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Nova Southeastern University

3301 College Avenue, Fort Lauderdale Fl, 33314

TQR@nova.edu

Biography

Johnny Saldaña is an Emeritus Professor from the School of Film, Dance and Theatre at Arizona State University where he taught from 1981 to 2014. He is the author of "Drama of Color: Improvisation with Multiethnic Folklore" (Heinemann, 1995), "Longitudinal Qualitative Research: Analyzing Change Through Time" (AltaMira Press, 2003), "Ethnodrama: An Anthology of Reality Theatre" (AltaMira Press, 2005), "Fundamentals of Qualitative Research" (Oxford University Press, 2011), "Ethnotheatre: Research from Page to Stage" (Left Coast Press, 2011), "The Coding Manual for Qualitative Researchers," Third Edition (Sage Publications, 2016), "Thinking Qualitatively: Methods of Mind" (Sage Publications, 2015), co-author with Matt Omasta for "Qualitative Research: Analyzing Life" (Sage Publications, 2018), and co-author with the late Matthew B. Miles and A. Michael Huberman for "Qualitative Data Analysis: A Methods Sourcebook," Fourth Edition (Sage Publications, 2020). His most recent work is "Writing Qualitatively: The Selected Works of Johnny Saldaña" (Routledge, 2018). He has received book and research awards from the National Communication Association, the American Educational Research Association, and the American Alliance for Theatre & Education. His research methods works have been cited/referenced in more than 10,000 studies conducted in more than 130 countries.

Pre-Conference Workshop Presentation

An Introduction to Qualitative Data Analysis:

A Three-Hour Workshop

Abstract

 

Johnny Saldaña, Professor Emeritus from Arizona State University-Tempe, facilitates a participatory workshop on “An Introduction to Qualitative Data Analysis.” The purpose of the workshop is to survey how narrative data can be inductively analyzed through different methods from the canon of qualitative inquiry heuristics.

 

Three approaches to the analysis of interview and survey data will be demonstrated, and participants will explore each of these methods with authentic data sets. The first is coding and categorizing the story of a man with depression and anxiety. The second is thematic analysis of a teacher’s narrative about her relationship with students. And the third is the development of assertions about a woman recounting her troubled adolescence. Additional workshop topics include constructing diagrams and matrices, analytic memos, and analytic writing.

 

The workshop content and participatory exercises are designed to provide participants with a sampling of analytic approaches to non-numeric data. These approaches can be utilized with written and oral empirical materials for research, practice, and professional development. The workshop is targeted to graduate students and novices to qualitative research.

 

Workshop Outline

 

I. Terms and Definitions

A. qualitative research

B. analysis

C. learning activity: “Three for All!”

D. data / datum

E. code

F. pattern

G. category / theme / assertion

H. heuristics

1. inductive

2. substructive

3. retroductive

4. abductive

5. deductive

 

II. Coding and Categorizing

A. learning activity: “Categorizing the Codes”

B. codes

1. examples

2. filters

3. goals

4. frequency

C. in vivo coding

1. example

2. arrays (alphabetizing, outlining, etc.)

3. learning activity: analysis of data sample: “Sam” (anxiety and depression)

4. participants’ analysis and discussion

5. facilitator’s analysis

 

III. Analytic Memos

A. definitions

B. memo topics

C. examples

D. diagrams

E. learning activity: analysis of data sample: “Sam” (anxiety and depression)

F. participants’ analysis and discussion

G. facilitator’s analysis

H. arts-based approach

 

IV. Themeing the Data

A. example

B. arrays (categorizing, outlining, theoretical constructs)

C. concepts

D. learning activity: analysis of data sample: “Mary” (teacher-student relationships)

E. participants’ analysis and discussion

F. facilitator’s analysis

 

V. Assertion Development

A. examples

B. inference making

C. assertions, subassertions, key assertion

D. vignettes

E. learning activity: analysis of data sample: “Karen” (troubled adolescence)

F. participants’ analysis and discussion

G. facilitator’s analysis

 

VI. Visual Representations of Analysis

A. diagrams

B. matrices

C. analytic abstracts

 

VII. Conclusion

A. the qualitative analyst’s journey and calling

B. questions and answers

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