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Book

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: Evidence suggests one of the critical factors influencing a prospective teacher's intentions and abilities to teach science as inquiry, is the teacher's complex set of personal beliefs about teaching and of science.
Abstract: This study examined the knowledge, beliefs and efforts of five prospective teachers to enact teaching science as inquiry, over the course of a one-year high school fieldwork experience. Data sources included interviews, field notes, and artifacts, as these prospective teachers engaged in learning how to teach science. Research questions included 1) What were these prospective teachers' beliefs of teaching science? 2) To what extent did these prospective teachers articulate understandings of teaching science as inquiry? 3) In what ways, if any, did these prospective teachers endeavor to teach science as inquiry in their classrooms? 4) In what ways did the mentor teachers' views of teaching science appear to support or constrain these prospective teachers' intentions and abilities to teach science as inquiry? Despite support from a professional development school setting, the Interns' teaching strategies represented an entire spectrum of practice—from traditional, lecture-driven lessons, to innovative, open, full-inquiry projects. Evidence suggests one of the critical factors influencing a prospective teacher's intentions and abilities to teach science as inquiry, is the teacher's complex set of personal beliefs about teaching and of science. This paper explores the methodological issues in examining teachers' beliefs and knowledge in actual classroom practice. 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 613-642, 2007 Keywords: physics; biology; science teacher education; inquiry; teacher beliefs

643 citations


Additional excerpts

  • ...DOI 10.1002/tea described by Miles and Huberman (1994)....

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Journal Article

634 citations


Cites methods from "Qualitative Data Analysis: An Expan..."

  • ...• Quantitizing: converting QUAL data into numerical codes that can be statistically analyzed (e.g., Miles & Huberman, 1994 )....

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Proceedings ArticleDOI
22 Sep 2011
TL;DR: This paper conceptualizes the thematic synthesis approach in software engineering as a scientific inquiry involving five steps that parallel those of primary research.
Abstract: Thematic analysis is an approach that is often used for identifying, analyzing, and reporting patterns (themes) within data in primary qualitative research. 'Thematic synthesis' draws on the principles of thematic analysis and identifies the recurring themes or issues from multiple studies, interprets and explains these themes, and draws conclusions in systematic reviews. This paper conceptualizes the thematic synthesis approach in software engineering as a scientific inquiry involving five steps that parallel those of primary research. The process and outcome associated with each step are described and illustrated with examples from systematic reviews in software engineering.

634 citations

01 Jan 2002
TL;DR: The use of authentic activities within online learning environments has been shown to have many benefits for learners in online units and courses as mentioned in this paper, however, they are not without their problems, such as the initial reluctance to willingly immerse in learning scenarios that some students experience and the need for the suspension of disbelief before engaging in the task.
Abstract: The use of authentic activities within online learning environments has been shown to have many benefits for learners in online units and courses. There has been renewed interest in the role of student activities within course units, as constructivist philosophy and advances in technology impact on educational design and practice. Courses based on these principles have been used successfully across a wide variety of discipline areas. In spite of the growing evidence of the success of authentic learning environments, they are not without their problems. In this paper we discuss patterns of engagement that have emerged from our own research on authentic learning tasks, in particular, the initial reluctance to willingly immerse in learning scenarios that some students experience, and the need for the suspension of disbelief before engaging in the task. The paper proposes ten characteristics of authentic activities, based on educational theory and research, which has been used as criteria for the selection of existing online units or courses for in-depth investigation. The paper includes a short review of the literature, a description of the research and some preliminary findings and identification of issues related to the necessity for students to willingly suspend disbelief in order to fully engage in learning scenarios based on authentic tasks.

631 citations

Book
01 Jan 2005
TL;DR: In this paper, the authors describe some of the methodological and ethical challenges of conducting research on violence against women and describes a range of innovative techniques that have been used to address these challenges.
Abstract: Now that international attention is focused on gender-based violence methodologically rigorous research is needed to guide the formulation and implementation of effective interventions policies and prevention strategies. Until fairly recently the majority of research on violence consisted of anecdotal accounts or exploratory studies performed on nonrepresentative samples of women such as those attending services for battered women. While this research has played a critical role in bringing to light the issues of wife abuse rape trafficking incest and other manifestations of gender-based violence it is less useful for understanding the dimensions or characteristics of abuse among the broader population. This manual has been developed in response to the growing need to improve the quality quantity and comparability of international data on physical and sexual abuse. It outlines some of the methodological and ethical challenges of conducting research on violence against women and describes a range of innovative techniques that have been used to address these challenges. We hope that the manual will be useful for those interested in pursuing research on violence especially in developing countries and other resource-poor settings. (excerpt)

630 citations