Advertisement

Coding with Storyline Approach: Recommendations to Cope with Challenges of Qualitative Data Analysis

  • Kwok Kuen TsangEmail author
Chapter

Abstract

Coding is the essential step for data analysis in qualitative research. It is a process of narrowing qualitative data into a few themes or categories in order to efficiently make sense of the data and find the patterns (Creswell in Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson, Boston, 2012). However, Auerbach and Silverstein (Qualitative data: an introduction to coding and analysis. New York University Press, New York 2003) obverse that it is not easy for novice qualitative researchers to comprehend this process. My experience supports their observation.

References

  1. Apple, Michael W. (1982). Education and power. Boston: Routledge & Kegan Paul.Google Scholar
  2. Auerbach, Carl F., & Silverstein, Louise B. (2003). Qualitative data: An introduction to coding and analysis. New York: New York University Press.Google Scholar
  3. Birks, Melanie, & Mills, Jane. (2015). Grounded theory: A practical guide (2nd ed.). Los Angeles: Sage.Google Scholar
  4. Blase, Joseph J. (2005). The micropolitics of educational change. In A. Hargreaves (Ed.), Extending educational change: International handbook of educational change (pp. 264–277). Netherlands: Springer.CrossRefGoogle Scholar
  5. Bogdan, Robert C., & Biklen, Sari Knopp. (2007). Qualitative research for education: An introduction to theories and methods (5th ed.). Boston: Pearson.Google Scholar
  6. Boyatzis, Richard E. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand Oaks: Sage.Google Scholar
  7. Brooks, Jeffrey S., Hughes, Roxanne M., & Brooks, Melanie C. (2008). Fear and trembling in the American high school: Educational reform and teacher alienation. Educational Policy, 22(1), 45–62.CrossRefGoogle Scholar
  8. Chan, David W. (2011). Teacher burnout revisited: Introducing positive intervention approaches based on gratitude and forgiveness. Educational Research Journal, 25(2), 165–186.Google Scholar
  9. Corbin, Juliet, & Strauss, Anselm L. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Los Angeles: Sage Publications.CrossRefGoogle Scholar
  10. Creswell, John W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd ed.). Thousand Oaks: Sage Publications.Google Scholar
  11. Creswell, John W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson.Google Scholar
  12. Crocco, Margaret S., & Costigan, Arthur T. (2007). The narrowing of curriculum and pedagogy in the age of accountability: Urban educators speak out. Urban Education, 42(6), 512–535.  https://doi.org/10.1177/0042085907304964.CrossRefGoogle Scholar
  13. Day, Christopher, & Qing, Gu. (2009). Teacher emotions: Well being and effectiveness. In P. A. Schutz & M. Zembylas (Eds.), Advances in teacher emotion research: The impact on teachers’ lives (pp. 15–31). New York: Springer.CrossRefGoogle Scholar
  14. Esterberg, Kristin G. (2002). Qualitative methods in social research. Boston: McGraw-Hill.Google Scholar
  15. Fereday, Jennifer, & Muir-Cochrane, Eimear. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 5(1), 80–92.CrossRefGoogle Scholar
  16. Gläser, Jochen, & Laudel, Grit. (2013). Life with and without coding: Two methods for early-stage data analysis in qualitative research aiming at causal explanations. Forum: Qualitative social research, 14(2), Article 5. http://www.qualitative-research.net/index.php/fqs/article/view/1886.
  17. Glaser, Barney G., & Strauss, Anselm L. (1967). The discovery of grounded theory: Strategies for qualitative research. New York: Aldine De Gruyter.Google Scholar
  18. Hargreaves, Andy. (2005). Educational change takes ages: Life, career and generational factors in teachers’ emotional responses to educational change. Teaching and Teacher Education, 21(8), 967–983.  https://doi.org/10.1016/j.tate.2005.06.007.CrossRefGoogle Scholar
  19. Hutchinson, Sally A. (1988). Education and grounded theory. In R. R. Sherman & R. B. Webb (Eds.), Qualitative research in education: Focus and methods (pp. 123–139). London: Falmer Press.Google Scholar
  20. Isenbarger, Lynn, & Zembylas, Michalinos. (2006). The emotional labour of caring in teaching. Teaching and Teacher Education, 22(1), 120–134.  https://doi.org/10.1016/j.tate.2005.07.002.CrossRefGoogle Scholar
  21. Kawulich, Barbara B. (2004). Data analysis techniques in qualitative research. Journal of Research in Education, 14(1), 96–113.Google Scholar
  22. Kelchtermans, Geert. (2011). Vulnerability in teaching: The moral and political roots of a structural condition. In C. Day & J. C. K. Lee (Eds.), New understanding of teacher’s work: Emotions and educational change (pp. 65–82). New York: Springer.CrossRefGoogle Scholar
  23. Kesson, Kathleen. (2003). Alienated labor and the quality of teachers’ lives: How teachers in low-performing schools experience their work. U.S.: Education Researches Information Center.Google Scholar
  24. Lam, Bick Kar. (2011). Why do they want to become teachers? A study on prospective teachers’ motivation to teach in Hong Kong. The Asia-Pacific Education Researcher, 21(2), 307–314.Google Scholar
  25. Locke, Edwin A. (1976). The nature and causes of job satisfaction. In M. D. Dunnette (Ed.), Handbook of industrial and organizational psychology (pp. 1297–1349). Chicago: Rand McNally College Publishing Company.Google Scholar
  26. Saldaña, Johnny. (2009). The coding manual for qualitative researchers. Los Angeles: Sage.Google Scholar
  27. Swain, Dan. (2012). Alienation: An introduction to Marx’s theory. Lodon: Bookmarks Publications.Google Scholar
  28. Taylor, Steven J., & Bogdan, Robert. (1998). Introduction to qualitative research methods: A guidebook and resource (3rd ed.). New York: John Wiley & Sons.Google Scholar
  29. Tsang, K. K. (2012). Teachers’ emotional experiences at work in Hong Kong: Primarily Findings. Paper presented in the Postgraduate Research Conference 2011–2012 (Hong Kong).Google Scholar
  30. Turner, Jonathan H. (2007). Human emotions: A sociological theory. London: Routledge.CrossRefGoogle Scholar
  31. Wang, Dan. (2008). Alienated labor: The everyday work of rural teachers. Rural China Review, 3, 132–143. [In Chinese].Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.College of Educational Administration, Faculty of EducationBeijing Normal UniversityBeijingChina

Personalised recommendations