Involving preservice secondary mathematics teachers in data analysis
Dados Bibliográficos
| ID | 12214934 |
|---|---|
| Autores | Melvin Wilson (University of Michigan, autor correspondente), Melvin R Wilson |
| Ano | 1995 |
| Volume | 8 |
| Fascículo | 4 |
| Páginas | 345-356 |
| Data de publicação | 1995-10-01 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | International Journal of Qualitative Studies in Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0951-8398 • E-ISSN: 1366-5898 |
| Editora | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/0951839950080403 |
| OpenAlex | W2002947553 |
| Idioma | EN |
| Referências citadas | 8 |
An adaptation of the constant comparative method of qualitative data analysis (Glaser & Strauss, 1967; Strauss, 1987) is illustrated using data from a study of three preservice secondary mathematics teachers. Data were collected using interviews, observations, and written artifacts. Data analysis stages included one in which research participants assisted in the coding process by categorizing statements they had made in previous interviews. This involvement simplified the data analysis process, motivated ongoing analysis during data collection, and helped in identifying accurate and meaningful information about the preservice teachers’ beliefs. Findings illustrate how these benefits were achieved as well as how theory emerged from data during analysis
Coding (social sciences · Data collection · Grounded theory · Mathematics education · Pedagogy · Process (computing · Qualitative analysis · Qualitative property · Qualitative research · Social science · Sociology · Statistics · Computer Science · Diverse Educational Innovations Studies · Mathematics · Psychology · Qualitative Research Methods and Applications · Teacher Education and Leadership Studies
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |