Are you struggling to get to grips with qualitative data analysis? Do you need help getting started using ATLAS.ti? Do you find software manuals difficult to relate to? Written by a leading expert on ATLAS.ti, this book will guide you step-by-step through using the software to support your research project. In this updated second edition, you will find clear, practical advice on preparing your data, setting up a new project in ATLAS.ti, developing a coding system, asking questions, finding answers and preparing your results. The new edition features: methodological as well as technical advice numerous practical exercises and examples screenshots showing you each stage of analysis in version 7 of ATLAS.ti increased coverage of transcription new sections on analysing video and multimedia data a companion website with online tutorials and data sets. Susanne Friese teaches qualitative methods at the University of Hanover and at various PhD schools, provides training and consultancy for ATLAS.ti at the intersection between developers and users. Available with Perusall—an eBook that makes it easier to prepare for class Perusall is an award-winning eBook platform featuring social annotation tools that allow students and instructors to collaboratively mark up and discuss their SAGE textbook. Backed by research and supported by technological innovations developed at Harvard University, this process of learning through collaborative annotation keeps your students engaged and makes teaching easier and more effective. Learn more.
CAQDAS standsfor ComputerAided Qualitative Data Analysis Software.Itis a
somewhat lengthyacronym ascompared to 'QDA software', which canalsobe
found inthe literature.The latter stands for Qualitative Data Analysis software and
theapparent similarity may be responsible for some of the misunderstandings
andmisperceptions related to CAQDAS. 1 ATLAS.ti –likeanyother
CAQDASprogram –does not actuallyanalyze data;it is simply atool for
supportingthe process of qualitative ...
CengageNOW is an easy-to-use online resource that helps you study in less time to get the grade you want. This integrated system helps you efficiently manage and complete homework assignments from the text. Take pre-tests to determine the areas that require more practice and direct you to review tutorials, demonstration exercises, videos, eBook content, and fun accounting games to help learn the material, and get feedback on post-tests that check your comprehension afterward. This printed access card allows access to CengageNOW.
CengageNOW is an easy-to-use online resource that helps you study in less time to get the grade you want. This integrated system helps you efficiently manage and complete homework assignments from the text.
FIGURE 21-2 ENGLISH COMPOSITION 101 CLASS WORKSHEET GROUP
ASSIGNMENT: Brainstorm assigned topics, identify, synonyms for each concept,
and list them in the appropriate columns. Complete the diagram on the attached
transparency film as shown below. Construct search strategies for use on the
computer systems by connecting words within the columns with the OR operator.
Connect words or groups of words from other columns with the AND operator.
Undergraduate nursing students at a Midwestern community college struggled to understand and retain content presented in long lecture format courses. The Population, Intervention, Comparison, and Outcomes (PICO) for the program are as follows: P—Nursing students at a Midwestern community college in terms 1, 2, 4, and 5 of the LPN and ADN program; I—Use of guided practice as an active learning teaching strategy in the lab setting to enhance nursing student self-directed learning readiness in terms 1 and 4; C— Nursing students in term 2 and term 5 at a Midwestern community college who did not have a lab course that used guided practice; O— Increased student results on a self-directed learning readiness post-test questionnaire compared to the pre-test results. The PICO question was: "In Midwestern community college nursing students enrolled in current lab courses, does using guided practice as an active learning strategy during lab, develop better self-directed learning skills?
In order to analyse the interaction of metacognitive knowledge, task-specific
awareness and self-monitoring, the two scores of the metacognitive knowledge
were combined to produce a single composite score based on equal emphasis of
the metacognitive knowledge of task and strategies. The partial correlation
coefficient, computed between self-monitoring and understanding while
controlling metacognitive knowledge and task-specific awareness, was
statistically significant (r= ...
Current Cognitive theories and their Educational Promise
This unique contribution to the field of education offers a comparative look at the application of cognitive theory to instruction. Six leading researchers, representing the three theoretical positions which guide the study of cognition -- socio- cultural, information processing, and neo-Piagetian approaches -- discuss their theories and present empirical evidence in support of cognitively-based instructional practice. An introductory chapter describes the basic tenets of each tradition and its general educational posture, and a concluding chapter compares the contributors' views and draws implications for key educational issues. These open-ended discussions of the contrasts and overlaps in the various positions should stimulate readers to formulate personal opinions on cognitively-based instruction.
She suggests that the parallel strategies used by proficient readers and writers
yields a connection between the two domains of knowledge and identifies three
views of the interface. The first view holds that ... Proponents of this position
highlight the metacognitive connections between reading and writing, such as
the mindful deployment of resources including matching “procedure" to “pur—
pose” as well as monitoring the product to evaluate meaningfulness. The third,
and least ...
The class will judge your conversation by the following standards: 1. Did the conversation show observation? 2. Did the conversation show imagination? 3.
Were the details about persons true? 4. Was the story fynd? Speaking Correctly
When speaking familiarly to friends, you often become careless in speech. Your
friends may overlook the carelessness, but habits of incorrect speech may be
built in this way. For this reason you must watch your daily conversation. In the conversations ...
