Qualitative data analysis - Finchparkfinchpark定性数据分析

1、Qualitative Data Analysis for Language TeachersEmpowering teachers to help students*1Dr. Andrew Finch Much of this material can be found in: Miles, M. B. & Huberman, A. M. (1984). Qualitative Data Analysis: A Sourcebook of New Methods. California; SAGE publications Inc.This seminar will take the for

2、mat of a Workshop, (after the initial introduction and explanation).If you have brought your own data and research questions, you can examine them in the light of considerations mentioned in these slides and in the handout.*2IntroductionIn this seminar, we will investigate:Qualitative research: The

3、problem Focusing the Collection of DataAnalysis During Data CollectionDrawing and Verifying ConclusionsData Analysis WorkshopQualitative Data Analysis Software*3IntroductionTwo basic types of research: Descriptive and Measurement-basedQualitative research: Quantitative research: concerned with under

4、standing human behavior from the researchers frame of reference;naturalistic and uncontrolled observation;subjective;close to the data;discovery-oriented, exploratory, descriptive;inductive;process orientedvalid: “real”, “rich”, “deep” data;ungeneralizable case studies;dynamic reality.concerned with

5、 facts or causes of behavior without regard to the subjective state of the individual;obtrusive and controlled measurement;objective;removed from the data; verification-oriented, reductionist, inferential, hypothetical;deductive;outcome orientedreliable: “hard”, replicable data;generalizable multipl

6、e case studies;stable reality.*4Questionnaires Self- and peer-assessment formsChecklists/inventoriesInterviewsTeacher-diaryLearner-diaryObservation*5Qualitative data-collection instruments TransparencyTrustworthinessAesthetic meritReflexivityAccountability*6Qualitative data-analysis criteriaCognitiv

7、e (positivist)Socio-culturalistSocial-constructionist (relativist)MarxistFeministEssentialistBehaviourist*7Qualitative data-analysis interpretationWhy Qualitative Data?Miles & Huberman, P. 15 (Handout)Qualitative data are attractive. They are a source of well-grounded, rich descriptions and explanat

8、ions of processes occurring in local contexts. With qualitative data one can preserve the chronological flow, assess local causality, and derive fruitful explanations. They help researchers go beyond initial preconceptions and frameworks. The findings from qualitative studies have a quality of “unde

9、niability,” as Smith (1978) has put it.*8Components of Data AnalysisData Reduction: (Handout)the process of selecting, focusing, simplifying, abstracting, and transforming the raw data that appear in written-up field notes. Data reduction occurs continuously throughout the life of any qualitatively

10、oriented project. This is part of analysis.*9Components of Data AnalysisData Display: (Handout) The second major flow of analysis activity is data display. A display is an organized assembly of information that permits conclusion drawing and action taking. The most frequent form of display for quali

11、tative data has been narrative text.*10Components of Data AnalysisConclusion Drawing/Verification: (Handout)The third stream of analysis activity From the beginning of data collection, the qualitative analyst is beginning to decide what things mean and is noting regularities, patterns, explanations,

12、 possible configurations, causal flows, and propositions. Final conclusions may not appear until data collection is over.*11Components of Data Analysis*12Components of Data Analysis: Flow Model (Handout)Data collection period= AnalysisAnticipatoryData reductionData displaysConclusion drawing/verifyi

13、ngComponents of Data Analysis*13Components of Data Analysis: Interactive Model (Handout)Data DisplayData ReductionConclusions: drawing/verifyingData collectionConceptual frameworkBuilding a Conceptual Framework (Handout)Theory-building relies on a few general constructs that subsume a mountain of pa

14、rticulars. We have to decide which dimensions are more important, which relationships are likely to be most meaningful, and what information should be collected and analyzed. *14Conceptual Framework*15PRINCIPLESAwareness AutonomyAuthenticityAchievementAssessment AccountabilitySTRATEGIESContingent in

15、teractionScaffoldingCritical thinkingLearner trainingACTIONTasksField workPortfoliosConversationNegotiationStoriesGenre variationTeam workCURRICULUM DESIGN (VAN LIER 1996:189) (Handout).Research QuestionsFormulating Research Questions (Handout)The formulation of research questions can precede or fol

16、low the development of a conceptual framework. Research questions can be general or particular, descriptive or explanatory. They can be formulated at the outset or later on, and can be refined or reformulated in the course of fieldwork.*16Data CollectionSampling: Bounding the Collection of Data (Han

17、dout)Choices must be made. Unless you are willing to devote most of your professional life to a single study, you have to settle for less.Settings have subsettings (schools have classrooms, groups have cliques, cultures have subcultures, families have coalitions), so that fixing the boundaries of th

18、e setting in a non-arbitrary way is tricky.*17Sampling (Handout)Qualitative research is essentially an investigative process, not unlike detective work. One makes gradual sense of a social phenomenon, and does it in large part by contrasting, comparing, replicating, cataloguing, and classifying the

19、object of ones study. These are all sampling activities*18ConstantComparisonKaleidoscopeSampling (Handout)Sampling involves not only decisions about which people to observe or interview, but is also about settings, events, actors,social processes.*19Analysis During Data CollectionMethods (Handout)Co

20、ntact Summary SheetDocument Summary FormCodes and Coding*20MOTCONFIPECICAPORG/PRACCLASSPROBSEXTRULEPATTQU-!QU-QTSMotivationConfidenceInnovation PropertiesExternal ContextInternal ContextAdoption ProcessEffects on Organizational PracticeEffects on Classroom PracticeImplementation ProblemsExternal Int

21、erventionsRulesRecurrent PatternsSurprisesPuzzlesTeacherStudentAnalysis During Data CollectionMethods (Handout)Reflective RemarksMarginal RemarksStoring and Retrieving TextPattern CodingMemoing*21Drawing and Verifying ConclusionsTactics for Generating MeaningCountingNoting patterns, themesSeeing pla

22、usibilityClustering (Classifying)Making metaphorsSplitting variablesSubsuming particulars into the generalFactoringNoting relationships between variablesFinding intervening variablesBuilding a logical chain of evidenceMaking conceptual/theoretical coherence*22Drawing and Verifying ConclusionsTactics

23、 for Testing or Confirming FindingsChecking for representativenessChecking for researcher effectsTriangulatingWeighting the evidenceMaking contrasts/comparisonsChecking the meaning of outliersUsing extreme casesRuling our spurious relationsReplicating a findingChecking out rival explanationsLooking

24、for negative evidenceGetting feedback from informants*23Workshop 1 (In Groups, 15 minutes)Please look at your handouts.Look at the “Freshman Syllabus Design Issues” and the “Sample Issues for Action Research.”Choose an issue (or make your own issue).*24Workshop 1 (In Groups, 15 minutes)Now make a re

25、search plan.What do you want to find out?Make some research questions.What data will you collect?How will you collect it (research instruments)?When will you collect it?How will you analyse the data?*25Workshop 2 (Groups, 15 minutes)Please look at your handouts.If you have brought some data, look at

26、 it now with members of your group.Try doing some data analysis.Make some analysis codes.GO through the data and write in the codes in appropriate places.Make some reflective comments.Make some marginal commentsFind patterns.Draw some conclusions.How would you verify them?*26Workshop 3 (Pairs, 15 mi

27、nutes)A): Ask your partner to talk about his/her Language Learning History. Make notes as you listen.Ask questions.What things do you think are significant?*27A): Talk about your LLH. Look at the questions on the next slide.What events do you think were significant in your LLH?Workshop 3 (LLH Questions)How did you learn English before