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Qualitative Data Analysis Week 2

Qualitative Data Analysis Week 2. Initial activity. Work in groups of three: one interviewer, one interviewee, one observer What we are exploring: what helps, and what hinders people in the process of learning about qualitative research. Interviewer.

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Qualitative Data Analysis Week 2

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  1. Qualitative Data AnalysisWeek 2

  2. Initial activity • Work in groups of three: one interviewer, one interviewee, one observer What we are exploring: • what helps, and what hinders people in the process of learning about qualitative research

  3. Interviewer … rather than ask directly about what helps or hinders… engage in discussion about the early stages of the interviewee’s research project. Ask about • research question (s) • about theoretical framework • about approach to research

  4. Follow up Follow up with further questions, probing the early stages of thinking about the research: • How did you decide on this question? • Have particular events or activities been useful, more than others? • What attracts you to this particular theoretical framework, or way of seeing things? • What opportunities have you had to think about alternatives?...

  5. Findings

  6. Reflections on data

  7. Theoretical sensitivity …“awareness of the subtleties of meaning of data”. –or multiple meanings. “Theoretical sensitivity refers to the attribute of having insight, the ability to give meaning to data, the capacity to understand, and capability to separate the pertinent from that which isn’t…” …

  8. “It is theoretical sensitivity that allows one to develop a theory that is grounded, conceptually dense, and well-integrated – and to do this more quickly than if this sensitivity were lacking”(Strauss and Corbin, 1990; Basics of Qualitative Research – p.42)

  9. Sources of theoretical sensitivity (from Strauss and Corbin) • Literature can be interpreted widely. • professional experience – implicit and tacit knowledge from having worked for years in an area. • personal experience – having been through related experiences in your own life. • analytic process – gaining insight and understanding through comparing, contrasting, linking, hypothesising about the relationship between concepts. BUT • ‘It is not enough to see something first, but to establish solid connections between the previously known and the hitherto unknown that constitutes the essence of specific discovery’ (Selye, 1956, p.6 cited in Strauss and Corbin).

  10. Examples for analysis Interview data to read – context • a rather traditional English primary school • some staff quite satisfied with what they are doing • some pupils feeling unable… Analyse together, very open interpretation Reflect on theoretical perspectives being used

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