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This document summarizes the findings of the IDA's survey of models, simulations, and relevant tools currently being used to analyze the African continent. It identifies the most pressing gaps in data and captures the most significant challenges or obstacles to effective data collection. This phase of research supports the final objective, which is to draft a Qualitative Data Collection Strategy (QDCS) that addresses gaps where insufficient qualitative data exist for the African continent.

Includes bibliographical references (p. 34-36)

This paper explores the unique curriculum design issues involved with the integration of qualitative data analysis software (QDAS) in online instruction of qualitative research. The Qualitative Research III--Analysis course was designed for graduate students and offered in a blended online format using the NVivo[R] software program and the learning management system, Desire2Learn. Although embedding the NVivo[R] software into the fabric of the course afforded several advantages, it also posed challenges for the students and the instructor. (Contains 5 figures.)

A fast, direct mass spectrometry (MS) determination of hydrocarbon classes in jet fuels is presented. A novel inlet technique using 0.1 mm i.d. micropipet glass capillaries for sampling the liquid fuels and reproducibly placing the 10 to 20 microgram samples in the MS vacuum for analysis is demonstrated. Low voltage electron ionization is shown to produce molecular ion series characteristic of alkyl substituted naphthalenes, tetralins, and decalins. Structurally specific fragment ions for several hydrocarbons, as determined by gas chromatography - mass spectrometry, are used to help identify compound classes by tandem mass spectrometry (MS/MS). As discussed, MS/MS can add a dimension of separation to overlapping molecular ion series while maintaining the greater speed of direct MS over GC/MS. In addition, multivariate statistical analysis is demonstrated to be powerful method for comparison of MS spectra from complex jet fuels to chemical class standards.

A fast, direct mass spectrometry (MS) determination of hydrocarbon classes in jet fuels is presented. A novel inlet technique using 0.1 mm i.d. micropipet glass capillaries for sampling the liquid fuels and reproducibly placing the 10 to 20 microgram samples in the MS vacuum for analysis is demonstrated. Low voltage electron ionization is shown to produce molecular ion series characteristic of alkyl substituted naphthalenes, tetralins, and decalins. Structurally specific fragment ions for several hydrocarbons, as determined by gas chromatography - mass spectrometry, are used to help identify compound classes by tandem mass spectrometry (MS/MS). As discussed, MS/MS can add a dimension of separation to overlapping molecular ion series while maintaining the greater speed of direct MS over GC/MS. In addition, multivariate statistical analysis is demonstrated to be powerful method for comparison of MS spectra from complex jet fuels to chemical class standards.

Qualitative measures were developed within a Principal-Teacher Interaction (PTI) study by the Research and Development Center for Teacher Education, University of Texas at Austin, concerning the role of the principal and process of change as it occurs in school settings. Methodologies for data collection and analysis included quantitative measures of individual and group responses to change and qualitative dimensions concerning a sense of the context, interactions, and social meanings underlying the quantitative responses. These qualitative measures interpret and organize data to represent existing reality within a site and contribute to theory across sites. Qualitative methods can include coding of change action interventions, listing of effects, levels of use of an innovation, and configuration and concerns data. Qualitative information can be focused by using intervention mapping of planned action, antecedent mapping of how change evolved, critical incident maps and time lines, and "reality checks" by cross-site discussions involving "site expert" researchers and district representatives. These techniques provide a means for interpretation, cross verification, and validation of phenomena present in the data. (CM)

Qualitative measures were developed within a Principal-Teacher Interaction (PTI) study by the Research and Development Center for Teacher Education, University of Texas at Austin, concerning the role of the principal and process of change as it occurs in school settings. Methodologies for data collection and analysis included quantitative measures of individual and group responses to change and qualitative dimensions concerning a sense of the context, interactions, and social meanings underlying the quantitative responses. These qualitative measures interpret and organize data to represent existing reality within a site and contribute to theory across sites. Qualitative methods can include coding of change action interventions, listing of effects, levels of use of an innovation, and configuration and concerns data. Qualitative information can be focused by using intervention mapping of planned action, antecedent mapping of how change evolved, critical incident maps and time lines, and "reality checks" by cross-site discussions involving "site expert" researchers and district representatives. These techniques provide a means for interpretation, cross verification, and validation of phenomena present in the data. (CM)

436 p. 24 cm

This research aims to determine the strengths and weaknesses of the online exams, as well as the aspects that can be evaluated as opportunities and threats, by making a SWOT analysis of the online exams that are frequently used in the distance education process. For this purpose, the study was designed with the case study technique, one of the qualitative research methods. The research data were collected from academics who teach at the university and work in different titles and units. The questions prepared by the researcher, considering the factors related to the SWOT analysis, were presented to the participants as a structured interview form via an online form. Content analysis was used to analyze the data. The collected data indicate that online exams are powerful in terms of low cost, easy assessment, fast, and practicality. On the other hand, online exams have some weaknesses, such as technical problems, internet connection interruptions, difficulty with the exam preparation process, and security issues. Easy access to students and flexibility stand out as opportunities offered by online exams, while cheating was the biggest threat that the participants frequently mentioned. In the context of the results obtained, some solutions and suggestions are presented in relation to the relevant literature. [For the full proceedings, see ED630893.]

This paper analyzes data from the 2001 survey "BCTF (British Columbia Teachers' Federation) Worklife of Teacher Survey Series, I: Workload and Stress." Surveys were mailed to 1,500 teachers in British Columbia, and 644 teachers responded. Teachers identified and explained the most significant aspect of workload or stress in their professional lives. Almost all respondents identified multiple sources of stress in their teaching work, and these stress factors occurred repeatedly and concurrently. Three key areas of stress teachers identified were (1) increasing difficulty and complexity of teaching and relating to students (e.g., changing class composition and working with impoverished students); (2) the volume of work during a teacher's day and the expectations that teachers will address a wide range of tasks and issues (e.g., seasonal pressures, curriculum change, and expectations); and (3) lack of time, resources, support, and respect. The consequences of high workload stress include trying to cope, working excessively or opting for part-time employment, quitting teaching, becoming sick, and negative effects on family life. Overall, the study shows that British Columbia teachers have too high a workload, and many are suffering from stress. The effects of such stress are potentially devastating for many teachers. (SM)

This paper analyzes data from the 2001 survey "BCTF (British Columbia Teachers' Federation) Worklife of Teacher Survey Series, I: Workload and Stress." Surveys were mailed to 1,500 teachers in British Columbia, and 644 teachers responded. Teachers identified and explained the most significant aspect of workload or stress in their professional lives. Almost all respondents identified multiple sources of stress in their teaching work, and these stress factors occurred repeatedly and concurrently. Three key areas of stress teachers identified were (1) increasing difficulty and complexity of teaching and relating to students (e.g., changing class composition and working with impoverished students); (2) the volume of work during a teacher's day and the expectations that teachers will address a wide range of tasks and issues (e.g., seasonal pressures, curriculum change, and expectations); and (3) lack of time, resources, support, and respect. The consequences of high workload stress include trying to cope, working excessively or opting for part-time employment, quitting teaching, becoming sick, and negative effects on family life. Overall, the study shows that British Columbia teachers have too high a workload, and many are suffering from stress. The effects of such stress are potentially devastating for many teachers. (SM)

In this study, we aim to understand the core motives recent migrants have in their everyday lives. We use data from three extensive longitudinal dataset, that followed the migration experiences of recent migrant students. Within these three studies we asked participants to name the most important motives they had within the past time period (using free-text data responses). Using these responses, we explore and describe the main motives migrants reported during their interactions with host majority, or other minority members, as well as a daytime period in general. We compare and contrast these self-reported motives with psychological needs commonly assessed within the motivational literature.

The study aims to evaluate how distance social studies courses were conducted during the pandemic, in line with teachers' experiences. The semi-structured interviews were conducted with 14 social studies teachers working in various provinces of Turkey in this study, which was carried out with interpretative phenomenology design, one of the qualitative research methods. The data were evaluated by the content analysis method. The results show that social studies teachers perceive distance education as a system that allows using different materials and tools, maintaining education, learning technology, and eliminating the need for time and place. On the other hand, teachers expressed some limitations of distance education arising from the lack of internet and technological tools. In addition, the results indicated teachers mostly used direct instruction and question-answer methods for teaching during the distance education period, EBA, Zoom, and some Web 2.0 tools as educational technologies, and tests and question-answer methods for measurement and evaluation. Finally, many problems, gathered under the titles of "technological-systemic", "communication-coordination", "student", "family, and "other" in the distance education process were emphasized. When examining the experiences, all problems are seen to be related to the internet connection, access to technological tools, and how families play a role in their children's education. In this context, compared with other studies in the literature, it is possible to say that teachers working in different branches also experienced similar problems during the distance education period. Therefore, innovative applications that can be developed will be beneficial for all branches.

This study focused on things learned from teaching doctoral students (17 doctoral and 2 masters students) about qualitative analytic strategies. Researchers used a grounded theory approach while simultaneously drawing from literature related to adult learning theories, doctoral student training, and curricula development, all of which informed course design and data analysis. The central questions of theoretical and practical importance focused on course structure, pedagogical strategies, how doctoral students experience these aspects in learning qualitative research methods, and how instructors learning to identify and meet students' emerging needs. Findings include contextualized examples of how the course supported students, how students received feedback in developmentally different ways, and the role of student resistance and emotion as they were scaffolded through the course. The study contributes new ideas to the literature with regard to the challenges faced and innovative options developed to enhance doctoral students' development and their learning of qualitative research knowledge and skills. (Contains 2 tables and 83 references.) (SLD)

In the third of a series of "how-to" essays on conducting qualitative data analysis, Ron Chenail examines the dynamic tensions within the process of qualitative data analysis that qualitative researchers must manage in order to produce credible and creative results. These tensions include (a) the qualities of the data and the qualitative data analysis of these qualities, (b) errors of deficiency and exuberance, (c) tacit and public knowledge, (d) separation and connection, and (e) verticality and horizontality. (Contains 1 figure.)

This project investigates the implementation of the digital decision support tool arribaPPI, developed to assist general practitioners (GPs) in discontinuing long-term proton pump inhibitor (PPI) therapy. Although a multicentre cluster-randomised trial demonstrated a 22.3% reduction in PPI prescriptions using the tool, it has not been widely adopted in routine care. The study uses a mixed methods design, combining qualitative interviews with 26 GPs—analysed using reflexive thematic analysis and Normalisation Process Theory (NPT)—with quantitative analysis of routine prescribing data. GPs will be categorized into implementation patterns based on the qualitative data, and these patterns will be compared with changes in their cumulative PPI prescribing (defined daily doses, DDD). The aim is to explore experiences with the tool, identify factors influencing implementation, and assess how implementation relates to actual prescribing behaviour. The findings will inform future strategies for integrating digital decision aids in primary care

This project investigates the implementation of the digital decision support tool arribaPPI, developed to assist general practitioners (GPs) in discontinuing long-term proton pump inhibitor (PPI) therapy. Although a multicentre cluster-randomised trial demonstrated a 22.3% reduction in PPI prescriptions using the tool, it has not been widely adopted in routine care. The study uses a mixed methods design, combining qualitative interviews with 26 GPs—analysed using reflexive thematic analysis and Normalisation Process Theory (NPT)—with quantitative analysis of routine prescribing data. GPs will be categorized into implementation patterns based on the qualitative data, and these patterns will be compared with changes in their cumulative PPI prescribing (defined daily doses, DDD). The aim is to explore experiences with the tool, identify factors influencing implementation, and assess how implementation relates to actual prescribing behaviour. The findings will inform future strategies for integrating digital decision aids in primary care

Book digitized by Google from the library of the University of California and uploaded to the Internet Archive by user tpb.

This article is from BMC Proceedings , volume 5 . Abstract Family-based study designs are again becoming popular as new next-generation sequencing technologies make whole-exome and whole-genome sequencing projects economically and temporally feasible. Here we evaluate the statistical properties of linkage analyses and family-based tests of association for the Genetic Analysis Workshop 17 mini-exome sequence data. Based on our results, the linkage methods using relative pairs or nuclear families had low power, with the best results coming from variance components linkage analysis in nuclear families and Elston-Stewart model-based linkage analysis in extended pedigrees. For family-based tests of association, both ASSOC and ROMP performed well for genes with large effects, but ROMP had the advantage of not requiring parental genotypes in the analysis. For the linkage analyses we conclude that genome-wide significance levels appear to control type I error well but that “suggestive” significance levels do not. Methods that make use of the extended pedigrees are well powered to detect major loci segregating in the families even when there is substantial genetic heterogeneity and the trait is mainly polygenic. However, large numbers of such pedigrees will be necessary to detect all major loci. The family-based tests of association found the same major loci as the linkage analyses and detected low-frequency loci with moderate effect sizes, but control of type I error was not as stringent.

This article is from BMC Proceedings , volume 5 . Abstract Family-based study designs are again becoming popular as new next-generation sequencing technologies make whole-exome and whole-genome sequencing projects economically and temporally feasible. Here we evaluate the statistical properties of linkage analyses and family-based tests of association for the Genetic Analysis Workshop 17 mini-exome sequence data. Based on our results, the linkage methods using relative pairs or nuclear families had low power, with the best results coming from variance components linkage analysis in nuclear families and Elston-Stewart model-based linkage analysis in extended pedigrees. For family-based tests of association, both ASSOC and ROMP performed well for genes with large effects, but ROMP had the advantage of not requiring parental genotypes in the analysis. For the linkage analyses we conclude that genome-wide significance levels appear to control type I error well but that “suggestive” significance levels do not. Methods that make use of the extended pedigrees are well powered to detect major loci segregating in the families even when there is substantial genetic heterogeneity and the trait is mainly polygenic. However, large numbers of such pedigrees will be necessary to detect all major loci. The family-based tests of association found the same major loci as the linkage analyses and detected low-frequency loci with moderate effect sizes, but control of type I error was not as stringent.

This research examines the postgraduate theses on the concept of information literacy from various perspectives. In this study, which was conducted within the framework of a qualitative research approach, document analysis was used for data collection. Within the scope of the study, "information literacy" was written as a keyword in the database of the Council of Higher Education (YÖK) National Thesis Center and scanned electronically and (f=33) postgraduate theses published in Turkey with "information literacy" in their titles were reached. In the study, theses were analyzed by content analysis in terms of type, year, language, university, affiliated institute, department, research method/approach, study group/participants, and thesis advisor titles. Because of the research, it has been determined that there are more master's theses than doctoral theses and that master's theses are mostly done in state universities. It has been determined that the number of postgraduate theses in 2019 is higher than in other years, the most common title for faculty members who are thesis managers is "professor doctor," according to gender, women have prepared (f=21) theses, and men have prepared (f=12) theses. It has been determined that most of the "survey method" studies are conducted in postgraduate studies, most studies are conducted with "students" and most studies are conducted in "Hacettepe University." Additionally, it has been determined that since 2018, the number of postgraduate theses using the concept of "information literacy" has increased, most of the research is done in the "institutes of educational sciences" of universities, and most of the postgraduate theses are prepared in the "Information and Document Management Department." It has been determined that the language of the theses is Turkish except for 1 (one) study. According to the results of the research, it was determined that the "survey method/quantitative studies" method was used the most. [For the full proceedings, see ED630948.]

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This paper reports on a small-scale introductory study of Australian mothers' experiences of infant day care. Ten employed, middle- and lower-socioeconomic status women with an infant in center-based day care were interviewed. Brief narrative examples from the mothers' accounts are presented. Discussion then concentrates on a new approach to qualitative data analysis that involves three stages: (1) Interview transcripts are used to develop individual case studies; (2) Line-by-line analysis of the transcripts is used to develop coding categories in the grounded theory approach of Strauss; and (3) A detailed indexing system is developed for full coding and analysis of the data by computer. The researchers have completed the first two stages of analysis and are currently engaged in the third stage using the software package NUDIST (Non-Numerical Unstructured Data Indexing Searching and Theorising). The potential of the preliminary results for use in focusing further research, and the ways in which work with NUDIST is facilitating more complex analyses than have previously been possible, are considered. It is concluded that the type of qualitative research discussed will in time provide essential complements to the insights gained from quantitative approaches. Nine references are provided. (GLR)

Studying Complex Interactions and Outcomes Through Qualitative Comparative Analysis: A Practical Guide to Comparative Case Studies and Ethnographic Data Analysis offers practical, methodological, and theoretically robust guidelines to systematically study the causalities, dynamics, and outcomes of complex social interactions in multiple source data sets. It demonstrates how to convert data from multisited ethnography of investment politics, mobilizations, and citizen struggles into a Qualitative Comparative Analysis (QCA). In this book, Markus Kröger focuses on how data collected primarily via multisited political ethnography, supplemented by other materials and verified by multiple forms of triangulation, can be systematically analyzed through QCA. The results of this QCA offer insight on how to study the political and economic outcomes in natural resource conflicts, across different contexts and political systems. This book applies the method in practice using examples from the author’s own research. With a focus on social movement studies, it shows how QCA can be used to analyze a multiple data source database, that includes results from multiple case studies. This book is a practical guide for researchers and students in social movement studies and other disciplines that produce ethnographic data from multiple sources on how to analyze complex databases through the QCA.

Book digitized by Google from the library of Harvard University and uploaded to the Internet Archive by user tpb.

This article is from BMC Systems Biology , volume 5 . Abstract Background: Bacteria have evolved a rich set of mechanisms for sensing and adapting to adverse conditions in their environment. These are crucial for their survival, which requires them to react to extracellular stresses such as heat shock, ethanol treatment or phage infection. Here we focus on studying the phage shock protein (Psp) stress response in Escherichia coli induced by a phage infection or other damage to the bacterial membrane. This system has not yet been theoretically modelled or analysed in silico. Results: We develop a model of the Psp response system, and illustrate how such models can be constructed and analyzed in light of available sparse and qualitative information in order to generate novel biological hypotheses about their dynamical behaviour. We analyze this model using tools from Petri-net theory and study its dynamical range that is consistent with currently available knowledge by conditioning model parameters on the available data in an approximate Bayesian computation (ABC) framework. Within this ABC approach we analyze stochastic and deterministic dynamics. This analysis allows us to identify different types of behaviour and these mechanistic insights can in turn be used to design new, more detailed and time-resolved experiments. Conclusions: We have developed the first mechanistic model of the Psp response in E. coli. This model allows us to predict the possible qualitative stochastic and deterministic dynamic behaviours of key molecular players in the stress response. Our inferential approach can be applied to stress response and signalling systems more generally: in the ABC framework we can condition mathematical models on qualitative data in order to delimit e.g. parameter ranges or the qualitative system dynamics in light of available end-point or qualitative information.

Book digitized by Google from the library of the New York Public Library and uploaded to the Internet Archive by user tpb.

In the second of a series of "how-to" essays on conducting qualitative data analysis, Ron Chenail argues the process can best be understood as a metaphoric process. From this orientation he suggests researchers follow Kenneth Burke's notion of metaphor and see qualitative data analysis as the analyst systematically considering the "this-ness" of the data from the "that-ness" of the qualitative abstraction drawn about the data. To make this metaphoric pronouncement a convincing case to judges as to the veracity of the juxtaposition of the code to that which is coded, the analyst must employ a recursive process by showing the presence of the qualities of the unit of analysis in the product of the qualitative analysis as evidence of the quality of the analysis itself. This evidentially recursive act must be made overtly because in qualitative data analysis, the data do not speak for themselves.

As educators become more interested in the use of qualitative methods, a major concern is the management of the large amounts of textual data during analysis. The efficiency and possibly the effectiveness of manual systems, i.e., color-coded index cards and wall-mounted systems, are reduced as the amount of textual data increases. An emerging family of text management programs, such as ASKSAM (Access Stored Knowledge via Symbolic Access Method), may help address this concern by automating aspects of the analysis and, thus, facilitating the process. A case study example that compared results achieved through the use of ASKSAM and through a file card analysis indicated that the data analyzed via the computerized approach yielded essentially the same result as had previously been obtained through the traditional analytic approach. These results suggest that the use of a computer-based text management program can increase the efficiency of the data analysis process without significantly altering the interpretations made from the data. (YLB)

The reanalysis of data to answer the original research question with better statistical techniques or to answer new questions with old data is not uncommon in quantitative studies. Meta analysis and research syntheses have increased with the increase in research using similar statistical analyses, refinements of analytical techniques, and the advent of computerized literature searches. No analogous definition of secondary data analysis from a qualitative point of view has been proposed, but the primary component would include analysis by a researcher removed from the process to continue the original analysis to address different questions or to use different methods to address the original research question. Discussion is just beginning about the possibilities of secondary analysis of qualitative data. A typology of secondary analysis of qualitative data is proposed that includes secondary analysis, meta-analysis, and collaboration for qualitative inquiry. A classification of models for research synthesis for qualitative study can be conceived of as a series of cells that embody the time of the analysis, reanalysis, and the data set or sets. Because qualitative analysis is very time intensive, considerable savings might be realized with reanalysis of existing data sets. Issues involved in the accessibility of research, its validation, and the education of researchers are discussed, as are concerns about the limitations of reanalysis of qualitative studies. (Contains 2 tables, 4 figures, 4 charts, and 62 references.) (SLD)

Northern Arizona University's Arizona Career Ladder Research & Evaluation Project for teachers implements a procedure for rewarding teachers based on performance levels rather than on years of teaching experience and college credits. Research data is collected each spring, analyzed and fed back to the districts for improvement of key program components. This document reports on the results of a qualitative analysis of an open-ended questionnaire administered to career ladder program participants. Respondents expressed their feelings in their own words on four questions: (1) Describe the major strength(s) of your district career ladder program; (2) Describe the area(s) of your career ladder program which need improvement; (3) Describe the area(s) of your district's organizational climate which show the greatest strength and those that need improvement; and (4) Describe the area(s) of your school's organizational climate which show the greatest strength and those that need improvement. Data from the results are presented in the form of pie graphs, bar graphs, and listings of categories of perceived program strengths and weaknesses. Each category is briefly defined by statements derived from participant responses, and shown in priority order by proportional representation. (JD)

Northern Arizona University's Arizona Career Ladder Research & Evaluation Project for teachers implements a procedure for rewarding teachers based on performance levels rather than on years of teaching experience and college credits. Research data is collected each spring, analyzed and fed back to the districts for improvement of key program components. This document reports on the results of a qualitative analysis of an open-ended questionnaire administered to career ladder program participants. Respondents expressed their feelings in their own words on four questions: (1) Describe the major strength(s) of your district career ladder program; (2) Describe the area(s) of your career ladder program which need improvement; (3) Describe the area(s) of your district's organizational climate which show the greatest strength and those that need improvement; and (4) Describe the area(s) of your school's organizational climate which show the greatest strength and those that need improvement. Data from the results are presented in the form of pie graphs, bar graphs, and listings of categories of perceived program strengths and weaknesses. Each category is briefly defined by statements derived from participant responses, and shown in priority order by proportional representation. (JD)

Most of the literature on student retention focuses on what students do "wrong" that leads to departure from college, but there is much to be learned from studying student success in higher education. This article presents a study designed to uncover the strategies that successful minority students employ to overcome barriers to academic success by using an innovative technique that assesses the informal knowledge required to achieve success in higher education. Each study began with an empty data matrix that was gradually filled as data were collected. The filled matrix then became a qualitative data set that was used to become a concept model for understanding the phenomenon under study. Three groups of 5 to 10 academically successful ethnic minority students each completed the matrix. Analysis of the data indicated that students faced barriers related to the continuity between high school and college, prejudice, and lack of resources. Successful minority students overcame barriers by creating a supportive "family" on campus or by involving their biological families in the collegiate experience, participating in ethnic activities, seeking out nurturing persons, and using institutional resources. Findings are discussed in the context of the expertise model of success and a local model of heuristic knowledge associated with this specific campus. (Contains 8 figures and 16 references.) (Author/SLD)

Includes bibliographical references (p. [211]-218) and index

Includes bibliographical references (p. [211]-218) and index

We will conduct a scoping review, to identify and explore the rationales for, techniques chosen and the insights obtained by mixed methods integration. We aim to identify if/how integration techniques added value to randomised controlled trials of complex interventions, through confirming, contradicting or extending the separate quantitative and qualitative findings. We will use the findings and knowledge of research gaps to inform the second phase of a PhD project. This will be an investigative study, trialling integration techniques on secondary data to further probe the potential added value of mixed methods integration.

This paper reports on the first stage of a meta-study conducted by the authors on primary research published during the last thirty years that focused on discovering the experiences of students learning qualitative research. The authors carried out a meta-analysis of the findings of students' experiences learning qualitative research included in twenty-five published articles. Using constructivist grounded theory to analyze the experience of those seeking to learn qualitative research, including factors that appear to support or interfere with their learning experiences, the authors identified three key dimensions of qualitative research students' learning experiences--affective, cognitive, and experiential. Based on this analysis, the authors developed a grounded theory of qualitative research education. This theory suggests that students' learning experiences will be enhanced through the implementation of an inductive approach to qualitative research education that incorporates experiential learning early in the learning experience. This paper reports these findings, presents this grounded theory of inductive qualitative research education, and discusses the implications of the findings of this meta-analysis for those teaching and researching qualitative research. (Contains 2 figures.)

This paper studied how individual qualitative researchers perceive that their research procedures and perspectives have been influenced by the adoption of computer assisted qualitative data software. The study focused on Nud*Ist software (non-numerical Unstructured Data; Indexing, Searching, and Theorizing). The seven participants ranged from new users to very experienced users of Nud*Ist. Participants regarded Nud*Ist as a tool, but one that needed to be learned. As they developed skill with it, their research processes were indeed changed, both directly and subtly. Overall, users thought that the software enabled them to organize their data better, which in turn enabled analysis. (Contains 19 references.) (SLD)

This paper studied how individual qualitative researchers perceive that their research procedures and perspectives have been influenced by the adoption of computer assisted qualitative data software. The study focused on Nud*Ist software (non-numerical Unstructured Data; Indexing, Searching, and Theorizing). The seven participants ranged from new users to very experienced users of Nud*Ist. Participants regarded Nud*Ist as a tool, but one that needed to be learned. As they developed skill with it, their research processes were indeed changed, both directly and subtly. Overall, users thought that the software enabled them to organize their data better, which in turn enabled analysis. (Contains 19 references.) (SLD)

This paper analyzes the power relation between the interviewer and the interviewee in the qualitative research interview methodology. The paper sets out to grapple with the extent to which the dynamisms in power shifts influence data collection and analysis in the interview methodology. The exploration of power shifts in the qualitative research interview facilitates comprehensive understanding of the nuances of the data by providing more information about the interviewee and the interviewer. This enhances a deeper discerning into the research process, and the topics discussed. This paper also elaborates on how interviewees as well as interviewers display their countermeasures to each other in the course of the interview situation and presents a greater understanding of the power dynamics that exist between the interviewer and interviewee. Power asymmetry seems to be an exasperating circumstance in the interview methodology as pointed out by the discussions in this article. This article also discusses practical recommendations for minimizing the power dynamics during data analysis in the qualitative research interview.

This study is a descriptive-qualitative study with an embedded-case study research design. The purpose of the study is to describe the quality of the translation on the accuracy in content, acceptability, and readability of translated text of English Idioms Errors Made by Jordanian EFL, Undergraduate Students abstract. The data of the research is an abstract entitled English Idioms Errors Made by Jordanian EFL, Undergraduate Students and its translation in Indonesian. Two methods of data collection were employed: content analysis used to obtain data from both source and target texts, and questionnaire was used to gather data about the accuracy in content, acceptability, and readability. The accuracy in content, acceptability and readability of the translated text were rated by three raters. The results of data analysis show that: (1) The average score for accuracy in content is 1.97. (2) The average score for acceptability is 1.93. (3) The average score for readability is 2.07. The target readers' response on the translated text is positive. It can be said that English Idioms Errors Made by Jordanian EFL, Undergraduate Students abstract is quite easy for the target readers to understand. As the average score for those three aspects is 1.97, it can be concluded that the translation of the abstract English Idioms Errors Made by Jordanian EFL, Undergraduate Students by Google Translate was rated close to good quality.

This study examined the way qualitative data analysis software and virtual teaching methods can support the learning of qualitative research. Study methodology was based on phenomenology, and data were gathered in a pilot course on qualitative research methodology in which 22 adult part time graduate students participated. The course was built around a small-scale qualitative research project with qualitative analysis software. The most important result from the introduction of the qualitative data analysis software into the course was the emphasis it caused students to place on conceptual and theoretical thinking. What was really necessary was the goal-oriented use of only a few of the technical functions of the qualitative data analysis software. (Contains 2 figures and 10 references.) (SLD)

This study examined the way qualitative data analysis software and virtual teaching methods can support the learning of qualitative research. Study methodology was based on phenomenology, and data were gathered in a pilot course on qualitative research methodology in which 22 adult part time graduate students participated. The course was built around a small-scale qualitative research project with qualitative analysis software. The most important result from the introduction of the qualitative data analysis software into the course was the emphasis it caused students to place on conceptual and theoretical thinking. What was really necessary was the goal-oriented use of only a few of the technical functions of the qualitative data analysis software. (Contains 2 figures and 10 references.) (SLD)

This study examined the way qualitative data analysis software and virtual teaching methods can support the learning of qualitative research. Study methodology was based on phenomenology, and data were gathered in a pilot course on qualitative research methodology in which 22 adult part time graduate students participated. The course was built around a small-scale qualitative research project with qualitative analysis software. The most important result from the introduction of the qualitative data analysis software into the course was the emphasis it caused students to place on conceptual and theoretical thinking. What was really necessary was the goal-oriented use of only a few of the technical functions of the qualitative data analysis software. (Contains 2 figures and 10 references.) (SLD)

In the first of a series of "how-to" essays on conducting qualitative data analysis, Ron Chenail points out the challenges of determining units to analyze qualitatively when dealing with text. He acknowledges that although we may read a document word-by-word or line-by-line, we need to adjust our focus when processing the text for purposes of conducting qualitative data analysis so we concentrate on meaningful, undivided entities or wholes as our units of analysis. (Contains 1 figure.)

In the first of a series of "how-to" essays on conducting qualitative data analysis, Ron Chenail points out the challenges of determining units to analyze qualitatively when dealing with text. He acknowledges that although we may read a document word-by-word or line-by-line, we need to adjust our focus when processing the text for purposes of conducting qualitative data analysis so we concentrate on meaningful, undivided entities or wholes as our units of analysis. (Contains 1 figure.)

In the first of a series of "how-to" essays on conducting qualitative data analysis, Ron Chenail points out the challenges of determining units to analyze qualitatively when dealing with text. He acknowledges that although we may read a document word-by-word or line-by-line, we need to adjust our focus when processing the text for purposes of conducting qualitative data analysis so we concentrate on meaningful, undivided entities or wholes as our units of analysis. (Contains 1 figure.)

The immediate area of interest in this study is the primary building block of all foreign languages: vocabulary acquisition. Due to recent updates and innovations in educational software, foreign language educators now have a huge supply of ever improving tools to help enhance, transform and completely modify learning. Despite this surge in interest of recent times, there is very little physical evidence that indicates an overall sign of approval from learners. This empirical study used the now well-known digital flashcard tool Quizlet to help a large group of lower intermediate students to improve their vocabulary and ultimately raise their English comprehension levels at a medium sized private university in Japan. They were encouraged to use the said tool throughout the duration of the year-long course and were asked for their feedback about it in the final class. This study helps to reinvigorate the notion that technology can and does help the modern day language learner and can be approved in a positive manner by the majority stakeholder; the student. [For the complete volume of short papers, see ED572005.]

The immediate area of interest in this study is the primary building block of all foreign languages: vocabulary acquisition. Due to recent updates and innovations in educational software, foreign language educators now have a huge supply of ever improving tools to help enhance, transform and completely modify learning. Despite this surge in interest of recent times, there is very little physical evidence that indicates an overall sign of approval from learners. This empirical study used the now well-known digital flashcard tool Quizlet to help a large group of lower intermediate students to improve their vocabulary and ultimately raise their English comprehension levels at a medium sized private university in Japan. They were encouraged to use the said tool throughout the duration of the year-long course and were asked for their feedback about it in the final class. This study helps to reinvigorate the notion that technology can and does help the modern day language learner and can be approved in a positive manner by the majority stakeholder; the student. [For the complete volume of short papers, see ED572005.]

xiv, 436 p. 24 cm