your dissertation literature review using nvivo
TRANSCRIPT
Getting Started and Finishing your Dissertation Using NVivo
www.queri.com
Kristi Jackson, MEd PhD
303-832-9502
Large group
Small group
One-on-one
Independent work
Stay a 4th day
at no extra cost
www.Queri.com
Session 1 ◦ NVivo and successfully defended dissertations
Session 2 ◦ NVivo and the dissertation literature review
Session 3 ◦ NVivo, ethics and IRBs
Session 4 ◦ NVivo and your dissertation defense
1. Focus and Timing of the Literature Review 2. Process 3. The debate 4. The role of NVivo
◦ Writing and linking ◦ Coding ◦ Subgroups ◦ Queries ◦ Visualizations
5. Your Literature Review Metaphor(s) 6. General tips
Bazeley, P. (2013). Qualitative data analysis: Practical strategies. London: Sage Publications.
◦ Topics
◦ Theories
(or Approaches)
◦ Methods
Optimism in low performing schools Mentoring immigrant employees Stress among Olympic athletes Ethics among emergency room nurses The impact of the repeal of Don’t Ask Don’t Tell
Critical race theory Symbolic interactionism Boundary objects Conflict theory Constructionism
Interviews Constant comparison Archival research Field notes Surveys
Before During After
Phenomenology
Grounded Theory
Ethnography
Narrative
Case Study
Bloomberg, L. D. and Volpe, M. (2008). Completing your qualitative dissertation: A roadmap from beginning to end. Thousand Oaks:
Sage Publications.
Creswell, J. W. (1994). Research design: Qualitative and quantitative approaches. Thousand Oaks: Sage ◦ Identify terms to use in the search
◦ Locate the literature
◦ Read and check the relevance of the literature
◦ Organize the literature
◦ Write a literature review
Boote, D. N., & Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation literature review in research preparation. Educational Researcher, 34(6), 3-15. ◦ Limited amount of research and understanding on the role
of the Literature Review process on research ◦ A Lit Review should
Situate the study (including historically) Justify decisions around the scope of the study Critically examine the claims in the literature
Are they warranted?
◦ Emphasis on Thorough (exhaustive) Comprehensive
Maxwell, J. A. (2006). Literature reviews of, and for, Educational Research: A Commentary on Boote and Beile’s “Scholars before Researchers.” Educational Researcher 35(9), 28-31 ◦ Thorough (exhaustive) ◦ Comprehensive
Survey a select group of studies
Provide detail about relevance
Describe the contribution of this lit to your study
Indicate how your study will move beyond them
There exists, at the elementary level, a lack of research that describes conditions contributing to academic optimism. This research helps to fill that void by identifying, describing, and categorizing the norms, behaviors, strategies, and other pertinent characteristics that exist in a low-SES school that has established and is maintaining an academically optimistic environment. Primary themes include: expectations/goals, alignment, collaboration, communication, and needs . . .
Track researcher ideas through the use of memos and links.
Most of the studies on optimism seem to be focused on low SES schools, and I wonder how many occur in high SES schools. Could there be an unwarranted assumption that optimism in low SES is more rare, more powerful, or more necessary for success than in high SES? If so, is this presumption just about low SES schools, or is it a larger assumption about low SES and success?
memo/journal article
Van Hof, J. (2012). Establishment and maintenance of academic optimism in Michigan elementary schools
There exists, at the elementary level, a lack of research that describes conditions contributing to academic optimism. This research helps to fill that void by identifying, describing, and categorizing the norms, behaviors, strategies, and other pertinent characteristics that exist in a low-SES school that has established and is maintaining an academically optimistic environment. Primary themes include: expectations/goals, alignment, collaboration, communication, and a needs
Low SES
Assign multiple codes to a single portion of text/audio/video/image.
Communication
Expectations
Cross-reference the relationships among codes to investigate constellations or patterns.
Communication
“Primary themes include: expectations/goals, alignment, collaboration, communication.”
Low SES Expectations
There exists, at the elementary level, a lack of research that describes conditions contributing to academic optimism. This research helps to fill that void by identifying, describing, and categorizing the norms, behaviors, strategies, and other pertinent characteristics that exist in a low-SES school that has established and is maintaining an academically optimistic environment. Primary themes include: expectations/goals, alignment, collaboration, communication, and a needs
Low SES
Communication
Expectations
Import quantitative or demographic data as a means of comparing subpopulations in the data.
Published: 2012 State: Michigan
Colorado Florida Michigan Texas
Low SES 22 31 18 36
Communication 22 45 74 93
Expectations 11 40 22 65
Van Hof, J. (2012): 1 Reference Primary themes include: expectations/goals, alignment, collaboration, communication, and needs…
Project Map
Concept Map
Bruce, C. S. (2001). Interpreting the scope of their literature reviews: Significant differences in research students concerns. New Library World, 102(4), 158–166.
◦ metaphors for the literature review process
Listing Searching Surveying Thorough/Exhaustive Comprehensive Comparative
Learning Facilitating Reporting Relevant Construction Generative
More systematic More foundational
Based on your conversations, fill out this table:
Adjectives Tools/Activities
Foundation
System
Metaphors
Foundation System
Memos and Links Core ideas Creative ideas
Coding Distillation Connection
Queries Absence/Presence Relevance
Visualizations Logic model Constellations
Emphasize relevance over volume Integrate rather than isolate the literature from the
other chapters Look for things you can use ◦ Questions, settings, people, scenarios, historical events,
debates, logical connections
Revise the construction of the literature review at the end of the analysis
Appreciate and track the role of material that DOESN’T make it into the review ◦ Does it deserve a brief mention for providing confirmations,
setting boundaries around the study, identifying camps, anticipating critiques, or providing juxtapositions?
Pilot a small example in NVivo before importing everything
Session 1 ◦ NVivo and successfully defended dissertations
Session 2 ◦ NVivo and the dissertation literature review
Session 3 ◦ NVivo, ethics and IRBs
Session 4 ◦ NVivo and your dissertation defense
Large group
Small group
One-on-one
Independent work
Stay a 4th day
at no extra cost
www.Queri.com
Getting Started and Finishing your Dissertation Using NVivo
www.queri.com
Kristi Jackson, MEd PhD
303-832-9502