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This document is a research analysis of qualitative data completed as a group project.

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  • Qualitative Analysis Project

    Group 3

    Hannah Dyal, Damon Johnson, Jessica Murnan, Tamara Purry, Michael Vigilant

    March 11, 2013

  • I = INTERVIEW

    EE = INTERVIEWEE

    Interview Transcription from 2/14/07

    Date: February 14, 2007 Beginning/Ending time: 3:50-4:35pm Participant: Jane Doe

    Consent Statement I: As part of this interview, I must include a brief consent statement before we continue. The contents of this project will be analyzed in my research course at Georgia Southern

    University.

    All information on your identity will be kept confidential unless otherwise required by law. If information about this interview is published, it will use pseudonyms or fake names. This project is for research and educational purpose only.

    The research is not expected to cause any discomfort or stress. However, some people

    may feel uncomfortable talking about these subjects. If you feel uncomfortable during the interviews, you may decline to answer and stop participating at any time without penalty. No risks are expected. This interview will last approximately 30 minutes to one hour. Do

    you have any questions?

    1. EE: No 2. I: Do I have your consent to continue with this interview?

    3. EE: Yes you do.

    4. I: Okay, so first of all, lets talk about you, what grade do you teach?

    5. EE: I teach third grade.

    6. I: How many years have you been teaching? 7. EE: Teaching in all, twenty years.

  • 8. I: Wonderful, okay, so todays topic will be about emotions in the classroom.

    *Q1

    9. I: From your perspective, what role do emotions play in the learning process? 10. EE: [Hard to discern due to bell ringing in background and other meeting happening

    11. in the same room at the time] Oh Im big [on] emotion[s]big emotion. Um,

    (4.3, KT/PHE) [1.6, PE/AGR] 12. children at this age cant so readily leave at home what happens, whats going on in

    (3.1, SS/FAM) (4.7, KT/TSP) [N/A]

    13. their life. When they come in they are very much affected by those things. I try to be (4.7, KT/TSP) [2.4, NE/APA]

    14. very aware of it and cognitive. And I try to know my children well enough to pick up (4.7, KT/TSP) [1.8, PE/EMP]

    15. the signs, and Ill address what I can. (4.7, KT/TSP) [1.8, PE/EMP]

    *Q2

    16. I: What experiences have shaped your perspective on emotions in the classrooms?

    17. EE: Well, lets see, in the twenty years that I have taught, I have had a child run out of (4.3, KT/PHE) [N/A]

    18. the door crying because his parents told him on the way to the school that they were (4.8, KT/CDG) [2.5, NE/SAD] [2.5, NE/APA]

    19. getting a divorce. He sat in my lap and cried most of the day. I knew that I was

    (4.7, KT/TSP) [1.8, PE/EMP] 20. holding him on a big day that was going to change the rest of his life. [brief

    (4.7, KT/TSP) [1.4, PE/OPT]

    21. interruption] The emotions [that we are referring to] being the childrens emotions 22. and their reactions and how it effects the way they perform in the classroom?

    23. I: Sure, well, its kind of an open question in terms of how you would like to

    approach it.

  • 24. EE: Well, you know like I mentioned a little while ago, with the divorce. That was (4.8, KT/CDG) [2.5, NE/SAD]

    25. really pivotal for me. Which I still cant imagine. On the way to school they told

    (3.1, SS/FAM) (4.5, KT/THE) (4.7, KT/TSP) [2.5, NE/SAD] [2.4, NE/APA] 26. him oh by the way, we are getting a divorce and he comes running into the school

    (3.1, SS/FAM) [N/A]

    27. and fell into my arms. That was the most dramatic one [emotional situation] that Ive (4.7, KT/TSP) [2.5, NE/SAD]

    28. had. But Ive had dogs die, cats die, grandparents die, you know lots of situations. (3.1, SS/FAM) [2.5, NE/SAD]

    29. [also] A lot of situations that arent brought from home. Particularly the age I do, (4.8, KT/CDG) [N/A]

    30. there is a lot of little girl best friend issues shes not talking to me, hes talking to

    (4.8, KT/CDG) [N/A] 31. me. Another issue which I have fallen into the last year or two, and Im not sure

    32. why, but children are getting eye glasses earlier. Last year I had six children that got

    (4.8, KT/CDG) (4.4, KT/SES) [N/A] 33. new eyeglasses [during the school year]. And this year there are five to six in my

    (4.8, KT/CDG) [N/A]

    34. classes that have glasses they did get them last year. Theyre having strong reactions 35. to them and they are embarrassed to wear them. So, Im realizing that is a real

    (4.8, KT/CDG) [2.4, NE/APA]

    36. emotional issue for them. There are some things like that that are becoming real issues. (4.7, KT/TSP) [2.1, NE/DIS]

    37. I: So, physical appearance is one of the big ones?

    38. EE: Yes, physical appearance and of course interpersonal relations with their peers (4.8, KT/CDG) (4.4, KT/SES) [N/A]

    39. you know the [classic] battle on the playground which you can play with me and you

    (4.8, KT/CDG) [N/A]

  • 40. cant [scenarios come up] all that definitely comes back into the room. I particularly

    41. try to minimize competition because competitiveness can bring out an emotion that isnt too pleasant.

    (4.2, KT/DMS) [2.1, NE/DIS]

    *Q3

    42. I: In terms of start to finish with the school year, do you notice a change in the typical classs emotional landscape?

    43. EE: I make a real effort to create a classroom community. Third grade in particular (4.6, KT/TML) [1.4, PE/OPT]

    44. is about communities, your part in the community, your immediate (3.1, SS/COM) [1.4, PE/OPT]

    45. local/state/world/national role; you know where you fit in the world. So I try to

    (3.1, SS/COM) [1.4, PE/OPT] 46. thematically in the classroom create a community. We have jobs, I work very hard

    on (3.1, SS/COM) [1.2, PE/GRA]

    47. bonding with them. And allowing them to bond with me. I think the big secret with (4.6, KT/TML) [1.2, PE/GRA]

    48. children is having a real relationship with them and I try to find out about them. I try

    (4.6, KT/TML) [1.5, PE/RES] 49. to be sensitive. They come in if something is wrong I try to pick up on it. Sometimes (4.7, KT/TSP) [1.4, PE/OPT] [1.8, PE/EMP]

    50. just acknowledging having a bad day today you must not of slept well last night

    (4.6, KT/TML) (4.7, KT/TSP) [1.8, PE/EMP] 51. etc. As the year goes on, hopefully the community swarms and I see more

    (3.2, SS/COM) [1.4, PE/OPT]

    52. supportiveness among them. Its not just me monitoring the community development process. (3.2, SS/COM) [1.4, PE/OPT]

    Q4*

    53. I: So in terms of emotions in the classroom and how they evolve, have you noticed a

  • 54. big difference between different classes and how they are made up?

    55. EE: Classes have extremely distinct personalities and I can almost tell in August how

    56. well my year is going to go. (4.3, KT/PHE) (4.8, KT/CDG) [1.5, PE/RES]

    >>>END OF SEGMENT 1

  • 69. And I have one child who is in the beginnings of schizophrenia. (4.8, KT/CDG) [2.6, NE/STR]

    70. This student is heavily medicated and is manifesting new symptoms all of the time.

    (4.7, KT/TSP) [2.3, NE/PES] On top of all that, (3.5, SS/TEA) [2.2, NE/ANG] 71. I have four gifted children. (4.1, KT/EDU) [1.4, PE/OPT] So this particular year is

    the biggest melting pot that Ive ever had. (4.8, KT/CDG) [2.2, NE/ANG]

    72.And Im feeling some inner struggle to meet everybodys needs. (3.5, SS/TEA) [2.6, NE/STR]

    73. I: So, in terms of having such a mixed pot this year, would you say that

    74. EE: That I slept better last year (interviewee laughs and so does interviewer) (4.5, KT/THT) [2.4, NE/APA]

    75. I: How about from the perspective of relationship building you know you with the

    76. students and the students with each other. Is this mix of students creating a lot of 77. head butting situations?

    78. EE: I feel very comfortable building relationships. (3.5, SS/TEA) [1.7, PE/CTM] I

    make up nicknames for them, I 79. cut up, I work on building parent relations. (3.1, SS/FAM) [1.5, PE/RES] I go to

    birthday parties, I watch them play

    80. soccer. (3.5, SS/TEA) [1.1, PE/DEL] I try to really be involved with their life. (3.5, SS/TEA) [1.5, PE/OPT] I tell you if every teacher had to

    81. spend five minutes on going to each of their students houses it would change your whole perspective.

    (4.6, KT/TML) [1.8, PE/EMP] 82. When you see them as little people out there. Because sometimes they come in this

    room and everything is their size and in this room everything fits. (4.7, KT/TSP) [1.8, PE/EMP]

    83. We volunteer or routines and our worlds and they seem like really big guys in here. (4.9, KT/CLM) [1.7, PE/CTM]

    84. And then you run into them at the store and you think oh my gosh theyre babies.

    (4.7, KT/TSP) [2.5, NE/SAD]

  • 85. Sometimes seeing them in their homes and realizingI bet you there is not a week

    86. that goes by when I say to myself, they have been on this earth for eight years. (3.5, SS/TEA) [1.8, PE/EMP]

    87. They may seem big and self assured in here and with their peers they are trying to. (3.2, SS/COM) [1.2, PE/GRA]

    88. Im real comfortable with my own relationship with them.

    (3.5, SS/TEA) [1.7, PE/CTM] 89. It took me a long time to realize as a teacher that it is okay to have different

    relationships with children.

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