Assignment 4 Due (Chapters 1-3 with accompanying material and ALL REVISIONS)
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Analyzing written data in qualitative teacher research
pattern matching in observed data ( chapter 14 ) is equally applicable to spoken an WRITTEN data
same for open coding, categorical analysis and content analysis.
QUALITATIVE CONTENT ANALYSIS
linguistic based text analysis.
work for transcripts and field notes also.
p.330
Organizing documents and documentary evidence for analysis.
DOCUMENT SUMMARY FORMS ( Matthew Miles and A. Michael Huberman ) (1994:55)
Completing forms will be idiosyncratic.
Rules: must be USEFUL ( appropriate summary categories ) and MANAGEABLE ( not too much to fill in )
good for keeping track of documents the researcher cannot keep.
group by
o Cases or People
o Origins
o Date written or published.
p.331
o date collected
o type ( e.g written document, artwork )
Document summary forms remind the researcher and make for easy and rapid retrieval.
p.332
QUALITATIVE CONTENT ANALYSIS
a research method that uses a set of procedures to make valid inferences from text.
concerned with author ( sender ) of the text and message in the text.
might be comics in one country are twice as violent as comics in another country.
inference limitations:
NOT motivation NOR intent
Can NOT infer what the EFFECT would be on viewer.
most common: concepts like unconscious Bias or unintended consequences
p.333
kinds of messages texts send, social norms, ideologies they encode.
frequent use of words, wording, certain vocabulary contains information about worldviews and social contexts.
content analysis can be used to analyze
policy documents.
written responses on qualitative surveys
newspaper reports
textbooks
institutional guides. ( e.g. teachers guides, handbooks )
traditional fine art pieces to popular art forms.
popular song lyrics or poems
movies, television shows and advertisements.
differences in narrative forms
internet websites, etc.
MANIFEST AND LATENT MEANINGS. brrr, i'm cold could mean "close the window please"
p.334.
metaphors,
synonyms and words sharing similar connotations in addition to each word's literal meaning.
purposes and intended audience can help the researcher figure out how to read the text.
APPROACHES TO QUALITATIVE CONTENT ANALYSIS. 3 LARGE FAMILIES OF APPROACHES.
word count analysis.
content categories analysis
mo end 334
p.335
Definitional content analysis,these approaches are used DEDUCTIVELY
researcher begins with concepts, words, meanings or key elements they want to analyze within the document
(Patton 2002) like 3D PRINTING
research problem: Acceptable use policies.
research question: what assumptions are made
research aim: to compare local policies.
data to be collected: official technical use policies.
data analysis approach: Qualitative content analysis, with an emphasis on definitional analysis.
guiding sources: Bauer 2000, Jackson 1998, Patton 2002, Bigum et al. 2000 cuban 2001 Lankshear at al. 1997
336: "social purpose"
can work "Inductively" searching through text.
AN EXAMPLE OF CONTENT ANALYSIS. 1) organize texts, 2) read texts 3) decide contextual or other latent meaning 4) develop lists, categories, 5) revisit texts,anything missed out? 6) interpret results in light of the theories framing the study.
p.337. step 1) text organized for content analysis: data retrieval , 2) instances of the word STUDENT and pronouns that clearly refer to students. step 3) Context: electronic information, rich information.
p.338 word student bolded. in general use policy document
p.339, to what extent do you accepts initial analysis. Ambiguous words like "violator"
step 4) organizing or grouping the bold and italicized in a helpful way.
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p.340 Student use of new technologies. Requires access to networks, etc.
student us FOR educational purposes only
step 5 : repeat step 4 until no more entries
p.341 step 6 , political
complete qualitative content of the policy text
may need to add new categories , i.e. unacceptable use. Not necessarily confined to 1 type of data.
p.342 LINGUISTICS-BASED TEXT ANALYSIS. GEE(1999) ADAPTED FROM KRESS 1985; WALLACE 1992; LANKSHEAR 1997; KNOBEL 1998)
what is the subject matter of the text?
why might the author have written this text?
who is the intended audience? How do i know?
what kind of person would find this text unproblematic in terms of their values, beliefs, worldviews, etc.
what knowledge does the reader need to bring to the text to understand it?
who would feel left out in this text? Are there important gaps or silences or over-generalizations in the text? for example are multiple groups talked about as though they compose one homogeneous group?
o Does the author write a group without including THEIR perspectives? values, beliefs in relation to the things or events being reported?
o Who would find the claims made in this text clash with their own values, beliefs , or experiences?
ex. history book with ethnic bias.
p.343 Those who traveled to the new world
How they lived in the New World
Spaniards who arrived on the island proclaimed them colonies
Those who traveled to the New World.
How they lived in the New World
italicize
p.344 the colonists exploited the mines and land of indigenous people.
table 5.2 sample tabulation of actors and processes in Columbus' voyages
we end 344
p.345 model analysis on social studies text book
structured analysis.
https://www.ideals.illinois.edu/bitstream/handle/2142/17736/ctrstreadtechrepv01992i00554_opt.pdf?sequence=1
structural analysis--the ability to gain information about the
meaning, pronunciation, and part of speech of new
words from their prefixes, roots, and suffixes--is an
important component of skilled reading.
critical discourse analysis
Critical discourse analysis (CDA) is an interdisciplinary approach to the study of discourse that views language as a form of social practice and focuses on the ways social and political domination are reproduced in text and talk.
Non-"critical" linguistics-based text analysis.
Analysis by lexical density measurement.
proportion of context words in a text.
p.346
Analyzing by readability measures
1. take a sample of 100 words from the selected text.
2. Count the number of complete sentences in the 100 word sample.
3. Count the number of words in each complete sentence.
4. Divide the number of words by the number of sentences. Average sentence length for sample.
5. Divide the number of words with three or more syllables. This number becomes the percentage of long or potentially difficult words.
6. add average word length for sentences in the sample to the percentage of words having 3 or more syllables. The sum is the readability score.
p.347 the lower the readability score, the more readable it is.
high lexical density => many content words=> like in text book.
Semiotic analysis=study of signs and sign systems. linguistic, visual, musical
classical emiotics builds on 3 concepts:sign, signifier and signified.
p.348 signifier = sign i.e. nike swoosh.
social semiotic analysis
Ideational metafunction
Interpersonal metafunction
Textual metafunction
th end 349: what are the effects of representational choices? Social semiotic metafunctions, Layout, Typographical features. Length or size of items, Ration between text and images. Color.
Kress (1996, 1998) offers helpful example of social semiotic analysis in action. Headline, banner sizes.
p.350 the sun's front page representatonsal , emphasizes display rather than information.
p.351 NGfL, Analyzing a website, routes for accessing informatin , what? who? where?
Ideational metafunction
Layout
p.352
Typographical resources
Font style, no nonsense message. colors: bright, semi-pastel, red
p.353
Interpersonal metafunction UK government, blocky style=no nonsense, sans serif = less formal
'tenor' or 'tone' is professional
Textual metafunction examines
o the effects of (or messages sent by ) the genre festures of the text.
o cohesion within the text
o grammar (e.g. syntax, tense, pronouns, prepositions )
general categories
p.354 GCSE, website designer(s) assume users know what it means ..
compare and explain the effects of the following changes
o change colors to following colors.
o change sans-serif to serif font
fri end 354
p.355 use the following or similar texts conduct a social semiotic analysis containing a comparative dimension. Focus on
a) ideational metafunction
b) the interpersonal metafunction
c) the textual metafunction
see www.whitehouse.gov. fed.gov.au, ebay.com. amazon.com. standford.edu/~davidf/
coatepec.net
26 pages, 5 per day
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