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: The authors found that middle-class young adults had more knowledge than their working-class or poor counterparts of the "rules of the game" regarding how institutions worked and displayed more of a sense of entitlement to ask for help.
Abstract: Using both qualitative longitudinal data collected 20 years after the original Unequal Childhoods study and interview data from a study of upwardly mobile adults, this address demonstrates how cultural knowledge matters when white and African American young adults of differing class backgrounds navigate key institutions. I find that middle-class young adults had more knowledge than their working-class or poor counterparts of the “rules of the game” regarding how institutions worked. They also displayed more of a sense of entitlement to ask for help. When faced with a problem related to an institution, middle-class young adults frequently succeeded in getting their needs accommodated by the institution; working-class and poor young adults were less knowledgeable about and more frustrated by bureaucracies. This address also shows the crucial role of “cultural guides” who help upwardly mobile adults navigate institutions. While many studies of class reproduction have looked at key turning points, this address argues that “small moments” may be critical in setting the direction of life paths.
297 citations
Cites methods from "Qualitative Data Analysis: An Expan..."
...We read the transcripts, looking for key themes, searching for disconfirming evidence, and producing data matrices (Miles and Huberman 1994).6...
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TL;DR: In this paper, the authors report on two upper-elementary teachers' learning through their use of potentially educative mathematics curriculum materials without additional professional development, and find that teachers' dynamic and divergent nature of opportunities to learn through reading materials and enacting lessons illustrated the teachers' relationship between beliefs integral to teachers' identity and those that are targets for change.
Abstract: This study reports on 2 upper-elementary teachers' learning through their use of potentially educative mathematics curriculum materials without additional professional development. 41 observations of the teachers' mathematics lessons and 28 interviews of the teachers were collected from October to May of an academic year. The case study analyses indicated that curriculum materials can be an effective professional development tool, but perhaps not for all teachers. 1 teacher's instructional focus and rationale for instructional practices remained stable throughout the school year, whereas the other's changed dramatically. The cases illustrated the teachers' dynamic and divergent nature of opportunities to learn through reading materials and enacting lessons. Findings also indicated that consideration of the interaction between beliefs integral to teachers' identity and those that are targets for change may illuminate responses to potentially educative curriculum materials.
297 citations
TL;DR: In this article, the authors adopt a service ecosystem perspective to analyze interfirm and intra-firm change processe... and propose a service-based service ecosystem for service-led growth.
297 citations
Cites methods from "Qualitative Data Analysis: An Expan..."
...The research design allows for case comparisons, which are favored in theory-generating case studies (e.g., Halinen & Törnroos, 2005; Miles & Huberman, 1994)....
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...For the purposes of comparative analysis, we conducted a peer evaluation process (Miles & Huberman, 1994)....
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TL;DR: This study provides a foundation for future efforts to elevate clinical performance in the hospital setting by distilling the complex and diverse experiences of organizational change into its essential components.
Abstract: Background— Fewer than half of patients with ST-elevation acute myocardial infarction (STEMI) are treated within guideline-recommended door-to-balloon times; however, little information is available about the approaches used by hospitals that have been successful in improving door-to-balloon times to meet guidelines. We sought to characterize experiences of hospitals with outstanding improvement in door-to-balloon time during 1999–2002. Methods and Results— We performed a qualitative study using in-depth interviews (n=122) with clinical and administrative staff at 11 hospitals that were participating with the National Registry of Myocardial Infarction and had median door-to-balloon times of ≤90 minutes during 2001–2002, representing substantial improvement since 1999. Data were organized with the use of NUD-IST 4 (Sage Publications Software) and were analyzed by the constant comparative method of qualitative data analysis. Eight themes characterized hospitals’ experiences: commitment to an explicit goal t...
296 citations
TL;DR: This article investigated how individuals in one urban school district conceive of evidence-based practice and developed grounded typologies that describe the ways that individuals conceptualize high quality evidence, appropriate evidence use, and high quality research.
Abstract: Current policies place unprecedented demands on districts to use evidence to guide their educational improvement efforts. How districts respond is likely to be influenced by how individuals in the district conceptualize what it means to use evidence in their ongoing work. This study draws on sensemaking and institutional theory to investigate how individuals in one urban school district conceive of evidence‐based practice. The study develops grounded typologies that describe the ways that individuals conceptualize high‐quality evidence, appropriate evidence use, and high‐quality research. It then explains variation in conceptions, pointing to the ways organizational responsibilities and reform history shape how individuals come to understand evidence‐based practice. The article closes by suggesting implications for district response to federal policy demands for evidence‐based practice.
296 citations