Talking, wrestling, and recycling: an investigation of three analytic approaches to qualitative data in education research

Collier, Diane R.; Moffatt, Lyndsay; Perry, Mia

doi:10.1177/1468794114538896

Cited by 8 publications

(8 citation statements)

References 25 publications

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“…It encouraged us to explore not only the data but also encouraged, as Collier and colleagues note, us to explore and determinedly make explicit and tangible the spaces that existed between our various analyses, understandings and theorizing (Collier, Moffatt & Perry, 2015). The result of this process was a set of theoretical memos which then became the basis for a thematic analysis.…”

Section: Discussionmentioning

confidence: 99%

“…This method of parallel-serial memoing facilitated an in-depth exploration of what occurred during, and across, MI sessions with stroke survivors that was underpinned by a range of different academic and disciplinary perspectives. It not only encouraged us to explore the data but also encouraged, as Collier, Moffatt, and Perry (2015) note, us to explore and determinedly make explicit and tangible the spaces that existed between our various analyses, understandings, and theorizing. The result of this process was a set of theoretical memos which then became the basis for a thematic analysis.…”

Section: Discussionmentioning

confidence: 99%

“…The focus on memos gave us freedom to be reflexive and attain a deeper level of reflectivity. In a similar way to Collier et al’s (2015) “extended conversations,” our serial memoing gave us the opportunity to adapt and respond to each other’s suggestions, thoughts, queries, and perceptions in our move toward a coherent, cohesive, and shared conceptual interpretation of the data.…”

Section: Discussionmentioning

confidence: 99%

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Parallel-Serial Memoing

et al. 2016

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The mechanisms by which talking therapies exert their beneficial effects is largely unknown.In exploring the process of a talking therapy, motivational interviewing (MI), when used to treat and prevent low mood in stroke survivors, we developed, what we believe to be, a novel approach to analyzing transcripts. We illustrate the method using qualitative data from MI sessions with ten stroke survivors. The approach, drawing on grounded theory, incorporated processes of parallel and serial memoing among a team of researchers to allow a process of validation. This enabled us to describe session content and to develop theoretical interpretations of what was occurring in and across MI sessions. We found that this process can be used to integrate different perspectives in theory building, allowing for a richer description and more robust theoretical interpretation. Others can use and adapt this approach to develop insights into their own enquiry.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Parallel-Serial Memoing

et al. 2016

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“…Alternatively or additionally, smaller excerpts are extracted from the full data set and presented to support identified themes (for example, Dukuzumuremyi and Siklander 2018;Hollingsworth 1994;Martínez and Dominguez 2018). Offering a full transcription is more unusual and contentious (Collier, Moffatt and Perry, 2015) and as a result, I grappled with the idea for some time. In the end, I opted for a minimally edited version and therefore the transcription (or data) may well still strike the reader as peculiarly, interestingly or overly long -depending on your view.…”

Section: Rationale For Included a Full Transcriptmentioning

confidence: 99%

Deleuze-inspired action research in the university: mobilising Deleuzian concepts to rethink research on the reflective writing practices of student teachers

Harrison

2020

Educational Action Research

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is senior lecturer in the Faculty of Education, Manchester Metropolitan University (England). Her research activity includes work aiming to explore the relationship between students' writing and their development as professionals. Her research and theoretical interests include; post-structuralism, feminism, new-materialism, practitioner research and writing as a form of enquiry. She received her EdD from Manchester Metropolitan University. Deleuze-inspired action research in the university: Mobilising Deleuzian concepts to rethink research on the reflective writing practices of student teachers. This article offers an insight into the process and potential of Deleuze-inspired action research. It draws on a classroom action research (CAR) project that critically reconceptualises practices of reflective writing in teacher education, including the widespread use of the 'professional learning journal' as a resource to facilitate reflection on practice. Students following a teacher education programme in England took part in an innovative mode of engagement with texts, including their learning journals, drawing on the Deleuzo-Guattarian notion of the text as an agent that acts outside of itself. The process was called 'implicated reading'. An example of a teaching and learning intervention, in the form of a seminar transcript, is offered as an illustration of how Deleuzian theory and philosophy can inspire and shape innovations in practice. The transcript also serves as an opportunity to reimagine the ways in which data and data analysis are conceptualised and practiced in action research (AR) projects. Data is (re)conceptualised as agentic, rather than inert or indifferent. Synthesis is privileged over analysis so that the transcript acts as a provocation to rethink the relation between theory and data, asking what is made possible when these are 'plugged into' one another to raise questions that otherwise would have remained unthought. Ultimately, the article offers a worked example of what happens when action researchers take up the challenge of working and thinking within a Deleuzian ontology that seeks to maintain the plurality and potentialities of AR in practice.

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“…Specifically, participants were selected by their observed engagement level during the gameplay in the experiment, ranging from those minimally engaged (those who appeared impatient and exited the game within 30 minutes after they failed to answer the questions several times), to those deeply engaged (those who looked excited and completed all the missions at one go), to those persistent ones (those who took more than two hours to complete the entire game). Further, participants from different education backgrounds and programs were selected (Collier, Moffatt, & Perry, 2015). The sample size for interviews was not predetermined: the data collection stopped at the point of saturation (Seidman, 2013).…”

Section: Supplementary Qualitative Interviewsmentioning

confidence: 99%

An investigation of affective embodied agents in an information literacy game

Guo¹

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Students need to be supported in the development of their information literacy (IL) skills − the ability to seek, locate, evaluate and navigate information effectively. Usually IL instruction takes the form of traditional face-to-face sessions at libraries. Today, however, young students demand a more engaging form of learning. Recognizing the limitations of traditional classroom instruction, educators have begun to look for alternatives, and have turned to digital games as teaching tools. The use of digital games for educational purposes is often referred to as digital game-based learning (DGBL). However, the affective aspects of learning are often neglected in DGBL. A common way to address the issue is to use embodied agents (EAs), the approach taken in this thesis.Libraries should actively engage students to understand their needs to better ensure success and high levels of user acceptance to the IL games. However, students as end-users rarely participated in IL game design. Furthermore, there is a dearth of research in the use of affective EAs in DGBL, including its use in IL games. While DGBL has been shown to be an effective teaching tool, its synergy with affective EAs needs to be further examined. Moreover, the benefits of using DGBL or affective EAs in IL education are mostly anecdotal, and there is more speculation than evidence. Hence, research is needed to tease out which aspects are useful to improve students' learning performance. Therefore, this thesis asks two research questions.The first is: how can the participatory design (PD) approach be used to inform the design of an IL game with affective EAs? The second is: how does the use of affective EAs in an IL game influence tertiary students' learning?Two studies were carried out to address the two questions. Study I addressed the first research question, where Library Escape, an IL game that incorporated affective EAs was xiii designed, based on pedagogical and game design principles. A PD approach was used in the IL game design. Specifically, three rounds of focus group discussion were conducted, which yielded a low-fidelity prototype. Thereafter, individual user interviews with ten tertiary students were held to refine the low-fidelity prototype, resulting in a high-fidelity prototype.Study II addressed the second research question, where the influence of affective EAs in the IL game was examined, in an experiment and supplementary qualitative interviews. In total, 159 tertiary students participated in the pretest-posttest between-subjects experiment. Eight participants were invited for qualitative interviews after the experiment, and their feedback on the IL game and affective EA was gathered and summarized. The results showed that using the affective EA had a strong positive impact on students' learning motivation (attention, confidence, and satisfaction), enjoyment (affective, cognitive and behavioral enjoyment), perceived usefulness and behavioral intention (to learn more about IL, to recommend the game to others, and to play other IL games)....

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Talking, wrestling, and recycling: an investigation of three analytic approaches to qualitative data in education research

Cited by 8 publications

References 25 publications

Parallel-Serial Memoing

Parallel-Serial Memoing

Deleuze-inspired action research in the university: mobilising Deleuzian concepts to rethink research on the reflective writing practices of student teachers

An investigation of affective embodied agents in an information literacy game

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