Analyzing Qualitative Data: Collaborative Teacher Professional Development

1. Project PASS(Proficiency AND Success in Science) Centra Session February 28 - March 2 Analyzing Qualitative Data A collaborative teacher professional development project supported by the Nevada Mathematics and Science Partnership Program

2. Analyzing Qualitative Data • Prepare Your Data • Review your research questions • Individually, each member reads the artifacts and transcripts to develop themes (codes). • The research team meets to discuss and negotiate the teams’ themes. • Individually, each member re-reads and codes for the team’s themes. • The research team meets again to negotiate the final results. • If appropriate, occurrences are tabulated.

3. Analyzing Qualitative Data • Prepare Your Data • Review your research questions • Individually, each member reads the artifacts and transcripts to develop themes (codes). • The research team meets to discuss and negotiate the teams’ themes. • Individually, each member re-reads and codes for the team’s themes. • The research team meets again to negotiate the final results. • If appropriate, occurrences are tabulated.

4. Analyzing Qualitative Data • Prepare Your Data • Review your research questions • Individually, each member reads the artifacts and transcripts to develop themes (codes). • The research team meets to discuss and negotiate the teams’ themes. • Individually, each member re-reads and codes for the team’s themes. • The research team meets again to negotiate the final results. • If appropriate, occurrences are tabulated.

5. Example Research Questions & Data Sources • How does the use of a conceptual change-based approach to science instruction influence student attitudes toward science in a unit on biodiversity? • How does the use of a conceptual change-based approach to science instruction influence conceptual change in a unit on biodiversity?

6. Example Research Questions & Data Sources • How does the use of a conceptual change-based approach to science instruction influence student attitudes toward science in a unit on biodiversity? • Data Sources: interviews, essay responses, survey • How does the use of a conceptual change-based approach to science instruction influence conceptual change in a unit on biodiversity? • Data Sources: student notebooks, laboratory reports, classroom discussion

7. Example Research Questions & Data Sources • How does the use of a conceptual change-based approach to science instruction influence student attitudes toward science in a unit on biodiversity? • Data Sources:interviews, essay responses, survey • How does the use of a conceptual change-based approach to science instruction influence conceptual change in a unit on biodiversity? • Data Sources: student notebooks, laboratory reports, classroomdiscussion

8. Qualitative Analysis Explained • How does the use of a conceptual change-based approach to science instruction influence student attitudes toward science in a unit on biodiversity? • Data Sources: interviews, essay responses, survey • Coding: the behavior is unknown, themes will emerge and codes are developed. • How does the use of a conceptual change-based approach to science instruction influence conceptual change in a unit on biodiversity? • Data Sources: student notebooks, laboratory reports, classroom discussion • Coding: the behavior is known, patterns can be counted (e.g. intelligible, dissatisfaction) but unanticipated themes may also emerge and codes are developed.

9. Qualitative Analysis Explained • How does the use of a conceptual change-based approach to science instruction influence student attitudes toward science in a unit on biodiversity? • Data Sources: interviews, essay responses, survey • Coding: the behavior is unknown, themes will emerge and codes are developed. • How does the use of a conceptual change-based approach to science instruction influence conceptual change in a unit on biodiversity? • Data Sources: student notebooks, laboratory reports, classroom discussion • Coding: the behavior is known, patterns can be counted (e.g. intelligible, dissatisfaction) but unanticipated themes may also emerge and codes are developed.

10. Qualitative Analysis Explained • How does the use of a conceptual change-based approach to science instruction influence student attitudes toward science in a unit on biodiversity? • Data Sources: interviews, essay responses, survey • Coding: the behavior is unknown, themes will emerge and codes are developed. • How does the use of a conceptual change-based approach to science instruction influence conceptual change in a unit on biodiversity? • Data Sources: student notebooks, laboratory reports, classroom discussion • Coding: the behavior is known, patterns can be counted (e.g. intelligible, dissatisfaction) but unanticipated themes may also emerge and codes are developed.

11. Analyzing Qualitative Data • Prepare Your Data • Review your research questions • Individually, each member reads the artifacts and transcripts to develop themes (codes). • The research team meets to discuss and negotiate the teams’ themes. • Individually, each member re-reads and codes for the team’s themes. • The research team meets again to negotiate the final results. • If appropriate, occurrences are tabulated.

12. Coding Example 1

13. Analyzing Qualitative Data • Prepare Your Data • Review your research questions • Individually, each member reads the artifacts and transcripts to develop themes (codes). • The research team meets to discuss and negotiate the teams’ themes. • Individually, each member re-reads and codes for the team’s themes. • The research team meets again to negotiate the final results. • If appropriate, occurrences are tabulated.

14. Coding Example 2

15. Coding Example 3

16. Analyzing Qualitative Data • Prepare Your Data • Review your research questions • Individually, each member reads the artifacts and transcripts to develop themes (codes). • The research team meets to discuss and negotiate the teams’ themes. • Individually, each member re-reads and codes for the team’s themes. • The research team meets again to negotiate the final results. • If appropriate, occurrences are tabulated.

17. Analyzing Qualitative Data • Prepare Your Data • Review your research questions • Individually, each member reads the artifacts and transcripts to develop themes (codes). • The research team meets to discuss and negotiate the teams’ themes. • Individually, each member re-reads and codes for the team’s themes. • The research team meets again to negotiate the final results. • If appropriate, occurrences are tabulated.

18. Analyzing Qualitative Data • Prepare Your Data • Review your research questions • Individually, each member reads the artifacts and transcripts to develop themes (codes). • The research team meets to discuss and negotiate the teams’ themes. • Individually, each member re-reads and codes for the team’s themes. • The research team meets again to negotiate the final results. • If appropriate, occurrences are tabulated.

19. Coding Example 4

20. Analyzing Qualitative Data • Prepare Your Data • Review your research questions • Individually, each member reads the artifacts and transcripts to develop themes (codes). • The research team meets to discuss and negotiate the teams’ themes. • Individually, each member re-reads and codes for the team’s themes. • The research team meets again to negotiate the final results. • If appropriate, occurrences are tabulated.

21. Final Reminder • Action research data must be prepared in advance of the Data Festival on April 29. • The handout provided at the last face-to-face session describing what you need to have done is available in WebCT (Syllabus and Requirements).