Discuss how the South put in specific measures to prevent the Free.docx

Discuss how the South put in specific measures to prevent the
Freedman from voting. This is also referred to as the
"Mississippi Plan." This system undermined the spirit behind
the 15th Amendment.
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Assignment Completing a Qualitative Study
View Rubric
Due Date: Mar 08, 2017 23:59:59 Max Points: 255
Details:
This week will allow you to apply what you have been learning
along with the information gathered for your 10 Strategic
Points. You will use "mock" data to complete your study.
General Requirements:
1. Use "Assignments Document" and Mock Interviews to
complete this assignment.
2. This assignment uses a rubric. Please review the rubric prior
to beginning the assignment to become familiar with the
expectations for successful completion.
3. Doctoral learners are required to use APA style for their
writing assignments. The APA Style Guide is located in the
Student Success Center.
4. You are not required to submit this assignment to Turnitin.
Directions:
1. Code the data.
2. Present the results in a table similar to Table 1 in Tables for
Assignment document.
3. Create a codebook in a table similar to Table 2 in Tables for
Words or Phrases That Appear Frequently
4. Create a table for each theme similar to Table 3 in Tables for

Inductively Developed Themes
5. Write a report of the results. Include an introduction,
discussion of your sample and instruments, data analysis,
results, recommendations, and references.
6. See complete directions in "Assignments Document."
PSY-850-R-MockInterview4.docxPSY-850-R-
MockInterview2.docxPSY-850-R-MockInterview3.docxPSY-
850.R.AssignmentsDocument.docxPSY-850-RS-Tables for
Assignment 7.docxPSY-850-R-MockInterview1.docx
View Rubric
Data coding is present. Coding is done in an exemplary manner
and thorough.
Results of the coding are present. Research report is thorough
with all components listed in assignment directions. Summary
of the results is comprehensive. Data analysis is cogent and
complete.
Recommendations are present and insightful. Sources used to
support are scholarly and current within 5 years.
Synthesis of source information is present and scholarly.
Argument is clear and convincing, presenting a persuasive claim
in a distinctive and compelling manner. All sources are
authoritative. The synthesis and argument in the paper are of
publication caliber.
Thesis and/or main claim are clear and comprehensive; the
essence of the paper is contained within the thesis. The
development indicated by the thesis and/or main claim is
acceptable for publication.
Writer is clearly in command of standard, written, academic

English.
The document is correctly formatted to publication standards.
All research presented is scholarly, topic-related, and obtained
from highly respected, professional, original sources. In-text
citations and a reference page are complete and correct. The
documentation of cited sources is free of error. The paper could
readily be accepted for publication.
Tables for Assignment 7
Table 1
Code
Definition of the code
Example from Transcript
Table 2
Words or Phrases
Notes on the Words/Phrases
Notes on Emerging Themes
Write down the words or phrases here.
For example, do they appear in a transcript of one particular
interview, or do they show up in several interviews? If they
show up in several, there is a pattern that cross-cuts individuals.
You might want to state
Name of participant/Page number of transcript (if that seems to
make sense).

As you review the list of words/phrases in column 1, and see
some patterns, you can name the patterns. Collapse the
repeating words/phrases into 4-5 (or whatever seems relevant)
themes.
Keep writing down many words/phrases that appear frequently,
until you have written them all down.
Table 3
Theme
Examples of Quotes From the Transcripts
Put the name of the theme here.
Put a quote here that represents the theme.
Place additional examples of quotes for this theme in each cell
in this table.
Interview 4
1. Describe some student behaviors that you observe in your
undergraduate classes that are problematic. What made them
problematic? Give me an example from last week.

Some problematic behaviors are negative attitudes, side
conversations/cell phone use, and negative communication
styles. These are problematic because they disrupt the flow of
the classroom, they have a negative effect on the collaborative
piece, and they cause tension and stress in the classroom for
individuals and group projects.
Last week, I assigned a group project for my classes. My
students were to work together to conduct research for a
presentation, to be given in two weeks. One of the groups
started talking about the project while I was giving instructions,
and then when it came time to work, they had missed some of
the instructions so there was some confusion about the
assignment. They began arguing about who was going to do
what in the assignment, and one of them got up and left the
group, refusing to work with the rest.
The problematic behavior in this situation was the side
conversation, first, followed by the negative communication
style. Both of these issues made it difficult for learning to take
place, and disrupted the collaborative nature and focus of my
classroom.
2. Based on teaching experiences, how would you define
incivility?
Incivility is any behavior or incident that negatively
affects the positive culture of a classroom, and interferes with
the learning process for groups or individuals. Incivility in any
learning environment can take the focus off the student and
disrupt progress towards the common achievement goals of the
classroom. Additionally, incivility can bring a level of stress
and strife into the classroom for both the teacher and students.

3. What are some behaviors that you would describe as uncivil?
When was the last time this occurred? What happened?
· Arguing or using an aggressive communication style
(interrupting, sarcasm) during classroom discussion. I tend to
see this happen if the discussion takes a controversial turn. The
last time it happened in my class, it was two people arguing
over a presidential candidate. One student called the other a
derogatory term so I had to redirect the conversation back to
topic.
· Cell phone use can be uncivil, especially when it is excessive.
I have students who forget to turn it off and it makes some type
of noise, or students who will text or be playing games
throughout class. This is probably the most common behavior I
have to address, and I usually just ask the student to step
outside and complete their conversation or task, and then join us
when they are done.
· I had a student that was not happy with a grade she received
on her test. She came in at the beginning of class and asked if
she could talk to me, but class was about to start so I asked if
she could come see me during my office hours. She said, “Of
course, I figured that’s what you would say.” Shen then went
and dropped her bag down by her chair, and left the classroom.
She came back about 20 minutes later and sat in her chair,
doodling all through the notes that I was giving the students for
the next test. Because of the negative attitude, she missed out
on an important review for the next test.
4. Can you share one or two examples of student incivility that
you have experienced in classes?
· I had a student in class that was upset with a teacher from
another class, and was talking to the students around him about
the situation. After a couple of negative comments, I walked
over and struck up a conversation with the group to redirect the

subject.
5. How do you feel when students are uncivil?
When students are uncivil in my class, I feel like I have the
responsibility to step in and redirect the conversation because it
affects the culture of my classroom. Relationships,
communication, and that circle of peers is important to the
success of my programs. Uncivil behavior disrupts the culture
of my classroom and I fear that it will leave individual students
with a negative view of not only my class, but my teaching.
6. What factors or situations contribute to student incivility in
your classes?
· If I am not engaged in my own activities and participating
actively in the discussion, that can contribute to a culture of
incivility.
· Use of sarcasm or sardonic comments
· Allowing students to control the discussion
· Addressing minor issues publicly -- it can escalate the
situation
· Allowing for discussion to get off topic and away from the
material
7. What strategies do you use to handle incidents of student
incivility in your classes?
· I try to prevent it in the first place. At the beginning of every
class, I distribute a syllabus just kind of giving of overview of
the expectations for classroom/discussion conduct and just some
general guidelines for acceptable and professional behavior in
the classroom.
· I try to direct the conversation and keep it focused on the
content by asking questions during discussions that keep the

conversation heading in the way I want it to go.
· If a problem does arise, I try to redirect the conversation and
return to an acceptable topic.
· If there is a problem, I address it individually with the
students involved, reminding them of the classroom discussion
and communication expectations.
· If it is something that I feel like I’m going to lose control of,
or is escalating, I will contact my course administrator and seek
the counsel and involvement of the necessary admin.
© Copyright 2016. Grand Canyon University. All Rights
Reserved.
Interview 3
One of the biggest problems I have experienced comes from
students who are disengaged from the class. Often students are
texting or have their cell phones out during the entire class.
Another common problem is students who try to appear that
they are engaged by having their laptops open but they are often
on social media sites or surfing the web rather than being truly
engaged in the class. I have found that many students rely on a
“core group” of students to participate in all the discussions and
in class assignments and sit back and let the learning happen
around them. I don’t know if it is because they are unprepared
for class, they aren’t interested in the subject, or they don’t like
to interact in a public setting, but I know that it is frustrating
for me and for the students that are always relied upon to be
prepared to answer the questions.

incivility?
Incivility occurs when the actions of individuals including
actions or speech is rude or unsociable. In the classroom, I
think that this includes the disengagement from learning.
Cells phones are a big problem. Students are either on their
phones the whole class or phones are going off throughout the
class despite reminders to set them to silent. I understand that
there are emergencies and sometimes calls or texts have to
occur, but I ask that students be respectful and attend to their
phones outside of the class. Other common issues are students
with very strong beliefs/convictions that refuse to listen to the
opinions of others. Often these are the same students who are
surfing the web rather than engaging within the class
discussions until it is a topic they are passionate about. I have
also experienced students who do not feel that they have to
abide by the class policies in regards to the discussion forums
and assignment due dates. They feel that they should be able to
submit their work whenever they want and not receive any point
deductions. It is a spirit of entitlement in my opinion.
Recently I had a student who failed to submit two of the last
assignments. I advised her many times both on the phone and
within the Individual Forum that assignments could only be
accepted until the final day of the course, which she
acknowledged within the forum. The final day of the course
came and she did not submit the assignment and was given a
zero. Several days later she e-mailed me the assignments and
wanted credit for the assignments. I advised her that she was

aware of the policy and had acknowledged the policy within my
conversations with her. She called me to plead her case again
and said yes she was aware of the policy she just didn’t think it
applied to her.
It depends on where the incivility occurs. If it is directed at me
I am angry. I spend a great deal of time within the class and
ensure that students are learning and it is very frustrating. I try
to be compassionate for my students, but the lack of civility
sometimes makes me feel like I should be less compassionate.
If the incivility is between students, I try to remind them that
they need to respect one another’s opinions and that even if we
don’t agree on a subject it does not mean that we should be
rude. Sometimes we can agree to disagree.
your classes?
Cell phones, lap tops, side conversations, being unprepared, and
unengaged are all factors within student incivility within the
class. I know that it frustrates me and the students who are
trying to learn and who are engaged.
· Attempting to create a class culture where everyone’s opinion
is valued and respected.
· Having very detailed class polices and syllabus.
· Class discussions so that rather than a lengthy lecture students
are given the opportunity to digest the information and solidify
their learning through the discussion.
· Being active and present within the instruction and learning
myself and being sensitive to the needs of the students.

Reserved.
Interview 2
Some problematic behaviors are texting or surfing the Internet
with cell phones during class, and talking to peers while I am
trying to teach. Some students sit at the back of the classroom
and state that they cannot hear. When asked to move up, they do
not want to. Students sometimes do not prepare for class in
terms of reading and/or pre-work. Then, the class does not
progress as intended due to the fact that I have to direct teach
the background information. This puts us behind schedule and
does not let the students process information at the level
needed. Other times I have an activity scheduled and students
balk at the hands-on approach, preferring to “sit and get.” Last
week, I had assigned a case study for students to read and be
prepared to interact with others in their group to develop a
solution. Not all of the students in two of the groups had done
their part of the assignment or weren’t properly prepared, so
this left the entire group without the ability to complete the
classroom activity.
incivility?
Incivility includes student or faculty behaviors that impact
the culture and community of the class. Incivility can also
include actions taken by students and/or faculty that interfere
with teaching and learning.
3. What are some behaviors you would describe as uncivil?

· Students will text during class when I am trying to lecture or
teach.
· Students will forget to set their cell phones to silent or will
take a phone call during class time, starting the conversation
even before they get out of the room.
· Students will come to class late and then disrupt class by
asking the instructor to get them caught up.
· Students will “surf” the Internet rather than work on the class
assignment.
· This happens on a regular basis in class. I think sometimes
students feel that since they are paying for the classes, they can
do what they want during class time.
· I had one student in an online class who disagreed with the
content on learning styles. He took one source that disputed the
validity of learning styles as the sole word on the topic. Then,
he was combative in the discussion forums, challenging others
to the point that two students e-mailed me with concerns and
refused to interact with him.
· Sometimes students challenge a grade. When I ask them to
highlight where they feel they have addressed the part of the
grade they challenged, they can’t do so and then still believe
their grade should be changed.
Primarily, I feel disrespected and hurt. I go to great lengths to
prepare for classes and don’t understand why students don’t
want to engage and learn. When students are uncivil to each
other, I feel the need to step in and focus the conversation and
learning.

your classes?
· Students can actively contribute to incivility by interrupting
class with ringing cell phones, talking above the lecture, coming
in late, and leaving early. Not being prepared for class
contributes to negative feelings among and between peers,
especially during active learning. One unprepared student can
impact the entire group.
· Students can passively demonstrate incivility by surfing the
Internet, playing games on the cell phone, texting, etc.
· I post a detailed syllabus and classroom policies that include a
schedule and assignments so students can work ahead.
· In the beginning stages of a class I ask the students to create a
set of norms that we can all follow to establish expectations for
how we will treat each other.
· I am present and active in classroom discussions and in the
discussion forum to redirect students if needed.
· Most importantly, I model the behaviors that I would like to
see in students.
© 2016. Grand Canyon University. All Rights Reserved.
PSY-850 Mock Interview Resource
Interview 1
Some problematic behaviors are negative attitudes, entitlement,

negative communication styles, and the tendency to argue.
These are problematic because they disrupt the flow of the
classroom, they have a negative effect on the collaborative
piece, and they cause tension and stress.
Last week, I dealt with a negative attitude in one of my online
classes. My students were to exchange papers to provide
feedback on a 10-page paper they were working on. Students
were to provide feedback focused on content and there was a
rubric style feedback form for them to follow. One student
turned her paper in 48 hours late, so I posted in the classroom
asking if there was anyone willing to pick up the paper to
provide feedback.
Two students picked up the paper and they both provided
feedback that was mainly focused on content and writing
choice. The comments they gave were pretty similar -- both
picked up on problems with structure and organization, and
made some suggestions to strengthen a few areas. Both made a
general observation that although the feedback wasn’t supposed
to be based on grammar and mechanics, the paper’s grammar
and mechanical issues were detracting from the readability.
Both suggested careful editing. The feedback given was a good
mix of positive and constructive feedback, and it was delivered
in a professional manner.
The student receiving the feedback was not pleased. She posted
in the discussion board that she felt ridiculed and shamed. She
said she was going to contact her advisor and have the
assignment and the feedback reviewed because it wasn’t fair
and it wasn’t constructive. She also sent personal e-mails to
both of the students that provided the feedback (one of which,
she pointed out a couple of grammatical errors in the feedback
itself) telling them both that they needed to consider other
peoples’ feelings before tearing up and redlining somebody’s
work. She also e-mailed me and told me that she received

hurtful response e-mails from both students that were “full of
insults” and “degrading.” As it turned out, the student could not
produce a copy of those e-mails when asked by her advisor, and
subsequently she dropped the program.
incivility?
Incivility is any behavior or incident that negatively
affects the positive culture of a classroom, and interferes with
the learning process for groups or individuals. Incivility in any
learning environment can take the focus off the student and
disrupt progress towards the common achievement goals of the
classroom. Additionally, incivility can bring a level of stress
and strife into the classroom.
· Arguing with someone in a discussion forum. I deal with this
once a term or so - the last time was about two weeks ago when
somebody responded to a post by simply saying “I disagree.”
The original poster managed to stay out of it, but before I even
got back in the classroom (and I sign in daily) three people had
responded negatively. I had to step in and redirect the focus.
· Rude comments. For the most part, students I’ve worked with
have been polite and courteous to one another. About six
months ago, I was on a group video conference with a cohort of
students, when one told another student she was “a good
looking woman, and maybe that’s why she is so cocky.”
Fortunately, I didn’t have to deal with that one on my own.
· I had a student that responded to a discussion post from
another student by saying that her post was too hard to read
because all of the errors in her writing. I handled it by e-

mailing the individual and asking her to remove her comment
and keep future comments focused on extending the discussion
or reflecting on the material.
I had a student complain in the discussion board about a writing
tutor associated with the university. He mentioned the tutor’s
name, and complained in detail about the advice that was being
given.
When students are uncivil in my class, I feel like I have the
responsibility to step in and redirect the conversation because it
affects the culture of my classroom. Relationships,
communication, and that circle of peers is important to the
success of my programs. Uncivil behavior disrupts the culture
of my classroom, and I fear that it will leave individual students
with a negative view of not only my class, but my teaching.
your classes?
· If I am not present in my classroom and participating actively
in the discussion that can contribute to a culture of incivility.
· Use of sarcasm or sardonic comments.
· Allowing students to control the discussion.
· Making evaluative comments on student submissions where
other members of the class can see.
· Allowing for discussion to get off topic and away from the
material.

· I try to prevent it in the first place. At the beginning of every
class, I post an announcement just kind of giving an overview
of the expectations for classroom/discussion conduct and some
general guidelines for acceptable and professional behavior in
the classroom.
· I try to direct the conversation and keep it focused on the
content by asking questions in response to posts that keep the
conversation heading in the way I want it to go.
· If a problem does arise, I try to redirect the conversation and
return to an acceptable topic.
· If there is a problem, I address it individually with the
students involved, reminding them of the classroom discussion
and communication expectations.
· If it is something that I feel like I’m going to lose control of,
or is escalating, I will contact my course administrator and seek
the counsel and involvement of the necessary admin.
Reserved.
College of Doctoral Studies
Background Information
Clark and Springer (2007) conducted a qualitative study to
examine the perceptions of faculty and students in a nursing
program on incivility. Their key research questions were:
· How do nursing students and nurse faculty contribute to
incivility in nursing education?
· What are some of the causes of incivility in nursing
education?

· What remedies might be effective in preventing or reducing
incivility?
They gathered responses from the Incivility in Nursing
Education Survey (INE), which included both Likert-scale and
open-ended questions from 36 nursing faculty and 168 nursing
students. Each of the researchers reviewed all comments and
organized them by themes.
For this PSY-850 class, you will design a “mock” replication of
the Clark and Springer (2007) study on student and faculty
perceptions of incivility in a university nursing program.
However, the doctoral students will investigate student and
faculty perceptions in undergraduate psychology classes in one
university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey,
developed by Clark (2007; 2011) for the purposes of this study.
Questions on the survey measure faculty and student
perceptions of uncivil actions (disruptive and threatening), how
often those behaviors occur and strategies for improving civil
behaviors in university settings. The IHE was adapted from the
INE, with minor rewording, is similar in structure to the survey
used by Clark and Springer, but is appropriate for any academic
discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic
information, such as major, gender, age, and years of teaching
experience for faculty. Part 2 asks individuals to rank 16
different behaviors exhibited by students that both students and
faculty may perceive as disruptive. Part 3 focuses on 20 faculty
behaviors that may be perceived as disruptive. Both parts 2 and
3 also investigate how often the faculty has experienced the
behavior in the past 12 months (often to never on Likert scale),
and if the faculty members have experienced any of the 13
threatening behaviors (yes or no) by students or other faculty
respectively. Five open-ended questions give the faculty
member the opportunity to add contributing factors related to
student and faculty incivility, and how students or faculty in

particular contribute to incivility. A final question asked if the
faculty member would like to add comments. The survey is
designed in a manner that allows for gathering data from faculty
and students or from only faculty or only students (C. Clark,
personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a
10 key points document.)
GCU doctoral learners use the 10 Key Strategic Points
document to outline the key components of a research study.
For the Week 2 assignment, you will use the original Clark and
Springer (2007) to identify and construct a 10 key points
document in preparation for the mock study on incivility in
psychology classes.
Steps:
1. ReadClark, C. M., & Springer, P. J. (2007). Thoughts on
incivility: Student and faculty perceptions of uncivil behavior.
Nursing Education Perspectives, 28(2), 93-97. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com
/login.aspx?direct=true&db=a9h&AN=24776207&site=ehost-
live&scope=site
2. As you read, highlight information that relates to the 10 key
points, such as the purpose, problem, sample, research question,
etc.
3. After reading and highlighting the components of the article,
complete the 10 key points table based on the Clark and
Springer (2007) study in nursing education.
Ten Strategic Points
Comments or Feedback
Broad Topic Area
Lit Review

Problem Statement
“This study was conducted using quantitative and qualitative
methodologies to investigate the problem of incivility in
nursing education in a university environment from both student
and faculty perspectives” (Clark and Springer, 2007, p. 94).
Rewrite this in “GCU” format.
Research Questions
Sample
Sample: identify the sample from the Clark and Springer study.
Describe Phenomena (Qualitative)
Methodology and Design
Purpose Statement
“Its purpose was to consider possible causes of incivility and to
recommend potential remedies” (Clark and Springer, 2007,
p.94).
Rewrite this purpose statement based on “GCU” format.
Data Collection Instruments and Approach
Describe instruments used for the Clark and Springer study.
Describe the data collection approach used in the Clark and
Springer study along with informed consent procedures.
Data Analysis Approach
Discuss the data analysis approach used in the Clark and
Springer study.

Week 5 Assignment: In Week 2, you constructed a 10 key points
document based on the Clark and Springer (2007) study
conducted on incivility in nursing education. In preparation for
the mock replication study to be completed by participants in
undergraduate psychology classes, you now must construct a 10
key points document for your own study. This must meet GCU
criteria in terms of problem, purpose, and research question
format. This would be a descriptive case study at GCU.
Steps:
· Review the 10 key points constructed in Week 2 and the Clark
and Springer (2007) study. Additionally, review the feedback
provided by the instructor.
· Use the following template to develop 10 key points for your
replication study in an undergraduate psychology program. Be
sure to use resources in the DC network>Research/Dissertation
tab> Prospectus templates to review the criteria for the purpose,
problem, research questions and other key points.
· Use the prompts and suggestions contained in the template to
guide your work.
Ten Strategic Points
Comments or Feedback
Broad Topic Area
Incivility in psychology undergraduate education programs
Lit Review
Include citations from studies on incivility in psychology
education
Problem Statement
Write a problem for the psychology study, in the GCU required
format.

Research Questions
Now frame questions for the study you will design for a target
population of undergraduate psychology programs.
Sample
Describe the sampling strategy you could use for a like study in
an undergraduate psychology program. Define and justify the
sampling strategy from a research source. Justify the sample
size for a qualitative study from a research source and from the
GCU Core Design Document.
Describe the Phenomenon
Methodology and Design
Describe the method and design you would use and justify your
choice of both from a research source.
Purpose Statement
Develop a purpose statement for a psychology undergraduate
program in the required GCU format.
Data Collection Instruments and Approach
Describe the IHE instrument to be used in this study.
Describe the data collection approach you would use, including
getting informed consent and how you would protect the
confidentiality of participants.
Data Analysis Approach
Discuss a specific data analysis strategy you would use in your
replication study in an undergraduate psychology program. Cite
a specific researcher’s strategy such as Hatch, Miles and
Huberman, Bogden and Biklin, or Saldana.

Week 7 Assignment
You will analyze four transcribed interviews by inductively
coding the data and developing themes. This will be a miniature
version of what coding a large study would be like.
Directions
Perform the following tasks to conduct the analysis:
· Code the data: To analyze the data, you must first identify
categories or themes that appear in the data. To accomplish this,
do the following:
· Read the transcript of each participant’s responses and
identify words that strike you as important. Mark the words in
some fashion (highlight, circle, bold, underline).
· When you recognize words or phrases that appear frequently,
make note of them. That is, circle or highlight them in the text.
· After reading all participants’ responses, review the
words/phrases you marked or wrote down and identify a short
list of useful codes. See Table 1 below.
· Collapse these codes into four or five categories or themes and
name them. See Table 1, column 2, below.
· List the categories or themes and substantiate them with
quotations from the online focus group participant transcripts.
See Tables 2 and 3, below. You could put all of these in one
table, or you could use a table for each theme, and provide
several examples of quotes in the right-hand column for that
theme.
· Present your results in a table (below) formatted according to
the APA guidelines found in the “APA Style Guide,” located in
the Student Success Center.
· Identify your coding process in an appendix (an example is
included in the Appendix below).
Task 1: Code the transcript as described above, and color code
the transcript using a color for each key code. Do this in Word.
Task 2: Create a codebook.
Code

Definition of the Code
Example From Transcript
Task 3: Create a table of words or phrases that appear
frequently. Display as shown in Table 1.
Table 1
Words or Phrases that Appear Frequently
Word or Phrase
Notes on the Words/Phrases
Notes on Emerging Themes
Write down the word(s) or phrase(s) here.
For example, do they appear in a transcript of one particular
interview, or do they show up in several interviews? If they
show up in several, there is a pattern that cross-cuts individuals.
You might want to state
Name of participant/page number of transcript (if that seems to
make sense).
As you review the list of words/phrases in column 1, and see
some patterns, you can name the patterns. Collapse the
repeating words/phrases into 4-5 (or whatever seems relevant)
themes.
Keep writing down many words/phrases that appear frequently,
until you have written them all down.

Task 4: Based on Table 1 and your coded transcript, create a
table based on Tables 2 and 3. Create a table for each theme.
Table 2
Theme
Examples of Quotes From the Transcripts
Put the name of the theme here.
Put a quote here that represents the theme
Place additional examples of quotes for this theme in each cell
in this table.
Table 3
Theme
Sample Responses
Name another theme.
Provide a quote that exemplifies this theme.
Provide another quote here.

Note: You would put notes here if needed. See pages 130-131 of
your APA manual.
Write-up the Results
A research report is not complete without a written summary of
the research findings. To complete the research report, follow
the instructions below and include the components outlined.
Include the table and the chart you have created to show the
data graphically/visually.
Introduction
Discuss the background information and the fact that this study
was modeled after a study conducted by Clark and Springer in
2007. Discuss the data Clark and Springer collected and their
results. Then discuss how your “mock or replication” study
conducted in an undergraduate psychology program will add to
these results.
Sample -- discuss who participated in your study.
Instruments...describe the structure and purpose of instrument
you used: the IHE (the interview transcript).
Data Analysis
Discuss your own initial analysis and the codes that you came
up with. Collapse these codes into three to four themes as Clark
and Springer did. However, this must be based on the “mock”
data you collected (and we presented in a separate document).
Results
Write a summary of the themes that you identified when
analyzing the faculty comments about in-class disruptions.
Include the table and the chart you have created to show the
data graphically/visually.
Recommendations

Compare your results to those of Clark and Springer (2007):
Clark and Springer (2007) conducted a qualitative study to
examine the perceptions of faculty and students in a nursing
program on incivility. Clark and Springer used the Incivility in
Nursing Education survey along with open-ended questions to
collect data from 36 nursing faculty and 168 nursing students.
Each of the researchers reviewed all comments and organized
them by themes. Clark and Springer noted four major themes of
responses:
· Faculty perceptions of in-class disruption and incivility by
students
· Faculty perceptions of out-of-class disruption and incivility by
students
· Student perceptions of uncivil behaviors by faculty
· Faculty and student perceptions of possible causes of
incivility in nursing education
A total of eight codes were identified among the faculty
comments on types of in-class disruptions. These were the
following:
· Disrupting others by talking in class
· Making negative remarks/disrespectful comments toward
faculty
· Leaving early or arriving late
· Using cell phones
· Sleeping/not paying attention
· Bringing children to class
· Wearing immodest attire
· Coming to class unprepared
Based on your findings, discuss some strategies that these
faculty members can use to reduce the incidences of
disrespectful behaviors. Cite the recommendations from peer-
reviewed sources.
Discuss how you would also use the data analysis strategy listed
in your 10 key points to code and theme the open-ended
comments from faculty.
Discuss the benefits and limitations of using SPSS and

frequency counts in qualitative data analysis, along with why
additional analysis is required.
References
Include a reference list of the sources used.
Bernard, H. R. and Ryan, G. W. (2010). Analyzing qualitative
data. New York, NY: Sage Publications.
Clark, C. M., & Springer, P. J. (2007). Thoughts on incivility:
Student and faculty perceptions of uncivil behavior. Nursing
Education Perspectives, 28(2), 93-97. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com
/login.aspx?direct=true&db=a9h&AN=24776207&site=ehost-
live&scope=site
Grand Canyon University. (2013). Template for coding and
summary tables.
Groenewald, T. (2004). A phenomenological research design
illustrated. International Journal of Qualitative Methods, 3(1),
15-16
Hatch, J. A. (2002). Doing qualitative research in education
settings. Albany, NY: SUNY Press.
Moustakas, C. (1994). Phenomenological research methods.
New York, NY: Sage Publications.
Yin, R. (2014). Case study research design and methods. New
York, NY: Sage Publications.

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