NOT FINISHED analysis of qualitative data

  1. qualitative analysis challenges
    • no univeral rules; no set way to do an analysis correctly 
    • voluminous amount of narrative data = lots of intensive work
    • need for strong inductive powers and creativity 
    • condensing rich data to fit concise reports
  2. qualitative data management and organization
    • transcribing the data
    • developing a category scheme
    • coding the data
    • organizing the data - manual methods or organization [conceptual files], computerized methods of organization using CAQDAS
  3. developing a category scheme
    involves careful reading of the data, with an eye to identifying underlying concepts and clusters of concepts 

    related concepts are often grouped together to facilitate the coding process
  4. a general analytic overview
    • identify themes or braod categories
    • search for patterns among themes, variation in the data
    • develop charting devices, timelines
    • validate theme, patterns
    • in some cases, calculate quasi-statistics
    • integrate thematic pieces
  5. What does a theme represent in qualitative research?
    the labeling of similar ideas shared by the study participants
  6. qualitative content analysis
    1. breakdown data into smaller units

    2. code and name units according to content 

    3. group coded material based on shared content
  7. ethnographic analysis: Spradley's 12 step method
    • 1. locating an informat
    • 2. interviewing an informant
    • 3. making an ethnographic record
    • 4. asking descriptive questions
    • 5. analyzing ethnographic interviews
    • 6. making a domain analysis [first level of analysis]
    • 7. asking structural questions
    • 8. making a taxonomic analysis [second level]
    • 9. asking contrast questions
    • 10. making a componential analysis [third level]
    • 11. discovering cultural themes, theme analysis [fourth level]
    • 12. writing the ethnography
  8. three broad schools of phenomenology
    • duguesne school [descriptive phenomenology]
    • Utrecht school [descriptive and interpretive phenomenology]
    • heideggerian hermeneutics [interpretive]
  9. Duguesne school
    • descriptive phenomenology that three commonly used methods of
    • - colaizzi
    • - giorgi
    • - van kaam
  10. duguesne is based off of whose philosophy ?
    husserl's philosophy
  11. what is the basic outcome of the three methods mentioned in Duguesne school
    all three methods is the description of the essential nature of an experience, often through the identification of essential themes
  12. Utrecht school
    a descriptive and interpretive phenomenology. we focused on Van Manen's approach
  13. Van Manen's approach
    part of the Utrecht school

    • involves 6 activities
    • 1.  turning to the nature of the lived experience 
    • 2. exploring the experience as we live it
    • 3. reflecting on essential themes
    • 4. describing the phenomenon through the art of writing and rewriting
    • 5. maintaining a strong relation to the phenomenon
    • 6. balancing the research context by considering parts and wholes
  14. according to Van Manen, thematic aspects of experience can be uncovered or isolated from participants' descriptions of the experience by what thee methods?
    • 1. holistic 
    • 2. selective
    • 3. detailed approach
  15. holistic approach
    (Van Manen method)

    researchers view the whole text and try to capture its meaning
  16. selective [or highlighting] approach
    (Van Manen's method)

    researchers highlight or pull out statements that seem essential to the experience under study
  17. detailed [or line-by-line] approach
    (Van Manen's)

    researchers analyze every sentence
  18. Heideggerian hermeneutics
    an interpretive method
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NOT FINISHED analysis of qualitative data
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