1. Project PASS (Proficiency AND Success in Science) Centra Session February 28 - March 2 Analyzing Qualitative Data A collaborative teacher professional development project supported by the Nevada Mathematics and Science Partnership Program

2. Analyzing Qualitative Data 1.Prepare Your Data 2.Review your research questions 3.Individually, each member reads the artifacts and transcripts to develop themes (codes). 4.The research team meets to discuss and negotiate the teams ’ themes. 5.Individually, each member re-reads and codes for the team ’ s themes. 6.The research team meets again to negotiate the final results. 7.If appropriate, occurrences are tabulated.

3. Analyzing Qualitative Data 1.Prepare Your Data 2.Review your research questions 3.Individually, each member reads the artifacts and transcripts to develop themes (codes). 4.The research team meets to discuss and negotiate the teams ’ themes. 5.Individually, each member re-reads and codes for the team ’ s themes. 6.The research team meets again to negotiate the final results. 7.If appropriate, occurrences are tabulated.

4. Analyzing Qualitative Data 1.Prepare Your Data 2.Review your research questions 3.Individually, each member reads the artifacts and transcripts to develop themes (codes). 4.The research team meets to discuss and negotiate the teams ’ themes. 5.Individually, each member re-reads and codes for the team ’ s themes. 6.The research team meets again to negotiate the final results. 7.If appropriate, occurrences are tabulated.

5. Example Research Questions & Data Sources How does the use of a conceptual change-based approach to science instruction influence student attitudes toward science in a unit on biodiversity? How does the use of a conceptual change-based approach to science instruction influence conceptual change in a unit on biodiversity?

6. Example Research Questions & Data Sources How does the use of a conceptual change-based approach to science instruction influence student attitudes toward science in a unit on biodiversity? –Data Sources: interviews, essay responses, survey How does the use of a conceptual change-based approach to science instruction influence conceptual change in a unit on biodiversity? –Data Sources: student notebooks, laboratory reports, classroom discussion

7. Example Research Questions & Data Sources How does the use of a conceptual change-based approach to science instruction influence student attitudes toward science in a unit on biodiversity? –Data Sources: interviews, essay responses, survey How does the use of a conceptual change-based approach to science instruction influence conceptual change in a unit on biodiversity? –Data Sources: student notebooks, laboratory reports, classroom discussion

8. Qualitative Analysis Explained How does the use of a conceptual change-based approach to science instruction influence student attitudes toward science in a unit on biodiversity? –Data Sources: interviews, essay responses, survey –Coding: the behavior is unknown, themes will emerge and codes are developed. How does the use of a conceptual change-based approach to science instruction influence conceptual change in a unit on biodiversity? –Data Sources: student notebooks, laboratory reports, classroom discussion –Coding: the behavior is known, patterns can be counted (e.g. intelligible, dissatisfaction) but unanticipated themes may also emerge and codes are developed.

9. Qualitative Analysis Explained How does the use of a conceptual change-based approach to science instruction influence student attitudes toward science in a unit on biodiversity? –Data Sources: interviews, essay responses, survey –Coding: the behavior is unknown, themes will emerge and codes are developed. How does the use of a conceptual change-based approach to science instruction influence conceptual change in a unit on biodiversity? –Data Sources: student notebooks, laboratory reports, classroom discussion –Coding: the behavior is known, patterns can be counted (e.g. intelligible, dissatisfaction) but unanticipated themes may also emerge and codes are developed.

10. Qualitative Analysis Explained How does the use of a conceptual change-based approach to science instruction influence student attitudes toward science in a unit on biodiversity? –Data Sources: interviews, essay responses, survey –Coding: the behavior is unknown, themes will emerge and codes are developed. How does the use of a conceptual change-based approach to science instruction influence conceptual change in a unit on biodiversity? –Data Sources: student notebooks, laboratory reports, classroom discussion –Coding: the behavior is known, patterns can be counted (e.g. intelligible, dissatisfaction) but unanticipated themes may also emerge and codes are developed.

11. Analyzing Qualitative Data 1.Prepare Your Data 2.Review your research questions 3.Individually, each member reads the artifacts and transcripts to develop themes (codes). 4.The research team meets to discuss and negotiate the teams ’ themes. 5.Individually, each member re-reads and codes for the team ’ s themes. 6.The research team meets again to negotiate the final results. 7.If appropriate, occurrences are tabulated.

12. Coding Example 1

13. Analyzing Qualitative Data 1.Prepare Your Data 2.Review your research questions 3.Individually, each member reads the artifacts and transcripts to develop themes (codes). 4.The research team meets to discuss and negotiate the teams ’ themes. 5.Individually, each member re-reads and codes for the team ’ s themes. 6.The research team meets again to negotiate the final results. 7.If appropriate, occurrences are tabulated.

14. Coding Example 2

15. Coding Example 3

16. Analyzing Qualitative Data 1.Prepare Your Data 2.Review your research questions 3.Individually, each member reads the artifacts and transcripts to develop themes (codes). 4.The research team meets to discuss and negotiate the teams ’ themes. 5.Individually, each member re-reads and codes for the team ’ s themes. 6.The research team meets again to negotiate the final results. 7.If appropriate, occurrences are tabulated.

17. Analyzing Qualitative Data 1.Prepare Your Data 2.Review your research questions 3.Individually, each member reads the artifacts and transcripts to develop themes (codes). 4.The research team meets to discuss and negotiate the teams ’ themes. 5.Individually, each member re-reads and codes for the team ’ s themes. 6.The research team meets again to negotiate the final results. 7.If appropriate, occurrences are tabulated.

18. Analyzing Qualitative Data 1.Prepare Your Data 2.Review your research questions 3.Individually, each member reads the artifacts and transcripts to develop themes (codes). 4.The research team meets to discuss and negotiate the teams ’ themes. 5.Individually, each member re-reads and codes for the team ’ s themes. 6.The research team meets again to negotiate the final results. 7.If appropriate, occurrences are tabulated.

19. Coding Example 4

20. Analyzing Qualitative Data 1.Prepare Your Data 2.Review your research questions 3.Individually, each member reads the artifacts and transcripts to develop themes (codes). 4.The research team meets to discuss and negotiate the teams ’ themes. 5.Individually, each member re-reads and codes for the team ’ s themes. 6.The research team meets again to negotiate the final results. 7.If appropriate, occurrences are tabulated.

21. Final Reminder Action research data must be prepared in advance of the Data Festival on April 29. The handout provided at the last face-to-face session describing what you need to have done is available in WebCT (Syllabus and Requirements).