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Qualitative Data Analysis

Qualitative Data Analysis. How Can We Make Sense of our Interviews, Surveys, and Observations?. Qualitative Data Analysis. Looking for patterns in qualitative data such as: Surveys Interviews Observations Journal Notes Case Histories. General Sequence for Qualitative Data Analysis SQRQCQ.

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Qualitative Data Analysis

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  1. Qualitative Data Analysis How Can We Make Sense of our Interviews, Surveys, and Observations?

  2. Qualitative Data Analysis • Looking for patterns in qualitative data such as: • Surveys • Interviews • Observations • Journal Notes • Case Histories

  3. General Sequence for Qualitative Data AnalysisSQRQCQ • Skim(Through the data) • Question(What themes emerge?) • Record(Evidence) • Question(What does this data reveal?) • Conclude(Based on the data) • Question(Next steps?)

  4. SURVEY SURVEY 1. What . . . 2. Why . . . 3. When . . . 4. Where . . . SURVEY 1. What . . . 2. Why . . . 3. When . . . 4. Where . . . SURVEY 1. What . . . 2. Why . . . 3. When . . . 4. Where . . . SURVEY 1. What . . . 2. Why . . . 3. When . . . 4. Where . . . SURVEY 1. What . . . 2. Why . . . 3. When . . . 4. Where . . . SURVEY 1. What . . . 2. Why . . . 3. When . . . 4. Where . . . SURVEY 1. What . . . 2. Why . . . 3. When . . . 4. Where . . . SURVEY 1. What . . . 2. Why . . . 3. When . . . 4. Where . . . 1. What . . . 2. Why . . . 3. When . . . 4. Where . . . Step 1: SKIM(Sift Through the Data) • ONE: Skim through your findings to identify main themes (issues / factors).

  5. 1. Skim What did you like about the program? What can we do to improve this year? - go to elem. school - fun - get more books - fundraisers How helpful were before/during/after reading questions? How helpful was keeping a journal? - tracks books you like - helps you remember -very helpful -helped kids understand

  6. Visualize Feelings Role Play Nothing Pd 1-Good Readers Pd 1-Low Readers Pd 2-Good Readers Pd 2-Low Readers Step 2. Question- set up a visual to chart evidence related to main themes.

  7. Having Fun Being Nervous Peer Interaction D.E. D.L. T.F. M.L.

  8. 3. Read / Review / Record Having Fun Being Nervous Peer Interaction -writing questions helped nerves -practice helped -bring snacks -fun w/ 8th grade -spent time w/ kids -fun w/ 8th grade D.E. -wrote down notes D.L. -fun-got to read books T.F. -we should make drawings for some of the stories -reading to kindergarteners makes you nervous M.L.

  9. Visualize Feelings Role Play The Words See the events Picture in my mind See the events Picture in my mind Like in a play I pictured myself in a movie Pd 1-Good Readers the hard words Excited hard words never saw those words before Pd 1-Low Readers feels lik I’m there worried excited It’s like a movie I see drawings in my head I was Charlotte Like I was there Pd 2-Good Readers pronounce the words Pd 2-Low Readers could feel the wind Step 4: QUESTION(What does this data reveal?)

  10. 4. Question (What Did I Find?) • D.E. & M.L. talked the most • “Fun” was mentioned repeatedly • Nervousness was brought up several times • References to notes, reading questions, and drawings appears to support use of journals

  11. Step 5: CONCLUDE(What conclusions can I draw?) • Reflect on your findings. • Elaborate on generalizations that can be supported by consistencies / anomalies. • Draw conclusions: back up with formalized knowledge from readings; adjust next steps based on conclusions.

  12. Step 6: QUESTION(What are my next steps?) • What should I do now? • Another survey / interview / assessment • Revise my research question • Develop lessons / activities • What information do I still need? • On students • On methods • On background information for my topic

  13. 6. Question (Next Steps) • How can a cross-age tutoring program improve comprehension and attitude toward reading in Dropout Prevention students? I see that I didn’t really zero in on the key areas of concern stated in my research question. However, I want to expand the program, and I want the kids to enjoy it . . . I think I want to funnel everything into the reading process; I want the focus of our groups to be on metacognition . . . so I need to devise a new set of survey questions that will address those aspects . . . then I can get some insight into HOW this program might help the kids in those two areas.

  14. For More Information • Sagor, pages 48 - 57 • Handouts • Guidelines for Analyzing Your Data • Process for Analyzing Your Data • Analysis Leading to Action • The Plan / Do / Study / Act Cycle

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