Home About us Contact
|
Home About us Contact | ||
|
|
||
Inductive Analysis (inductive + analysis)
Selected AbstractsRethinking the Cuban Embargo: An Inductive AnalysisFOREIGN POLICY ANALYSIS, Issue 2 2007DOUGLAS A. BORER First page of article [source] An alternative approach to conceptualizing interviews in HRD researchHUMAN RESOURCE DEVELOPMENT QUARTERLY, Issue 2 2007Jia Wang Qualitative researchers in human resource development (HRD) frequently use in-depth interviews as a research method. Yet reports from qualitative studies in HRD commonly pay little or no analytical attention to the co-construction of interview data. That is, reports of qualitative research projects often treat interviews as a transparent method of data collection, with the contents of answers to interview questions as data that mirror people's views and experiences of a "world out there." In this article, we demonstrate how an ethnomethodological approach to the reanalysis of interview data drawn from a qualitative study in HRD treats the research interview as a socially situated setting in which narrative data are co-constructed by speakers. From this perspective, it is possible to see how speakers produce unstable category descriptions and morally laden portrayals in order to support their claims. We argue that this type of analysis is useful for three reasons: (1) it provides a way to investigate instances in which interview accounts may prove analytically problematic; (2) it makes evident how interview data are produced by illuminating the conversational resources used by both researcher and participant to co-construct descriptions; and (3) it provides a new analytical approach for HRD researchers, who have until now relied primarily on thematic representations of findings derived from inductive analyses of interview data. By using this approach to analyze or reanalyze interview data, researchers may gain further insight into the research topic and the interaction that produced the interview data in a particular socially situated setting. This approach reveals the practical reasoning, identities, and moral assumptions demonstrated in talk by speakers. Such analysis, we argue, assists in HRD theory building in that it contributes to complex interpretations of data that respond to new and different questions, including methodological questions. [source] Socioscience and ethics in science classrooms: Teacher perspectives and strategiesJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 4 2006Troy D. Sadler This study explored teacher perspectives on the use of socioscientific issues (SSI) and on dealing with ethics in the context of science instruction. Twenty-two middle and high school science teachers from three US states participated in semi-structured interviews, and researchers employed inductive analyses to explore emergent patterns relative to the following two questions. (1) How do science teachers conceptualize the place of ethics in science and science education? (2) How do science teachers handle topics with ethical implications and expression of their own values in their classrooms? Profiles were developed to capture the views and reported practices, relative to the place of ethics in science and science classrooms, of participants. Profile A comprising teachers who embraced the notion of infusing science curricula with SSI and cited examples of using controversial topics in their classes. Profile B participants supported SSI curricula in theory but reported significant constraints which prohibited them from actualizing these goals. Profile C described teachers who were non-committal with respect to focusing instruction on SSI and ethics. Profile D was based on the position that science and science education should be value-free. Profile E transcended the question of ethics in science education; these teachers felt very strongly that all education should contribute to their students' ethical development. Participants also expressed a wide range of perspectives regarding the expression of their own values in the classroom. Implications of this research for science education are discussed. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 353,376, 2006 [source] Go for it , life is full of opportunities.INTERNATIONAL JOURNAL OF SOCIAL WELFARE, Issue 3 2008Promising results of the YARi working model with young people This article describes a framework of the YARi model, developed as part of the European Union's (EU) Leonardo da Vinci project, called Youth at Risk, international (2003,2006). In the article we present the results of the implementation of the YARi working model. The research was conducted as a comparative case study and applied a qualitative inductive analysis of the content. The YARi working model was implemented simultaneously in four EU countries , Finland (Espoo and Vihti), Italy (Palermo and Naples), Holland (Nijmegen) and the UK (Bradford) , between November 2004 and April 2005. [source] Global Problem: National Accountability: Framing Accountability in the Australian Context of Climate ChangeJOURNAL OF CONTINGENCIES AND CRISIS MANAGEMENT, Issue 2 2008Eva-Karin Olsson Climate change has been seen as a crisis looming in the future, and has therefore not reached the top of the political agenda. This no longer holds true when looking at Australia, where climate change has become high politics. In this paper we examine the Australian electoral debate in terms of accountability framing, where the Government and Opposition were involved in a ,framing contest'. We argue that theories on accountability framing in crisis need to be modified in order to capture the complex dynamics of climate change due to its inherent scientific uncertainty and global nature. After conducting an inductive analysis of Australian Broadcasting Corporation-reporting we found three themes to be of importance for accountability framing in the ,risk society': labeling, linking and coping. [source] Conducting the symphony: a qualitative study of facilitation in problem-based learning tutorialsMEDICAL EDUCATION, Issue 4 2009Tracey Papinczak Context, Tutors in problem-based learning (PBL) tutorials have a complex role to play in facilitating students' learning. This includes providing support for students' acquisition of content knowledge and skills in critical thinking, coaching of group processes and modelling of reflective practice. Few studies which investigate the key role of tutors in the PBL tutorial process are qualitative in design. Methods, This study explores the nature and technique of facilitation provided by PBL tutors from the students' viewpoint. Data were obtained from written responses to an open-ended question asking students about the effectiveness of their PBL tutor(s) and from in-depth interviews carried out with two randomly selected students. Results, Three main themes arose from the inductive analysis of qualitative data: (i) role confusion by tutors; (ii) tutor management of sensitive issues, and (iii) facilitation ,style'. The theme of tutors' facilitation style was dominant and three sub-categories were apparent. These were: (i) managing the learning in PBL tutorials; (ii) facilitating group processes, and (iii) guiding group discussion. Conclusions, Findings highlight the need for tutors to regularly review the PBL tutorial processes and group dynamics within the tutorial setting. These findings have implications for tutor training and programmes of ongoing professional development for PBL facilitators. [source] Moral knowledge and responsibilities in evaluation implementation: When critical theory and responsive evaluation collideNEW DIRECTIONS FOR EVALUATION, Issue 127 2010Melissa Freeman An external evaluation documented what occurred in an inaugural summer camp to teach high school students how to preserve religious freedom by learning about and acting on the history and current state of church,state separation and other first amendment issues. Camp designers hoped to promote religious diversity values and civic engagement in youth. An analytic vignette grounded in an inductive analysis of observations, interviews, and document collection represents the competing demands of responsive and critical approaches to evaluation. Balancing obligations to promote the social well-being of society with responsibilities to clients and other stakeholders presents challenges that can be met only by identifying priorities with clients in ongoing dialogue. © Wiley Periodicals, Inc., and the American Evaluation Association. [source] A study of critical reasoning in online learning: application of the Occupational Performance Process ModelOCCUPATIONAL THERAPY INTERNATIONAL, Issue 2 2009Anita Witt Mitchell Abstract This study examined the effect of an online guided independent study on critical reasoning skills. Twenty-one first-semester Master of Occupational Therapy students completed an online assignment designed to facilitate application of the Occupational Performance Process Model (Fearing & Clark) and kept reflective journals. Data from the journals were analyzed in relation to the three sets of questions, question type and results of the Watson-Glaser Critical Thinking Appraisal (WGCTA). This assignment appeared to be effective for enhancing awareness and use of critical reasoning skills. Differences in patterns of critical reasoning between students with high and low WGCTA scores and results of an inductive analysis of the journal entries are discussed. Future research investigating the types of feedback that effectively facilitate development of critical reasoning and whether students with high and low WGCTA scores might benefit from different types of instruction and/or feedback is recommended. Copyright © 2009 John Wiley & Sons, Ltd. [source] | |||||||||||||||||||