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EDF7479: Qualitative data analysis
Dr. Mirka Koro-Ljungberg
Office phone: (352) 273-4304
Office: 119A Norman Hall
Email: mirka@ufl.edu
Office Hours: Wednesdays 12:30-1:30
Class times: Mondays 10:40-1:40
1. Required texts and materials:
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Daiute, C., & Lightfoot, C. (Eds.). (2004). Narrative analysis: Studying
the development of individuals in society. Thousand Oaks: Sage.
Gee, J. (2005). An introduction to discourse analysis: Theory and method.
London: Routledge.
Moustakas, C. (1994). Phenomenological research methods. Thousand
Oaks: Sage.
Grbich, C. (2007). Qualitative data analysis: An introduction. London:
Sage.
And a selection of additional readings.
2. Course description:
This course is designed to assist you in developing diverse skills in qualitative
data analysis. You will find that maximum benefit will be derived from this course by
having some data already collected or soon to be collected (including appropriate IRB
processes). Ideally these data relate to your dissertation study or your pilot study.
In this advanced research class you will study various qualitative data analysis
techniques and examine ways in which different theories inform and guide the analysis
and interpretation of your data. Specific class times will be allocated for data analysis
exercises. In addition to practical data exercises, discussions groups will serve as a forum
to discuss any problems, facilitators, concerns, and possible conceptual difficulties
related to the studied methods. The course assignments are designed to facilitate
interactions among domain specific literature, theories, your data, analysis techniques,
and writing.
A great deal of reading (re-reading, mis-reading, and co-reading), some of which
include complex methods and unfamiliar techniques, will be required in this course in
order to become acquainted with different approaches to qualitative data analysis. I will
expect you to be open to difference (e.g., different experiences, theories, methods, and
techniques) and diverse opinions at the same time knowing that you may experience
discomfort when your views or prior research experiences might be challenged or
questioned.
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NOTE: The course syllabus might be adjusted based on students’ and instructor’s
emerging needs. I also believe that students carry ultimate responsibility for their learning
and class preparation.
3. Policies and procedures
Absences. You are expected to attend each class and to be on time. Excessive
absences (more than 6 hours of a 3-credit course) will account in the final grade.
Participation. I expect student to come to class prepared and to contribute to class
discussions.
Late work. Late work will not be accepted without prior discussions with the
instructor.
For University’s honesty policy regarding cheating and use of copyrighted
materials see http://www.dso.ufl.edu/judicial/procedures/honestybrochure.php
Students requesting classroom accommodation must first register with the Dean
of Students Office. The Dean of Students Office will provide documentation to
the student who must then provide this documentation to the instructor when
requesting accommodation.
Assignments. All students are required to complete the following written
assignments on time. Final grade will be based on the distribution indicated below:
Attendance, preparation, discussions
10 points
I. Methodological article review and presentation
25 points
II. Methodological reflection journal
25 points
III. Data analysis project
40 points
Grading policy:
100-96% = A
84-79% = B
67-62% = C
I.
95-90% = A78-74% = B61-56% = C-
89-85% = B+
73-68% = C+
55-50% = D+
Methodological article review
Review 5-10 qualitative research articles that utilize your selected data
analysis method or analytical approach. Your reviews should be
comprehensive, well-organized and they could address the following
elements: (emphasis on the analysis methods and your methodological
critique)
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Purpose of the paper and/or research questions
Data analysis method (connections to the field and existing literature) and
description of analysis process
Personal reactions/critique
Lessons learned
Additionally, you and other members of your group will have 30 minutes to
present your insights about the method (e.g., some essential methodological,
conceptual, and/or practical aspects of your method) to the class. Your group
also needs to prepare hands-on classroom activity related to an aspect of your
method or analysis approach. This presentation and accompanying activity
must be prepared by all group members. Please consult the instructor about
the content and activities.
Due: varies according to the selected method
Note: The review assignment is peer reviewed.
II.
Methodological reflection journal
Note how the classroom discussions/readings/exercises/experiences relate to
your own experiences with data analysis. The journal is NOT so much a
reading journal as a probing of how this course and the course content relates
to your struggles and successes to learn different aspects of qualitative data
analysis. Show what you have learned this semester and how your thinking
has changed!
Due: April 12th
III.
Analysis project
Negotiate an individual learning contract with me that reflect your personal
goals/objectives related to one type of qualitative data analysis approach.
Your analysis project will be partially evaluated based on your stated
goals/objectives.
Level 1 learning goals: Integrated or modified application of analytical tasks
Level 2 learning goals: Direct application of complex and multilayered
analytical task (e.g., grounded theory, discourse analysis, phenomenological
analysis)
Level 3 learning goals: Direct application of single analytical task or data
analysis approach (e.g., thematic analysis, domain analysis)
Create a research question and purpose statement. Conduct in-depth and
thorough data analysis of your data. Keep detailed memos during the analysis
process. Write a report (5-10 pages, double paged, excluding APA references,
[cite appropriately throughout your report]) describing your analysis process
in detail and your main findings. This analysis report could include:
- brief literature review about used method
- description of analysis process and illustrative examples of different stages
of the process
- findings and data story (data representation)
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critical discussion about limitations of the analysis and findings
your reflections on lessons learned and how these processes enabled you
to meet your learning goals (or not)
Individual learning contracts due: February 1st
Analysis project due: April 23rd by 4pm
Assessment criteria:
Written assignments should show:
 Understanding and use of the relevant literature
 Critical and reflective engagement with the ideas presented
Course outline
Jan. 11th
Introduction, data summaries, and inductive analysis
 Morse, J., & Richards, L. (2002). Readme first for a user's guide to qualitative
methods. (pp. 111-128)Thousand Oaks: Sage.
Jan. 18th No class
Jan. 25th
Narrative analysis
 Sands, R. (2004). Narrative analysis: A feminist approach. In D. Padgett (Ed.),
The qualitative research experience (pp. 48-75). Belmont, CA: Thomson
Brooks/Cole.
 Dauite & Lightfoot (Chapters 1.3. (linguistic approach), 2.1. (sequencing,
episodes), 2.2. (genres), 2.3. (identities), 3.1. (counter narratives), 3.2. (video
applications). Choose 2 chapters.
Feb. 1st
Grounded theory
 Grbich (Chapter 5)
 Charmaz, K. (2006). Constructing grounded theory. (pp. 42-151) London:
Sage.
Individual learning contracts due.
Feb. 8th
Conversation analysis
 Grbich (Chapter 10)
 Ten Have, P. (1999). Doing conversation analysis. (pp.75-98). London: Sage.
Feb. 15th
Conversation analysis
 Ten Have, P. (1999). Doing conversation analysis. (pp.101-157). London:
Sage.
 Roulston, K. (2001). Data analysis and ‘theorizing as ideology’. Qualitative
Research, 1(3), 279-302.
Feb. 22nd
Support group
March 1st
Discourse analysis
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Gee, J. (2005). An introduction to discourse analysis. London: Routledge.
(Chapters 1-6)
March 8th
No class – Spring Break
March. 15th
Discourse analysis
 Gee, J. (2005). An introduction to discourse analysis. London: Routledge.
(Chapters 7-11)
 Mishler, E. (2003). Representing discourse: The rhetoric of transcription. In
Y. Lincoln & N. Denzin (Eds.) Turning points in qualitative research (pp.
297-326). Walnut Creek: Altamira Press.
Article reviews due.
March 22nd
Phenomenological analysis
 Grbich (Chapter 6)
 Moustakas: Chapters 2-5
March 29th
Phenomenological analysis
 Moustakas: Chapters 6-9
 Lee, I. & Koro-Ljungberg, M. (2007) A phenomenological study of Korean
students’ acculturation in middle schools in the USA. Journal of Research in
International Education, 6(1), 95-117.
April 5th
Foucauldian methods
 Harwood, V. & Rasmussen, M. (2007). Scrutinizing sexuality and
psychopathology: A Foucauldian inspired strategy for qualitative data
analysis. International Journal of Qualitative Studies in Education, 20(1), 3150.
 Foucault, M. (1995). Discipline & punish: The birth of the prison. (2nd Ed.)
(pp.170-228). New York: Vintage Books. (Original work published 1978).
OR
 Scheurich, J., & McKenzie, K. (2005). Foucault's methodologies. In N.
Denzin & Y. Lincoln (Eds.), The Sage handbook of qualitative research (3
ed., pp. 841-868). Thousand Oaks: Sage.
April 12th
Rhizoanalysis
 Deleuze, G., & Guattari, F. (1987). A Thousand plateaus: Capitalism and
schizophrenia. (Brian Massumi, Trans.). Minneapolis, Minnesota: University
of Minnesota Press. (Original work published 1980)
 Alverman, D. (2000). Researching libraries, literacies, and lives: A
rhizoanalysis. In E. St. Pierre & W. Pillow (Eds.) Working the ruins: Feminist
poststructural theory and methods in education. (pp. 114-129) New York:
Routledge.
Reflection journals due.
April 19th
Visual methods and wrapping up
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Grbich (Chapter 12)
Collier, M. (2001). Approaches to analysis in visual anthropology. In T.
vanLeeuwen & C. Jewitt (Eds.) Handbook of visual analysis. (pp.35-60).
London: Sage.
vanLeeuwen, T. (2001). Semiotics and iconography. In T. vanLeeuwen & C.
Jewitt (Eds.) Handbook of visual analysis. (pp.92-118). London: Sage.
Jewitt, C. & Oyama, R. (2001). Visual meaning: A social semiotic approach.
In T. vanLeeuwen & C. Jewitt (Eds.) Handbook of visual analysis. (pp.134156). London: Sage.
Analysis projects due April 23rd by 4pm.