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Engaging in Qualitative Research Methods: Opportunities for Prevention and Health Promotion
Engaging in Qualitative Research Methods: Opportunities for Prevention and Health Promotion LeConté J. Dill, DrPH, MPH Assistant Professor Department of Community Health Sciences SUNY Downstate School of Public Health Learning Objectives O Describe personal values, life experiences, and professional activities that inform one’s research standpoint O Describe the value of engaging in qualitative research methods O Describe ethical concerns in qualitative research O Discuss the data collection and analytical procedures inherent in each approach of qualitative inquiry Qualitative Research O Shaped by both the subjects’ and researcher’s O Personal experience O Age O Gender O Race/ethnicity O Social class O Sexuality O Biases Peshkin, 1988; Merriam, 2002; Charmaz, 2004 What is Qualitative Research? O Long tradition in: anthropology, sociology, and clinical psychology O Emerging in: public health, medicine, nursing, education, and management O Concentrates on words and observations to express reality O Describes people in natural situations and settings O Asks: O What? O Why? O How? Peshkin, 1988; Merriam, 2002; Charmaz, 2004 The Role of Theory & Qualitative Research O Theory as a starting point for scrutiny rather than for application O The best qualitative studies are theoretically informed O Generate new theoretical insights through qualitative methods Charmaz, 2004; Denzin & Lincoln,2011 “While quantitative research can tell us much about the incidence and outcomes of disease, it cannot answer how to get patients to use medication when -
Current Issues in Qualitative Data Analysis Software (QDAS): a User and Developer Perspective
The Qualitative Report Volume 23 Number 13 Article 5 3-6-2018 Current Issues in Qualitative Data Analysis Software (QDAS): A User and Developer Perspective Jeanine C. Evers Erasmus University of Rotterdam, [email protected] Follow this and additional works at: https://nsuworks.nova.edu/tqr Part of the Law Commons, Quantitative, Qualitative, Comparative, and Historical Methodologies Commons, and the Social Statistics Commons Recommended APA Citation Evers, J. C. (2018). Current Issues in Qualitative Data Analysis Software (QDAS): A User and Developer Perspective. The Qualitative Report, 23(13), 61-73. https://doi.org/10.46743/2160-3715/2018.3205 This Article is brought to you for free and open access by the The Qualitative Report at NSUWorks. It has been accepted for inclusion in The Qualitative Report by an authorized administrator of NSUWorks. For more information, please contact [email protected]. Current Issues in Qualitative Data Analysis Software (QDAS): A User and Developer Perspective Abstract This paper describes recent issues and developments in Qualitative Data Analysis Software (QDAS) as presented in the opening plenary at the KWALON 2016 conference. From a user perspective, it reflects current features and functionality, including the use of artificial intelligence and machine learning; implications of the cloud; user friendliness; the role of digital archives; and the development of a common exchange format. This user perspective is complemented with the views of software developers who took part in the “Rotterdam Exchange Format Initiative,” an outcome of the conference. Keywords Qualitative Data Analysis Software, QDAS, Artificial Intelligence, Machine Learning, TLA AS.ti, Cassandre, Dedoose, f4analyse, MAXQDA, NVivo, QDA Miner, Quirkos, Transana, Exchange format, Interoperability, Qualitative Data Analysis, Learning Curve QDAS, Textual Data Mining, Cloud services. -
The Coding Manual for Qualitative Researchers for Manual Coding The
2E Second Edition The Coding Manual for Qualitative Researchers ‘This book fills a major gap in qualitative research methods courses. Saldaña has accomplished what has not been done before - creating a text that clearly identifies the many choices one has in coding their data. I wish I had this book when I started conducting qualitative research. It should be required reading for all.’ Mark Winton, Criminal Justice Instructor, University of Central Florida ‘An excellent handbook that helps demystify the coding process with a comprehensive assessment of different coding types, examples and exercises. As such it is a valuable teaching resource and it will also be of use to anyone undertaking qualitative analysis.’ Kevin Meethan, Associate Professor in Sociology, Plymouth University The ‘The Coding Manual describes the qualitative coding process with clarity and expertise. Its wide array of strategies, from the more straightforward to the more complex, are skillfully explained and exemplified. This extremely usable manual is a must-have resource for qualitative researchers at all levels.’ Coding Manual for Tara M. Brown, Assistant Professor of Education, Brandeis University The second edition of Johnny Saldaña’s international bestseller provides an in-depth guide to the Qualitative Researchers multiple approaches available for coding qualitative data. Fully up-to-date, it includes new chapters, more coding techniques and an additional glossary. Clear, practical and authoritative, the book: • Describes how coding initiates qualitative data analysis • Demonstrates the writing of analytic memos • Discusses available analytic software • Suggests how best to use The Coding Manual for Qualitative Researchers for particular studies In total, 32 coding methods are profiled that can be applied to a range of research genres from grounded theory to phenomenology to narrative inquiry. -
És Nyelvelemző Szoftverek a Versenyképességért És Az Esélyegyenlőségért
Sulyok Hedvig Juhász Valéria Erdei Tamás Beszéd- és nyelvelemző szoftverek a versenyképességért és az esélyegyenlőségért HunCLARIN korpuszok és nyelvtechnológiai eszközök a bölcsészet- és társadalomtudományokban SZTE JGYPK Szeged, 2019 Sulyok Hedvig Juhász Valéria Erdei Tamás Beszéd- és nyelvelemző szoftverek a versenyképességért és az esélyegyenlőségért HunCLARIN korpuszok és nyelvtechnológiai eszközök a bölcsészet- és társadalomtudományokban SZTE JGYPK Szeged, 2019 Beszéd- és nyelvelemző szoftverek a versenyképességért és az esélyegyenlőségért HunCLARIN korpuszok és nyelvtechnológiai eszközök a bölcsészet- és társadalomtudományokban Szerkesztők: SULYOK HEDVIG, JUHÁSZ VALÉRIA, ERDEI TAMÁS Olvasószerkesztő: SULYOK HEDVIG Technikai szerkesztő: ERDEI TAMÁS Borítóterv: HERASZIKA VIKTÓRIA Közreműködő szervezetek: Szegedi Tudományegyetem Juhász Gyula Pedagógusképző Kar Magyar és Alkalmazott Nyelvészeti Tanszék Magyar Alkalmazott Nyelvészek és Nyelvtanárok Egyesülete Emberi Erőforrások Minisztériuma Emberi Erőforrás Támogatáskezelő Nemzeti Együttműködési Alap CLARIN – HunCLARIN A rendezvény és a kötet létrejöttét a Nemzeti Együttműködési Alap (pályázati azonosító: NEA-KK-18-SZ-0653) és a CLARIN ERIC támogatta. ISBN: 978-615-5455-93-3 © A szerzők és a szerkesztők, 2019 Kiadja: SZTE JGYPK Magyar és Alkalmazott Nyelvészeti Tanszék Szeged, 2019 Tartalomjegyzék Előszó Bevezetés a korpuszok és nyelvi adatbázisok világába Vincze Veronika tudományos főmunkatárs MTA-SZTE Mesterséges Intelligencia Kutatócsoport [email protected] Elméleti nyelvészetből -
Laadullisen Aineiston Analyysiohjelmistot: Atlas.Ti
LAADULLISEN AINEISTON ANALYYSIOHJELMISTOT: ATLAS.TI Sanna Herkama & Anne Laajalahti Metodifestivaalit, Tampere 27.8.2019 SANNA HERKAMA ANNE LAAJALAHTI Erikoistutkija, FT Koulutus- ja kehittämisjohtaja, FT INVEST-tutkimushanke, www.invest.utu.fi Infor, www.infor.fi Psykologian ja logopedian laitos Prologos ry, puheenjohtaja Turun yliopisto Mevi ry, varapuheenjohtaja ProCom ry, Tiede- ja teoriajaos, puheenjohtaja TOPICS & Laajalahti 2019 Herkama • Technologies in qualitative analysis • What can you and can’t do with ATLAS.ti? • ATLAS.ti in practice Laajalahti, A. & Herkama, S. (2018). Laadullinen analyysi ATLAS.ti-ohjelmistolla. • Utilising ATLAS.ti – pitfalls and benefits In R. Valli (Ed.), Ikkunoita • Closing remarks tutkimusmetodeihin 2. 5th edition. Jyväskylä: PS-kustannus, 106–133. TECHNOLOGIES SHAPE OUR THINKING Medium is the 1 Conducting research has always been intertwined with the usage of message! various aids, tools, and technologies. Also, various software have assisted ~ Marshall McLuhan researchers for long. 2 Even such choices as the utilisation of A4 paper size (Järpvall 2016) and PowerPoint slides (Adams 2006) guide the way we process information, i.e. how we produce, reproduce, use, and share information! Herkama & Laajalahti 2019 TRADITIONAL OR COMPUTER ASSISTED Computer ANALYSIS? Assisted/Aided Qualitative 1 Traditional analysis: Should I go for a traditional way of analysing Data research material? Paper prints and coloring, copy-paste procedures, Analysis hanging papers on the wall, post-it tags etc.? Software 2 Computer assisted analysis: Should I use Computer Assisted/Aided Qualitative Data Analysis Software (CAQDAS)? Storing data in one place, checking up things quickly, handling text and audiovisual material parallel, creating summaries in seconds… Herkama & Laajalahti 2019 CAQDAS – RESTRICTING OR EXPANDING THINKING? 1 Technologies shape our thinking – whether we want it or not (Laajalahti & Herkama 2018). -
Europeana Cloud Deliverable 1.3 User Requirements Analysis and Case Studies Report
DELIVERABLE Project Acronym: Europeana Cloud Grant Agreement number: Europeana Cloud Deliverable 1.3 User Requirements Analysis and Case Studies Report. Content Strategy Report. Project Title: Europeana Cloud: Unlocking Europe’s Research via The Cloud Europeana Cloud Deliverable 1.3 User Requirements Analysis and Case Studies Report. Content Strategy Report. [Joint Deliverables 1.3 and 1.6: User Requirements Analysis and Case Studies Report (1.3) and Content Strategy Report (1.6)] Revision: Authors: Stavros Angelis (Athena RC) Agiatis Benardou (Athena RC) – Work Package Leader Nephelie Chatzidiakou (Athena RC) Panos Constantopoulos (Athena RC) Costis Dallas (Athena RC) Alastair Dunning (Europeana Foundation) Jennifer Edmond (TCD) Stefan Ekman (UGOT/SND) Vicky Garnett (TCD) Dimitris Gavrilis (Athena RC) Caspar Jordan (UGOT/SND) Kika Kalogeropoulou (Athena RC) Konstantinos Karozos (Athena RC) Ilze Lace (UGOT/SND) Rufus Latham (UGOT/SND) Marian Lefferts (CERL) Dimitra-Nefeli Makri (Athena RC) Athanassios Mantes (Athena RC) Eliza Papaki (Athena RC) Dimitar Popovski (UGOT/SND) Owain Roberts (NLW) Norman Roger (University of Edinburgh) Martin Schaller (ONB) Björn Sjögren (UGOT/SND) Ingeborg Versprille (CERL) Kees Waterman (KNAW) Project co-funded by the European Commission within the ICT Policy Support Programme Dissemination Level P Public P C Confidential, only for members of the consortium and the Commission Services Revision History Revision Date Author Organisation Description 1. September Agiatis Athena RC Table of Contents, initial content of the 2015 Benardou report. 2. October WP1 Revision of ToC and structure 08, 2015 members 3. November WP1 Amendments to the text, revisions and 2015 members changes. 4. November RCAB Review and approval of the text. 2015 5. -
Using Qualitative Interviews in Evaluations: Improving Interview Data
Using Qualitative Interviews in Evaluations: Improving Interview Data Part 2 of 2 Sarah Heinemeier, Compass Evaluation & Research Jill D. Lammert, Westat September 2 2015 Center to Improve Project Performance (CIPP), Westat These webinars were developed as part of the Center to Improve Project Performance (CIPP) operated by Westat for the U.S. Department of Education, Office of Special Education Programs (OSEP). For those of you who aren’t familiar with CIPP, our purpose is to advance the rigor and objectivity of evaluations conducted by or for OSEP-funded projects. This involves providing technical assistance in evaluation to OSEP grantees and staff and preparing TA products on a variety of evaluation- related topics. We’d like to thank our reviewers Jennifer Berktold, Susan Chibnall, and Jessica Edwards, and the OSEP Project Officers who provided input. Suggested Citation: Heinemeier, S., & Lammert, J.D.. (2015). Using qualitative interviews in evaluations: Introduction to interview planning (Part 2 of 2). Webinar presented as part of the Technical Assistance Coordination Center (TACC) Webinar Series, July 29, 2015. Rockville, MD: Westat. 1 Goals of the Two-Part Series • Part 1 - Help a study team decide whether to include interviews in an evaluation design - Outline the steps associated with using qualitative interviews as part of a rigorous evaluation - Highlight key logistical decisions associated with planning high quality interviews • Part 2 - Discuss what should be asked in the interview and how to collect high-quality interview data - Offer guidance on how to define and recognize high quality data - Discuss strategies to ensure high quality interview data are collected and utilized ~ ,. -
Application of MAXQDA in Qualitative Research Data Analysis
Application of MAXQDA in Qualitative Research Data Analysis Trainers: Linda Kimmel, ISR, UM Hanan Abdul Rahim, SESRI David Howell, ISR, UM Workshop Outline -- Monday 8:00-8:30 Introductory Qualitative Data Analysis concepts 8:30-10:00 Introductory Concepts and an Introduction to Basic MAXQDA Features 10:00-10:15 Break 10:15-12:15 Creating a New Project to Code Text Data 12:15-12:30 Break 12:30-2:00 Working with Different Document Types in MAXQDA 8:00-8:30 Introductory Concepts Introductory Concepts • Workshop focus • Brief overview of types of qualitative data • Computer software and qualitative data • Why we picked MAXQDA Workshop Focus: Objectives The workshop is designed to give participants a basic understanding of how the analysis of qualitative and mixed methods data can benefit from existing software tools. Through examples and guided hands-on practice, the workshop aims to empower participants to apply such tools in their own work. Workshop Focus: Objectives The specific objectives of the workshop are to: – Introduce the use of software tools in qualitative research data analysis – Demonstrate various functions of MAXQDA software from preparing data to retrieving coded text – Practice applying MAXQDA to data collected by the Social and Economic Survey Research Institute (SESRI) Workshop Focus We will not cover: • Qualitative study design • Qualitative data collection Types of Qualitative Data Form Public Private Physical Objects Sculptures, street signs, store Personal items, blood merchandise, buildings, schools samples, clothing, -
Qualitative Approaches to Research
Qualitative approaches to research on plurilingual education Enfocaments qualitatius per a la recerca en educació plurilingüe Enfoques cualitativos para la investigación en educación plurilingüe Editors / Editores / Editoras Emilee Moore, Melinda Dooly Published by Research-publishing.net, not-for-profit association Dublin, Ireland; Voillans, France, [email protected] © 2017 by Editors (collective work) © 2017 by Authors (individual work) Qualitative approaches to research on plurilingual education (English) Enfocaments qualitatius per a la recerca en educació plurilingüe (Catalan) Enfoques cualitativos para la investigación en educación plurilingüe (Spanish) Edited by Emilee Moore and Melinda Dooly Rights: This volume is published under the Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND) licence; individual articles may have a different licence. Under the CC BY-NC-ND licence, the volume is freely available online (https://doi.org/10.14705/rpnet.2017.emmd2016.9781908416476) for anybody to read, download, copy, and redistribute provided that the author(s), editorial team, and publisher are properly cited. Commercial use and derivative works are, however, not permitted. Disclaimer: Research-publishing.net does not take any responsibility for the content of the pages written by the authors of this book. The authors have recognised that the work described was not published before, or that it was not under consideration for publication elsewhere. While the information in this book are believed to be true and accurate on the date of its going to press, neither the editorial team, nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, expressed or implied, with respect to the material contained herein. -
4 Import Is Important Too 3.5 Agreeing a Common Data Exchange Standard—The Qudex Schema 4
FORUM: QUALITATIVE Volume 12, No. 1, Art. 35 SOCIAL RESEARCH January 2011 SOZIALFORSCHUNG CAQDAS Comparability. What about CAQDAS Data Exchange? Louise Corti & Arofan Gregory Key words: Abstract: This article seeks to address the theme of the comparability of Computer Assisted qualitative data Qualitative Data AnalysiS (CAQDAS) packages through comparing current software archiving; exchangeability and portability. Our perspective is from a data sharing and archiving perspective metadata; and the need for open data exchange standards for qualitative data which will enable longer-term descriptive sustainability of both data collections and of annotations on these data. Descriptive metadata allow standards; QuDex; us to describe data robustly and using a common standard enables us to tap the common features DDI of any complex collection. A set of "raw" research outputs (data) have common descriptive elements such as how the research project was funded and how the data were sampled, collected and analysed to form conclusions from that investigation. Data kept for the longer term must ideally be software and platform independent. In this way, we can help future-proof data resources. Most CAQDAS packages use proprietary databases to manage their data and annotations, and very few enable export of annotated data. In this article we argue for an open descriptive standard that will enable description and interpretation of data for the longer term in data archives and to which proprietary software, such as all CAQDAS packages, can import and export. The use of the term "annotation" or "annotating" is taken to mean any action on the text—classifying, coding, memoing or relating. This meaning of the term is commonly used in the linguistic community, but less so by social scientists. -
Mapping Saldaňa's Coding Methods Onto the Literature Review Process
Journal of Educational Issues ISSN 2377-2263 2016, Vol. 2, No. 1 Mapping Saldaňa’s Coding Methods onto the Literature Review Process Anthony J. Onwuegbuzie (Corresponding author) Department of Educational Leadership and Counseling, Box 2119 Sam Houston State University, Huntsville, Texas 77341-2119, USA Tel: 1-936-294-4509 E-mail: [email protected] Rebecca K. Frels Department of Counseling and Special Populations Lamar University, 223 Education Building, Beaumont, Texas 77710, USA E-mail: [email protected] Eunjin Hwang Department of Educational Leadership and Counseling, Box 2119 Sam Houston State University, Huntsville, Texas 77341-2119, USA E-mail: [email protected] Received: January 24, 2016 Accepted: March 28, 2016 Published: March 29, 2016 doi:10.5296/jei.v2i1.8931 URL: http://dx.doi.org/10.5296/jei.v2i1.8931 Abstract Onwuegbuzie and Frels (2014) provided a step-by-step guide illustrating how discourse analysis can be used to analyze literature. However, more works of this type are needed to address the way that counselor researchers conduct literature reviews. Therefore, we present a typology for coding and analyzing information extracted for literature reviews based on Saldaňa’s (2012) coding methods. We present stages for conducting these analyses using an actual body of published works and illustrate how to use a computer-assisted qualitative data analysis software program, namely, QDA Miner. Finally, we delineate how using this systematic approach promotes counselor identity and addresses the call for ethical, transparent research and evidence-based practices. 130 www.macrothink.org/jei Journal of Educational Issues ISSN 2377-2263 2016, Vol. 2, No. 1 Keywords: Literature review, Saldaňa’s coding methods, Analyzing the literature, Coding the literature, Computer-assisted qualitative data analysis software program, QDA Miner 1. -
Qualitative Data, Analysis, and Design 343 Focus on Common Qualitative Research
Qualitative Data, 12 Analysis, and Design O u t l i n e Overview Case Study Qualitative Inquiry and Basic Principles Phenomenology Qualitative Data Ethnography Worldview Narrative General Approaches Mixed Methods The Qualitative Metaphor Qualitative Research in the Literature Text as Data: Basic Strategies Classroom Climate Recap: The Qualitative Challenge The Art of Teaching Coding Minority Teachers Relational Strategies Learning Disability Coping Strategies Hierarchy Dyslexia Typology Parental Involvement Networks Detracking Tables and Cross Tabulations Immigrant Newcomers Inseparable Data Collection and Scaffolding Analysis Data Analysis Software Emergent Methodology Summary Reliability and Validity: Trustworthiness Key Terms Credibility Application Exercises Pattern Matching Student Study Site Research Designs References Overview Recall from the two previous chapters that researchers seek the guidance of a research design, a blueprint for collecting data to answer their questions. Those chapters described experimen- tal and non-intervention designs, often incorporating statistical analysis, that are commonly used in educational research. This chapter continues a sampling of research designs with a 342342 Chapter 12: Qualitative Data, Analysis, and Design 343 focus on common qualitative research. The orientation of qualitative researchers contrasts sharply with that of quantitative researchers on many dimensions. Their thinking generates questions that are answered with an emergent methodology, and their approach to rich sources of data requires creativity for its analysis. Such divergent (“outside the box”) thinking is appar- ent in the tasks of designing and analyzing qualitative research. This will become clear in this chapter when we focus on how researchers analyze qualitative studies to extract the most meaning while ruling out alternative explanations. “Emergent” designs in the tradition of qualitative research suggest a process that is not predetermined.