Chapter 19 Analyzing Qualitative Data
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Transcript of Chapter 19 Analyzing Qualitative Data
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Copyright © 2008 Wolters Kluwer Health | Lippincott Williams & Wilkins
Chapter 19
Analyzing Qualitative Data
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Qualitative Analysis StylesQualitative Analysis Styles
•Template analysis style
•Editing analysis style
•Immersion/crystallization style
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Qualitative Analysis ProcessQualitative Analysis Process
•Comprehending
•Synthesizing
•Theorizing
•Recontextualizing
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Tasks in Qualitative Data Management and Organization
Tasks in Qualitative Data Management and Organization
•Transcribing the data
•Developing a categorization scheme
•Coding qualitative data
•Organizing qualitative data
– Manual methods of organization
– Computerized methods of organization
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General Analytic Overview—Some Analytic Steps
General Analytic Overview—Some Analytic Steps
• Identify themes
• Search for patterns among themes, variations in the data
• Develop charting devices, timelines
• Validate themes, patterns
• Calculate quasi-statistics
• Integrate thematic pieces
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Spradley’s 12-Step Ethnographic Method
Spradley’s 12-Step Ethnographic Method
1. Locating an informant
2. Interviewing an informant
3. Making an ethnographic record
4. Asking descriptive questions
5. Analyzing ethnographic interviews
6. Making a domain analysis (1st level of analysis)
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Spradley’s 12-Step Ethnographic Method (cont’d)
Spradley’s 12-Step Ethnographic Method (cont’d)
7. Asking structural questions
8. Making a taxonomic analysis (2nd level)
9. Asking contrast questions
10.Making a componential analysis (3rd level)
11.Discovering cultural themes, theme analysis (4th level)
12.Writing the ethnography
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Phenomenological AnalysisPhenomenological Analysis
Three broad schools of phenomenology:
1. Duquesne school of phenomenology (descriptive phenomenology) Colaizzi
Giorgi
Van Kaam
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Phenomenological Analysis (cont’d)Phenomenological Analysis (cont’d)
2.Utrecht school of phenomenology (descriptive and interpretive)
Van Manen
3.Heideggerian hermeneutics (interpretive)
Diekelmann, Allen, and Tanner
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Colaizzi’s MethodColaizzi’s Method
1. Read all protocols, get a feeling for them
2. Extract significant statements
3. Spell out meaning of each significant statement
4. Organize formulated meanings into clusters of themes
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Colaizzi’s Method (cont’d)Colaizzi’s Method (cont’d)
5.Integrate results into exhaustive description of phenomenon
6.Formulate exhaustive description of phenomenon into unequivocal statement of identification
7.Validate by asking participants about findings
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Grounded Theory AnalysisGrounded Theory Analysis
•Uses constant comparative method of analysis
•Two competing grounded theory strategies:
Glaser and Strauss
Strauss and Corbin
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Coding in Glaser and Strauss’ Approach
Coding in Glaser and Strauss’ Approach
1. Substantive codes
• Open codes—end when core category is identified
Level I (in vivo) codes
Level II codes
Level III codes
• Selective codes—codes relating to core category only
2. Theoretical codes
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Examples of Families of Theoretical Codes (Glaser)
Examples of Families of Theoretical Codes (Glaser)
1. The six Cs: Causes, contexts, contingencies, consequences, covariances, and conditions
2. Process: Stages, phases, passages, transitions
3. Degree: Intensity, range, grades, continuum
4. Strategy: Tactics, techniques, maneuverings
5. Interaction: Mutual effects, interdependence, reciprocity
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Selected Criteria for Deciding on a Core Category (Glaser)
Selected Criteria for Deciding on a Core Category (Glaser)
1. It must be central, i.e., related to many categories
2. It must reoccur frequently in the data
3. It takes more time to saturate than other categories
4. It has clear and grabbing implications for formal theory
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Strauss and Corbin’s Method of Grounded Theory
Strauss and Corbin’s Method of Grounded Theory
Three Types of Coding
•Open coding
•Axial coding
•Selective coding—deciding on the central (or core) category