Description
Mills (2014) shares in Chapter 6, “the interpretation of qualitative
data is the researcher’s attempt to find meaning, to answer the ‘So
what?’ in terms of the implications of the study’s findings” (p. 133).
He adds that data analysis and interpretation is “. . . a process of
digesting the contents of your qualitative data and finding related
threads in it” (133).
Analyze the middle school scenario, Flipped Math Class.
Explain your process for coding and categorizing the qualitative data.
What patterns and/or themes did you discover? Answer the “So What” for
your team of teacher-researchers based on your findings. What steps
does your team need to take to address these issues before implementing
the innovation of a flipped classroom?
Pages 138-139 in Action Research: A Guide for the Teacher Researcher provide an example of coding from a transcript.
Explanation & Answer
Attached.
Running head: FUNDAMENTALS OF EDUCATIONAL RESEARCH
Fundamentals of Educational Research
Institution Affiliation
Date
1
FUNDAMENTALS OF EDUCATIONAL RESEARCH
2
Process of coding
In an effort to categorize the qualitative information, it is important to make sure that there
is clear guidelines that can be followed in the process of categorizing the information. Based on
the different levels that the researcher feels should be applied, it is possible to make sure that the
people that are involved are able to make their own decisions. The first stage is to make sure that
one is able to sort the information. This helps determine which information will be going under
the different categories that one may have selected. This helps make sure that information is ready
for coding.
Synthesizing is the second process and this calls for the joining of information that is
related and putting it toget...
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