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The Analysis and Interpretation of Qualitative Data
The Analysis and Interpretation of Qualitative Data
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
The Analysis and Interpretation of Qualitative Data
Major Assignment 2: The Analysis and Interpretation of Qualitative Data
Overview and Guidelines
The Analysis and Interpretation of Qualitative Data
Overview
The purpose of this Major Assignment is to immerse you in the qualitative research
process. The process includes hands-on opportunities for you to collect, organize,
analyze, and interpret qualitative data. This qualitative research process begins with
some items that have already been identified for you:
The Analysis and Interpretation of Qualitative Data
The research topic for this effort is the meaning of social change for Walden
graduate students. You have been examining videos and reading about social
change as part of the course study.
The Analysis and Interpretation of Qualitative Data
The knowledge you have gained plus your reflections on the meaning of social
change will form the beginning of the inquiry.
The Analysis and Interpretation of Qualitative Data
That is, the research question you
will explore is “What is the meaning of social change for Walden graduate
students?”
The description of your efforts of gathering, organizing and analyzing data will
form the basis of your methods section. And, the results of those efforts—the
analysis and interpretation of those data—will be summarized.
The Analysis and Interpretation of Qualitative Data
This Major Assignment 2 is composed of four parts, each of which will be completed
over six weeks. These parts include: Part 1: Introduction; Part 2: Role of the
The Analysis and Interpretation of Qualitative Data
Researcher; Part 3: Results; and Part 4: Trustworthiness and Summary.
Part 1: Introduction
Write a background statement of approximately 1–2 pages that includes:
What you have learned about social change as a social issue.
The Analysis and Interpretation of Qualitative Data
What you have learned about social change as a research problem. Support your
insights with academic citations from the Learning Resources.
Describe the gap that your study will address.
The Analysis and Interpretation of Qualitative Data
From the gap, create a brief purpose statement that is aligned with the following
research question:
What is the meaning of social change for Walden graduate students?
The Analysis and Interpretation of Qualitative Data
Part 2: Role of the Researcher
Review your field notes, etc., written during each aspect of the data collection
process, and examine your role and experience and how that is shaping your
experience (reflexivity).
The Analysis and Interpretation of Qualitative Data
Describe the roles you are playing in this research effort (i.e., a graduate student,
classmate, interviewer, etc.).
Identify any ethical issues that could or did arise during the data collection processes
(i.e., these could include doing a study within one’s own work environment, conflict
of interest, or power differentials).x
]The Analysis and Interpretation of Qualitative Data
Part 3: Results
During this course, you have coded your two Scholars of Change videos, you have
conducted and coded your phone interview, and you have gathered data from the
Walden social change website and any other documents or websites you might have
included. For this Part 3 of your Major Assignment 2, you will write up the results of your
findings. You will include the following sections in your write-up:
- Data Sources—briefly describe each data source including location, duration of data
collection, how data were recorded, and unusual circumstances.
Two Scholars of Change videos
One phone interview
Resources from the Walden social change website
- Instrumentation—briefly describe the type of instrumentation you used for your data
collection.
Who developed each data collection tool and what is the date of
publication?
Where and with which participant group has it been used previously?
How appropriate is it for current study and include whether modifications
will be or were needed?
- Data Analysis—based on the data sources in “A.”, provide a detailed analysis to
include the following:
Report the process used to move inductively from coded units to larger
representations including categories and themes.
The Analysis and Interpretation of Qualitative Data
Describe the specific codes, categories, and themes that emerged from the
data using quotations as needed to emphasize their importance.
- 1st cycle—describe, give examples.
- 2nd cycle—describe, give examples/moving from codes to categories.
- Identify themes—provide examples and illustrate your results with a figure or a
chart.
Part 4: Trustworthiness and Summary
The Analysis and Interpretation of Qualitative Data
Trustworthiness—summarize across the different data sources and respond to the
following:
What themes are in common?
What sources have different themes?
Explain the trustworthiness of your findings, in terms of:
o Credibility
o Transferability
o Dependability strategies
o Confirmability
- Summary
Based on the results of your analyses, how would you answer the question: “What is
the meaning of social change for Walden graduate students?”
Self-Reflection—Has your own understanding of you as a positive social change
agent changed? Explain your reasoning.
Based on your review of the three articles on social change, which one is aligned
with your interests regarding social change and why?
Learning Resources
The Analysis and Interpretation of Qualitative Data
REQUIRED READINGS
Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). Thousand Oaks, CA: Sage Publications.
- Chapter 1, “An Introduction to Codes and Coding (pp. 1–42) (previously read in Weeks 5, 6, and 7)
- Chapter 2, “Writing Analytic Memos About Narrative and Visual Data” (pp. 43–65) (previously read in Weeks 5, 6, and 7)
Ravitch, S. M., & Carl, N. M. (2021). Qualitative research: Bridging the conceptual, theoretical, and methodological (2nd ed.) Sage Publications.
- Chapter 5, “Methods of Data Collection” (pp. 124–163) (previously read in Week 7)
- Chapter 8, “An Integrative Approach to Data Analysis” (pp. 233–252)
- Chapter 9, “Methods and Processes of Data Analysis (pp. 254–294)
Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Thousand Oaks, CA: Sage Publications.
- Chapter 12, “Data Analysis in the Responsive Interviewing Model” (pp. 189–211) (previously read in Weeks 5, 6, and 7)
- Chapter 14, “Personal Reflections on Responsive Interviewing”
Document: Excel Video Coding Document Template (Excel spreadsheet)
The Analysis and Interpretation of Qualitative Data
REQUIRED MEDIA
Laureate Education (Producer). (2016). Second cycle coding [Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is 6 minutes.
The Analysis and Interpretation of Qualitative Data
In this media program, Dr. Susan Marcus, Core Research Faculty with the School of Psychology at Walden University, introduces second cycle coding. She discusses the purpose of reorganizing and reanalyzing data from first cycle coding. She will also demonstrate using this method.
The Analysis and Interpretation of Qualitative Data
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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