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Track 5 – QUALWorkshops A - D(Saturday & Sunday, July 13-14, 2019)
VanajaNethi, Ph.D.
Track 5- QUALOverview of Workshops and Bootcamps(DeSantis 2066, 1133*)
SAT, July 13(8:30 – 9:45am) – Workshop A: Organizing the DataSAT, July 13(10:00 – 11:30pm)* – Workshop B: Analyzing the DataSAT, July 13(12:45 – 3:45pm) –Dissertation BOOTCAMP Part ISUN, 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
Summer Institute 2018, 13 - 15 July 2018
Artifact for Track 5
Summer Institute 2018, 13 - 15 July 2018
DUE SUNDAY, JULY 13, 2019AT THE END OF DISSERTATION BOOTCAMP 2
Track 5 – QUALWorkshop AOrganizing the Data
Chapter 3:Methodology(Data Analysis section)(from theQualitative Dissertation Templateon the DSS website)
Data AnalysisSteps involved in conducting an analysis of qualitative data.How the data will beORGANIZEDand transcribed.Thecoding, pattern, and theme development proceduresof the transcripts or text files. I(f used, discuss specific qualitative software you will use to assist in organizing collected data)Ethical ConsiderationsHow you will maintain ethics of the study. Preserve anonymity and keep the documents secure.TrustworthinessEstablishing 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-debriefingandexpert reviews, (e)mixed methodsPotential Research BiasResearcher’s bias with regards to the topic, whether personal or professional. Plan to manage potential bias.LimitationsLimitations, restrictions, or constraints that may affect the study’s outcomes.
Summer Institute 2018, 13 - 15 July 2018
Four Basic Forms of Qualitative Data
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)
Summer Institute 2018, 13 - 15 July 2018
Organizing QualitativeData for Analysis
Important to begin bypreparing and organizing the datacollected (which will be voluminous!)Includes transcribing interview/ focus group notesOrganizing field notes from observationsEnsuring all documents to be used in the analysis are present and availableUse digital files/ make copiesHave a consistent file-naming system to so that individual audio files or transcripts are easy to locate later onIf doing manual data analysis, then maintain a searchable spreadsheet by:form of data collectedDate/ time collectedlocationparticipant/ document(Creswell & Poth, 2018)
Summer Institute 2018, 13 - 15 July 2018
Data conversation and storage
Converting recordings of interviews to transcripts and saving them as word documentsDigital representations of audio-visual materials – jpeg or pdf filesCAQDAS (Computer Assisted Qualitative Data Analysis Software) can also help managing data files
Summer Institute 2018, 13 - 15 July 2018
Track 5 – QUALWorkshop BAnalyzing the Data
Analyzing Qualitative Data – Manually
Youtubevideo:https://www.youtube.com/watch?v=DRL4PF2u9XAA qualitative analysis of Interview Data: A Basic Step-by-step Guide by Kent Lofgren, Swedenhttps://www.youtube.com/watch?v=eT-EDgwRvRUCoding and developing themesCoding and developing themes
Summer Institute 2018, 13 - 15 July 2018
Computer Aided Qualitative Data Analysis Software (CAQDAS)
QUIRKOSwebsite:https://www.quirkos.com“Quirkosis an intuitive tool for qualitative analysis of text data…”Introducing Qualitative Analysis withQuirkoshttps://www.youtube.com/watch?v=i6KYixwUBZs
Summer Institute 2018, 13 - 15 July 2018
Phenomenology
For phenomenology, include:(a) a description of experiential themes,b) a description of the essences of experience, andc) a description of relationships among essences.
Summer Institute 2018, 13 - 15 July 2018
Ethnography
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 participantsas it was observed and analyzed.
Summer Institute 2018, 13 - 15 July 2018
Grounded Theory
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.
Summer Institute 2018, 13 - 15 July 2018
Delphi study
Used in exploratory qualitative researchexpert panel group knowledge acquisitionAnonymity in data collection and aggregationIterative
Summer Institute 2018, 13 - 15 July 2018
Track 5 – QUALWorkshop CInterpreting the Data and Writing Chapter 4
Chapter4: Findings(from theQualitative Dissertation Templateon the DSS website)
IntroductionInclude a brief intro to your study.Demographic CharacteristicsDescribe your participants (if applicable)Data AnalysisResults 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
Summer Institute 2018, 13 - 15 July 2018
Example 1Hall (2017)
TitleThe lived experiences of high school principals implementing the core principles of high school reformPurposeTo 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 approachPhenomenological analysisData collected usingInterviews and online questionnaire
Summer Institute 2018, 13 - 15 July 2018
Research QuestionsHall (2017)
ONE overarching questionWhat are the lived experiences of high school principals implementing the core principles of high school reform and redesign?FOUR supporting research questions1. 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?
Summer Institute 2018, 13 - 15 July 2018
Format of Chapter 4: ResultsHall (2017)
Introductory paragraphParticipant summariesThis gives context to the study and provides summaries of the 5 principals selected to be in the studyThemesThe themes identified are supported by direct quotes and literatureSummary
Summer Institute 2018, 13 - 15 July 2018
Example 2Rogers (2016)
TitleThe Use of Reflective Practices in Applying Strategies Learned Through Professional Development in Social Studies InstructionPurposeTo 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 coursesQualitative approachSingle instrumental case study(focusing on a single issue and using a bounded case to illustrate this issue)Data collected usingInterviews, observations, reflective journals, and teacher lesson plans
Summer Institute 2018, 13 - 15 July 2018
Research QuestionsRogers (2016)
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?
Summer Institute 2018, 13 - 15 July 2018
Format of Chapter 4: ResultsRogers (2016)
IntroductionParticipant portraitsThis gives context to the study and provides summaries of the 5 principals selected to be in the studyThemesThe themes identified are supported by direct quotes and literatureConclusion
Summer Institute 2018, 13 - 15 July 2018
Example 3Ohlrich(2017)
TitleGendering Migration Determinants: A Phenomenological Analysis of Professional Immigrant Women From IndiaPurposeThe 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 approachPhenomenological analysisData collected usingSkype and telephone interviews
Summer Institute 2018, 13 - 15 July 2018
Research QuestionsOhlrich(2017)
Core research questionHow 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 questions1. 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?
Summer Institute 2018, 13 - 15 July 2018
Format of Chapter 4: ResultsOhlrich(2017)
IntroductionDescriptive demographics of participantsThis gives context to the study and provides summaries of the 3 participants in the studyIn-depth description of the analytic processPresentation of findingsThemes presented by research question.Themes supported by direct quotesSummary of findings
Summer Institute 2018, 13 - 15 July 2018
Table:Theme TalliesOhlrich(2017)
Summer Institute 2018, 13 - 15 July 2018
Table 1
Track 5 – QUALWorkshop DDiscussing your findings and Writing Chapter 5
Chapter 5: Discussion(from theQualitative Dissertation Templateon the DSS website)
IntroductionDiscussion of FindingsIncorporate 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.DiscussMeanings and understandingsImplication of the studyRelevance of the studyIntegrate the following:Significance and substanceImportance to disciplineCritique of findings with suggestions for change and future inquiryConclusions and Recommendations
Summer Institute 2018, 13 - 15 July 2018
Example 1Hall (2017)
TitleThe lived experiences of high school principals implementing the core principles of high school reformPurposeTo 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 questionWhat are the lived experiences of high school principals implementing the core principles of high school reform and redesign?FOUR supporting research questions1. 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?
Summer Institute 2018, 13 - 15 July 2018
Format of Chapter 5: DiscussionHall (2017)
Overview of the study (serves as the introduction)Empowerment of staff and the delegation of dutiesThe cores principles are a part of the principal’s workProviding teacher supportEngaging teacher leaders to assist the schoolEncouragement of teachers to collaborate on curriculumConclusionRecommendations for practice and research
Summer Institute 2018, 13 - 15 July 2018
Example 2Rogers (2016)(Case Study)
TitleThe Use of Reflective Practices in Applying Strategies Learned Through Professional Development in Social Studies InstructionPurposeTo 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 coursesResearch QuestionsHow 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?
Summer Institute 2018, 13 - 15 July 2018
Format ofChapter 5DiscussionRogers (2016)
IntroductionTurning points in educationProcesses and routines as an impetus for instructional changePlanning, teaching and assessing for Instructional changeReflective practice as a vehicle for instructional changeSuggestions for future researchConcluding paragraph
Summer Institute 2018, 13 - 15 July 2018
Example 3Ohlrich(2017)
TitleGendering Migration Determinants: A Phenomenological Analysis of Professional Immigrant Women From IndiaPurposeThe 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 questionHow 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 questions1. 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?
Summer Institute 2018, 13 - 15 July 2018
Format of Chapter 5: DiscussionOhlrich(2017)
Overview of the studyUnderstandings of the findingsResearch Question 1Theme 1 - The education advantageTheme 2 – The media versus IndiaResearch Questions 2Theme 3 – Father figureTheme 4 – ExpectationsTheme 5 – Social StatusTheme 6 – EmancipationResearch Question 3Theme 7 – DiasporaTheme 8 – Changes and IndiaTheme 9 – Giving back is sensitive
Summer Institute 2018, 13 - 15 July 2018
Format of Chapter 5: DiscussionOhlrich(2017)(ctd)
ConclusionCentral questionImplications of the studyHQ- IAGender and diaspora issues in human capital mobilitySustainable social developmentRecommendations for further researchMethodologiesSector-specific focusDemographical variations
Summer Institute 2018, 13 - 15 July 2018

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