willingness to supervise, (2) the ability to detect potential offenders, and (3) the willingness to intervene when necessary.

200 citations

Journal ArticleDOI
TL;DR: Content analysis of parents' focus groups revealed five essential Latino parenting practices: ensuring close monitoring of adolescents, maintaining warm and supportive relationships characterized by high levels of parent-adolescent interaction and sharing, explaining parental decisions and actions, and differential parenting practices based on adolescents' gender.
Abstract: This study presents descriptive qualitative data about Latino parenting practices in an urban context. Focus groups were conducted with Dominican and Puerto Rican mother-adolescent pairs in the Bronx borough of NewYork City. When parenting style typologies are integrated with the Latino cultural components familismo, respeto, personalismo, and simpatia, Latino parenting practices and their underlying styles are better understood. Content analysis of parents' focus groups revealed five essential Latino parenting practices: (1) ensuring close monitoring of adolescents; (2) maintaining warm and supportive relationships characterized by high levels of parent-adolescent interaction and sharing; (3) explaining parental decisions and actions; (4) making an effort to build and improve relationships; and (5) differential parenting practices based on adolescents' gender. Mothers reported concerns related to the risks associated with living in an urban area, exposure to different cultural values, and opportunities for engaging in risky behaviors. Adolescents' recommendations for effective parenting strategies were similar to the practices reported by their mothers. The study has important applied implications for culturally competent social work practice with Latino adolescents and their families.

200 citations

Journal ArticleDOI
TL;DR: This paper investigated the role of reading coaches in mediating the relationship between reading first policy and teachers' classroom practice and found that teachers were much more likely to make substantial changes in their classroom practice when they learned about the policy message from a coach than from other sources.
Abstract: Many educational policy initiatives use instructional coaching to accomplish their goals. Yet we know little about the role of reading coaches in mediating the relationship between policy and teachers’ classroom practice. In this article, we investigate the role of reading coaches in mediating the relationship between Reading First policy and teachers’ classroom practice. We conducted an in-depth, longitudinal case study of one urban elementary school in Massachusetts, starting the year before the onset of Reading First and continuing through the first year of its implementation. In our analysis, we focus on seven first- and second-grade teachers, two coaches, and two school administrators. We argue that, although reading coaches were only one of multiple sources from which teachers learned about Reading First policy, teachers were much more likely to make substantial changes in their classroom practice when they learned about the policy message from a coach than from other sources. Coaches influenced teachers by helping them to learn new approaches and to integrate them into their classroom. But, they also did so by pressuring teachers, shaping how they saw and understood Reading First, and by counseling them on which aspects of the policy to focus on and which aspects to ignore. Thus, we present a vision of coaching that goes much beyond its educational roles, to highlight the political roles of the coach as well. We close by drawing implications for research on coaching, policy implementation, and practice.

199 citations


Cites background or methods or result from "Qualitative Data Analysis: An Expan..."

  • ...…1994), triangulation across multiple sources of data for information about the messages themselves, teachers’ responses to messages, coaches’ roles in teachers’ responses (cf. Bogdan & Biklen, 1998; Denzin, 1970), and systematic coding of data (cf. Miles & Huberman, 1994; Strauss & Corbin, 1990)....

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  • ...…site (cf. Eisenhart & Howe, 1992; Lofland & Lofland, 1995), systematic sampling of Reading First 12 Reading Research Quarterly 47(1) messages (cf. Miles & Huberman, 1994), triangulation across multiple sources of data for information about the messages themselves, teachers’ responses to…...

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  • ...Once all data were coded, we created matrices to investigate the relationship between coaching practices and change in teachers’ practice across teachers and across messages (cf. Miles & Huberman, 1994)....

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  • ...Throughout, we checked alternate hypotheses to help verify our findings (cf. Miles & Huberman, 1994)....

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Book ChapterDOI
01 Jan 2011
TL;DR: Design-based research can be characterized as an inter-disciplinary "mixed-method" research approach conducted "in the field" that serves applied as well as theory-building purposes.
Abstract: Design-based research, with the design experiment as its main practical method, can be characterised as an inter-disciplinary ‘mixed-method’ research approach conducted ‘in the field’ that serves applied as well as theory-building purposes. Substantial progress has been made over recent years in articulating the methodological and epistemological basis for design-based research and in developing it into a teachable method. This chapter delineates these lines of development and provides a short overview of how a prototypical design study is conducted. It identifies and problematises the notions of design and design methods arguing that they need further conceptual development and integration with the methodological foundation.

199 citations