Applying thematic analysis theory to practice: A researcher’s experience

By A. Tuckett. Contemporary Nurse: health care across the lifespan, 2005

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How researchers see this paper

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Conducting Thematic Analysis with Qualitative Data (2021, background): “Scholars have reached limited agreement about how thematic analysis should be performed (Attride-Stirling, 2001; Boyatzis, 1998; Tuckett, 2005).”
Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning (2013, background): “Since first being named as an approach in the 1970s (Merton, 1975), a number of different versions of thematic analysis have been proposed within psychology (e.g., Aronson, 1994, Attride-Stirling, 2001, Boyatzis, 1998, Joffe & Yardley, 2004, Tuckett, 2005), including our own (Braun & Clarke, 2006).”
Rethinking Strength (2016, background): “We believe that engagement with the relevant literature can enhance analysis by sensitization to more nuanced aspects of the data (Tuckett, 2005).”
‘Happy and a bit Nervous’: the experiences of children with autism in physical education (2013, methodology): “These codes were then organised into meaningful groups (Tuckett 2005); twenty-one codes in total were extracted and collated into four potential themes.”
Applying Thematic Analysis to Education: A Hybrid Approach to Interpreting Data in Practitioner Research (2020, methodology): “However, a lack of description about the process and details of analysis often leads the TA report readers to wonder how exactly qualitative information is systematically coded and how themes emerge from the data (Tuckett, 2005).”