Using software in qualitative research :a step-by-step guide / (Record no. 2975)
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| 000 -LEADER | |
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| fixed length control field | 09634cam a2200241 a 4500 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 0761949224 (hbk.) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9780761949220 (hbk.) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 0761949232 (pbk.) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9780761949237 (pbk.) |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | UKM |
| 082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 005.3 |
| Item number | LEW/U |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Lewins, Ann. |
| 245 10 - TITLE STATEMENT | |
| Title | Using software in qualitative research :a step-by-step guide / |
| Statement of responsibility, etc. | Ann Lewins and Christina Silver. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication, distribution, etc. | Los Angeles ; |
| -- | London : |
| Name of publisher, distributor, etc. | SAGE, |
| Date of publication, distribution, etc. | 2007. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xi, 288 p. : |
| Other physical details | ill. ; |
| Dimensions | 24 cm. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE | |
| Bibliography, etc | Includes bibliographical references (p. [281]-283) and index. |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Processes and Tasks in Using Qualitative Software<br/>Types of software supporting work with qualitative data<br/>What types of software do we categorize as CAQDAS?<br/>Which is the 'best' CAQDAS package?<br/>Basic functionality and aspects of work in CAQDAS: key similarities<br/>Structure of work in CAQDAS packages<br/>Data types and format<br/>'Closeness to data' and interactivity<br/>Exploring data<br/>Code and retrieve functionality<br/>Coding schema<br/>Data organization<br/>Searching and interrogating the database<br/>Writing tools<br/>Output<br/>Making software work for your project<br/>Starting points<br/>Familiarization . ,<br/>What the software project represents<br/>CAQDAS packages as project management tools<br/>The right tools for the job<br/>Flexibility in the sequencing of tasks<br/>The bits in between<br/>Teamwork<br/>2 Data and Their Preparation for CAQDAS Packages<br/>Types of qualitative data<br/>Incorporating different types of data into the software project<br/>Incorporating different types of data into the Young People's<br/>Perceptions Project<br/>Textual data preparation considerations<br/>General guidelines for transcribing data<br/>Transcription formats<br/>Using rich text features to indicate important aspects of the data<br/>Formatting structured data<br/>Recognizable units of context: sentences, paragraphs and sections<br/>Speaker and topic identifiers<br/>What to avoid when transcribing identifiers<br/>Naming and saving data files<br/>Software-specific textual data preparations<br/>Preparing textual data for ATLAS.ti5<br/>Preparing textual data for MAXqda2<br/>Preparing textual data for NVivo?<br/>Summary: data preparation issues<br/>Comparative comments on data and their preparation for CAQDAS packages<br/>3 Getting Started in Quaiitative Software: Practical Tasks<br/>Generic tasks: what can be done before primary data are ready?<br/>Task 3.1 creating and naming the project, data files and reports<br/>Task 3.2 familiarize yourself with the software<br/>Task 3.3 memoing<br/>Task 3.4 code creation<br/>Task 3.5 experimenting with importing/assigning data<br/>Task 3.6 experiment with data<br/>Task 3.7 experiment with mapping tools<br/>Task 3.8 use or throw away<br/>Software-specific variations: getting started with software<br/>Exercises in ATLAS.li5<br/>Exercises in MAXqda2<br/>Exercises in NVivo?<br/>Summary: reviewing the process of familiarization<br/>Comparative comments on getting started with the software<br/>4 Exploration and Text-Level Work<br/>Early exploration of text<br/>Technological developments and methodological debates<br/>Annotation tools: their universal utility<br/>Note taking for continuity, neutrality, reflexivity and openness<br/>Text search tools: their universal utility<br/>The place of content-based searching tools<br/>Hyperlinking<br/>Generic tasks: exploring data and working at the text level in software<br/>Thsk 4.1 Using cosmetic text marking and functional text marking<br/>Task 4.2 Annotating text<br/>Thsk 4.3 Frequency counts, text searching for words or phrases<br/>Task 4.4 Hyperlinking between points in the text<br/>Software-specific variations: exploring data and working at the text level<br/>Exercises in ATLAS.tiS<br/>Exercises in MAXqda2<br/>Exercises in N>^vo7<br/>Summary: early exploration of data<br/>Comparative comments on exploring data<br/>5 Qualitative Coding in Software: Principles and Processes<br/>What is qualitative coding?<br/>How coding works in qualitative software<br/>Approaches to coding<br/>Generating and using codes<br/>Inductive approaches to coding<br/>Deductive approaches to coding<br/>Combining approaches: the practice of coding using software<br/>Summary: using software to support your approach to coding<br/>6 Coding Schemes, Coding Frames<br/>Breaking down the data, putting them back together<br/>Structures of coding schemes in software<br/>Hierarchical systems<br/>The functioning of hierarchies in software<br/>Non-hierarchical systems<br/>What arc the benefits and disadvantages of different structures?<br/>Factors which influence approaches to the development of coding schemes<br/>Is 'coding scheme' the same as 'theoretical framework*?<br/>Drilling down, or building up?<br/>Seeing beyond the coding scheme: grouping and combining codes<br/>Coding scheme predicaments<br/>Working top-down, feeling stuck between tramlines?<br/>The 'large* coding scheme: moving on, refining?<br/>Coding scheme structures in CAQDAS packages: project examples<br/>Speller (2000): 'The relocation of Arkwright*<br/>Rich et al. (2006): *Video intervention/prevention assessment (VIA)'<br/>Taggart et al. (2004): 'Curriculum progression in the arts*<br/>Silver (2002): 'Young People's Perceptions Project'<br/>Lewins (2000): 'Older people's needs assessment exercise: focus groups'<br/>Gulati (2006): 'Understanding knowledge construction in online courses'<br/>Summary: making the most of a coding scheme<br/>Comparative comments on coding schemata in CAQDAS packages<br/>7 Coding Tasks in Software<br/>Generic tasks: generating and applying codes<br/>Task 7.1 Generating codes<br/>Task 7.2 Applying existing codes to text<br/>Task 7.3 Defining and listing codes<br/>Task 7.4 Changing your mind about how data are coded<br/>Task 7.S Reorganizing the coding schema<br/>Integrating the different aspects of your work<br/>Software-specific variations: coding processes in software<br/>Exercises in ATLAS.tiS<br/>Exercises in MAXqda2<br/>Exercises in NVivo7<br/>Summary: getting started with coding in software<br/>Comparative comments on coding functionality and processes<br/>8 Basic Retrieval of Coded Data<br/>Purposes and values of basic retrieval<br/>Where did I get to last time?<br/>Reflexivity and rigour<br/>Generic tasks: retrieving coded data<br/>Task 8.1 Retrieve all data coded so far<br/>Task 8.2 View all codes appearing in one document<br/>Task 8.3 Recode data<br/>Task 8.4 Overview current coding status<br/>Software-specific variations: data retrieval<br/>Exercises in ATLAS.tiS<br/>Exercises in MAXqda2<br/>Exercises in NVivo7<br/>Summary: basic ways to retrieve coded data<br/>Comparative comments on retrieval functionality and processes<br/>9 Managing Processes and Interpretations by Writing<br/>Hie importance of writing in conducting qualitative data analysis<br/>Writing as a continuous analytic process<br/>Forms and purposes of writing<br/>Field notes<br/>Research journal(s)<br/>Analytic or theoretical memos<br/>The potential value of software writing tools<br/>Generic tasks for using memos<br/>Managing your memo system<br/>Creating memos<br/>Free-standing centralized memos<br/>Naming and dating memos<br/>Grouping memos<br/>Structuring memos<br/>Integrating your writing with the rest of your project<br/>Linking memos to documents<br/>Linking memos to codes<br/>Coding your own writing<br/>Search the content of a memo<br/>Outputting memos<br/>Software-specific memo functionality<br/>Memos in ATLAS.ti5<br/>Memos in MAXqda2<br/>Memos in NVivo?<br/>Summary: flexible writing in software<br/>Comparative comments on memo functionality<br/>10 Mapping Ideas and Linking Concepts<br/>Theoretical models<br/>Adaptive theory and the modelling process<br/>Grounded theory and the mapping process<br/>Mapping tools: relevant traditions<br/>Mapping software packages<br/>Mapping in CAQDAS packages: general purposes<br/>Limits of CAQDAS mapping tools<br/>Possibilities with CAQDAS mapping tools<br/>Cautions<br/>Generic tasks: mapping and linking<br/>Software-specific mapping tools<br/>The networking tool in ATLAS.ti5<br/>The mapping tool in MAXqda2<br/>The modeller in NVivo?<br/>Summary: mapping functionality<br/>Comparative comments on mapping functionality<br/>11 Organizing Data to Known Characteristics<br/>The importance of organizing qualitative data<br/>Features in data which can be organized<br/>Organizing qualitative data in CAQDAS packages<br/>Document families' and ^attributes*<br/>Differentiating between organizational features and ^conceptual* codes<br/>Working incrementally<br/>Organizing whole data files<br/>Organizing parts of data files<br/>Organizing case studies<br/>Software-specific variations: data organization<br/>Exercises in ATLAS.tiS<br/>Exercises in MAXqda2<br/>Exercises in NVivo7<br/>Summary: data organization functionality<br/>Comparative comments on data organization<br/>12 Interrogating the Dataset<br/>Moving on<br/>Different ways to interrogate the database<br/>Filtering and simple forms of retrieval<br/>Searching for content<br/>Code searches as iterative, incremental and repeatable<br/>Qualitative cross-tabulations in the form of tables and matrices<br/>Interrogating in maps<br/>Changing techniques of qualitative data analysis<br/>Cautions<br/>Generic tasks: searching<br/>Searching for content<br/>Code searching<br/>Generating tabular data<br/>Creating signposts from searches<br/>Software-specific searching functions<br/>Searching and interrogation tools in ATLA3-ti5<br/>Searching and interrogation tools in MAXqda2<br/>Searching and interrogation tools in NVivo7<br/>Summary: reviewing searching and interrogation functionality<br/>Comparative comments on searching and interrogating the dataset<br/>13 Convergence, Closeness, Choice<br/>Planning for the use of software<br/>Convergence of tasks and tools: software as a container for your work<br/>Closeness to data: inside software and outside it<br/>Working within your comfort zone: focused effective use of software |
| 650 #0 - SUBJECT | |
| Keyword | Qualitative Research |
| General subdivision | Computer programs. |
| 650 17 - SUBJECT | |
| Keyword | Kwalitatieve Methoden. |
| 650 17 - SUBJECT | |
| Keyword | Sociaal-wetenschappelijk onderzoek. |
| 650 17 - SUBJECT | |
| Keyword | Software. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | General Books |
| Withdrawn status | Lost status | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Full call number | Accession number | Date last seen | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Central Library, Sikkim University | Central Library, Sikkim University | General Book Section | 16/06/2016 | 005.3 | P19937 | 16/06/2016 | General Books |