data transformation by dr jaane alam
TRANSCRIPT
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Description
It involves staying close to data as
originally recorded. You draw heavily on
field notes and interview transcripts,allowing the data to somewhat speak for
themselves (Glesne, 1995, p. 10).
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Example of description
Balancing their lunch trays on their knees
(somehow that cafeteria smell of the hot dogs;
applesauce, and lukewarm milk never changes in
schools). Andy and Danielle describe the positivethings that have happened for Revin over the last
week. They tell us about the points hes earned for
suing good language, his recent triumph over a
classmate in a computer game, and how they and
Kevin resolved an issue on the playground.
(Glesne, 1995, p. 97)
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Analysis
Analysis is the identification of key factors in thestudy and the relationships among them. This
method typically extends description in a
systematic manner. (Wolcott, 1994) Often the
word analysis is used equivocally.
The word is often used for data analysis in a
narrow sense; or it is used for all three stages of
data transformation: description, finding patterns,interpretation, and report writing as data analysis.
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Analysis continued.
Data analysis is the process of organizing and
storing data in the light of your increasingly
sophisticated judgments, that is, of the meaning-finding (or meaning mining) interpretations that
you are learning to make about the shape of your
studyBy each effort of data analysis, you
enhance your capacity to further analyze.(Glesne, 1999, p. 132)
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Example of Analysis
The evolution of the Instructional Support Team(IST) in the three schools raises some interestingpoints. On the one hand, the three principals spokeduring the original and following interviews about
the positive aspects of naturally occurringcollaborative structures that appeared to lessen theneed for the more formal IST structure. On theother hand, they viewed the somewhat more
formalized versions of their ISTs that had evolvedover time as being necessary and generallypositive (Wolcott, 1994, p. 142)
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Writing stage as analysis: example
A lot of my insights and much of the
understanding I gained from my research
data came through the writing process. Forme, writing is the final organization of my
thoughts (Gordon, cited in Glesne, 1999, p.
153).
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Ways to approach analysis
Identify patterned regularities in the data Highlight your findings: keep breaking down the
elements until there are small enough units toinvite rudimentary analysis, then begin to build the
analysis up from there. Display your findings: Make use of graphics and
visualization, photographs are considered asvisual facts that can be presented with or
without interpretation; p Poster session is yet another format for
presentation;
computer presentation is yet another way;
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Analysis continued
Contextualizing data in a broader analytical
framework:
Ask What can be learned from thisexperience?
[Summary of Wolcott, H. F.(1994). Transforming
qualitative data: Description, analysis, and interpretation.Thousand Oaks, CA: Sage. Pp 9- 54]
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Analysis - risks
Data may be filtered through the researchers particulartheoretical position and biases.
Deciding what is important- what should or should not beattended to when collecting data and analyzing is a
dilemma. Data contradictory to the researchers view may be
excluded.
Biases that cannot be controlled should be discussed in thewritten report
Where the data only partly supports the predictions, thereport should contain enough data to let readers draw theirown conclusions.
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So Analysis:
addresses the identification of essential
features and the systematic description of
interrelationships among them- in shorthow things work. In terms of stated
objectives, analysis also may be employed
evalualtively to address questions of why,
for example, a system is not working or
how it might be made to work.
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Interpretation
Interpretation is often seen as part ofanalysis;
Interpretation means to make sense of thedata available; meaning-making; raising aquestion like: what does this mean?
In the process of interpretation, theresearcher transcends factual data and
continuous analysis and beings to probe intowhat is to be made of them (Wolcott,1994, p. 36).
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Example of interpretation
(Furney, 1997, 174, 175)
In brief then, the schools in this study of CT
230 have helped to confirm my belief that
caring for students should constitute the
central purpose of education and guide its
efforts to chance.in placing students atthe centre of the agenda for school reform, a
host of related changes become apparent.
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Continued.
.The challenge to care for studentsimplies an agenda to promote social justice
and deal with issues of diversity. placingcare at the centre of a school also seems atthe centre of a school also seems to requirethe establishment of a form of leadership
that is both visionary and participatory, andcreates a sense of shared responsibility andan openness to change.
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Caution
Interpretations need to remain within or
rooted in the data and they should be
tenable, should not be far fetched;
They should convincingly emerge or
strongly based on the data; remain within
the scope of data;
Cannot draw conclusions from specific to
general;
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Group Activity
Study your classroom and everything in it andwrite a couple of paras as a classroom as towhat extent this classroom is conducive for
effective teaching and learning. (15 minutes) Please analyse and interpret the data you
gathered for themes and then analyse andinterpret them. (15 m)
Share your report with the entire class fordiscussion (30)
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Validity, reliability
The concept of validity, reliability, and
generalizability have become what Kvale
(1995) calls the scientific holy trinity. Thewords validity reliability and generalizability
are so tightly associated with positivism that
it is almost impossible to disentangle themfrom their ontological an epistemological
roots." Finley, Mindscape, p.11)
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We need new ways to talk about concepts
associated with trustworthiness and
usefulness. Kvale (1995) suggests we need a way out of
the validity paradox altogether. For, as he
asserts, valid research would be researchthat makes questions of validity
superfluous. (p. 38).
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Reliability, as it pertains to the replicability, ofresearch findings, is essentially a non-issue inqualitative research. And generalizability, as it
pertains to the usefulness of research findings, weconsider as a part of our discussion of validity."Finley, Mindscapes, p, 11,12)
Virtually any careful, reflective, systematic studyof phenomenon undertaken to advance humanunderstanding can count as a form of research. Itall depends on how that work is pursued. (Eisner,
New Frontiersp.7)
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Epistemological Difficulties
WE SEE/UNDERSTAND
THINGS/PEOPLE/EVENTS/
THE WORLDS AROUND US
NOT AS THEY ARE,
BUT AS WE ARE!
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Human Experience of the Reality
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References
Bogdan, R. C. & Biklen, S.K. (1998). Qualitative
research in education: an introduction to theory
and methods. Boston: Allyn and Bacon.
Wolcott, H. F. (1994). Transforming qualitativedata: description, analysis, and interpretation.
Thousand Oaks, CA: Sage.
Creswell, J. W. (1998). Qualitative inquiry and
research design: choosing among five traditions.Thousand Oaks: Sage.