Qualitative data analysis

By K. Seers. Evidence-Based Nursing, 2011

15,362 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/82d02d8c697119a879756b5393c4aa5defeaa030

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Citations in the corpus

Teacher value beliefs associated with using technology: Addressing professional and student needs (2010, methodology): “After the initial review for each construct, a meta-matrix of the codes for all participants was created (Miles & Huberman, 1984) and a constant comparative method was used to identify codes that could be combined (Strauss & Corbin, 1990).”
Endorsing Equity and Applauding Stay-at-Home Moms: How Male Voices on Work-Life Reveal Aversive Sexism and Flickers of Transformation (2010, methodology): “The two authors individually conducted this focused coding on the same subset of data and then met to compare and contrast their analyses, a practice that serves to sharpen code definitions and improve coding consistency (Miles & Huberman, 1994).”
Look! Listen! Learn! Parent Narratives and Grounded Theory Models of Parent Voice, Presence, and Engagement in K-12 Education. (2013, methodology): “Purposeful sampling and, specifically, theoretical sampling, was used to select participants for this study (Creswell, 1998; Miles & Huberman, 1994).”
Characteristics that Matter Most: Doctoral Students' Perceptions of Positive and Negative Advisor Attributes. (2010, methodology): “The final step in the analysis process consisted of drawing conclusions from the coded data (Miles & Huberman, 1994).”
Co-constructing a Sense of Community at Work: The Emergence of Community in Coworking Spaces (2017, methodology): “Following principles of inductive research, our analysis iterated between data collection and sampling, data reduction and representation, and conclusions and verification (Strauss & Corbin, 1998; Miles & Huberman, 1994).”
Educators’ Challenges of Including Children with Autism Spectrum Disorder in Mainstream Classrooms (2013, methodology): “A constant comparative approach of organising the data with continual adjustment and discussion amongst the research team was used throughout the analysis (Grbich, 2007; Lindsay et al., 2013).”
Learning to plan, planning to learn: the developing expertise of beginning teachers (2011, methodology): “…their learning and the processes by which they believed it was happening, were developed through an iterative, inductive process using the transcribed data, with responses coded and grouped within specific categories in order to allow patterns and relationships to emerge (Miles & Huberman, 1994).”
Enhancing the provision of coach education: the recommendations of UK coaching practitioners (2013, methodology): “The coaches were purposively selected (Patton 2002) using criterion sampling (Miles and Huberman 1994).”
What Drives Substantive Versus Symbolic Implementation of ISO 14001 in a Time of Economic Crisis? Insights from Greek Manufacturing Companies (2018, methodology): “Iteration is used in qualitative analysis to facilitate the development of meaning and involves a sequence of tasks carried out multiple times and executed in exactly the same manner each time (Denzin and Lincoln 2005; Miles and Huberman 1994; Bassett 2010; Srivastava and Hopwood 2009).”
Promoting Language and Literacy Development for Early Childhood Educators: A Mixed-Methods Study of Coursework and Coaching (2010, methodology): “Following this analysis, we provided a brief report to a select number of participants as a form of a “member check” (Miles & Huberman, 1984) to verify that the analysis accurately captured their perspectives.”