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: In this paper, the authors explore how school leaders bring resources together to enhance science instruction when there appear to be relatively few resources available for it and explore how over time leaders in one school successfully identified and activated resources for leading change in science education.
Abstract: This article explores school leadership for elementary school science teaching in an urban setting. We examine how school leaders bring resources together to enhance science instruction when there appear to be relatively few resources available for it. From our study of 13 Chicago elementary (K - 8) schools' efforts to lead instructional change in mathematics, language arts, and science education, we show how resources for leading instruction are unequally distributed across subject areas. We also explore how over time leaders in one school successfully identified and activated resources for leading change in science education. The result has been a steady, although not always certain, development of science as an instru- ctional area in the school. We argue that leading change in science education involves the identification and activation of material resources, the development of teachers' and school leaders' human capital, and the development and use of social capital. fl 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 918 - 940, 2001 The past decade has witnessed considerable efforts to improve the quality of science instruction in America's schools, with school reformers arguing that all students should do more intellectually rigorous science work. Raised expectations for students' academic work have increased the expectations for teachers' instructional practice, expectations that imply substantial changes for existing classroom pedagogy. National and state standards along with new assessment systems press teachers to revise their teaching. Because of the nature and magnitude of the reforms, most teachers struggle to understand their substance and their implications for practice (Cohen, 1988; EEPA, 1990; Schifter & Fosnot, 1993; Spillane, 1999). Transforming reformers' proposals for instruction into sustained daily practice is difficult and depends largely on local circumstances, especially school conditions that support teacher learning (Newmann & Wehlage, 1995). The challenge of going to scale and to substance with recent science reforms also depends in important measure on the local school, especially the school's resources for leading reform of science education. Absent the mobilization of these resources in the cause of science education, recent reforms are likely to have only marginal effects on instructional practice.
195 citations
TL;DR: In this article, a literature review was conducted with the aims of understanding why visual methods are chosen for use in research, reviewing any evidence regarding outcomes arising from those choices, and reflecting on the role of visual methods in these outcomes.
Abstract: Visual methods are accepted tools for qualitative research and are increasingly used in a wide range of disciplines, such as sociology, psychology, geography, and health care. A literature review was undertaken with the aims of understanding why visual methods are chosen for use in research, reviewing any evidence regarding outcomes arising from those choices, and reflecting on the role of visual methods in these outcomes. Searches conducted from 2000-2010 across multiple bibliographic databases yielded 109 research papers that cited reasons for their choice of visual method. These were reviewed using a method tailored to the review’s purpose but also informed by a narrative synthesis approach. The reasons given were collated and analysed inductively, with two categories of reasons emerging: those principally related to enrichment of data collection or presentation and those concerning the relationship between participants and researchers. Support for these reasons is reviewed and the ethical implications regarding choice of method are discussed. This article concludes that support for the use of visual methods to enhance data richness is strong, but more research is needed to facilitate a better-informed choice of method. There is some support for using visual methods for purposes connected with relational aspects between researcher and participants, but the visual media’s contribution derives mainly from the ability of images to facilitate and enrich communication thus enhancing the data. The enrichment of data and an approach to participants that is affirming and empowering are intricately connected in the attainment of relationship-focused outcomes.
195 citations
TL;DR: The authors explored the identity work undertaken by the minority of girls who do identify with science and who express science aspirations at this age and argued that dominant associations of science with "cleverness" and masculinity pressurize girls to balance their science aspirations with performances of popular heterofemininity to render them "thinkable" (and that this occurs only within narrow parameters, through identity performances as either "feminine scientists" or "bluestocking scientists".
Abstract: There is international concern over persistent low rates of participation in postcompulsory science—especially the physical sciences—within which there is a notable underrepresentation of girls/women. This paper draws on data collected from a survey of more than 9,000 10/11-year-old pupils and 170 interviews (with 92 children and 78 parents) from a 5-year study of children's science aspirations and career choice in England, to explore how gender interacts with girls' science aspirations. The research found that even though most children aged 10/11 years enjoy science, the majority already see science careers as “not for me.” Using a feminist poststructuralist theoretical lens, this paper explores the identity work undertaken by the minority of girls who do identify with science and who express science aspirations at this age. It is argued that dominant associations of science with “cleverness” and masculinity pressurize girls to balance their science aspirations with performances of popular heterofemininity to render them “thinkable” (and that this occurs only within narrow parameters, through identity performances as either “feminine scientists” or “bluestocking scientists”). The paper concludes by discussing potential challenges girls may face in sustaining “thinkable” identifications with science and wider implications for encouraging greater female participation in science, technology, engineering, and mathematics. © 2012 Wiley Periodicals, Inc. Sci Ed 96: 967–989, 2012
195 citations
TL;DR: The conduct of mixed methods–mixed research synthesis studies may more usefully be understood in terms of the logics of aggregation and configuration.
Abstract: Mixed methods–mixed research synthesis is a form of systematic review in which the findings of qualitative and quantitative studies are integrated via qualitative and/or quantitative methods. Although methodological advances have been made, efforts to differentiate research synthesis methods have been too focused on methods and not focused enough on the defining logics of research synthesis—each of which may be operationalized in different ways—or on the research findings themselves that are targeted for synthesis. The conduct of mixed methods–mixed research synthesis studies may more usefully be understood in terms of the logics of aggregation and configuration. Neither logic is preferable to the other nor tied exclusively to any one method or to any one side of the qualitative/quantitative binary.
195 citations
TL;DR: In this article, the authors examined the innovations of a tourism company in the particular con- text of French ski resorts and showed that the company's growth is related to the implementation of new associa- tions between actors and non-human entities.
195 citations
Cites background or methods from "Qualitative Data Analysis: An Expan..."
...…three different methods of investigation, whose triangulation of gathered data made it possible to ensure the validity of the research (Decrop, 1999; Decrop, 2004; Miles & Huberman, 1994; Thietart, 2001; Yin, 2003): participant observation, in-depth interviews, and collection of existing documents....
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...Miles and Huberman (1994) explained that a monograph is to study a ‘‘context of social interactions’’ in depth....
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