2. Track 5-QUAL
Overview of
Workshops and
Bootcamps
(DeSantis 2082,
2081*)
SAT, July 14 (9:15 – 10:45am) – WorkshopA: Organizing the Data
SAT, July 14 (11:00 – 12:30pm) –Workshop B: Analyzing the Data
SAT, July 14 (1:45 – 4:45pm) – Dissertation BOOTCAMP Part I
SUN, July 15 (8:30 – 10:00am)* –Workshop C: Interpreting the Data
(WritingChapter 4)
SUN, July 15 (10:15 – 11:45am) – Workshop B: Discussing the Findings
(Writing Chapter 5)
SUN, July 15 (12:45 – 3:45pm) – Dissertation BOOTCAMP Part II
Summer Institute 2018, 13 - 15 July 2018
3. Artifact for
Track 5
TRACK ARTIFACT
Track 5: Data Analysis/
Dissertation Report
1.Finalized data analysis plan (those who came
WITHOUT data)
2.Detailed outline for Chapters 4 and 5 (those who came
WITH data)
Summer Institute 2018, 13 - 15 July 2018
DUE SUNDAY, JULY 15, 2018
ATTHE END OF DISSERTATION BOOTCAMP 2
5. Chapter 3:
Methodology
(DataAnalysis
section)
(from the
Qualitative
Dissertation
Template on the
DSS website)
Data Analysis
Steps involved in conducting an analysis of qualitative data.
How the data will be ORGANIZED and transcribed.
The coding, pattern, and theme development procedures of the transcripts or text files. I(f
used, discuss specific qualitative software you will use to assist in organizing collected data)
Ethical Considerations
How you will maintain ethics of the study. Preserve anonymity and keep the documents
secure.
Trustworthiness
Establishing 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-debriefing and expert reviews, (e) mixed methods
Potential Research Bias
Researcher’s bias with regards to the topic, whether personal or professional. Plan to manage
potential bias.
Limitations
Limitations, restrictions, or constraints that may affect the study’s outcomes.
Summer Institute 2018, 13 - 15 July 2018
6. 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
7. Organizing
Qualitative Data
forAnalysis
Important to begin by preparing and organizing the data collected
(which will be voluminous!)
Includes transcribing interview/ focus group notes
Organizing field notes from observations
Ensuring all documents to be used in the analysis are present and
available
Use digital files/ make copies
Have a consistent file-naming system to so that individual audio files
or transcripts are easy to locate later on
If doing manual data analysis, then maintain a searchable spreadsheet
by:
form of data collected
Date/ time collected
location
participant/ document
(Creswell & Poth, 2018)
Summer Institute 2018, 13 - 15 July 2018
8. Data
conversation
and storage
Converting recordings of interviews to transcripts and saving them
as word documents
Digital representations of audio-visual materials – jpeg or pdf files
CAQDAS (Computer Assisted Qualitative DataAnalysis Software)
can also help managing data files
Summer Institute 2018, 13 - 15 July 2018
9. Track 5 –QUAL
Workshop B
Analyzing the Data
Saturday, July 14, 2018
11:00 -12:30pm, DeSantis 2082
10. Analyzing
Qualitative
Data –
Manually
Youtube video:
https://www.youtube.com/watch?v=DRL4PF2u9XA
A qualitative analysis of Interview Data:A Basic Step-by-step
Guide by Kent Lofgren, Sweden
https://www.youtube.com/watch?v=eT-EDgwRvRU
Coding and developing themes
Coding and developing themes
Summer Institute 2018, 13 - 15 July 2018
12. Phenomenology
For phenomenology, include:
(a) a description of experiential themes,
b) a description of the essences of experience, and
c) a description of relationships among essences.
Summer Institute 2018, 13 - 15 July 2018
13. 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 participants as it was
observed and analyzed.
Summer Institute 2018, 13 - 15 July 2018
14. Grounded
Theory
GroundedTheory, 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
16. Chapter 4:
Findings
(from the
Qualitative
Dissertation
Template on the
DSS website)
Introduction
Include a brief intro to your study.
Demographic Characteristics
Describe your participants (if applicable)
Data Analysis
Results 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
17. Example 1
Hall (2017)
Title
The lived experiences of high school principals implementing the
core principles of high school reform
Purpose
To 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 approach
Phenomenological analysis
Data collected using
Interviews and online questionnaire
Summer Institute 2018, 13 - 15 July 2018
18. Research
Questions
Hall (2017)
ONE overarching question
What are the lived experiences of high school principals
implementing the core principles of high school reform and
redesign?
FOUR supporting research questions
1.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
19. Format of
Chapter 4:
Results
Hall (2017)
Introductory paragraph
Participant summaries
This gives context to the study and provides summaries of the 5
principals selected to be in the study
Themes
The themes identified are supported by direct quotes and literature
Summary
Summer Institute 2018, 13 - 15 July 2018
20. Example 2
Rogers (2016)
Title
The Use of Reflective Practices in Applying Strategies Learned
Through Professional Development in Social Studies Instruction
Purpose
To examine how middle school social studies teachers in a large
urban school district inTexas document their process of self-
reflection as they integrate instructional strategies learned in
professional training into their social studies courses
Qualitative approach
Single instrumental case study
(focusing on a single issue and using a bounded case to illustrate this
issue)
Data collected using
Interviews, observations, reflective journals, and teacher lesson
plans
Summer Institute 2018, 13 - 15 July 2018
21. Research
Questions
Rogers (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 southeastTexas?
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
22. Format of
Chapter 4:
Results
Rogers (2016)
Introduction
Participant portraits
This gives context to the study and provides summaries of the 5
principals selected to be in the study
Themes
The themes identified are supported by direct quotes and literature
Conclusion
Summer Institute 2018, 13 - 15 July 2018
23. Example 3
Ohlrich (2017)
Title
Gendering Migration Determinants:A PhenomenologicalAnalysis
of Professional ImmigrantWomen From India
Purpose
The purpose of this study is to understand and describe gendered
determinants of highly qualified (HQ) migration based on the lived
experiences of professionalAsian Indian women in Germany.
Qualitative approach
Phenomenological analysis
Data collected using
Skype and telephone interviews
Summer Institute 2018, 13 - 15 July 2018
24. Research
Questions
Ohlrich (2017)
Core research question
How 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 questions
1. 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
25. Format of
Chapter 4:
Results
Ohlrich (2017)
Introduction
Descriptive demographics of participants
This gives context to the study and provides summaries of the 3
participants in the study
In-depth description of the analytic process
Presentation of findings
Themes presented by research question.
Themes supported by direct quotes
Summary of findings
Summer Institute 2018, 13 - 15 July 2018
26. Table:
ThemeTallies
Ohlrich (2017)
Themes Participant 1 Participant 2 Participant 3 Total
Responses
Father Figure 7 7 9 23
Expectations
The
Education
Advantage
8
6
7
5
6
8
21
19
Social Status 8 6 5 19
Emancipation 7 5 6 18
The Media
versus India
4 7 5 16
Diaspora 3 5 4 12
Made for
Mobility
4 3 4 11
Change and
India
Giving Back
is Sensitive
4
3
4
3
3
4
11
10
Summer Institute 2018, 13 - 15 July 2018
Table 1
27. Track 5 –QUAL
Workshop D
Discussing your findings
andWritingChapter 5
Sunday, July 15, 2018
10:15 -11:45 am, DeSantis 2082
28. Chapter 5:
Discussion
(from the
Qualitative
Dissertation
Template on the
DSS website)
Introduction
Discussion of Findings
Incorporate 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.
Discuss
Meanings and understandings
Implication of the study
Relevance of the study
Integrate the following:
Significance and substance
Importance to discipline
Critique of findings with suggestions for change and future inquiry
Conclusions and Recommendations
Summer Institute 2018, 13 - 15 July 2018
29. Example 1
Hall (2017)
Title
The lived experiences of high school principals implementing the core principles
of high school reform
Purpose
To 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 question
What are the lived experiences of high school principals implementing the core
principles of high school reform and redesign?
FOUR supporting research questions
1.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
30. Format of
Chapter 5:
Discussion
Hall (2017)
Overview of the study (serves as the introduction)
Empowerment of staff and the delegation of duties
The cores principles are a part of the principal’s work
Providing teacher support
Engaging teacher leaders to assist the school
Encouragement of teachers to collaborate on curriculum
Conclusion
Recommendations for practice and research
Summer Institute 2018, 13 - 15 July 2018
31. Example 2
Rogers (2016)
(CaseStudy)
Title
The Use of Reflective Practices in Applying Strategies LearnedThrough
Professional Development in Social Studies Instruction
Purpose
To examine how middle school social studies teachers in a large urban
school district inTexas document their process of self-reflection as they
integrate instructional strategies learned in professional training into
their social studies courses
Research Questions
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 southeastTexas?
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
32. Format of
Chapter 5
Discussion
Rogers (2016)
Introduction
Turning points in education
Processes and routines as an impetus for instructional change
Planning, teaching and assessing for Instructional change
Reflective practice as a vehicle for instructional change
Suggestions for future research
Concluding paragraph
Summer Institute 2018, 13 - 15 July 2018
33. Example 3
Ohlrich (2017)
Title
Gendering Migration Determinants: A Phenomenological Analysis
of Professional ImmigrantWomen From India
Purpose
The 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 question
How 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 questions
1. 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
34. Format of
Chapter 5:
Discussion
Ohlrich (2017)
Overview of the study
Understandings of the findings
Research Question 1
Theme 1 -The education advantage
Theme 2 –The media versus India
Research Questions 2
Theme 3 – Father figure
Theme 4 – Expectations
Theme 5 – Social Status
Theme 6 – Emancipation
Research Question 3
Theme 7 – Diaspora
Theme 8 – Changes and India
Theme 9 – Giving back is sensitive
Summer Institute 2018, 13 - 15 July 2018
35. Format of
Chapter 5:
Discussion
Ohlrich (2017)
(ctd)
Conclusion
Central question
Implications of the study
HQ- IA
Gender and diaspora issues in human capital mobility
Sustainable social development
Recommendations for further research
Methodologies
Sector-specific focus
Demographical variations
Summer Institute 2018, 13 - 15 July 2018
