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Bala Krishnian

This document provides an overview of workshops and bootcamps taking place on July 14-15, 2018 as part of Track 5 of the Summer Institute. The workshops and bootcamps will cover topics related to qualitative data analysis and dissertation writing, including organizing data, analyzing data, interpreting data and writing chapters 4 and 5 of the dissertation. The workshops are led by Dr. Vanaja Nethi and will take place in rooms 2082 and 2081 at various times over the two days. Attendees are expected to complete a data analysis plan or outline of chapters 4 and 5 by the end of the second dissertation bootcamp on July 15 as an artifact for the track.

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Track 5 QUAL WorkshopsA - D (Saturday&Sunday,July14-15,2018) Vanaja Nethi, Ph.D.
Track 5-QUAL Overview of Workshops and Bootcamps (DeSantis 2082, 2081*) SAT, July 14 (9:15 10:45am) WorkshopA: Organizing the Data SAT, July 14 (11:00 12:30pm) Workshop B: Analyzing the Data SAT, July 14 (1:45 4:45pm) Dissertation BOOTCAMP Part I SUN, July 15 (8:30 10:00am)* Workshop C: Interpreting the Data (WritingChapter 4) SUN, July 15 (10:15 11:45am) Workshop B: Discussing the Findings (Writing Chapter 5) SUN, July 15 (12:45 3:45pm) Dissertation BOOTCAMP Part II Summer Institute 2018, 13 - 15 July 2018
Artifact for Track 5 TRACK ARTIFACT Track 5: Data Analysis/ Dissertation Report 1.Finalized data analysis plan (those who came WITHOUT data) 2.Detailed outline for Chapters 4 and 5 (those who came WITH data) Summer Institute 2018, 13 - 15 July 2018 DUE SUNDAY, JULY 15, 2018 ATTHE END OF DISSERTATION BOOTCAMP 2
Track 5 QUAL WorkshopA Organizing the Data Saturday, July 14, 2018 9:15 -10:45am, DeSantis 2082
Chapter 3: Methodology (DataAnalysis section) (from the Qualitative Dissertation Template on the DSS website) Data Analysis Steps involved in conducting an analysis of qualitative data. How the data will be ORGANIZED and transcribed. The coding, pattern, and theme development procedures of the transcripts or text files. I(f used, discuss specific qualitative software you will use to assist in organizing collected data) Ethical Considerations How you will maintain ethics of the study. Preserve anonymity and keep the documents secure. Trustworthiness Establishing validity and reliability of the findings. Steps undertaken to ensure the accuracy of the findings and interpretation of data by including the following: (a) member checking asking members to check the accuracy of the account and (b) triangulationusing corroborating evidence, (c) audit trails detailed record-keeping of the entire research process from when you first start to think about your research through the process to the final conclusions, (d) peer-debriefing and expert reviews, (e) mixed methods Potential Research Bias Researchers bias with regards to the topic, whether personal or professional. Plan to manage potential bias. Limitations Limitations, restrictions, or constraints that may affect the studys outcomes. Summer Institute 2018, 13 - 15 July 2018
Four Basic Forms of Qualitative Data Interviews/ Focus Groups (ranges from one-to-one, in-person interaction to group, web-based interactions) Observations (ranges from non-participant to participant) Documents (ranges from private to public) Audio-visual materials (ranges from photographs to participant- created artifacts) Others include online text-based chats, weblogs, social media, images and sounds on websites, instant messaging, etc. (Creswell, 2018) Summer Institute 2018, 13 - 15 July 2018
Organizing Qualitative Data forAnalysis Important to begin by preparing and organizing the data collected (which will be voluminous!) Includes transcribing interview/ focus group notes Organizing field notes from observations Ensuring all documents to be used in the analysis are present and available Use digital files/ make copies Have a consistent file-naming system to so that individual audio files or transcripts are easy to locate later on If doing manual data analysis, then maintain a searchable spreadsheet by: form of data collected Date/ time collected location participant/ document (Creswell & Poth, 2018) Summer Institute 2018, 13 - 15 July 2018
Data conversation and storage Converting recordings of interviews to transcripts and saving them as word documents Digital representations of audio-visual materials jpeg or pdf files CAQDAS (Computer Assisted Qualitative DataAnalysis Software) can also help managing data files Summer Institute 2018, 13 - 15 July 2018
Track 5 QUAL Workshop B Analyzing the Data Saturday, July 14, 2018 11:00 -12:30pm, DeSantis 2082
Analyzing Qualitative Data Manually Youtube video: https://www.youtube.com/watch?v=DRL4PF2u9XA A qualitative analysis of Interview Data:A Basic Step-by-step Guide by Kent Lofgren, Sweden https://www.youtube.com/watch?v=eT-EDgwRvRU Coding and developing themes Coding and developing themes Summer Institute 2018, 13 - 15 July 2018
Computer Aided Qualitative DataAnalysis Software (CAQDAS) QUIRKOS website: https://www.quirkos.com Quirkos is an intuitive tool for qualitative analysis of text data Introducing QualitativeAnalysis with Quirkos https://www.youtube.com/watch?v=i6KYixwUBZs Summer Institute 2018, 13 - 15 July 2018
Phenomenology For phenomenology, include: (a) a description of experiential themes, b) a description of the essences of experience, and c) a description of relationships among essences. Summer Institute 2018, 13 - 15 July 2018
Ethnography Ethnography, the findings may be reported in a smooth, flowing description narrative. The aim of the narrative is to portray a full context of the experiences and the culture of research participants as it was observed and analyzed. Summer Institute 2018, 13 - 15 July 2018
Grounded Theory GroundedTheory, where the aim is the generation of theoretical constructs, include: findings from the process of memo writing, theoretical sampling, sorting, saturation, the review of literature, and developing the theory. Summer Institute 2018, 13 - 15 July 2018
Track 5 QUAL WorkshopC Interpreting the Data and WritingChapter 4 Sunday, July 15, 2018 8:30 -10:00 am, DeSantis 2081
Chapter 4: Findings (from the Qualitative Dissertation Template on the DSS website) Introduction Include a brief intro to your study. Demographic Characteristics Describe your participants (if applicable) Data Analysis Results presented relative to main research question or sub- questions. Only the results are presented, not the rationale or discussion. Findings are discussed according to the qualitative approach utilized. Include quotes from interviews with participants/ informants or from analyzed documents to illustrate themes generated or theory developed. Closing Paragraph Summer Institute 2018, 13 - 15 July 2018
Example 1 Hall (2017) Title The lived experiences of high school principals implementing the core principles of high school reform Purpose To describe the lived experiences of select principals in a large urban school district in southeastern Florida who applied transformational leadership to implement the core principles of high school reform and redesign in an urban school setting. Qualitative approach Phenomenological analysis Data collected using Interviews and online questionnaire Summer Institute 2018, 13 - 15 July 2018
Research Questions Hall (2017) ONE overarching question What are the lived experiences of high school principals implementing the core principles of high school reform and redesign? FOUR supporting research questions 1.What are the leadership characteristics of high school principals who implemented the core principles of high school reform and redesign? 2.What is the high school principals knowledge of the core principles of high school reform and redesign and how are they important to the daily work? 3.What are the educational leadership practices of high school principals who implemented the core principles in developing and retaining qualified teachers and improving best practices in the classroom? 4.What are the educational leadership practices of the principals in establishing shared leadership with their staff to implement the core principles of high school reform and redesign? Summer Institute 2018, 13 - 15 July 2018
Format of Chapter 4: Results Hall (2017) Introductory paragraph Participant summaries This gives context to the study and provides summaries of the 5 principals selected to be in the study Themes The themes identified are supported by direct quotes and literature Summary Summer Institute 2018, 13 - 15 July 2018
Example 2 Rogers (2016) Title The Use of Reflective Practices in Applying Strategies Learned Through Professional Development in Social Studies Instruction Purpose To examine how middle school social studies teachers in a large urban school district inTexas document their process of self- reflection as they integrate instructional strategies learned in professional training into their social studies courses Qualitative approach Single instrumental case study (focusing on a single issue and using a bounded case to illustrate this issue) Data collected using Interviews, observations, reflective journals, and teacher lesson plans Summer Institute 2018, 13 - 15 July 2018
Research Questions Rogers (2016) 1. How do middle school social studies teachers describe and document their process of integrating strategies learned in professional development training into their instructional approaches in a large urban school district in southeastTexas? 2.What are the perceptions of middle school social studies teachers regarding the concept of reflective practice as an element of professional development? 3. How does an individual reflective practice model, such as reflective journaling, help middle school social studies teachers document their process of self-reflection as they apply strategies learned in professional development training to instructional approaches? Summer Institute 2018, 13 - 15 July 2018
Format of Chapter 4: Results Rogers (2016) Introduction Participant portraits This gives context to the study and provides summaries of the 5 principals selected to be in the study Themes The themes identified are supported by direct quotes and literature Conclusion Summer Institute 2018, 13 - 15 July 2018
Example 3 Ohlrich (2017) Title Gendering Migration Determinants:A PhenomenologicalAnalysis of Professional ImmigrantWomen From India Purpose The purpose of this study is to understand and describe gendered determinants of highly qualified (HQ) migration based on the lived experiences of professionalAsian Indian women in Germany. Qualitative approach Phenomenological analysis Data collected using Skype and telephone interviews Summer Institute 2018, 13 - 15 July 2018
Research Questions Ohlrich (2017) Core research question How do professional women from India describe the gendered determinants of HQ international migration? In addition, three issue and three procedural questions will guide this qualitative research. THREE Issue questions 1. How do HQ immigrant women from India experience the global talent race? 2. How do HQ immigrant women from India describe their push-pull migration factors? 3. How do HQ immigrant women from India experience social and economic ties between India and the countries they migrate to? Summer Institute 2018, 13 - 15 July 2018
Format of Chapter 4: Results Ohlrich (2017) Introduction Descriptive demographics of participants This gives context to the study and provides summaries of the 3 participants in the study In-depth description of the analytic process Presentation of findings Themes presented by research question. Themes supported by direct quotes Summary of findings Summer Institute 2018, 13 - 15 July 2018
Table: ThemeTallies Ohlrich (2017) Themes Participant 1 Participant 2 Participant 3 Total Responses Father Figure 7 7 9 23 Expectations The Education Advantage 8 6 7 5 6 8 21 19 Social Status 8 6 5 19 Emancipation 7 5 6 18 The Media versus India 4 7 5 16 Diaspora 3 5 4 12 Made for Mobility 4 3 4 11 Change and India Giving Back is Sensitive 4 3 4 3 3 4 11 10 Summer Institute 2018, 13 - 15 July 2018 Table 1
Track 5 QUAL Workshop D Discussing your findings andWritingChapter 5 Sunday, July 15, 2018 10:15 -11:45 am, DeSantis 2082
Chapter 5: Discussion (from the Qualitative Dissertation Template on the DSS website) Introduction Discussion of Findings Incorporate the following: (a) preconceptions and ideas as discussed in your introduction, (b) existing literature and practice in the area of study, and (c) the utilization of the method. Discuss Meanings and understandings Implication of the study Relevance of the study Integrate the following: Significance and substance Importance to discipline Critique of findings with suggestions for change and future inquiry Conclusions and Recommendations Summer Institute 2018, 13 - 15 July 2018
Example 1 Hall (2017) Title The lived experiences of high school principals implementing the core principles of high school reform Purpose To describe the lived experiences of select principals in a large urban school district in southeastern Florida who applied transformational leadership to implement the core principles of high school reform and redesign in an urban school setting. ONE overarching question What are the lived experiences of high school principals implementing the core principles of high school reform and redesign? FOUR supporting research questions 1.What are the leadership characteristics of high school principals who implemented the core principles of high school reform and redesign? 2.What is the high school principals knowledge of the core principles of high school reform and redesign and how are they important to the daily work? 3.What are the educational leadership practices of high school principals who implemented the core principles in developing and retaining qualified teachers and improving best practices in the classroom? 4.What are the educational leadership practices of the principals in establishing shared leadership with their staff to implement the core principles of high school reform and redesign? Summer Institute 2018, 13 - 15 July 2018
Format of Chapter 5: Discussion Hall (2017) Overview of the study (serves as the introduction) Empowerment of staff and the delegation of duties The cores principles are a part of the principals work Providing teacher support Engaging teacher leaders to assist the school Encouragement of teachers to collaborate on curriculum Conclusion Recommendations for practice and research Summer Institute 2018, 13 - 15 July 2018
Example 2 Rogers (2016) (CaseStudy) Title The Use of Reflective Practices in Applying Strategies LearnedThrough Professional Development in Social Studies Instruction Purpose To examine how middle school social studies teachers in a large urban school district inTexas document their process of self-reflection as they integrate instructional strategies learned in professional training into their social studies courses Research Questions How do middle school social studies teachers describe and document their process of integrating strategies learned in professional development training into their instructional approaches in a large urban school district in southeastTexas? 2.What are the perceptions of middle school social studies teachers regarding the concept of reflective practice as an element of professional development? 3. How does an individual reflective practice model, such as reflective journaling, help middle school social studies teachers document their process of self-reflection as they apply strategies learned in professional development training to instructional approaches? Summer Institute 2018, 13 - 15 July 2018
Format of Chapter 5 Discussion Rogers (2016) Introduction Turning points in education Processes and routines as an impetus for instructional change Planning, teaching and assessing for Instructional change Reflective practice as a vehicle for instructional change Suggestions for future research Concluding paragraph Summer Institute 2018, 13 - 15 July 2018
Example 3 Ohlrich (2017) Title Gendering Migration Determinants: A Phenomenological Analysis of Professional ImmigrantWomen From India Purpose The purpose of this study is to understand and describe gendered determinants of highly qualified (HQ) migration based on the lived experiences of professional Asian Indian women in Germany. Core research question How do professional women from India describe the gendered determinants of HQ international migration? In addition, three issue and three procedural questions will guide this qualitative research. THREE Issue questions 1. How do HQ immigrant women from India experience the global talent race? 2. How do HQ immigrant women from India describe their push-pull migration factors? 3. How do HQ immigrant women from India experience social and economic ties between India and the countries they migrate to? Summer Institute 2018, 13 - 15 July 2018
Format of Chapter 5: Discussion Ohlrich (2017) Overview of the study Understandings of the findings Research Question 1 Theme 1 -The education advantage Theme 2 The media versus India Research Questions 2 Theme 3 Father figure Theme 4 Expectations Theme 5 Social Status Theme 6 Emancipation Research Question 3 Theme 7 Diaspora Theme 8 Changes and India Theme 9 Giving back is sensitive Summer Institute 2018, 13 - 15 July 2018
Format of Chapter 5: Discussion Ohlrich (2017) (ctd) Conclusion Central question Implications of the study HQ- IA Gender and diaspora issues in human capital mobility Sustainable social development Recommendations for further research Methodologies Sector-specific focus Demographical variations Summer Institute 2018, 13 - 15 July 2018

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research-library.pptx

  • 1. Track 5 QUAL WorkshopsA - D (Saturday&Sunday,July14-15,2018) Vanaja Nethi, Ph.D.
  • 2. Track 5-QUAL Overview of Workshops and Bootcamps (DeSantis 2082, 2081*) SAT, July 14 (9:15 10:45am) WorkshopA: Organizing the Data SAT, July 14 (11:00 12:30pm) Workshop B: Analyzing the Data SAT, July 14 (1:45 4:45pm) Dissertation BOOTCAMP Part I SUN, July 15 (8:30 10:00am)* Workshop C: Interpreting the Data (WritingChapter 4) SUN, July 15 (10:15 11:45am) Workshop B: Discussing the Findings (Writing Chapter 5) SUN, July 15 (12:45 3:45pm) Dissertation BOOTCAMP Part II Summer Institute 2018, 13 - 15 July 2018
  • 3. Artifact for Track 5 TRACK ARTIFACT Track 5: Data Analysis/ Dissertation Report 1.Finalized data analysis plan (those who came WITHOUT data) 2.Detailed outline for Chapters 4 and 5 (those who came WITH data) Summer Institute 2018, 13 - 15 July 2018 DUE SUNDAY, JULY 15, 2018 ATTHE END OF DISSERTATION BOOTCAMP 2
  • 4. Track 5 QUAL WorkshopA Organizing the Data Saturday, July 14, 2018 9:15 -10:45am, DeSantis 2082
  • 5. Chapter 3: Methodology (DataAnalysis section) (from the Qualitative Dissertation Template on the DSS website) Data Analysis Steps involved in conducting an analysis of qualitative data. How the data will be ORGANIZED and transcribed. The coding, pattern, and theme development procedures of the transcripts or text files. I(f used, discuss specific qualitative software you will use to assist in organizing collected data) Ethical Considerations How you will maintain ethics of the study. Preserve anonymity and keep the documents secure. Trustworthiness Establishing validity and reliability of the findings. Steps undertaken to ensure the accuracy of the findings and interpretation of data by including the following: (a) member checking asking members to check the accuracy of the account and (b) triangulationusing corroborating evidence, (c) audit trails detailed record-keeping of the entire research process from when you first start to think about your research through the process to the final conclusions, (d) peer-debriefing and expert reviews, (e) mixed methods Potential Research Bias Researchers bias with regards to the topic, whether personal or professional. Plan to manage potential bias. Limitations Limitations, restrictions, or constraints that may affect the studys outcomes. Summer Institute 2018, 13 - 15 July 2018
  • 6. Four Basic Forms of Qualitative Data Interviews/ Focus Groups (ranges from one-to-one, in-person interaction to group, web-based interactions) Observations (ranges from non-participant to participant) Documents (ranges from private to public) Audio-visual materials (ranges from photographs to participant- created artifacts) Others include online text-based chats, weblogs, social media, images and sounds on websites, instant messaging, etc. (Creswell, 2018) Summer Institute 2018, 13 - 15 July 2018
  • 7. Organizing Qualitative Data forAnalysis Important to begin by preparing and organizing the data collected (which will be voluminous!) Includes transcribing interview/ focus group notes Organizing field notes from observations Ensuring all documents to be used in the analysis are present and available Use digital files/ make copies Have a consistent file-naming system to so that individual audio files or transcripts are easy to locate later on If doing manual data analysis, then maintain a searchable spreadsheet by: form of data collected Date/ time collected location participant/ document (Creswell & Poth, 2018) Summer Institute 2018, 13 - 15 July 2018
  • 8. Data conversation and storage Converting recordings of interviews to transcripts and saving them as word documents Digital representations of audio-visual materials jpeg or pdf files CAQDAS (Computer Assisted Qualitative DataAnalysis Software) can also help managing data files Summer Institute 2018, 13 - 15 July 2018
  • 9. Track 5 QUAL Workshop B Analyzing the Data Saturday, July 14, 2018 11:00 -12:30pm, DeSantis 2082
  • 10. Analyzing Qualitative Data Manually Youtube video: https://www.youtube.com/watch?v=DRL4PF2u9XA A qualitative analysis of Interview Data:A Basic Step-by-step Guide by Kent Lofgren, Sweden https://www.youtube.com/watch?v=eT-EDgwRvRU Coding and developing themes Coding and developing themes Summer Institute 2018, 13 - 15 July 2018
  • 11. Computer Aided Qualitative DataAnalysis Software (CAQDAS) QUIRKOS website: https://www.quirkos.com Quirkos is an intuitive tool for qualitative analysis of text data Introducing QualitativeAnalysis with Quirkos https://www.youtube.com/watch?v=i6KYixwUBZs Summer Institute 2018, 13 - 15 July 2018
  • 12. Phenomenology For phenomenology, include: (a) a description of experiential themes, b) a description of the essences of experience, and c) a description of relationships among essences. Summer Institute 2018, 13 - 15 July 2018
  • 13. Ethnography Ethnography, the findings may be reported in a smooth, flowing description narrative. The aim of the narrative is to portray a full context of the experiences and the culture of research participants as it was observed and analyzed. Summer Institute 2018, 13 - 15 July 2018
  • 14. Grounded Theory GroundedTheory, where the aim is the generation of theoretical constructs, include: findings from the process of memo writing, theoretical sampling, sorting, saturation, the review of literature, and developing the theory. Summer Institute 2018, 13 - 15 July 2018
  • 15. Track 5 QUAL WorkshopC Interpreting the Data and WritingChapter 4 Sunday, July 15, 2018 8:30 -10:00 am, DeSantis 2081
  • 16. Chapter 4: Findings (from the Qualitative Dissertation Template on the DSS website) Introduction Include a brief intro to your study. Demographic Characteristics Describe your participants (if applicable) Data Analysis Results presented relative to main research question or sub- questions. Only the results are presented, not the rationale or discussion. Findings are discussed according to the qualitative approach utilized. Include quotes from interviews with participants/ informants or from analyzed documents to illustrate themes generated or theory developed. Closing Paragraph Summer Institute 2018, 13 - 15 July 2018
  • 17. Example 1 Hall (2017) Title The lived experiences of high school principals implementing the core principles of high school reform Purpose To describe the lived experiences of select principals in a large urban school district in southeastern Florida who applied transformational leadership to implement the core principles of high school reform and redesign in an urban school setting. Qualitative approach Phenomenological analysis Data collected using Interviews and online questionnaire Summer Institute 2018, 13 - 15 July 2018
  • 18. Research Questions Hall (2017) ONE overarching question What are the lived experiences of high school principals implementing the core principles of high school reform and redesign? FOUR supporting research questions 1.What are the leadership characteristics of high school principals who implemented the core principles of high school reform and redesign? 2.What is the high school principals knowledge of the core principles of high school reform and redesign and how are they important to the daily work? 3.What are the educational leadership practices of high school principals who implemented the core principles in developing and retaining qualified teachers and improving best practices in the classroom? 4.What are the educational leadership practices of the principals in establishing shared leadership with their staff to implement the core principles of high school reform and redesign? Summer Institute 2018, 13 - 15 July 2018
  • 19. Format of Chapter 4: Results Hall (2017) Introductory paragraph Participant summaries This gives context to the study and provides summaries of the 5 principals selected to be in the study Themes The themes identified are supported by direct quotes and literature Summary Summer Institute 2018, 13 - 15 July 2018
  • 20. Example 2 Rogers (2016) Title The Use of Reflective Practices in Applying Strategies Learned Through Professional Development in Social Studies Instruction Purpose To examine how middle school social studies teachers in a large urban school district inTexas document their process of self- reflection as they integrate instructional strategies learned in professional training into their social studies courses Qualitative approach Single instrumental case study (focusing on a single issue and using a bounded case to illustrate this issue) Data collected using Interviews, observations, reflective journals, and teacher lesson plans Summer Institute 2018, 13 - 15 July 2018
  • 21. Research Questions Rogers (2016) 1. How do middle school social studies teachers describe and document their process of integrating strategies learned in professional development training into their instructional approaches in a large urban school district in southeastTexas? 2.What are the perceptions of middle school social studies teachers regarding the concept of reflective practice as an element of professional development? 3. How does an individual reflective practice model, such as reflective journaling, help middle school social studies teachers document their process of self-reflection as they apply strategies learned in professional development training to instructional approaches? Summer Institute 2018, 13 - 15 July 2018
  • 22. Format of Chapter 4: Results Rogers (2016) Introduction Participant portraits This gives context to the study and provides summaries of the 5 principals selected to be in the study Themes The themes identified are supported by direct quotes and literature Conclusion Summer Institute 2018, 13 - 15 July 2018
  • 23. Example 3 Ohlrich (2017) Title Gendering Migration Determinants:A PhenomenologicalAnalysis of Professional ImmigrantWomen From India Purpose The purpose of this study is to understand and describe gendered determinants of highly qualified (HQ) migration based on the lived experiences of professionalAsian Indian women in Germany. Qualitative approach Phenomenological analysis Data collected using Skype and telephone interviews Summer Institute 2018, 13 - 15 July 2018
  • 24. Research Questions Ohlrich (2017) Core research question How do professional women from India describe the gendered determinants of HQ international migration? In addition, three issue and three procedural questions will guide this qualitative research. THREE Issue questions 1. How do HQ immigrant women from India experience the global talent race? 2. How do HQ immigrant women from India describe their push-pull migration factors? 3. How do HQ immigrant women from India experience social and economic ties between India and the countries they migrate to? Summer Institute 2018, 13 - 15 July 2018
  • 25. Format of Chapter 4: Results Ohlrich (2017) Introduction Descriptive demographics of participants This gives context to the study and provides summaries of the 3 participants in the study In-depth description of the analytic process Presentation of findings Themes presented by research question. Themes supported by direct quotes Summary of findings Summer Institute 2018, 13 - 15 July 2018
  • 26. Table: ThemeTallies Ohlrich (2017) Themes Participant 1 Participant 2 Participant 3 Total Responses Father Figure 7 7 9 23 Expectations The Education Advantage 8 6 7 5 6 8 21 19 Social Status 8 6 5 19 Emancipation 7 5 6 18 The Media versus India 4 7 5 16 Diaspora 3 5 4 12 Made for Mobility 4 3 4 11 Change and India Giving Back is Sensitive 4 3 4 3 3 4 11 10 Summer Institute 2018, 13 - 15 July 2018 Table 1
  • 27. Track 5 QUAL Workshop D Discussing your findings andWritingChapter 5 Sunday, July 15, 2018 10:15 -11:45 am, DeSantis 2082
  • 28. Chapter 5: Discussion (from the Qualitative Dissertation Template on the DSS website) Introduction Discussion of Findings Incorporate the following: (a) preconceptions and ideas as discussed in your introduction, (b) existing literature and practice in the area of study, and (c) the utilization of the method. Discuss Meanings and understandings Implication of the study Relevance of the study Integrate the following: Significance and substance Importance to discipline Critique of findings with suggestions for change and future inquiry Conclusions and Recommendations Summer Institute 2018, 13 - 15 July 2018
  • 29. Example 1 Hall (2017) Title The lived experiences of high school principals implementing the core principles of high school reform Purpose To describe the lived experiences of select principals in a large urban school district in southeastern Florida who applied transformational leadership to implement the core principles of high school reform and redesign in an urban school setting. ONE overarching question What are the lived experiences of high school principals implementing the core principles of high school reform and redesign? FOUR supporting research questions 1.What are the leadership characteristics of high school principals who implemented the core principles of high school reform and redesign? 2.What is the high school principals knowledge of the core principles of high school reform and redesign and how are they important to the daily work? 3.What are the educational leadership practices of high school principals who implemented the core principles in developing and retaining qualified teachers and improving best practices in the classroom? 4.What are the educational leadership practices of the principals in establishing shared leadership with their staff to implement the core principles of high school reform and redesign? Summer Institute 2018, 13 - 15 July 2018
  • 30. Format of Chapter 5: Discussion Hall (2017) Overview of the study (serves as the introduction) Empowerment of staff and the delegation of duties The cores principles are a part of the principals work Providing teacher support Engaging teacher leaders to assist the school Encouragement of teachers to collaborate on curriculum Conclusion Recommendations for practice and research Summer Institute 2018, 13 - 15 July 2018
  • 31. Example 2 Rogers (2016) (CaseStudy) Title The Use of Reflective Practices in Applying Strategies LearnedThrough Professional Development in Social Studies Instruction Purpose To examine how middle school social studies teachers in a large urban school district inTexas document their process of self-reflection as they integrate instructional strategies learned in professional training into their social studies courses Research Questions How do middle school social studies teachers describe and document their process of integrating strategies learned in professional development training into their instructional approaches in a large urban school district in southeastTexas? 2.What are the perceptions of middle school social studies teachers regarding the concept of reflective practice as an element of professional development? 3. How does an individual reflective practice model, such as reflective journaling, help middle school social studies teachers document their process of self-reflection as they apply strategies learned in professional development training to instructional approaches? Summer Institute 2018, 13 - 15 July 2018
  • 32. Format of Chapter 5 Discussion Rogers (2016) Introduction Turning points in education Processes and routines as an impetus for instructional change Planning, teaching and assessing for Instructional change Reflective practice as a vehicle for instructional change Suggestions for future research Concluding paragraph Summer Institute 2018, 13 - 15 July 2018
  • 33. Example 3 Ohlrich (2017) Title Gendering Migration Determinants: A Phenomenological Analysis of Professional ImmigrantWomen From India Purpose The purpose of this study is to understand and describe gendered determinants of highly qualified (HQ) migration based on the lived experiences of professional Asian Indian women in Germany. Core research question How do professional women from India describe the gendered determinants of HQ international migration? In addition, three issue and three procedural questions will guide this qualitative research. THREE Issue questions 1. How do HQ immigrant women from India experience the global talent race? 2. How do HQ immigrant women from India describe their push-pull migration factors? 3. How do HQ immigrant women from India experience social and economic ties between India and the countries they migrate to? Summer Institute 2018, 13 - 15 July 2018
  • 34. Format of Chapter 5: Discussion Ohlrich (2017) Overview of the study Understandings of the findings Research Question 1 Theme 1 -The education advantage Theme 2 The media versus India Research Questions 2 Theme 3 Father figure Theme 4 Expectations Theme 5 Social Status Theme 6 Emancipation Research Question 3 Theme 7 Diaspora Theme 8 Changes and India Theme 9 Giving back is sensitive Summer Institute 2018, 13 - 15 July 2018
  • 35. Format of Chapter 5: Discussion Ohlrich (2017) (ctd) Conclusion Central question Implications of the study HQ- IA Gender and diaspora issues in human capital mobility Sustainable social development Recommendations for further research Methodologies Sector-specific focus Demographical variations Summer Institute 2018, 13 - 15 July 2018