This assignment asks you to try your hand at the first two steps involved in qualitative coding: open (line-by-line) and axial (focused) coding. Then, you need to practice interpreting and analyzing your coded data to develop an inductive grounded theory. To complete this assignment, you must do the following: First: Read through the following interview responses in Table 1 from a project about how teachers became interested in teaching. All the responses in the middle column are answers to the same interview question: “What major factors led you into teaching?” Consider asking yourself the following questions as you go through their responses to help you identify patterns and develop codes: What is this saying? What does it represent? What is this an example of? What is trying to be conveyed? What do I see is going on here? What is happening? What kind of events are at issue here? Second: After you have read through the responses in Table 1 at least once, assign open codes to each statement (line by line coding). Please list the open codes you come up with in the right-hand column of Table 1 (you may have more than one open code for each response, and that is fine. Just make sure the codes you develop are mutually exclusive and, if possible, exhaustive). Remember you can either come up with a name for the code on your own or, when appropriate, you can use the respondent’s terminology and create an in-vivo code. You must create at least two in-vivo codes. Third: list all of your open codes in Table 2, as well as each respondent number that received each open code, and calculate the frequency with which you assigned each code (# of coded respondents / # of total respondents x 100). Fourth: read through your open codes and attempt to group (categorize) them into several different axial codes. That is, identify some common categories under which the open codes may belong, and give that category (the axial code) a name. List your axial codes and their corresponding open codes in Table 3, or you can make a coding tree similar to the one in the slides for the week. Fifth: on a separate page, answer the following questions. Use the article by Buggs or Simi et al. as an example of how to wield and present chunks of interview data. All answers should be at least one paragraph long except question #1, which should be at least two paragraphs long and include at least three direct quotes. Suppose you were presenting your results from your study to the local school board. What would your main findings be? Mention and include in your response quantitative data (numbers, percentages) as well as qualitative data (at least three direct quotes) to support your claim, and be thorough in the presentation of your data. (This should be at least two paragraphs long—see the examples in this week’s lecture notes and in the article by Buggs for examples of qualitative data presentation). In addition to searching for patterns, qualitative researchers also look for contradictory data that may challenge their claims. What data did you find that conflicted with the theory you presented in question #1, and how did you decide which data to base your findings on? These responses are excerpts from longer, complete interviews. What other questions would you want to ask these respondents in order to better understand their motivations to become teachers? Develop two open-ended follow-up interview questions you would ask in your interview, and provide a context for why those questions would be meaningful to ask (that is, what data you would get from their answers).
Subject: Do My assignment