Difference between revisions of "Roth2015"
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|BibType=ARTICLE | |BibType=ARTICLE | ||
|Author(s)=Wolff-Michael Roth | |Author(s)=Wolff-Michael Roth | ||
| − | |Title=Analyzing the | + | |Title=Analyzing the qualitative data analyst: a naturalistic investigation of data interpretation |
| − | |Tag(s)=EMCA; expertise; analyzing aloud; conversation analysis; relational analysis; Qualitative methods; Discourse Analysis; | + | |Tag(s)=EMCA; expertise; analyzing aloud; conversation analysis; relational analysis; Qualitative methods; Discourse Analysis; |
|Key=Roth2015 | |Key=Roth2015 | ||
|Year=2015 | |Year=2015 | ||
| + | |Language=English | ||
|Journal=Forum Qualitative Sozialforschung / Forum: Qualitative Social Research | |Journal=Forum Qualitative Sozialforschung / Forum: Qualitative Social Research | ||
|Volume=16 | |Volume=16 | ||
|Number=3 | |Number=3 | ||
|Pages=Art. 11 | |Pages=Art. 11 | ||
| − | |URL=http:// | + | |URL=http://www.qualitative-research.net/index.php/fqs/article/view/2415 |
| + | |DOI=10.17169/fqs-16.3.2415 | ||
|Abstract=Much qualitative research involves the analysis of verbal data. Although the possibility to conduct qualitative research in a rigorous manner is sometimes contested in debates of qualitative/quantitative methods, there are scholarly communities within which qualitative research is indeed data driven and enacted in rigorous ways. How might one teach rigorous approaches to analysis of verbal data? In this study, 20 sessions were recorded in introductory graduate classes on qualitative research methods. The social scientist thought aloud while analyzing transcriptions that were handed to her immediately prior the sessions and for which she had no background information. The students then assessed, sometimes showing the original video, the degree to which the analyst had recovered (the structures of) the original events. This study provides answers to the broad question: "How does an analyst recover an original event with a high degree of accuracy?" Implications are discussed for teaching qualitative data analysis. | |Abstract=Much qualitative research involves the analysis of verbal data. Although the possibility to conduct qualitative research in a rigorous manner is sometimes contested in debates of qualitative/quantitative methods, there are scholarly communities within which qualitative research is indeed data driven and enacted in rigorous ways. How might one teach rigorous approaches to analysis of verbal data? In this study, 20 sessions were recorded in introductory graduate classes on qualitative research methods. The social scientist thought aloud while analyzing transcriptions that were handed to her immediately prior the sessions and for which she had no background information. The students then assessed, sometimes showing the original video, the degree to which the analyst had recovered (the structures of) the original events. This study provides answers to the broad question: "How does an analyst recover an original event with a high degree of accuracy?" Implications are discussed for teaching qualitative data analysis. | ||
}} | }} | ||
Latest revision as of 02:00, 15 December 2019
| Roth2015 | |
|---|---|
| BibType | ARTICLE |
| Key | Roth2015 |
| Author(s) | Wolff-Michael Roth |
| Title | Analyzing the qualitative data analyst: a naturalistic investigation of data interpretation |
| Editor(s) | |
| Tag(s) | EMCA, expertise, analyzing aloud, conversation analysis, relational analysis, Qualitative methods, Discourse Analysis |
| Publisher | |
| Year | 2015 |
| Language | English |
| City | |
| Month | |
| Journal | Forum Qualitative Sozialforschung / Forum: Qualitative Social Research |
| Volume | 16 |
| Number | 3 |
| Pages | Art. 11 |
| URL | Link |
| DOI | 10.17169/fqs-16.3.2415 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Much qualitative research involves the analysis of verbal data. Although the possibility to conduct qualitative research in a rigorous manner is sometimes contested in debates of qualitative/quantitative methods, there are scholarly communities within which qualitative research is indeed data driven and enacted in rigorous ways. How might one teach rigorous approaches to analysis of verbal data? In this study, 20 sessions were recorded in introductory graduate classes on qualitative research methods. The social scientist thought aloud while analyzing transcriptions that were handed to her immediately prior the sessions and for which she had no background information. The students then assessed, sometimes showing the original video, the degree to which the analyst had recovered (the structures of) the original events. This study provides answers to the broad question: "How does an analyst recover an original event with a high degree of accuracy?" Implications are discussed for teaching qualitative data analysis.
Notes
