Analysing Qualitative Data

Size: px
Start display at page:

Download "Analysing Qualitative Data"

Transcription

1 Analysing Qualitative Data Workshop Professor Debra Myhill

2 Philosophical Assumptions It is important to think about the philosophical assumptions that underpin the interpretation of all data. Your ontological position, your view of the nature of reality or truth; Your epistemological position, your view of the nature of knowledge or knowing Research is sometimes seen as divided into two paradigms: positivist with a positivist ontology and epistemology; and interpretivist, with an interpretivist ontology and epistemology. (though things are rarely this clearly divided!)

3 Positivist Perspective A positivist ontology and epistemology: the world out there is objective, with truth and reality independent of human action or thinking. So positivist research sets out to establish objective truth. For example, in the case of an educational intervention, a positivist view would hold that the intervention is an empirical way to establish a single, verifiable truth which informs what works..

4 Interpretivist Perspective The interpretivist ontology and epistemology: social interactions shape multiple truths and multiple realities within any given context. So an interpretivist view of an educational intervention would see it as a socially-mediated enterprise. Thus, whilst the research might seek to determine the efficacy of the intervention, it would do this through investigating the different ways the intervention is realised in different classrooms and the different ways it is experienced by different teachers, acknowledging that even a highly efficacious intervention cannot be simply replicated in different school settings. Thus the research sets out not to discover the single truth of the efficacy of the intervention, but the multiple truths of the nuanced and socially-constructed ways in which the intervention is realised.

5 Why does this matter? Qualitative data is crucially about a process of interpretation; of making meaning from data. It is hard to approach qualitative data from a positivist perspective. Qualitative data is not inferior to quantitative data, but it is different kind of data. It is important to know what qualitative data can do that quantitative data cannot, and vice versa. A questionnaire and an interview can investigate identical constructs but they do so in different ways (and with different philosophical assumptions).

6 Discussion point As junior researchers, what are your philosophical assumptions about truth and knowledge? Have your research experience between predominantly positivist or interpretivist? Can you explain why a questionnaire relies on a positive perspective whereas an interview is interpretive? Can you think of ways which would make a questionnaire more interpretive or an interview more positivist?

7 The Importance of Coding Any researcher who wishes to become proficient at doing qualitative analysis must learn to code well and easily. The excellence of the research rests in large part on the excellence of the coding. (Anselm L. Strauss, Qualitative Analysis for Social Scientists, 1987, p. 27)

8 What is a code? A code is a word or phrase that attributes a summative, descriptive label to a segment of language-based or visual data Data Extract (HA)When girls come into school they are really quite ready just to sit down and to learn (UA) Well what can I say about Jade she just does not see the importance of school I don't think men have the same sense of urgency as women (HA) Emily is very lively and enthusiastic about all of her school work Possible Codes? girls readiness for school; girls as passive; girls fit school life negative statement about an underachieving girl; girl underachievers attitude to school differences between men and women; gender as dichotomous; women as driven girls as active; girls engaged in school work; high achievers and engagement

9 Qualitative data Qualitative data can take many forms Transcripts of discussions or focus groups Transcripts from school lessons or any real life setting Field notes Observation records Video data/audio data Photographs Children s drawings Children s written texts Interview transcripts

10 Qualitative (interview) data is rich You can explore opinions and attitudes Tell me more Do you mean... Why and how questions You can be faithful to the tentative, speculative nature of people s responses You can reflect on the emergent, fluid nature of people s ideas rather than fixing them in stone You can explore the creation of meaning You can pick up on recurrent themes and ideas You can explore what is informing their ideas

11 Coding procedures Bottom-up coding: beginning with no predetermined codes and working closely with the data to determine the codes (sometimes referred to as a grounded theory approach). This is an inductive process. Top-down coding: beginning with a set of pre-determined codes, often using a coding frame, and analysing the data for segments which match those codes. This is a deductive process.

12 Bottom-Up coding Stage 1: Open coding In the initial stages, open coding is iterative, fluid, messy and emergent Through immersion in the data, the researcher attributes codes to segments of data The naming of codes is tentative at this stage and subject to change and refinement As more data is analysed, typically the initial tentativeness develops into a set of codes which fit the data well This is a micro-level process: the researcher is not thinking about the big picture but about what codes best describe the segments of data The researcher undertakes a process of constant comparison (Glaser and Strauss 1967)

13 Keeping Records Managing qualitative data analysis is complex and it also occurs over a long time period so keeping records of what you have done is important. Write definitions of your codes so that you can remember exactly what each code was capturing Write memos or keep a research journal capturing your thoughts about the coding or about the bigger ideas that you might be seeing When open coding is complete, keep a record of the codes (number and names) attributed at this stage This information is an important part of writing up the analysis.

14 Research Log 01/12/ :59 I m struggling with comments that reflect teachers' confidence in teaching writing eg I am confident teaching creative writing; or I 'm not sure how to teach viewpoint. At the moment they are going in Teacher as Writer (or Genre Knowledge) but neither are correct. We may need a code about pedagogical confidence? 10/12/ :08 Practising and exercising is nearly always interpreted negatively; even though they often did this in the lessons.

15 Workshop Task Read the interview extract supplied. It is from a research study where teachers were interviewed to determine their beliefs about grammar teaching and their pedagogical practices in teaching grammar. Working in pairs, undertake open coding on this interview, bearing in mind the research focus, attempt to attribute codes to segments of data. You might: Code two words or a much longer segment of data Attribute two codes to the same or boundary segments

16 Constant Comparison While coding, the researcher undertakes a process of constant comparison (Glaser and Strauss) The method of comparing and contrasting is used for practically all intellectual tasks during analysis: forming categories, establishing the boundaries of the categories, assigning the segments to categories, summarizing the content of each category, finding negative evidence, etc. The goal is to discern conceptual similarities, to refine the discriminative power of categories, and to discover patterns. (Tesch, 1990:96) In practice, constant comparison means constantly reading and re-reading data and codes being currently attributed to data and comparing with the same code attributed in earlier coding and checking both consistency and appropriacy. It also means making decisions about coding names, sometimes merging two codes into one, or sometimes splitting one code into two.

17 Workshop Task Work with another pair, and compare how you have both open coded the interview extract Are there times where your coding is totally different? Are there times where you have coded similarly but the labels have slightly different meaning? Are there times where your coding varies in terms of how much of the data you have segmented to one code? Can you discuss and reconcile these differences to arrive at one set of codes by constantly comparing each other s codes and naming? NB Constant comparison is really a process for comparing across data, not coders: how your second interview coding compares with your first interview; the coding that arises from this study compared with the coding that arose from a previous study etc

18 Bottom-Up coding Stage 2: Axial coding When all the data has been analysed through open coding, there are usually a high number of codes At this stage each code stands on its own; the coding has established no relationship between codes Axial codes establishes relationships between the codes, usually through clustering related codes together under an over-arching heading. This stage also frequently involves further merging, splitting and refining the code. NB Although open and axial coding are expressed as separate stages, in practice there is overlap sometime clusters of related codes become evident during the open coding stage

19 CODES AND SUB-CODES FOR THE THEME: GRAMMATICAL CONTENT KNOWLEDGE Fear, Anxiety or Inadequacy Grammar as Technical Skill Grammatical Confidence Grammatical Knowledge Problems Making Connections between Grammar and Writing Adding to Improve Lexical Choices Syntactical Choices Making Informed Choices Linking Grammar and Writing Pedagogical problems with Grammar Problems with Grammatical Explanations Problems explaining Sentences and Syntax Problems handling students grammar questions Unanticipated classroom problems Perceptions of Students' Grammatical Knowledge Forgetting Previous Grammar learning Student confidence Student Difficulty Grammatical Terminology

20 Workshop Task Using the extract you have just coded, can you see: any relationships between the codes? any codes that could be clustered together? any headings that would describe the clusters? You can use tree diagrams, concept maps, tables whatever you like to help you do this.

21

22 Top-Down Coding A simpler process because you are not making decisions about coding names and how best to describe your data, but are simply looking to match data against the predetermined categories On a positivist-interpretivist continuum, it tends to be regarded as more positivist, as it relies less on interpretation It may be perfectly appropriate for some research questions; or indeed it may be used in tandem with bottom up coding. For example, analysing interviews with children about their metalinguistic knowledge using Gombert s taxonomy of metalinguistic knowledge as a coding frame.

23 Top-down or Bottom-Up In practice many real qualitative data analyses use a bit of both. So a top-down coding frame may well have space for coders to add new codes which they find in the data A bottom-up coding process may decide to systematically capture all segments of data on a specific pre-determined category eg all references to grammar as technical or mechanical, at the same time as going the process of open coding.

24 Trustworthiness Qualitative research uses trustworthiness in place of the concepts of reliability and validity Other researchers need to be able trust your data because they cannot access, or do not have time to access it, to do the analysis themselves. Qualitative research opens up disagreement as a positive process: if others can see how you have coded, they can disagree with your choice; Much of the trustworthiness is achieved through the rigour of the analysis process and keeping a record of the decisions made Trustworthiness is undermined by cherry-picking your data for evidence which suits your view, and by ignoring contradictory data.

25 CONCEPT METHODS USED TO SECURE TRUSTWORTHINESS Transferability: The extent to which the findings can be generalised to other contexts with different participants and situations Dependability: The extent to which similar findings would be obtained if the study were repeated Confirmability: The extent to which the findings are neutral and free from researcher bias Credibility: The extent to which the findings seem believable The collection of 3 interviews/observations per participant to achieve greater descriptive depth Sampling strategy which includes randomisation and which maximises number of different context represented (32 schools with one class per school in different geographical locations). Constant comparison across cases during data analysis Triangulation of data through teacher and student interview, lesson observation and statistical data Maintenance of a research log of coding decisions and project log of methodological decisions Systematic coding consistency checks for inter-coder agreement More than one team member involved with all aspects of data analysis Alternative interpretations of data sought through team meetings Open coding sought to code as much of the data as possible Research team reviewing of coding processes and code labelling Cross-checking results with statistical results, where applicable The use of multiple sources of data The discussion of results with teacher participants at a plenary conference The avoidance of over-generalisation or over-claiming in all reporting of data

26 The Analysis Process Coding qualitative data is painstaking and slow Researchers need discipline to constantly monitor their consistency Working in small research groups where coding is done collectively, separately, then checked collectively is a very good approach Quite often, at a late stage in the process, some data needs to be recoded because of a problem or new insight that has emerged. But it is highly rewarding!

STUDENT THESIS PROPOSAL GUIDELINES

STUDENT THESIS PROPOSAL GUIDELINES STUDENT THESIS PROPOSAL GUIDELINES Thesis Proposal Students must work closely with their advisor to develop the proposal. Proposal Form The research proposal is expected to be completed during the normal

More information

Research Methods: Qualitative Approach

Research Methods: Qualitative Approach Research Methods: Qualitative Approach Sharon E. McKenzie, PhD, MS, CTRS, CDP Assistant Professor/Research Scientist Coordinator Gerontology Certificate Program Kean University Dept. of Physical Education,

More information

QUALITATIVE RESEARCH. [Adapted from a presentation by Jan Anderson, University of Teesside, UK]

QUALITATIVE RESEARCH. [Adapted from a presentation by Jan Anderson, University of Teesside, UK] QUALITATIVE RESEARCH [Adapted from a presentation by Jan Anderson, University of Teesside, UK] QUALITATIVE RESEARCH There have been many debates around what actually constitutes qualitative research whether

More information

Introduction to quantitative research

Introduction to quantitative research 8725 AR.qxd 25/08/2010 16:36 Page 1 1 Introduction to quantitative research 1.1. What is quantitative research? Research methods in education (and the other social sciences) are often divided into two

More information

What is Grounded Theory? Dr Lynn Calman Research Fellow School of Nursing, Midwifery and Social Work

What is Grounded Theory? Dr Lynn Calman Research Fellow School of Nursing, Midwifery and Social Work What is Grounded Theory? Dr Lynn Calman Research Fellow School of Nursing, Midwifery and Social Work Grounded theory The aim of grounded theory is: to generate or discover a theory (Glaser and Strauss,

More information

Chapter 17 Qualitative Data Analysis

Chapter 17 Qualitative Data Analysis Chapter 17 Qualitative Data Analysis (Reminder: Don t forget to utilize the concept maps and study questions as you study this and the other chapters.) The purposes of this chapter are to help you to grasp

More information

Measurement and measures. Professor Brian Oldenburg

Measurement and measures. Professor Brian Oldenburg Measurement and measures Professor Brian Oldenburg Learning objectives 1. To identify similarities/differences between qualitative & quantitative measures 2. To identify steps involved in choosing and/or

More information

Qualitative Methods in Empirical Studies of Software Engineering. by Carolyn B. Seaman

Qualitative Methods in Empirical Studies of Software Engineering. by Carolyn B. Seaman Qualitative Methods in Empirical Studies of Software Engineering by Carolyn B. Seaman Overview topics of the paper qualitative methods data collection methods participant observation interviewing coding

More information

CHAPTER THREE: METHODOLOGY. 3.1. Introduction. emerging markets can successfully organize activities related to event marketing.

CHAPTER THREE: METHODOLOGY. 3.1. Introduction. emerging markets can successfully organize activities related to event marketing. Event Marketing in IMC 44 CHAPTER THREE: METHODOLOGY 3.1. Introduction The overall purpose of this project was to demonstrate how companies operating in emerging markets can successfully organize activities

More information

Undergraduate Psychology Major Learning Goals and Outcomes i

Undergraduate Psychology Major Learning Goals and Outcomes i Undergraduate Psychology Major Learning Goals and Outcomes i Goal 1: Knowledge Base of Psychology Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical

More information

Qualitative Research. A primer. Developed by: Vicki L. Wise, Ph.D. Portland State University

Qualitative Research. A primer. Developed by: Vicki L. Wise, Ph.D. Portland State University Qualitative Research A primer Developed by: Vicki L. Wise, Ph.D. Portland State University Overview In this session, we will investigate qualitative research methods. At the end, I am hopeful that you

More information

A framework to plan monitoring and evaluation

A framework to plan monitoring and evaluation 6. A framework to plan monitoring and evaluation Key ideas Monitoring and evaluation should be an integral part of (and therefore affect) all stages of the project cycle. As mentioned earlier, you need

More information

QUALITATIVE RESEARCH

QUALITATIVE RESEARCH QUALITATIVE RESEARCH Qualitative is a diverse field. Not a unified set of methods/philosophy like surveys and experiments. Grew out of many disciplines: sociology, anthropology, education, linguistics,

More information

Grounded Theory. 1 Introduction... 1. 2 Applications of grounded theory... 1. 3 Outline of the design... 2

Grounded Theory. 1 Introduction... 1. 2 Applications of grounded theory... 1. 3 Outline of the design... 2 Grounded Theory Contents 1 Introduction... 1 2 Applications of grounded theory... 1 3 Outline of the design... 2 4 Strengths and weaknesses of grounded theory... 6 5 References... 6 1 Introduction This

More information

Using Qualitative Information For Impact Assessment: Introducing The Qualitative Impact Assessment Protocol (QUIP)

Using Qualitative Information For Impact Assessment: Introducing The Qualitative Impact Assessment Protocol (QUIP) Using Qualitative Information For Impact Assessment: Introducing The Qualitative Impact Assessment Protocol (QUIP) By Katie Wright-Revolledo, INTRAC Introduction Qualitative methods can provide insight

More information

Qualitative Data Analysis

Qualitative Data Analysis Qualitative Data Analysis Julia Klose Michael Seifert Verantwortlicher Professor: Dr. Florian Alt Introduction What is Qualitative Data? Non-numeric data, e.g. Images Sounds Video Qualitative Data Analysis

More information

Inductive theory generation: A grounded approach to business inquiry

Inductive theory generation: A grounded approach to business inquiry Inductive theory generation: A grounded approach to business inquiry Dr. David Douglas, Business School, Staffordshire University, UK. d.j.douglas@staffs.ac.uk Abstract: Grounded theory has frequently

More information

Theory and Research. Theory functions three ways in research: ways that can suggest other possibilities.

Theory and Research. Theory functions three ways in research: ways that can suggest other possibilities. Theory and Research Theory functions three ways in research: 1. Theories prevent our being taken in by flukes. 2. Theories make sense of observed patterns in ways that can suggest other possibilities.

More information

6b: QUALITATIVE DATA ANALYSIS

6b: QUALITATIVE DATA ANALYSIS 6b: QUALITATIVE DATA ANALYSIS Introduction Mary Ratcliffe R Recommended reading for this Element For those who are interested in doing qualitative research, the following are very useful books: Tesch,

More information

This Module goes from 9/30 (10/2) 10/13 (10/15) MODULE 3 QUALITATIVE RESEARCH TOPIC 1. **Essential Questions**

This Module goes from 9/30 (10/2) 10/13 (10/15) MODULE 3 QUALITATIVE RESEARCH TOPIC 1. **Essential Questions** This Module goes from 9/30 (10/2) 10/13 (10/15) NOTE 1: THERE IS A LOT OF READING OVER THE NEXT TWO WEEKS, BUT I HAVE BROKEN THEM INTO CHUNKS TO MAKE IT MORE DIGESTIBLE. THE TASKS ARE MINIMAL; IT S REALLY

More information

Analyzing Qualitative Data For Assessment October 15, 2014

Analyzing Qualitative Data For Assessment October 15, 2014 Analyzing Qualitative Data For Assessment October 15, 2014 Jeremy Penn, Ph.D. Director Resources Data Analysis, Chapter 6 in Schuh book (pages 158-168) Creswell (2002) or (1998) you can borrow from me

More information

DYNAMIC SUPPLY CHAIN MANAGEMENT: APPLYING THE QUALITATIVE DATA ANALYSIS SOFTWARE

DYNAMIC SUPPLY CHAIN MANAGEMENT: APPLYING THE QUALITATIVE DATA ANALYSIS SOFTWARE DYNAMIC SUPPLY CHAIN MANAGEMENT: APPLYING THE QUALITATIVE DATA ANALYSIS SOFTWARE Shatina Saad 1, Zulkifli Mohamed Udin 2 and Norlena Hasnan 3 1 Faculty of Business Management, University Technology MARA,

More information

Guided Writing as a means of Precise Intervention at Wave One

Guided Writing as a means of Precise Intervention at Wave One Guided Writing as a means of Precise Intervention at Wave One Kirsten French 25/7/2008 Introduction What were your reasons for doing this type of development work? Wave One intervention is intervention

More information

Teaching Design Thinking in B Schools: lessons learned and surprises suffered. Jeanne Liedtka Darden Business School University of Virginia

Teaching Design Thinking in B Schools: lessons learned and surprises suffered. Jeanne Liedtka Darden Business School University of Virginia Teaching Design Thinking in B Schools: lessons learned and surprises suffered Jeanne Liedtka Darden Business School University of Virginia The courses we teach at Darden Degree Programs: Corporate Innovation

More information

Role of the Researcher

Role of the Researcher Analyzing Qualitative Data: With or without software Sharlene Hesse-Biber, Ph.D. Department of Sociology Boston College Chestnut Hill, MA 02467 hesse@bc.edu 4/19/10 1 Role of the Researcher YOU are a data

More information

Qualitative methods for effectiveness evaluation: When numbers are not enough

Qualitative methods for effectiveness evaluation: When numbers are not enough Chapter 7 Qualitative methods for effectiveness evaluation: When numbers are not enough 7.1 Introduction 7.2 Methods of collecting qualitative information 7.2.1 Interviews and focus groups 7.2.2 Questionnaires

More information

University of Huddersfield Repository

University of Huddersfield Repository University of Huddersfield Repository Smith, Joanna and Firth, Jill Qualitative data analysis: the framework approach Original Citation Smith, Joanna and Firth, Jill (2011) Qualitative data analysis: the

More information

EVALUATION OF IMPORTANCE FOR RESEARCH IN EDUCATION

EVALUATION OF IMPORTANCE FOR RESEARCH IN EDUCATION 1 EVALUATION OF IMPORTANCE FOR RESEARCH IN EDUCATION ABSTRACT PRAMODINI D V*; K. ANU SOPHIA** *Assistant Professor, Department of Information Science and Engineering, PESSE, Bangalore - 100. **Assistant

More information

Assessing speaking in the revised FCE Nick Saville and Peter Hargreaves

Assessing speaking in the revised FCE Nick Saville and Peter Hargreaves Assessing speaking in the revised FCE Nick Saville and Peter Hargreaves This paper describes the Speaking Test which forms part of the revised First Certificate of English (FCE) examination produced by

More information

How To Write The English Language Learner Can Do Booklet

How To Write The English Language Learner Can Do Booklet WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT The English Language Learner CAN DO Booklet Grades 9-12 Includes: Performance Definitions CAN DO Descriptors For use in conjunction with the WIDA English

More information

Principles of Qualitative Research: Designing a Qualitative Study

Principles of Qualitative Research: Designing a Qualitative Study Principles of Qualitative Research: Designing a Qualitative Study John W. Creswell, Ph.D. Vicki L. Plano Clark, M.S. Objectives As a group activity, to plan a qualitative study on the topic of leadership

More information

Qualitative Data Analysis. Mary Cassatt: The Sisters, 1885

Qualitative Data Analysis. Mary Cassatt: The Sisters, 1885 Qualitative Data Analysis Mary Cassatt: The Sisters, 1885 Quantitative and Qualitative Some Definitions Quantitative data are observations coded in numerical format. Qualitative data are observations coded

More information

Case study as a research strategy: Investigating extreme weather resilience of construction SMEs in the UK

Case study as a research strategy: Investigating extreme weather resilience of construction SMEs in the UK Case study as a research strategy: Investigating extreme weather resilience of construction SMEs in the UK Gayan Wedawatta School of the Built Environment, the University of Salford, UK g.s.d.wedawatta@edu.salford.ac.uk

More information

Framework for Case Analysis

Framework for Case Analysis Framework for Case Analysis Part I Analyzing a Case What is this document? You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM

More information

Review Protocol Agile Software Development

Review Protocol Agile Software Development Review Protocol Agile Software Development Tore Dybå 1. Background The concept of Agile Software Development has sparked a lot of interest in both industry and academia. Advocates of agile methods consider

More information

From sampling and choosing cases to analysis in qualitative research

From sampling and choosing cases to analysis in qualitative research From sampling and choosing cases to analysis in qualitative research Nick Emmel Thinking Critically About Analysis Overview A brief history of sampling in qualitative research Some key lessons for sampling

More information

GLOSSARY OF EVALUATION TERMS

GLOSSARY OF EVALUATION TERMS Planning and Performance Management Unit Office of the Director of U.S. Foreign Assistance Final Version: March 25, 2009 INTRODUCTION This Glossary of Evaluation and Related Terms was jointly prepared

More information

Educational research on teaching the nature and process of science

Educational research on teaching the nature and process of science Educational research on teaching the nature and process of science The teaching resources recommended on our site are consistent with what is known about how students learn the nature and process of science.

More information

Music in schools: promoting good practice

Music in schools: promoting good practice Guidance from HMI for teachers, headteachers, and music hub leaders when observing musical teaching and learning Schools, all other funded providers of music education, and providers of Continuing Professional

More information

Critical Inquiry in Educational Research and Professional Practice

Critical Inquiry in Educational Research and Professional Practice DOCTOR IN EDUCATION COURSE DESCRIPTIONS A. CORE COURSES NEDD 800 Professionalism, Ethics, and the Self This introductory core course will explore and interrogate ideas surrounding professionalism and professionalization.

More information

Developing Research & Communication Skills

Developing Research & Communication Skills Developing Research & Communication Skills Guidelines for Information Literacy in the Curriculum Executive Summary This handbook provides colleges and universities with suggestions for how they might develop

More information

Module 2: Setting objectives and indicators

Module 2: Setting objectives and indicators Equal Access Participatory Monitoring and Evaluation toolkit Module 2: Setting objectives and indicators Outcomes from using this module You will understand: the concept of indicators and what they can

More information

CHAPTER III METHODOLOGY. The purpose of this study was to describe which aspects of course design

CHAPTER III METHODOLOGY. The purpose of this study was to describe which aspects of course design CHAPTER III METHODOLOGY The purpose of this study was to describe which aspects of course design and/or instruction are more effective and successful in the online environment than in the face-to-face

More information

Doctor of Education - Higher Education

Doctor of Education - Higher Education 1 Doctor of Education - Higher Education The University of Liverpool s Doctor of Education - Higher Education (EdD) is a professional doctoral programme focused on the latest practice, research, and leadership

More information

Methodology Teaching in a Digital Age Phase 1

Methodology Teaching in a Digital Age Phase 1 Methodology Teaching in a Digital Age Phase 1 Participants Forty-four educators from seven schools participated in the study, representing a diverse range of technology initiatives, years of implementation,

More information

THE UNIVERSITY OF EDINBURGH. PROGRAMME SPECIFICATION M.A. Honours in Psychology and Business Studies1

THE UNIVERSITY OF EDINBURGH. PROGRAMME SPECIFICATION M.A. Honours in Psychology and Business Studies1 THE UNIVERSITY OF EDINBURGH PROGRAMME SPECIFICATION M.A. Honours in Psychology and Business Studies1 1) Awarding Institution: University of Edinburgh 2) Teaching Institution: University of Edinburgh 3)

More information

May 2012 Qualitative and Quantitative Research Techniques for Humanitarian Needs Assessment

May 2012 Qualitative and Quantitative Research Techniques for Humanitarian Needs Assessment May 2012 Qualitative and Quantitative Research Techniques for Humanitarian Needs Assessment An Introductory Brief Table of Contents 1. Introduction to Qualitative and Quantitative Research... 3 2. Data

More information

Teaching and Learning Together. Equal Opportunities Policy (see also Disability Non-Discrimination; EAL; Gifted and Talented; Racial Equality; SEN)

Teaching and Learning Together. Equal Opportunities Policy (see also Disability Non-Discrimination; EAL; Gifted and Talented; Racial Equality; SEN) Teaching and Learning Together Equal Opportunities Policy (see also Disability Non-Discrimination; EAL; Gifted and Talented; Racial Equality; SEN) 1 Introduction We are committed to inclusion and will

More information

OVERVIEW OF RESEARCH METHODS

OVERVIEW OF RESEARCH METHODS OVERVIEW OF RESEARCH METHODS Research Methods= the ways we collect data to answer a research question data collection techniques including how we get respondents, how we ask questions, role of researcher

More information

Analyzing survey text: a brief overview

Analyzing survey text: a brief overview IBM SPSS Text Analytics for Surveys Analyzing survey text: a brief overview Learn how gives you greater insight Contents 1 Introduction 2 The role of text in survey research 2 Approaches to text mining

More information

Teaching Critical Thinking Skills to English for Academic Purposes Students

Teaching Critical Thinking Skills to English for Academic Purposes Students Teaching Critical Thinking Skills to English for Academic Purposes Students Agenda 1. What is critical thinking? 2. Critical thinking and culture 3. Critical thinking tasks, Bloom s Taxonomy 4. Structuring

More information

School of Advanced Studies Doctor Of Management In Organizational Leadership. DM 004 Requirements

School of Advanced Studies Doctor Of Management In Organizational Leadership. DM 004 Requirements School of Advanced Studies Doctor Of Management In Organizational Leadership The mission of the Doctor of Management in Organizational Leadership degree program is to develop the critical and creative

More information

INTEGRATION OF CRITICAL THINKING PRINCIPLES INTO THE CURRICULUM OF SECONDARY SCHOOLS: LITHUANIA S CASE

INTEGRATION OF CRITICAL THINKING PRINCIPLES INTO THE CURRICULUM OF SECONDARY SCHOOLS: LITHUANIA S CASE INTEGRATION OF CRITICAL THINKING PRINCIPLES INTO THE CURRICULUM OF SECONDARY SCHOOLS: LITHUANIA S CASE Research report Author Daiva Penkauskienė June 2010 Supported by a grant of from Foundation Open Society

More information

COMMUNICATION COMMUNITIES CULTURES COMPARISONS CONNECTIONS. STANDARDS FOR FOREIGN LANGUAGE LEARNING Preparing for the 21st Century

COMMUNICATION COMMUNITIES CULTURES COMPARISONS CONNECTIONS. STANDARDS FOR FOREIGN LANGUAGE LEARNING Preparing for the 21st Century COMMUNICATION COMMUNITIES CULTURES COMPARISONS CONNECTIONS STANDARDS FOR FOREIGN LANGUAGE LEARNING Preparing for the 21st Century Language and communication are at the heart of the human experience. The

More information

14. Qualitative Field Research

14. Qualitative Field Research 196 Qualitative Field Research 14. Qualitative Field Research Qualitative research is the method of choice when the research question requires an understanding of processes, events and relationships in

More information

Teaching Beliefs of Graduate Students in Adult Education: A Longitudinal Perspective

Teaching Beliefs of Graduate Students in Adult Education: A Longitudinal Perspective Teaching Beliefs of Graduate Students in Adult Education: A Longitudinal Perspective Edward W. Taylor Penn State University Capital College, USA Abstract This longitudinal study explores the influence

More information

Tips & Tools #17: Analyzing Qualitative Data

Tips & Tools #17: Analyzing Qualitative Data Tips & Tools #17: Analyzing Qualitative Data Introduction Qualitative evaluation methods yield narrative data often describing experiences, perceptions, or opinions from key informant interviews, open

More information

Revision. AS Sociology. Sociological Methods. The relationship between Positivism, Interpretivism and sociological research methods.

Revision. AS Sociology. Sociological Methods. The relationship between Positivism, Interpretivism and sociological research methods. AS Sociology Revision Sociological The relationship between Positivism, Interpretivism and sociological research methods. Chris. Livesey 2006: www.sociology.org.uk Methodology Positivism Positivism means

More information

Successfully completing case study research: combining rigour, relevance and pragmatism

Successfully completing case study research: combining rigour, relevance and pragmatism Info Systems J (1998) 8, 273±289 273 Successfully completing case study research: combining rigour, relevance and pragmatism Peta Darke, Graeme Shanks & Marianne Broadbent* School of Information Management

More information

Theme Analysis and Case Studies of Teacher Interview Data

Theme Analysis and Case Studies of Teacher Interview Data ANALYSING INTERVIEW DATA FOR CLUSTERS AND THEMES LYNDA BALL The University of Melbourne lball@unimelb.edu.au This paper outlines a qualitative approach for analysing interview transcripts. The approach

More information

Modern foreign languages

Modern foreign languages Modern foreign languages Programme of study for key stage 3 and attainment targets (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007

More information

What is Educational Research?

What is Educational Research? 3129 Ch-01.qxd 9/18/03 6:33 PM Page 1 1 What is Educational Research? Clive Opie This first chapter seeks answers to the question in its title and a second one, Can I do it?. The answer to the first seems

More information

Designing Effective Online Course Development Programs: Key Characteristics for Far-Reaching Impact

Designing Effective Online Course Development Programs: Key Characteristics for Far-Reaching Impact Designing Effective Online Course Development Programs: Key Characteristics for Far-Reaching Impact Emily Hixon, Ph.D. School of Education hixone@calumet.purdue.edu Janet Buckenmeyer, Ph.D. School of Education

More information

The Relevance of Glaserian and Straussian Grounded Theory Approaches in Researching Human Resource Development

The Relevance of Glaserian and Straussian Grounded Theory Approaches in Researching Human Resource Development 2011 International Conference on Financial Management and Economics IPEDR vol.11 (2011) (2011) IACSIT Press, Singapore The Relevance of Glaserian and Straussian Grounded Theory Approaches in Researching

More information

EVALUATION METHODS TIP SHEET

EVALUATION METHODS TIP SHEET EVALUATION METHODS TIP SHEET QUANTITATIVE METHODS: Quantitative data collection methods consist of counts or frequencies, rates or percentages, or other statistics that document the actual existence or

More information

Gender Issues in Islamic Schools: A Case Study in the United States

Gender Issues in Islamic Schools: A Case Study in the United States Gender Issues in Islamic Schools: A Case Study in the United States Hilda Yacoub Abu Roumi Sabbah, PhD. November 2007 Brigham Young University Positive Behavior Support Initiative (PBSI) Introduction The

More information

USING NVIVO FOR DATA ANALYSIS IN QUALITATIVE RESEARCH AlYahmady Hamed Hilal Saleh Said Alabri Ministry of Education, Sultanate of Oman

USING NVIVO FOR DATA ANALYSIS IN QUALITATIVE RESEARCH AlYahmady Hamed Hilal Saleh Said Alabri Ministry of Education, Sultanate of Oman USING NVIVO FOR DATA ANALYSIS IN QUALITATIVE RESEARCH AlYahmady Hamed Hilal Saleh Said Alabri Ministry of Education, Sultanate of Oman ABSTRACT _ Qualitative data is characterized by its subjectivity,

More information

Experiences of prison officers delivering Five Minute Interventions at HMP/YOI Portland

Experiences of prison officers delivering Five Minute Interventions at HMP/YOI Portland 2015 The NOMS Commissioning Strategies Group supports effective policy development and operational delivery within the National Offender Management Service and Ministry of Justice by ensuring that commissioning

More information

Developing an implementation research proposal. Session 2: Research design

Developing an implementation research proposal. Session 2: Research design Developing an implementation research proposal Session 2: Research design Learning objectives After completing this session, you will be able to: Develop a research design outlining your data collection

More information

Qualitative Data Collection and Analysis

Qualitative Data Collection and Analysis Qualitative Data Collection and Analysis In this lecture Overview of observations, diary studies, field studies Interviewing in detail Interviews that are done incorrectly are lost data Externalizing and

More information

Psychology Learning Goals and Outcomes

Psychology Learning Goals and Outcomes Psychology Learning Goals and Outcomes UNDERGRADUATE PSYCHOLOGY MAJOR LEARNING GOALS AND OUTCOMES: A Report (March 2002) American Psychological Association, Task Force Members: Jane S. Halonen, Drew C.

More information

High School Science Lesson Plan: Biology

High School Science Lesson Plan: Biology High School Science Lesson Plan: Biology Introduction Each lesson in the Adolescent Literacy Toolkit is designed to support students through the reading/learning process by providing instruction before,

More information

Document extract. AAMT supporting and enhancing the work of teachers. Assessing Numeracy and NAPLAN. Thelma Perso

Document extract. AAMT supporting and enhancing the work of teachers. Assessing Numeracy and NAPLAN. Thelma Perso Document extract Title of chapter/article Assessing Numeracy and NAPLAN Author(s) Thelma Perso Copyright owner The Australian Association of Mathematics Teachers (AAMT) Inc. Published in The Australian

More information

What are Cognitive and/or Behavioural Psychotherapies?

What are Cognitive and/or Behavioural Psychotherapies? What are Cognitive and/or Behavioural Psychotherapies? Paper prepared for a UKCP/BACP mapping psychotherapy exercise Katy Grazebrook, Anne Garland and the Board of BABCP July 2005 Overview Cognitive and

More information

Qualitative Data Analysis Week 8 Andre S amuel Samuel

Qualitative Data Analysis Week 8 Andre S amuel Samuel Qualitative Data Analysis Week 8 Andre Samuel Introduction Qualitative research generates a large and cumbersome amount of data Data is usually yg generated from field notes, interview transcripts, focus

More information

DOCTOR OF BUSINESS ADMINISTRATION POLICY

DOCTOR OF BUSINESS ADMINISTRATION POLICY DOCTOR OF BUSINESS ADMINISTRATION POLICY Section 1 Purpose and Content (1) This document outlines the specific course requirements of the Doctor of Business Administration (DBA) at the University of Western

More information

Engagement and motivation in games development processes

Engagement and motivation in games development processes Engagement and motivation in games development processes Engagement and motivation in games development processes Summary... 1 Key findings... 1 1. Background... 2 Why do we need to engage with games developers?...

More information

Research Methods Carrie Williams, (E-mail: Carrie.Williams@nnsa.doe.gov), Grand Canyon University

Research Methods Carrie Williams, (E-mail: Carrie.Williams@nnsa.doe.gov), Grand Canyon University Research Methods Carrie Williams, (E-mail: Carrie.Williams@nnsa.doe.gov), Grand Canyon University ABSTRACT This paper discusses three common research approaches, qualitative, quantitative, and mixed methods,

More information

What is the impact of multisource learning on History at Key Stage 3?

What is the impact of multisource learning on History at Key Stage 3? What is the impact of multisource learning on History at Key Stage 3? Researchers: Lloyd Brown and Rolf Purvis Date of research: September 2000 August 2001 Contact details: Chesterton Community College,

More information

12 th UKFIET International Conference on Education and Development, 10 12 September 2013

12 th UKFIET International Conference on Education and Development, 10 12 September 2013 12 th UKFIET International Conference on Education and Development, 10 12 September 2013 Symposium / Round Table Conference Paper Cover Sheet Author name: Institutional Affiliation: Position: Preferred

More information

Analysing Interview Data

Analysing Interview Data Analysing Interview Data Dr Maria de Hoyos & Dr Sally-Anne Barnes Warwick Institute for Employment Research 15 February 2012 Show of hands Aims of the session To reflect on the nature and purpose of interviews

More information

Working with data: Data analyses April 8, 2014

Working with data: Data analyses April 8, 2014 Working with data: Data analyses April 8, 2014 Housekeeping notes This webinar will be recorded, and will be available on the Centre s website as an educational resource The slides have been sent to participants

More information

IDS data identified several schools across the County with low CVA/conversions according to the septiles (1 to 7 grading) at KS4.

IDS data identified several schools across the County with low CVA/conversions according to the septiles (1 to 7 grading) at KS4. Delivering Intervention in Mathematics and English (DIME) Jane Moreton 8/9/2008 Introduction What were your reasons for doing this type of development work? IDS data identified several schools across the

More information

Exploring the directions and methods of business development. A comparative multiple-case study on Ikea and Vodafone

Exploring the directions and methods of business development. A comparative multiple-case study on Ikea and Vodafone Exploring the directions and methods of business development A comparative multiple-case study on Ikea and Vodafone Michal Štefan Aalborg University Master thesis for MSc. in International Business Economics

More information

School of Advanced Studies Doctor Of Education In Educational Leadership With A Specialization In Educational Technology. EDD/ET 003 Requirements

School of Advanced Studies Doctor Of Education In Educational Leadership With A Specialization In Educational Technology. EDD/ET 003 Requirements School of Advanced Studies Doctor Of Education In Educational Leadership With A Specialization In Educational Technology The mission of the Doctor of Education in Educational Leadership degree program

More information

Teaching Framework. Framework components

Teaching Framework. Framework components Teaching Framework Framework components CE/3007b/4Y09 UCLES 2014 Framework components Each category and sub-category of the framework is made up of components. The explanations below set out what is meant

More information

Chapter 7 Sampling (Reminder: Don t forget to utilize the concept maps and study questions as you study this and the other chapters.

Chapter 7 Sampling (Reminder: Don t forget to utilize the concept maps and study questions as you study this and the other chapters. Chapter 7 Sampling (Reminder: Don t forget to utilize the concept maps and study questions as you study this and the other chapters.) The purpose of Chapter 7 it to help you to learn about sampling in

More information

Research Critique of Caught in the middle: Experiences of tobacco-dependent nurse practitioners

Research Critique of Caught in the middle: Experiences of tobacco-dependent nurse practitioners Unit 4 Research Critique 1 Research Critique of Caught in the middle: Experiences of tobacco-dependent nurse practitioners Jackie Van Etten Nursing Research Professor Meedzan and Professor Fichera May

More information

Reflective Writing. How do you write reflectively? Stages of reflective thinking

Reflective Writing. How do you write reflectively? Stages of reflective thinking Reflective Writing Reflective Writing There are a variety of reasons you might need to write reflectively. When you apply for jobs, undertake self-evaluation at work or whilst studying, or when writing

More information

INTRODUCTION: COURSE OBJECTIVES AND CRITERIA FOR RECEIVING THE SIT TESOL CERTIFICATE

INTRODUCTION: COURSE OBJECTIVES AND CRITERIA FOR RECEIVING THE SIT TESOL CERTIFICATE INTRODUCTION: COURSE OBJECTIVES AND CRITERIA FOR RECEIVING THE SIT TESOL CERTIFICATE A. Course Objectives B. Course Requirements C. Course Competencies A. Course Objectives By the end of the course, participants

More information

Characteristics of Effective and Sustainable Teaching Development Programs for Quality Teaching in Higher Education

Characteristics of Effective and Sustainable Teaching Development Programs for Quality Teaching in Higher Education Characteristics of Effective and Sustainable Teaching Development Programs for Quality Teaching in Higher Education This presentation will address the following conference aim/question: What are the contextual

More information

Research design and methods Part II. Dr Brian van Wyk POST-GRADUATE ENROLMENT AND THROUGHPUT

Research design and methods Part II. Dr Brian van Wyk POST-GRADUATE ENROLMENT AND THROUGHPUT Research design and methods Part II Dr Brian van Wyk POST-GRADUATE ENROLMENT AND THROUGHPUT From last week Research methodology Quantitative vs. Qualitative vs. Participatory/action research Research methods

More information

THE BACHELOR S DEGREE IN SPANISH

THE BACHELOR S DEGREE IN SPANISH Academic regulations for THE BACHELOR S DEGREE IN SPANISH THE FACULTY OF HUMANITIES THE UNIVERSITY OF AARHUS 2007 1 Framework conditions Heading Title Prepared by Effective date Prescribed points Text

More information

School of Advanced Studies Doctor Of Management In Organizational Leadership/information Systems And Technology. DM/IST 004 Requirements

School of Advanced Studies Doctor Of Management In Organizational Leadership/information Systems And Technology. DM/IST 004 Requirements School of Advanced Studies Doctor Of Management In Organizational Leadership/information Systems And Technology The mission of the Information Systems and Technology specialization of the Doctor of Management

More information

OSCAR: Open Source Cybersecurity Academic Repository

OSCAR: Open Source Cybersecurity Academic Repository OSCAR: Open Source Cybersecurity Academic Repository We propose to build a collection of student prepared video lessons for information security courses. To build this repository we need to prepare (1)

More information

A Brief Look at Online Tutorial Experiences of Older Students in Remedial College Mathematics

A Brief Look at Online Tutorial Experiences of Older Students in Remedial College Mathematics A Brief Look at Online Tutorial Experiences of Older Students in Remedial College Mathematics Greg A. Baugher Instructor and Doctoral Student Mercer University, Georgia USA Baugher_GA@Mercer.edu Abstract

More information

Gender Sensitive Data Gathering Methods

Gender Sensitive Data Gathering Methods Gender Sensitive Data Gathering Methods SABINA ANOKYE MENSAH GENDER AND DEVELOPMENT COORDINATOR GRATIS FOUNDATION, TEMA, GHANA sabinamensah@hotmail.com Learning objectives By the end of this lecture, participants:

More information

Using qualitative research to explore women s responses

Using qualitative research to explore women s responses Using qualitative research to explore women s responses Towards meaningful assistance - how evidence from qualitative studies can help to meet survivors needs Possible questions Why do survivors of SV

More information

DECS IMPROVEMENT AND ACCOUNTABILITY FRAMEWORK RESOURCES GUIDE TO SELF REVIEW

DECS IMPROVEMENT AND ACCOUNTABILITY FRAMEWORK RESOURCES GUIDE TO SELF REVIEW DECS IMPROVEMENT AND ACCOUNTABILITY FRAMEWORK RESOURCES GUIDE TO SELF REVIEW Reflect... Improve... Achieve GUIDE TO SELF REVIEW The purpose of Self Review Effective organisations regularly monitor and

More information

Life Insurance Modelling: Notes for teachers. Overview

Life Insurance Modelling: Notes for teachers. Overview Life Insurance Modelling: Notes for teachers In this mathematics activity, students model the following situation: An investment fund is set up Investors pay a set amount at the beginning of 20 years.

More information