Track 5 – QUAL Workshops A - D (Saturday & Sunday, July 14-15, 2018) Vanaja Nethi, Ph.D.

SAT, July 14 (9:15 – 10:45am) – Workshop A: 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 (Writing Chapter 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 Track 5- QUAL Overview of Workshops and Bootcamps (DeSantis 2082, 2081*) Summer Institute 2018, 13 - 15 July 2018

AT THE END OF DISSERTATION BOOTCAMP 2 Artifact for Track 5 TRACK ARTIFACT Track 5: Data Analysis/ Dissertation Report Finalized data analysis plan (those who came WITHOUT data) Detailed outline for Chapters 4 and 5 (those who came WITH data) DUE SUNDAY, JULY 15, 2018 AT THE END OF DISSERTATION BOOTCAMP 2 Summer Institute 2018, 13 - 15 July 2018

Track 5 – QUAL Workshop A Organizing the Data Saturday, July 14, 2018 9:15 -10:45am, DeSantis 2082

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) triangulation—using 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 Researcher’s bias with regards to the topic, whether personal or professional. Plan to manage potential bias. Limitations Limitations, restrictions, or constraints that may affect the study’s outcomes. Chapter 3: Methodology (Data Analysis section) (from the Qualitative Dissertation Template on the DSS website) 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) Four Basic Forms of Qualitative Data Summer Institute 2018, 13 - 15 July 2018

Organizing Qualitative Data for Analysis 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) Organizing Qualitative Data for Analysis 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 Data Analysis Software) can also help managing data files Data conversation and storage 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 Analyzing Qualitative Data – Manually Summer Institute 2018, 13 - 15 July 2018

Computer Aided Qualitative Data Analysis Software (CAQDAS) QUIRKOS website: https://www.quirkos.com “Quirkos is an intuitive tool for qualitative analysis of text data…” Introducing Qualitative Analysis with Quirkos https://www.youtube.com/watch?v=i6KYixwUBZs Computer Aided Qualitative Data Analysis Software (CAQDAS) 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. Phenomenology Summer Institute 2018, 13 - 15 July 2018

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. Ethnography Summer Institute 2018, 13 - 15 July 2018

Grounded Theory, 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. Grounded Theory Summer Institute 2018, 13 - 15 July 2018

Track 5 – QUAL Workshop C Interpreting the Data and Writing Chapter 4 Sunday, July 15, 2018 8:30 -10:00 am, DeSantis 2081

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 Chapter 4: Findings (from the Qualitative Dissertation Template on the DSS website) Summer Institute 2018, 13 - 15 July 2018

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 Example 1 Hall (2017) 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? Research Questions Hall (2017) 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 Format of Chapter 4: Results Hall (2017) Summer Institute 2018, 13 - 15 July 2018

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 in Texas 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 Example 2 Rogers (2016) 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 southeast Texas? 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? Research Questions Rogers (2016) 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 Format of Chapter 4: Results Rogers (2016) Summer Institute 2018, 13 - 15 July 2018

Title Gendering Migration Determinants: A Phenomenological Analysis of Professional Immigrant Women 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. Qualitative approach Phenomenological analysis Data collected using Skype and telephone interviews Example 3 Ohlrich (2017) 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? Research Questions Ohlrich (2017) 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 Format of Chapter 4: Results Ohlrich (2017) Summer Institute 2018, 13 - 15 July 2018

Table: Theme Tallies Ohlrich (2017) Themes  Participant 1  Participant 2  Participant 3  Total Responses  Father Figure  7  9  23  Expectations  The Education Advantage  8  6  5  21  19  Social Status  Emancipation  18  The Media versus India  4  16  Diaspora  3  12  Made for Mobility  11  Change and India  Giving Back is Sensitive  10  Table: Theme Tallies Ohlrich (2017) Summer Institute 2018, 13 - 15 July 2018

Sunday, July 15, 2018 10:15 -11:45 am, DeSantis 2082 Track 5 – QUAL Workshop D Discussing your findings and Writing Chapter 5 Sunday, July 15, 2018 10:15 -11:45 am, DeSantis 2082

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 Chapter 5: Discussion (from the Qualitative Dissertation Template on the DSS website) Summer Institute 2018, 13 - 15 July 2018

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? Example 1 Hall (2017) 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 principal’s work Providing teacher support Engaging teacher leaders to assist the school Encouragement of teachers to collaborate on curriculum Conclusion Recommendations for practice and research Format of Chapter 5: Discussion Hall (2017) Summer Institute 2018, 13 - 15 July 2018

Example 2 Rogers (2016) (Case Study) 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 in Texas 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 southeast Texas? 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?  Example 2 Rogers (2016) (Case Study) 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 Format of Chapter 5 Discussion Rogers (2016) Summer Institute 2018, 13 - 15 July 2018

Title Gendering Migration Determinants: A Phenomenological Analysis of Professional Immigrant Women 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? Example 3 Ohlrich (2017) 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 Format of Chapter 5: Discussion Ohlrich (2017) 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 Format of Chapter 5: Discussion Ohlrich (2017) (ctd) Summer Institute 2018, 13 - 15 July 2018