Qualitative Research: A Personal Skills Approach

By Gary Shank. 2001

1,047 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/3a67e3bc9cb9f080354d0fde416321f11f0bda2e

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Citations in the corpus

A Content Analysis of Evaluation Findings Across 20 Gifted Programs: A Clarion Call for Enhanced Gifted Program Development (2006, background): “Thus, there was an attempt to ascertain the truth of the findings through public disclosure (Shark, 2002).”
Beyond Constant Comparison Qualitative Data Analysis: Using NVivo. (2011, methodology): “, Eisner, 1998; Glesne & Peshkin, 1992); yet, many of these texts include only one chapter on data analysis (e.g., Berg, 2004; Bogdan & Biklen, 2003; Creswell, 2007; Schram, 2003; Shank, 2002).”
Learning Mathematics with Technology: The Influence of Virtual Manipulatives on Different Achievement Groups (2012, methodology): “Video-recordings were analyzed using standard qualitative analysis techniques to examine patterns and characteristics of the achievement groups (Shank, 2002; Stake, 1995; Strauss & corbin, 1998).”
Effects of a Long-Duration, Professional Development Academy on Technology Skills, Computer Self-Efficacy, and Technology Integration Beliefs and Practices (2006, methodology): “Interview data were transcribed, coded and evaluated for emergent themes common to participants’ perceptions based on a comparison of categories using a thematic analysis approach (Shank, 2002).”
CHE Principles: facilitating authentic and dialogical semi-structured interviews in educational research (2017, background): “…and the perceived confidence of the researcher in terms employing the interpersonal skills necessary for conducting the interviews (including verbal and non-linguistic communication, ‘the art of hearing data’, social awareness and social cues) (Cousin 2009; Rubin and Rubin 2005; Shank 2006).”
Semistructured interviewing in primary care research: a balance of relationship and rigour (2019, background): “As the interview progresses, the interviewer must continue to demonstrate respect, encourage the interviewee to share their perspectives and acknowledge the sensitive nature of the conversation.(20) To establish rapport, it is important to be authentic and open to the interviewee’s point of view.”
#TwitterforTeachers: The Implications of Twitter as a Self-Directed Professional Development Tool for K–12 Teachers (2014, background): “The primary purpose of this reduction was simply to help gain a “holistic sense” (Shank, 2006) of the data.”
An Array of Qualitative Data Analysis Tools: A Call for Data Analysis Triangulation. (2007, background): “Yet, the majority of available texts for qualitative research include at most only one chapter, if any, on data analysis (e.g., Berg, 2004; Bogdan & Biklen, 2003; Creswell, 2007; Schram, 2003; Shank, 2002).”
From reflection to action? Barriers and bridges between higher education teachers’ thoughts and actions (2012, background): “In order to collect data that allows a relational analysis, it was important not to limit the interviewees’ responses or ways of analysing the data beforehand, as the intent was to create space for the interviewees to bring out the different sides of the issues on their own terms (Shank 2006).”