Qualitative Data Analysis Process Research Articles

A NATIONALCURRICULUM: COMPETITION, ADVANCES AND RETREATS

This paper is an outcome of a study on National Science Curriculum (NSC) in Australia. This paper centres around the experts’ views on the scenarios of future science curriculum. The data were gathered through interviews with five leaders from different Australian states. The data were analysed following the process of qualitative data analysis outlined by McMillan and Schumacher (2006) involving selecting text extracts, identifying patterns, themes and key concepts, coding and categorisation, code testing against interpretation and constant comparison. The analysis is further checked by a research assistant. It will be shown that experts agree on the strengths and weaknesses of the curriculum. The results show that there are two very different scenarios that seem possible. One emphasises state independence, standardisation, compliance and control. The other emphasises trust in teacher professionalism and knowledge exchange. Key words: National Science Curriculum, scenarios of future science curriculum

QUAGOL: A guide for qualitative data analysis

BackgroundData analysis is a complex and contested part of the qualitative research process, which has received limited theoretical attention. Researchers are often in need of useful instructions or guidelines on how to analyze the mass of qualitative data, but face the lack of clear guidance for using particular analytic methods. ObjectivesThe aim of this paper is to propose and discuss the Qualitative Analysis Guide of Leuven (QUAGOL), a guide that was developed in order to be able to truly capture the rich insights of qualitative interview data. MethodThe article describes six major problems researchers are often struggling with during the process of qualitative data analysis. Consequently, the QUAGOL is proposed as a guide to facilitate the process of analysis. Challenges emerged and lessons learned from own extensive experiences with qualitative data analysis within the Grounded Theory Approach, as well as from those of other researchers (as described in the literature), were discussed and recommendations were presented. Strengths and pitfalls of the proposed method were discussed in detail. ResultsThe Qualitative Analysis Guide of Leuven (QUAGOL) offers a comprehensive method to guide the process of qualitative data analysis. The process consists of two parts, each consisting of five stages. The method is systematic but not rigid. It is characterized by iterative processes of digging deeper, constantly moving between the various stages of the process. As such, it aims to stimulate the researcher's intuition and creativity as optimal as possible. ConclusionThe QUAGOL guide is a theory and practice-based guide that supports and facilitates the process of analysis of qualitative interview data. Although the method can facilitate the process of analysis, it cannot guarantee automatic quality. The skills of the researcher and the quality of the research team remain the most crucial components of a successful process of analysis. Additionally, the importance of constantly moving between the various stages throughout the research process cannot be overstated.

The Influence of Classroom Blogging on Elementary Student Writing

Blogs in classrooms represent a new approach to teaching writing that is developing and changing daily. Although some scholarly literature explores the use of blogs in educational settings, the blogs are primarily being used at the secondary and college levels. The purpose of this qualitative case study research was to explore how blogging influenced student writing development at the elementary level. Fifth-graders' pre- and post-blogging project writing samples, as well as other student blog posts, were the primary data. A qualitative data analysis process was applied to explore the following areas of interest in student writing: attitude, content, voice, connections and relationships, thinking, and craft. The findings indicate that student bloggers became mindful of and connected to the audience, exercised agency in a community of bloggers, and learned to take ownership of the writing process and the writer's craft. Refraining from putting a heavy focus on corrected writing conventions during this formative time of writing development enabled students to concentrate on writing, which they filled with opinions, humor, expression, and playfulness as they learned to rethink their concepts of writing and its meaning in their lives.

What does the Tablet PC mean to you? A phenomenological research

The goal of this study is to gain a detailed understanding of the experience of instructors who have been using Tablet PCs (TPCs) for their teaching practice. The study examines the lived experience of 28 faculty members from a College of Engineering which is promoting the diffusion of TPCs in the classroom. Phenomenology was adopted to answer the question ‘What is it like to use a TPC to teach a course?’ Written applications, one-on-one interviews, classroom observations, and an online discussion board are the data sources. From the iterative process of qualitative data analysis, four common themes emerged in terms of converting to digital resources, teaching by handwriting on the screen, becoming comfortable with technology, and human enjoyment of using the TPC.

Assigning poetry reading as a way of introducing students to qualitative data analysis

The aim of the paper is to explain how poetry reading can be used to teach interpretive analysis of qualitative data. A number of studies were located in the nursing literature that focused on using poetry to help students develop empathy for patients, to teach students to reflect on their own practice, and to assist them in developing self-understanding. No studies were found that described the use of poetry reading as a way of teaching the skill of interpretive analysis. There are, however, a number of parallels between the principles of poetry reading and qualitative analysis that suggest that this method of teaching would be successful. International papers published on PubMed, Medline, and CINAHL were reviewed to identify challenges facing educators and ways of teaching the process of qualitative data analysis using poetry reading. Using poetry reading to teach skills of qualitative data analysis helps motivate students, cultivates a reflective mindset, and develops the skill of working as a member of an interpretive group. Framing interpretive work as being like reading poetry helps students pick up more quickly on the art that is a major component of the work. This approach also helps students learn the importance of cultural and contextual particulars as they begin analyzing qualitative data. Using poetry reading to introduce students to the complex skill of qualitative data analysis is an effective pedagogical strategy.

Exploring engagement in the qualitative research process

Exploring engagement in the qualitative research process

A Participatory Group Process to Analyze Qualitative Data

When conducting community-based participatory research (CBPR), community researchers are often consulted during the analysis step, but rarely participate in the entire process. This paper describes a participatory qualitative data analysis process that was used in three projects with marginalized women in Ontario, Canada. In each project, marginalized women were trained as Inclusion Researchers (IRs) and participated in all stages of the research process. Given the emphasis of the projects on inclusion, it was important that a data analysis process be developed that was group oriented, engaging, understandable, and inclusive of the community researchers. A five-part analysis process is described including preparation of the data, grouping and coding, consolidation, making sense of the data, and producing a report. This group analysis process took place over 2 full days with facilitation by an academic researcher, Details about the techniques used for each step are described. The strengths of this participatory qualitative data analysis process were that it enabled participation of people with a mixture of levels of education and familiarity with analysis; it enabled community member control of the interpretation; and it could handle large volumes of data quickly. The main limitation was that additional time and procedures would be necessary for a deeper analysis or for groups of over 25 participants. The factors that contributed to the success of this participatory analysis process included accessible and clear procedures, use of visual grouping techniques, and a positive and supportive atmosphere for participation.

Listening to the Voices of Hospitalized High-Risk Antepartum Patient

To explore the needs of high-risk antepartum patients while hospitalized and to generate recommendations from the patients' perspective. Qualitative descriptive. Thirteen female patients in a high-risk antepartum unit of a large tertiary hospital, Edmonton, Alberta. A qualitative data analysis process was followed. The major themes and subthemes that emerged from interviews with participants included stressors associated with loss of control and feelings of being a burden. The need for privacy and sensitivity to family members was expressed. Participants' recommendations included being treated as a family unit, setting up accommodation for visiting family members, and wanting more organized activities to relieve boredom. An understanding of the needs of high-risk antepartum patients while hospitalized from their perspective will help the primary caregiver such as the registered nurse improve the quality of the women's care, provide guidance about the management of stressors, and plan interventions to reduce stress and to involve their families.

Review of Qualitative Research Methods for Psychologists: Introduction through Empirical Studies.

CONSTANCE T. FISCHER (Ed.) Qualitative Research Methods for Psychologists: Introduction through Empirical Studies Amsterdam: Elsevier, 2006, 512 pages (ISBN 0-12-088470-4, US$89.95 Hardcover) Reviewed by ANITA UNRUH This book is intended as an introductory textbook for psychology students and psychologists who have been trained in traditional psychological research methods with the goal of providing an orientation to qualitative research frameworks and how they are applied to the many research questions that might be considered by psychologists. The book begins with a useful introductory chapter by the editor that provides a historical overview of the emergence of psychology as a science concerned primarily with determining causal relationships. The editor then examines the origins of qualitative research and the contributions it can make as a post-modern epistemological perspective that is concerned with the meaning of psychological phenomena and the interrelationships of outcomes and circumstances of these phenomena. This discussion is followed by a review of practical matters pertaining to undertaking a qualitative thesis (or study). Some of this section includes standard advice for graduate students but a number of issues that are often particularly complex for qualitative researchers are considered by the editor (how much personal interest in the topic should be acknowledged by the researcher, the process of qualitative data collection and analysis, writing and publishing qualitative research, and, attending to ethical issues in qualitative research). This introduction is very helpful in setting qualitative methodologies within psychology both as a therapeutic profession, and as a scientific discipline, with a qualitative overview for the novice reader. There are 13 chapters in the body of the book and they are gathered into three parts. The five chapters in Clinical Practices make linkages between psychotherapy and the qualitative methods or analytical approaches of discourse analysis, grounded theory, and phenomenology. The five chapters in Affective and Cognitive Processes discuss feminist collaborative research, phenomenology, and dialogical approaches as applied to affective and cognitive issues. They include discussions about qualitative research concerned with sexual abuse, anger, joy, forgiveness, and thought processes. The three chapters in Life Situations examine intuitive inquiry, experiential method, and focus groups as qualitative methods to address, respectively, embodiment of contemporary female mystics, being a stranger in a foreign land, and HIV/AIDS interventions in Botswana. The authors of these chapters are respected qualitative researchers in psychology. Most come from the United States but several are from Canada or the United Kingdom. All of the chapters are written in the first person, in a narrative style. They tell a story about an author's approach to a particular psychological issue using qualitative method or analysis. The focus is primarily on method, processes, and analytical strategies though usually there is also some discussion about research findings particularly in chapters that are more focused on data analysis. The book ends with a Question and Responses chapter by the editor that covers many of the questions novice qualitative researchers often have about qualitative research. The last section is a detailed Glossary of terms that are significant in understanding qualitative research. Both of these sections clarify many of the questions that are often raised by graduate students and beginning qualitative researchers particularly if their background is in quantitative research methods. …

Qualitative Analysis

Practitioner and beginning researchers in social work often struggle with the process of qualitative data analysis. This article discusses the use of a teaching tool for qualitative analysis that is relatively simple to apply within the classroom setting. Based on the grounded theory method of qualitative analysis (Glaser and Strauss, 1967; Strauss and Corbin, 1990), the purpose of the tool is threefold: (1) to facilitate a beginning understanding of the processes of qualitative analysis for students; (2) to provide an experiential opportunity for students to practice using qualitative data - thereby encouraging ‘learning-by-doing’ strategy; and (3) to simplify the process of analysis as a precursor to the student’s more in-depth study and understanding.

Using Technology for Collaborative Research and Writing

This article describes the experience of using technology to facilitate collaborative research and writing. Initially, two faculty members at Indiana University and a research associate used a group decision support system (GDSS) called GroupSystemsT to design an active learning experience for undergraduate nursing students. In addition, GroupSystems was used to gather qualitative data from student participants. The authors then explored how tools within GroupSystems might support qualitative data analysis (QDA) and collaborative writing. Reflecting on the value of this technology and its potential applications, the authors conclude that the technology enhances the process of QDA but is not sufficient to achieve final negotiation and articulation of emergent themes. In addition, the authors suggest that use of the technology for collaborative writing challenges the conventional manner of assigning authorship.

Themes relating to sexuality that emerged from a discourse analysis of the Nursing Times during 1980-1990.

The intention of this study was to develop insight into how the concept of human sexuality has been addressed within a popular nursing medium, namely the publication Nursing Times, during the decade 1980-1990. The study begins by clarifying discourse analysis and its role in the social construction of language. Exploration of the use of metaphors within nursing text is made to highlight the ability to convey multiple meaning and ideology within nursing practice. The 86 text papers generated during this decade were subjected to a process of qualitative data analysis entitled 'Framework'. The emerging themes from this process were used to inform a discussion of the ideological and practice relationships that exist between nursing and human sexuality.

Using logic programming to facilitate qualitative data analysis

Conventional word-processing programs and LOGLISP, a system which integrates logic programming with LISP, form the basis for QUALOG, a set of computer programs which facilitates the qualitative data analysis process. These programs aid the researcher's conceptual work in data analysis in four areas: 1) formatting the data as text files; 2) creating, organizing, and storing a knowledge base of information about the data; 3) testing knowledge-base queries relevant to working hypotheses for confirming and for disconfirming information; and 4) creating, organizing, and storing files for the researcher's memoranda.

Discussions of Papers Published in Vol. 33/1 and 33/2

In the Internet era, customers become increasingly used to publishing their reviews of products online. This paper presents a crowdsourcing design framework (CDF) that exploits those online customer reviews to support concept generation in conceptual design. CDF guides designers through a systemic qualitative data analysis process to abstract relevant design intelligence based on highlighted customer reviews published by lead users, towards a database of logic propositions, which is queried by designers to increase knowledge and inspire creativity. A controlled experiment shows that CDF significantly enhances novice designers’ ideation effectiveness and improves their innovative design thinking.