Teaching Qualitative Software While Maintaining an Inductive Approach

With Great Power Comes Great Responsibility: Teaching the benefits of qualitative software while maintaining an inductive approach to the analysis of data James Mullooly, PhD California State University, Fresno With the helpful assistance of Michelle C. Bligh, Ph.D. Who authored several of the slides used here

Warning ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

What is grounded theory? ,[object Object],[object Object],[object Object],[object Object]

A CONVERSATION ABOUT CODING IN ETHNOGRAPHY ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Valuable but Dangerous ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],That’s Uranium 

Deductive and Inductive Approaches ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],sherlock holmes margaret mead

What is the Solution? ,[object Object],[object Object],[object Object],[object Object],[object Object]

“ With great power comes great responsibility” ,[object Object],[object Object],[object Object],Uncle Ben and Aunt May

How have I done this? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

HU: Peace To You File: [c:rogram filescientific softwaretlastiextbankeace To You] Edited by: Super Date/Time: 2005/03/23 - 10:04:39 All (28) quotations from primary text: P 2: VisserCampos011605a.txt (C:rogram Filescientific SoftwareTLAStiEXTBANKisserCampos011605a.txt) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Coding (Bligh) ,[object Object],[object Object],[object Object],[object Object]

Types of Codes ( Miles & Huberman, 1994) ,[object Object],[object Object],[object Object]

THE PROBLEM: Coding too Soon

THE SOULTION: Teach Iteration and Annotation prior to Codification

[object Object],Teach Iteration and annotation prior to codification

Teach Iteration and Annotation prior to Codification COMMENTS ON COMMENTS (“annote” reactions to something; your opinions of the reaction, reminders for next visit to field, etc.)

Classroom Exercise ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

The Mishna and Talmud are surrounded by commentaries. In this way, discoursing rabbis are making "comments on comments“ (http://en.wikipedia.org/wiki/Babylonian_Talmud) Rabbi 1 Rabbi 2 commentaries and notes  commentaries on commentaries and notes  Mishna Talmud

Where is T ruth? ,[object Object],[object Object],[object Object]

Conclusion: Why use this technology at all? ,[object Object],[object Object]

Use Common Sense ,[object Object],[object Object],Let’s not mourn the passing of Common Sense as they have here 

Maintaining Analytic Induction ,[object Object],[object Object],[object Object]

Maintaining Analytic Induction ,[object Object],Uncle Ben is watching

Postscript ,[object Object],[object Object],[object Object],[object Object],Bernard, Russ. 1988 Research Methods in Cultural Anthropology . Newbury Park, CA: Sage Publications.

References ,[object Object],[object Object],[object Object],[object Object]

The VISE Principle (www.atlasti.com) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Teaching Qualitative Software While Maintaining an Inductive Approach

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Teaching Qualitative Software While Maintaining an Inductive Approach