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Qualitative Data Organization & Analysis Workshops

Join us for a series of workshops on organizing, analyzing, and interpreting qualitative data. Learn about data transcription, coding, ethical considerations, and more.

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Qualitative Data Organization & Analysis Workshops

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  1. Track 5 – QUALWorkshops A - D(Saturday & Sunday, July 13-14, 2019) VanajaNethi, Ph.D.

  2. SAT, July 13 (8:30 – 9:45am) – Workshop A: Organizing the Data • SAT, July 13 (10:00 – 11:30pm)* – Workshop B: Analyzing the Data • SAT, July 13 (12:45 – 3:45pm) – Dissertation BOOTCAMP Part I • SUN, July 14 (8:30 – 9:45am)* – Workshop C: Interpreting the Data (Writing Chapter 4) • SUN, July 14 (10:00 – 11:30am)* – Workshop B: Discussing the Findings (Writing Chapter 5) • SUN, July 14 (12:45 – 2:45pm) – Dissertation BOOTCAMP Part II Track 5- QUALOverview of Workshops and Bootcamps (DeSantis 2066, 1133*) Summer Institute 2018, 13 - 15 July 2018

  3. Artifact for Track 5 DUE SUNDAY, JULY 13, 2019 AT THE END OF DISSERTATION BOOTCAMP 2 Summer Institute 2018, 13 - 15 July 2018

  4. Track 5 – QUALWorkshop AOrganizing the Data

  5. Data Analysis • Steps involved in conducting an analysis of qualitative data. • How the data will be ORGANIZED and transcribed. • The coding, pattern, and theme development procedures of the transcripts or text files. I(f used, discuss specific qualitative software you will use to assist in organizing collected data) Ethical Considerations • How you will maintain ethics of the study. Preserve anonymity and keep the documents secure. Trustworthiness • Establishing validity and reliability of the findings. Steps undertaken to ensure the accuracy of the findings and interpretation of data by including the following: (a) member checking—asking members to check the accuracy of the account and (b) triangulation—using corroborating evidence, (c) audit trails – detailed record-keeping of the entire research process from when you first start to think about your research through the process to the final conclusions, (d) peer-debriefing and expert reviews, (e) mixed methods Potential Research Bias • Researcher’s bias with regards to the topic, whether personal or professional. Plan to manage potential bias. Limitations • Limitations, restrictions, or constraints that may affect the study’s outcomes. Chapter 3:Methodology (Data Analysis section)(from the Qualitative Dissertation Template on the DSS website) Summer Institute 2018, 13 - 15 July 2018

  6. Interviews/ Focus Groups (ranges from one-to-one, in-person interaction to group, web-based interactions) • Observations (ranges from non-participant to participant) • Documents (ranges from private to public) • Audio-visual materials (ranges from photographs to participant-created artifacts) • Others include online text-based chats, weblogs, social media, images and sounds on websites, instant messaging, etc. (Creswell, 2018) Four Basic Forms of Qualitative Data Summer Institute 2018, 13 - 15 July 2018

  7. Important to begin by preparing and organizing the data collected (which will be voluminous!) • Includes transcribing interview/ focus group notes • Organizing field notes from observations • Ensuring all documents to be used in the analysis are present and available • Use digital files/ make copies • Have a consistent file-naming system to so that individual audio files or transcripts are easy to locate later on • If doing manual data analysis, then maintain a searchable spreadsheet by: • form of data collected • Date/ time collected • location • participant/ document (Creswell & Poth, 2018) Organizing Qualitative Data for Analysis Summer Institute 2018, 13 - 15 July 2018

  8. Converting recordings of interviews to transcripts and saving them as word documents • Digital representations of audio-visual materials – jpeg or pdf files • CAQDAS (Computer Assisted Qualitative Data Analysis Software) can also help managing data files Data conversation and storage Summer Institute 2018, 13 - 15 July 2018

  9. Track 5 – QUALWorkshop BAnalyzing the Data

  10. Youtube video: https://www.youtube.com/watch?v=DRL4PF2u9XA • A qualitative analysis of Interview Data: A Basic Step-by-step Guide by Kent Lofgren, Sweden https://www.youtube.com/watch?v=eT-EDgwRvRU • Coding and developing themes • Coding and developing themes Analyzing Qualitative Data – Manually Summer Institute 2018, 13 - 15 July 2018

  11. QUIRKOS website: https://www.quirkos.com “Quirkos is an intuitive tool for qualitative analysis of text data…” • Introducing Qualitative Analysis with Quirkos https://www.youtube.com/watch?v=i6KYixwUBZs Computer Aided Qualitative Data Analysis Software (CAQDAS) Summer Institute 2018, 13 - 15 July 2018

  12. For phenomenology, include: • (a) a description of experiential themes, • b) a description of the essences of experience, and • c) a description of relationships among essences. Phenomenology Summer Institute 2018, 13 - 15 July 2018

  13. Ethnography, the findings may be reported in a smooth, flowing description narrative. • The aim of the narrative is to portray a full context of the experiences and the culture of research participants as it was observed and analyzed. Ethnography Summer Institute 2018, 13 - 15 July 2018

  14. Grounded Theory, where the aim is the generation of theoretical constructs, include: • findings from the process of memo writing, • theoretical sampling, • sorting, • saturation, • the review of literature, • and developing the theory. Grounded Theory Summer Institute 2018, 13 - 15 July 2018

  15. Used in exploratory qualitative research • expert panel group knowledge acquisition • Anonymity in data collection and aggregation • Iterative Delphi study Summer Institute 2018, 13 - 15 July 2018

  16. Track 5 – QUALWorkshop CInterpreting the Data and Writing Chapter 4

  17. Introduction • Include a brief intro to your study. • Demographic Characteristics • Describe your participants (if applicable) • Data Analysis • Results presented relative to main research question or sub-questions. Only the results are presented, not the rationale or discussion. • Findings are discussed according to the qualitative approach utilized. Include quotes from interviews with participants/ informants or from analyzed documents to illustrate themes generated or theory developed. • Closing Paragraph Chapter 4: Findings(from the Qualitative Dissertation Template on the DSS website) Summer Institute 2018, 13 - 15 July 2018

  18. Title The lived experiences of high school principals implementing the core principles of high school reform Purpose To describe the lived experiences of select principals in a large urban school district in southeastern Florida who applied transformational leadership to implement the core principles of high school reform and redesign in an urban school setting. Qualitative approach Phenomenological analysis Data collected using Interviews and online questionnaire Example 1 Hall (2017) Summer Institute 2018, 13 - 15 July 2018

  19. ONE overarching question What are the lived experiences of high school principals implementing the core principles of high school reform and redesign? FOUR supporting research questions 1. What are the leadership characteristics of high school principals who implemented the core principles of high school reform and redesign? 2. What is the high school principals’ knowledge of the core principles of high school reform and redesign and how are they important to the daily work? 3. What are the educational leadership practices of high school principals who implemented the core principles in developing and retaining qualified teachers and improving best practices in the classroom? 4. What are the educational leadership practices of the principals in establishing shared leadership with their staff to implement the core principles of high school reform and redesign? Research QuestionsHall (2017) Summer Institute 2018, 13 - 15 July 2018

  20. Introductory paragraph Participant summaries This gives context to the study and provides summaries of the 5 principals selected to be in the study Themes The themes identified are supported by direct quotes and literature Summary Format of Chapter 4: ResultsHall (2017) Summer Institute 2018, 13 - 15 July 2018

  21. TitleThe Use of Reflective Practices in Applying Strategies Learned Through Professional Development in Social Studies Instruction  Purpose To examine how middle school social studies teachers in a large urban school district in Texas document their process of self-reflection as they integrate instructional strategies learned in professional training into their social studies courses  Qualitative approach Single instrumental case study (focusing on a single issue and using a bounded case to illustrate this issue)  Data collected using Interviews, observations, reflective journals, and teacher lesson plans  Example 2 Rogers (2016) Summer Institute 2018, 13 - 15 July 2018

  22. 1. How do middle school social studies teachers describe and document their process of integrating strategies learned in professional development training into their instructional approaches in a large urban school district in southeast Texas? 2. What are the perceptions of middle school social studies teachers regarding the concept of reflective practice as an element of professional development?  3. How does an individual reflective practice model, such as reflective journaling, help middle school social studies teachers document their process of self-reflection as they apply strategies learned in professional development training to instructional approaches?  Research QuestionsRogers (2016) Summer Institute 2018, 13 - 15 July 2018

  23. Introduction Participant portraits This gives context to the study and provides summaries of the 5 principals selected to be in the study Themes The themes identified are supported by direct quotes and literature Conclusion Format of Chapter 4: ResultsRogers (2016) Summer Institute 2018, 13 - 15 July 2018

  24. Title Gendering Migration Determinants: A Phenomenological Analysis of Professional Immigrant Women From India  Purpose The purpose of this study is to understand and describe gendered determinants of highly qualified (HQ) migration based on the lived experiences of professional Asian Indian women in Germany.  Qualitative approach Phenomenological analysis Data collected using Skype and telephone interviews Example 3 Ohlrich (2017) Summer Institute 2018, 13 - 15 July 2018

  25. Core research question How do professional women from India describe the gendered determinants of HQ international migration? In addition, three issue and three procedural questions will guide this qualitative research.  THREE Issue questions 1. How do HQ immigrant women from India experience the global talent race?  2. How do HQ immigrant women from India describe their push-pull migration factors?  3. How do HQ immigrant women from India experience social and economic ties between India and the countries they migrate to?  Research QuestionsOhlrich (2017) Summer Institute 2018, 13 - 15 July 2018

  26. Introduction Descriptive demographics of participants This gives context to the study and provides summaries of the 3 participants in the study In-depth description of the analytic process Presentation of findings Themes presented by research question. Themes supported by direct quotes Summary of findings Format of Chapter 4: ResultsOhlrich (2017) Summer Institute 2018, 13 - 15 July 2018

  27. Table 1  Table:Theme TalliesOhlrich (2017) Summer Institute 2018, 13 - 15 July 2018

  28. Track 5 – QUALWorkshop DDiscussing your findings and Writing Chapter 5

  29. Introduction Discussion of Findings • Incorporate the following: (a) preconceptions and ideas as discussed in your introduction, (b) existing literature and practice in the area of study, and (c) the utilization of the method. Discuss • Meanings and understandings • Implication of the study • Relevance of the study • Integrate the following: • Significance and substance • Importance to discipline • Critique of findings with suggestions for change and future inquiry Conclusions and Recommendations Chapter 5: Discussion (from the Qualitative Dissertation Template on the DSS website) Summer Institute 2018, 13 - 15 July 2018

  30. Title The lived experiences of high school principals implementing the core principles of high school reform Purpose To describe the lived experiences of select principals in a large urban school district in southeastern Florida who applied transformational leadership to implement the core principles of high school reform and redesign in an urban school setting. ONE overarching question What are the lived experiences of high school principals implementing the core principles of high school reform and redesign? FOUR supporting research questions 1. What are the leadership characteristics of high school principals who implemented the core principles of high school reform and redesign? 2. What is the high school principals’ knowledge of the core principles of high school reform and redesign and how are they important to the daily work? 3. What are the educational leadership practices of high school principals who implemented the core principles in developing and retaining qualified teachers and improving best practices in the classroom? 4. What are the educational leadership practices of the principals in establishing shared leadership with their staff to implement the core principles of high school reform and redesign? Example 1 Hall (2017) Summer Institute 2018, 13 - 15 July 2018

  31. Overview of the study (serves as the introduction) • Empowerment of staff and the delegation of duties • The cores principles are a part of the principal’s work • Providing teacher support • Engaging teacher leaders to assist the school • Encouragement of teachers to collaborate on curriculum • Conclusion • Recommendations for practice and research Format of Chapter 5: DiscussionHall (2017) Summer Institute 2018, 13 - 15 July 2018

  32. TitleThe Use of Reflective Practices in Applying Strategies Learned Through Professional Development in Social Studies Instruction  Purpose To examine how middle school social studies teachers in a large urban school district in Texas document their process of self-reflection as they integrate instructional strategies learned in professional training into their social studies courses  Research Questions How do middle school social studies teachers describe and document their process of integrating strategies learned in professional development training into their instructional approaches in a large urban school district in southeast Texas? 2. What are the perceptions of middle school social studies teachers regarding the concept of reflective practice as an element of professional development?  3. How does an individual reflective practice model, such as reflective journaling, help middle school social studies teachers document their process of self-reflection as they apply strategies learned in professional development training to instructional approaches?  Example 2Rogers (2016) (Case Study) Summer Institute 2018, 13 - 15 July 2018

  33. Introduction • Turning points in education • Processes and routines as an impetus for instructional change • Planning, teaching and assessing for Instructional change • Reflective practice as a vehicle for instructional change • Suggestions for future research • Concluding paragraph Format ofChapter 5DiscussionRogers (2016) Summer Institute 2018, 13 - 15 July 2018

  34. Title Gendering Migration Determinants: A Phenomenological Analysis of Professional Immigrant Women From India  Purpose The purpose of this study is to understand and describe gendered determinants of highly qualified (HQ) migration based on the lived experiences of professional Asian Indian women in Germany.  Core research question How do professional women from India describe the gendered determinants of HQ international migration? In addition, three issue and three procedural questions will guide this qualitative research.  THREE Issue questions 1. How do HQ immigrant women from India experience the global talent race?  2. How do HQ immigrant women from India describe their push-pull migration factors?  3. How do HQ immigrant women from India experience social and economic ties between India and the countries they migrate to?  Example 3 Ohlrich (2017) Summer Institute 2018, 13 - 15 July 2018

  35. Overview of the study Understandings of the findings • Research Question 1 • Theme 1 - The education advantage • Theme 2 – The media versus India • Research Questions 2 • Theme 3 – Father figure • Theme 4 – Expectations • Theme 5 – Social Status • Theme 6 – Emancipation • Research Question 3 • Theme 7 – Diaspora • Theme 8 – Changes and India • Theme 9 – Giving back is sensitive Format of Chapter 5: DiscussionOhlrich (2017) Summer Institute 2018, 13 - 15 July 2018

  36. Conclusion • Central question • Implications of the study • HQ- IA • Gender and diaspora issues in human capital mobility • Sustainable social development Recommendations for further research • Methodologies • Sector-specific focus • Demographical variations Format of Chapter 5: DiscussionOhlrich (2017)(ctd) Summer Institute 2018, 13 - 15 July 2018

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