Thematic Analysis : Data Driven Inductive And Sociological Contexts From The Constructionist Perspective Essay

In this paper, the definition and description of what a case study is, what are some reasons for using a case study, what are some disadvantages and advantages of this approach? Also included in this paper I will talk about what are some of the ways a researcher can acquire information that can is used for a case study. A case study can be defined as a descriptive account of the behavior, history, and other relevant factors concerning a particular individual (Cozby, Bates, 2012).

This proposed study utilize a qualitative approach. A qualitative approach is “research studies that aid us in understanding human systems, whether large-scale, as in cultural systems, or smaller-scale” (Savenye & Robinson, 2005).

In the reading of the book Methods in Behavioral Research, the author clearly defines the case study as “an observational method that provides a description of an individual” (Bates, 2012, pg. 121). The objectives of this course fitting to our syllabus were to familiarize us to the practices of psychological research, to advance our understanding of how research is completed and the methods used to do it, and to give us the capability to communicate knowledgeably about the ideas following the research procedure.

The authors used a descriptive case study which is a methodological approach that can use a number of different methods to conduct an instrumental investigation that is bounded by place and time. Case study research asks questions of ‘what’, ‘why’, and ‘how’ in a non controlled or non artificial environment to analyse existing, real life situations with all their complexity

For this research article the author has chosen to use a grounded theory approach. Grounded theory is a qualitative method of research which allows the researchers to construct meaning of the selected topic via a process of development and reflection of the data collected (Charmaz, 2014). Grounded theory provides a flexible and intuitive process to data collection and analysis allowing the construction of a theory that is truly grounded from the data (Charmaz, 2014).

Qualitative research is concerned with meanings of experiences and interactions. Qualitative research is very common in the social sciences, although it is often used in market research as well (Alasuutari, 2010; Nieswiadomy, 2011). There has been quite a rise in qualitative research in the last 30 years. It first started to emerge in journals in the 1960’s, and an increase in the number of qualitative research can be seen in research journals in the 1980’s (Alasuutari, 2010). Instead of looking at the statistical numbers within research, the researcher in interested in getting within the research, and understanding the phenomenon (Leedy, 2011; LoBionod-Wood & Haber, 2013).

The overall inquiry of the all-inclusive study was to determine if credit-based transition programs, specifically dual enrollment programs, facilitate college admittance and healthier achievement for students who partake in them. The authors fashioned ten specific research questions that they sought to be answered during the comprehensive study and specifically dual enrollment. The queries ranged from, how does dual enrollment afford access to postsecondary education for the pupils, who is being served by dual enrollment in Georgia, and how is enrollment systematized? Thematic analysis of the research questions was employed to guide the three key areas and determine the conclusions of: organization, participation, and outcomes for dual enrolled

Within the aid of the Critical Race Theory, the following themes emerged assisting the study’s research question and purpose. The developing themes are offered by followed data supported key findings, data. Participants were asked to discuss the challenge to dominant ideology, what they perceive as jeopardizing while teaching African American males to read and write. Teachers supplied attributions supporting the three pressing problem themes: 1) lack of awareness, 2) reluctance to write 3) shortage of multi-cultural professional development. The supported data findings expressed 46% of teachers identified African American male student’s lack an association of admiration of reading and lack of enthusiasm towards writing. Furthermore, 31% participants profess students not having inspiration or encompassing a deficiency with adequate reading grade level as a barrier. Finally, it was conveyed the student’s disengagement could force the teachers to create approaches to foster admiration for reading which intensifies stress to daily tasks of teaching, increasing the achievement gap among African American males and their counter peers.

Consequently, qualitative research approach emerges from the philosophical belief that truth is socially constructed and subjective to individual experiences associated with critical theory, constructivism, interpretatism, and naturalistic paradigms (Feilzer, 2010; Ponterotto, 2010; Ryan, Coughlan, & Cronin, 2007; Scotland, 2012; Venkatesh, Brown, & Bala, 2013; Vishnevsky & Beanlands, 2004). Paradigms are the philosophical underpinning that guides qualitative research methodology as result evaluating scientific merit slightly differs from the quantitative methodology. As a result, the scientific merit of qualitative lies in the credibility (trustworthiness), dependability (consistency), transferability (applicability), and comfirmability (verification/neutrality) of the data to answer the research question (Ellis & Levy, 2009; Horsburgh, 2002; Ponterotto, 2010; Ryan, Coughlan, & Cronin, 2007; Vishnevsky & Beanlands, 2004).

Thematic analysis technique is used to identify and analyze patterns or themes within the work being analyzed (Vaismoradi, Turunen, & Bondas, 2013). In order to familiarize oneself in the data, they must reread the diary so that they themselves are submerged in the data (Gray et al., 2017, p. 270). Thematic analysis was used in the study to expose 18 meaning units, which consist of a group of words that are associated with each other through relevancy (Graneheim & Lundman, 2004, p.

This qualitative study is based on the Grounded Theory methodology, a design of inquiry from a sociological perspective in which a researcher derives a general abstract theory of a process or interaction grounded in the views of participants in a study to analyze the data. This theory has two unique concepts: the constant comparison of data with emerging categories and a theoretical sampling of different groups to maximize the similarities and differences of information (Creswell, 2009, p. 13). The basic concept of this research method is to choose research participants who have lived through the phenomenon that you want to study. This meant that participants are experts of the phenomenon that the researcher sought to understand (Auerbach and Silverstein, 2003). These techniques involve a): filtering texts, which means explicitly stating your research concerns and theoretical concerns and selecting the relevant text from your interviews, which is done by reading through the transcripts one-by-one with step one in mind and highlighting relevant codes; b): listening to the transcripts for relevant information, which involves recording repeating ideas by grouping together related passages of your

Case study research can be defined as a pragmatic method that works to understand the meaning of lived experiences, events, and interactions for people in particular situations through real-life context (Morese & Richards, 2003). The case study approach can be used for the in-depth investigation of an issue or life event. Case studies can uncover beliefs, attitudes and perspectives of those involved. In this case both teachers and students. The ultimate goal of a case study is to illustrate the complexities

Researchers have a variety of methods they use to conduct their research. Some of these methods include action research, ethnography and case studies. Of these methods, case studies can be viewed as valuable way to collect data. A case study can be defined in a variety of ways; however, it can be summarized as a form of qualitative research that aims to systematically study the function of a social group, individual or social event in order to effectively grasp the functions of the phenomena using a variety of data-gathering methods (Berg & Lune, 2016). The aim of this paper is to determine how and why researchers may use a case study, by conducting a deeper analysis of this research method. This will be achieved by examining the

A case study is a specific instance that is frequently designed to illustrate a more general principle (Nisbet and Watt, 1984). Hitchock and Hughes (1995) further suggest that the case study approach is particularly valuable when the researcher has little control over evens. Case studies strives to portray ‘what it like’ to be a particular situation, to catch up reality and ‘thick description’ (Geertz, 1973) of participants’ lives experiences of, thoughts about and feelings for a situation. They involve looking at a case or phenomenon in its real-life context, usually employing many types of data (Robson, 2002). It is important in case studies for events and situations to be allowed to speak for themselves, rather than to be largely interpreted, evaluated or judged by the researcher. In this respect the case study is akin to the television documentary. Case studies can make theoretical statements, but, like other forms of research and human sciences, these must be supported by the evidence presented.

When utilizing a qualitative approach, the task becomes one of determining the qualitative method to be used. Additionally, Stake (2010) used purpose, research design, and methodical data techniques as a way of classifying types of qualitative research. Similarly, Cresswell & Cresswell (2007) spoke of five practices of qualitative research. These five practices consist of biography, phenomenological study, grounded theory study, ethnography, and case study. This researcher chose a phenomenological study for this research project.