Chapter 13. p. 266
Analyzing spoken data in qualitative teacher research
Preparing and organizing spoken data for analysis
usually turn into written text, transcripts
categories from a particular theory
concepts identified as important from one's literature review
or apply a particular
METHOD of analysis on the data in order to respond to a research question
interpreting data, make sense of it
what's going on here?
what does it all mean?
What is to be made of it all?
p. 267, shape and form
p.268 management code
N3.008 = 3rd interview with Nicholas, 8th UTTERANCE
p.269 speech broken into breaths by / and //
1a.setting
Stanza
stanza 1,
lines, 1, 2, 3
1b. catalyst
stanza 3, lines 9,10, 11
p.270 trace intonation
clauses in talk "NON-NEUTRALAITY OF TRANSCRIPTS"
Categorical Analysis as an approach to analyzing spoken data.
p.271
Quantitative categorical analysis involves applying a preestablished set of categories to the data according to explicit unambiguous rules
taxonomy of categories TAXONOMY = CLASSIFICATION [_] update thesis
Mon end 271
categories i.e. at home computer use.
p.272 can be color coded in chart, school = yellow, home=blue, cafe=green.
use coding to develop and refine categories. devise their own "superordinate" categories.
p.273 table
Quotes... Code Label
Fieldwork, if away for a long time Fieldwork,
and most anthropologists are Time
you lose touch with academic and your home culture Absence
and then you have to get back into it. Academic culture, home culture, return
p.274 can be Researcher talking with subject.
retain useful preliminary and lower order categories.
Not verbatim, more for categorizing.
p.275
example 2: Categorical analysis in relation to the overall research design
table 13.3 Approaches to data collection and analysis.
data to collect. / Data analysis approach and resources.
Collection of technology related policy documents. / Categorical analysis: Pattern matching analysis of /
/. observed data and artifacts.
/. Linguistic analysis of policy documents.
p.276 codes PROFDEL for professional development ( + or - ) Teacher Engagement,
277. POL ( policy? ) , Tech issues, organizing structure for categorical analysis of data
table
p.278 quotes under the categories from the teacher's point of view
p.279 initial categories might not tell the whole story. if too many ( more that 20 percent ) are in multiple categories, the categories may be too broad.
p.280 categorical very (most ) useful for spoken data. SOCIOLINGUISTIC ANALYSIS.
P. 281 Analyzing I-statements to understand personal identity constitution ( Gee:2000,415 )
cognitive: i think/know
affect/desire : i want/i like
state/action: I am mature, i hit him back , I paid the bill
ability/constraint: i can't say anything to them , I have to pay the bill.
achievement: I cahllenge myself, I want to go to MIT or Harvard.
p.282 Working class students characteristics.
p.283 vs. upper middle class
EXAMPLE 2. USING A SYSTEMIC FUNCTIONAL LINGUISTICS APPROACH TO DATA ANALYSIS TO INVESTIGATE THE ROLE OF ORAL NARRATIVES IN MOTHER-DAUGHTER RELATIONS IN A LOW SOCIO-ECONOMIC STATUS NEIGHBORHOOD.
world views , beliefs, socio economically disadvantaged.
p.284 opening statement or comment. who, where? when ? Events, Punchline or Moral, Evaluations.
Tu end
p.285 MORE COMPLEX APPROACH. as appropriate with the research purpose, aim and time frame.
See various stages effectively and appropriately.
p.286 chart dialog
Anecdote 1 / Structural analysis tools
1) I don't belong here . . . / opening statement or comment. Who is involved int he anecdote?
2) Y'know, like I went down to the shop the other day / Events. What happened? Where is this taking place?
on a whim and bought this outfit.
3) on a whim ((laughs))
4) Well other people around here don;t do that sort of thing. / Punchline or "moral"
p.287
o Cultural context.what appears to be the purpose or reason for this narrative?
...In what ways does the speaker seem to achieve or not achieve his or her enacted purpose? What is the ...evidence for my judgment? ,
o Social Context. what is the subject matter of the oral narrative? What relationship does it have to the ... what does the narrative say abotu the relationship between the speaker and the listener?
...conversation or interview in which it is embedded?
o Textual features. Generic structure.
p.288
o Grammar: what effect do repeated grammatical structures have on the story? Embedded clauses will make the story much more complex that simple clause structures.
... What does dominant grammatical order ( e.g. syntax ) or sentence order within an oral narrative tell me?
... what effects to ense, pronouns, prepositions and so forth have in terms of carrying the speaker's purpose in and for
o Vocabulary: What effects do the narrator's language choices have in relation to the speaker's subject matter.
COMPARATIVE ANALYSIS. more complex. H2 i guess Hannah interview 2.
H2.119 Michele. Tight uh-huh, what if,
H2.120 Hannah: Uhmm...
p.290) miatake, middle class people living in a lower class area.
past , happier, etc.
DISCOURSE ANALYSIS.
1) focus first on the purpose and meaning of the overall text.
2) Discourse analysis deliberately draw attention to complex relationships.
can provide insights into operations of power, social structures, institutions.
p.291
JAMES GEE'S APPROACH TO DISCOURSE ANALYSIS AS D/diSCOURSE ANALYSIS.
discourse people's way of acting , believing , etc.
p.292 Components of discourse systems
referential systems
contextualization systems
idea logical system
Transcript : / = prosidy mark
well/... yes... I /...OK/,,, there's this agency
page 293
Analyzing the D/discourse: can use any kind of coding system.
word = referential system; word=Referential system.Logical etc.
Wed end 293
p. 294 Contextual information
p. 295 Analyzing transcript 2, mention of Black English vs. experience.
p.296 These questions from Gunther Kress for locating 'systematically organized ways of talking'
Speakers are not isolated individuals.
notes conflict.
p.297 where a person is "coming from": inform and define.
p.298 critical discourse of written/spoken text: divorce discussion. Where? Cost?
Discourse can help use "see" things.
p.299 Marriage sacrosanct.
Ch 14 p.301: Analyzing observed data in qualitative teacher research.
introduction: pattern matching, open coding and domain, taxonomic and componential analysis respectively.
PREPARING AND ORGANIZING OBSERVED DATA FOR ANALYSIS.
p.302 Organizing data
o Chronological files
o Genre files
o Cast of Character files
o Event or Activity files
o topical files, disease category, type of meeting
o Quantitative data files
data management tasks
Th end 302
p.303: observations in computer files. collected artifacts, journals,
p.304 pattern matching across pieces of information to discern.
p.305 syntax matching another strategy.
p.306 what's goign on here? Who is doing what?
p.308 work avoidance.category analysis, pattern matching
p.309 patterns identified by one researcher may be different from another based on a different theoretical framework. Daily patterns, action patterns, discourse patterns, relational patterns ( who is most liked or disliked and whay) , belief patterns.
p.310 open coding. breaking down data into discrete parts, examine closely for similarities and differences.
p.311: applying conceptual codes to data, lack of intrusiveness.
Fri end 311
p.312: metaphore restaurant work site. efficiency, watch, monitoring. providing assistance, information gathering.
task: conceptual codes in bold tell us how the researcher is seeing.
Coding: "Strauss Corbin: conditions, interactions among actors, strategies and tactics, consequences>
Thesis : Compare to UML ? _ http://www.uml-diagrams.org/use-case-actor.html [_]
p.313. setting / context , definition of the situation, perspectives, ways of thinking about people and objects. , Process: Sequence of events.flow and transition, activities.regularly occur,events, strategies, relationships and social structure, methods.
p.314. summarize rather than conceptualize data.
developing CATEGORIES IN OPEN CODING APPROACHES.
PERSONAL QUALITY CODES: experienced, attentiveness, unobtrusiveness.
conditions for being good, work orchestrator, food orchestrator, add thesis Best practices [_]
Types of work for assessing and maintaining work flow
COnditions for being a good food orchestrator.
p.315
" 'formalizing', deciding upon a category involves identifying its chief attributes or propoerties."
PROPERTIES AND DIMENSIONS
Analysis.
Identify properties of categories.
(Strauss and Corbin 1990:70) 'dimensionalizing' properties.
move from main property to finer points of analysis.
watching activity can be assigned properties like frequency, extent, and intensity.
p.316
Likert scales in analysis.
p.317 Domain and taxonomic analysis.
Domain analysis. James Spradley (1980) observe social situations to identify domains of cultural meaning.
CULTURAL DOMAIN : (a set of items all of which a group of people define as belonging to the same type )
(Borgatti 1999:116)
p.318
COVER TERM= name given to the cultural domain.
(SEMANTIC RELATIONSHIP)
INCLUDED TERMS = smaller categories.
pedagogical approach
p.319 : Semantic relationships. , inclusion, spatial, cause-effect, rationale, location for action, function, means-end, sequence, attribution,
p.320-321
start with domain analysis: start with one semantic relationship, prepare worksheets.
small work groups, peer tutoring, teacher-led discussion, drill and skill computer software, problem-solving games
Sat end 320
p.322 class notes.
p.323 context , helping others with small tasks, can be a positive or a negative.
likewise, sense of humor, can be a positive or a negative.
different data analysis forms can often bring about the same result.
p.324
Pattern matching hAS MANY uses beyond this type.
TAXONOMIC ANALYSIS. focuses on included terms within a cultural domain.
insider acquires categories as part of enculturation
Cultural domains are in many ways systems of items that are related in particular ways (Borgatti 1999:117)
p.325
1. begin by selecting a cultural domain that has plenty of information.
2. Identify similarities to create subcategories.
3. look for further included items.
4. look for larger domains that can consume smaller ones as subsets. i.e. wasting time in class.
a further domain might be called MAXIMIZING TIME SPENT OFF TASK. we can collapse these 2 domains into a more encompassing domain like RESISTANCE TO DOING SCHOOLWORK.
5. create a preliminary taxonomy.
p.326 convey relationships between cover terms.
p.327 preliminary taxonomic analysis. Pros (drill downs to specifics) Cons (generalizations)
p.328 Ethnograaphy, Ethnographer.
Sun ends p. 328
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