2 Aug 2004 ... We conducted a qualitative analysis of the interview data and found various themes and categories, described by qualifiers and examples

2005

Contextual Risk Analysis for Interview Design
Tira Cohene and Steve Easterbrook
Department of Computer Science,
University of Toronto, Toronto Canada

http://www.cs.utoronto.ca/~sme/papers/2005/Cohene-RE05.pdf

AN INNOVATIVE APPROACH ON HOLISTIC ANALYSIS OF INTERVIEW DATA: THE CASE OF IOWA STATE UNIVERSITY’S SIMULTANEOUS RENEWAL OF TEACHER EDUCATION



Betul C. Özkan

Media and Instructional Technology Department

University of West Georgia

bozkan@westga.edu



Niki Davis

Center for Technology in Learning and Teaching

Iowa State University

nedavis@iastate.edu



Natalie Johnson

Department of Teacher Education

Arkansas State University

njohnson@astate.edu



ABSTRACT

In this study, we discuss the use of generative evaluation as an innovative approach in the analysis of qualitative interview data for evaluating simultaneous renewal of Iowa State University’s PT3 grant. Goodlad’s (1994) simultaneous renewal framework forms the basis of our argument. We focused on the CREATER+ model designed to explain the complexities of understanding simultaneous renewal in this multifaceted university/K-12 partnership.


OVERVIEW: GOALS

TechCo (Technology Collaborators for Simultaneous Renewal), Iowa State University’s (ISU) Preparing Tomorrow’s Teachers to Use Technology (PT3) implementation grant project is aimed at developing systemic change in K-12 schools and teacher education programs through simultaneous renewal. A working definition of educational renewal is an ongoing process of self-examination, reflection, and change (Rafferty, 2003). In this regard the project is focused on renewing teacher education programs through the extensive and effective use and integration of technology in student-centered learning environments. John Goodlad’s (1994) theory of simultaneous renewal and constructivist theory in learning and teaching provide the two major frameworks of TechCo.



In order to accomplish project goals, TechCo works collaboratively with many partners: university partners including Curriculum and Instruction Department, Center for Technology in Learning and Teaching (CTLT) and the College of Engineering; three elementary schools from the Des Moines area including students, teachers, principals, pre-service, and in-service teachers, as well as technology coordinators together form the K-12 partners; The Area Education Agency (AEA) an outside educational organization partner and Apple computer as the business partner. Together, these partners form an interconnected consortium needed for simultaneous renewal. In order to accomplish simultaneous renewal in these organizations the research team focused on gathering and analyzing data by engaging all partners in the evaluation process.

http://www.tojet.net/articles/522.htm

What Is Critical Discourse Analysis? Ruth Wodak in Conversation With Gavin Kendall. Abstract: In this interview, Ruth WODAK discuss- .



http://www.ling.lancs.ac.uk/staff/wodak/interview.pdf

Discourse Analysis Means Doing Analysis: A Critique Of Six Analytic Shortcomings
Charles Antaki, Michael Billig, Derek Edwards, Jonathan Potter
Discourse and Rhetoric Group
Department of Social Sciences
Loughborough University
Loughborough
Leicestershire, LE11 3TU
C.Antaki@lboro.ac.uk
http://www.lboro.ac.uk/departments/ss/centres/dargindex.htm

Abstract: A number of ways of treating talk and textual data are identified which fall short of discourse analysis. They are: (1) under-analysis through summary; (2) under-analysis through taking sides; (3) under-analysis through over-quotation or through isolated quotation; (4) the circular identification of discourses and mental constructs; (5) false survey; and (6) analysis that consists in simply spotting features. We show, by applying each of these to an extract from a recorded interview, that none of them actually analyse the data. We hope that illustrating shortcomings in this way will encourage further development of rigorous discourse analysis in social psychology.

Keywords: discourse analysis, qualitative methods, research methodology

Multimedia: MP3 recording from which example transcript is taken

http://extra.shu.ac.uk/daol/articles/v1/n1/a1/antaki2002002-paper.html

The focus of discourse analysis is any form of written or spoken language, such as a conversation or a newspaper article. The main topic of interest is the underlying social structures, which may be assumed or played out within the conversation or text. It concerns the sorts of tools and strategies people use when engaged in communication, such as slowing one's speech for emphasis, use of metaphors, choice of particular words to display affect, and so on.

The investigator attempts to identify categories, themes, ideas, views, roles, and so on, within the text itself. The aim is to identify commonly shared discursive resources (shared apetterns of talking). The investigator tries to answer questins such as how the discourse helps us understand the issue under study, how people construct their own version of an event, and how people use discourse to maintain or construct their own identity.

In terms of conversational data, the researcher uses the transcript of the conversation (a systematic way of coding the words) as their source. An example might be mother-child conversations focussing on situations that provoke anxiety, or another might be a conversation among a group of factory workers about the royal family.

http://eamonfulcher.com/discourse_analysis.html

This article has described a method of analyzing qualitative interview data in which the basic analytic unit is an interpretative repertoire, ...

BY Sanna Talja, University of Tampere, Finland

READ PAPER at http://www.info.uta.fi/talja/LISR%5B1%5D.pdf

Demonstrating Rigor Using Thematic Analysis: A Hybrid Approach of ...

thematic analysis to interpret raw data in a doctoral study on the role of performance .... Demonstrating rigor through a process of thematic analysis ...

by Jennifer Fereday and Eimear Nuir-Cochrane
International Journal of Qualitative Methods, 2006

http://www.ualberta.ca/~iiqm/backissues/5_1/PDF/FEREDAY.PDF

A phenomenological analysis of descriptions of conceptions of learning obtained from a phenomenographic perspective

Amedeo P. Giorgi

Ever since Ebbinghaus (1964/1885) "proved" that the "higher mental processes" were susceptible to the natural scientific method, investigations of learning have been almost exclusively quantitative. Ebbinghaus' ideal was pursued for almost one-hundred years before the field began to explore other research approaches to the phenomenon of learning. In recent decades, however, the necessity for qualitative approaches has been argued for and research strategies concentrating on the qualitative aspects have been developed (Giorgi 1967, Marton & Säljö 1976a, 1976b, Torbertson 1972). An analysis of Ebbinghaus' original research (Giorgi 1985a) shows that there were indeed, of necessity, some qualitative moments in his research, but he chose not to emphasize them, and moreover, that his commitment to the natural scientific method was an a priori one. However, it could also be that Ebbinghaus never intended that the quantitative approaches be the only way to study learning, or that few psychologists knew what else to do.

http://www.ped.gu.se/biorn/phgraph/misc/constr/giorgi.html

Phenomenology: A field guide

(A Field Guide for the Qualitative Student)

Author(s): Carol Lane, Beth Newman, Sandy Schaeffer, & Anita Wells

This self-study guide was produced by the authors as a project in a graduate class of Qualitative Research Methods (EDPR-8561) taught by Dr. Kakali Bhattacharya in the College of Education at the University of Memphis during the fall semester of 2006. It was done entirely using the collaborate 'wiki' method both as an experiment in new learning techniques for the students as well as a way to contribute to Dr. Bhattacharya's effort to develop a 'Wikipedia' style information resource on the internet devoted to the needs of qualitative researchers everywhere and in any discipline.

http://qualipedia.wikispaces.com/Phenomenology

Introducing phenomenological research

By Linda Finlay

Phenomenology is an umbrella term encompassing both a philosophical movement and a range of research approaches. The phenomenological movement was initiated by Husserl (1936/1970) as a radically new way of doing philosophy. Later theorists, such as Heidegger (1927/1962), have recast the phenomenological project, moving away from a philosophical discipline which focuses on consciousness and essences of phenomena towards elaborating existential and hermeneutic (interpretive) dimensions.

This paper outlines ways phenomenological philosophy is applied to research covering the following in turn:

* Foundational concepts for research
* Variants of phenomenology
* Gathering and analysing phenomenological data
* Evaluating the quality of phenomenological research

http://www.lindafinlay.co.uk/An%20introduction%20to%20phenomenology%202008.doc.

An examination of the experiences which university teachers have in the process of incorporating computer-mediated instruction techniques into their courses

PUBLISHER: Ottawa : National Library of Canada =
Bibliothèque nationale du Canada, [2001]

by Malinski, Richard Marcin

READ DISSERTATION

Adoption patterns and characteristics of faculty who integrate computer technology for teaching and learning in higher education [microform]. -- Ottawa : National Library of Canada = Bibliothèque nationale du Canada, [1999]

BY Jacobsen, Dawn Michele

READ DISSERTATION

Understanding the Advent of Information Technology in Teaching in the University:a Case study at U. B.C.

by Reginald Nnazor - Doctor of Philosophy, UBC Educational Studies

READ DISSERTATION

Social network analysis [SNA] is the mapping and measuring of relationships and flows between people, groups, organizations, computers, URLs, and other connected information/knowledge entities. The nodes in the network are the people and groups while the links show relationships or flows between the nodes. SNA provides both a visual and a mathematical analysis of human relationships. Management consultants use this methodology with their business clients and call it Organizational Network Analysis [ONA].

To understand networks and their participants, we evaluate the location of actors in the network. Measuring the network location is finding the centrality of a node. These measures give us insight into the various roles and groupings in a network -- who are the connectors, mavens, leaders, bridges, isolates, where are the clusters and who is in them, who is in the core of the network, and who is on the periphery?

http://www.orgnet.com/sna.html

Social network theory views social relationships in terms of nodes and ties. Nodes are the individual actors within the networks, and ties are the relationships between the actors. There can be many kinds of ties between the nodes. In its most simple form, a social network is a map of all of the relevant ties between the nodes being studied. The network can also be used to determine the social capital of individual actors. These concepts are often displayed in a social network diagram, where nodes are the points and ties are the lines.

http://www.istheory.yorku.ca/socialnetworktheory.htm