Qualitative Research from Start to Finish: A Book Review

I reviewed Yin\u27s (2011) recent publication entitled Qualitative Research from Start to Finish, with a particular eye to the benefits for the seasoned researcher, as well as significant aspects that are appropriate for the beginning and intermediate graduate student. A unique element of the book is the inclusion of a discussion of worldviews at the end of the book. Additionally, the adaptive focus of the book might be helpful for both novice and seasoned researchers

Using Computer-assisted Qualitative Data Analysis Software (CAQDAS) to Re-examine Traditionally Analyzed Data: Expanding our Understanding of the Data and of Ourselves as Scholars

As diverse members of a college of education evaluation committee one of our charges is to support faculty as we document and improve our teaching. Our committee asked faculty to respond to three qualitative questions, documenting ways in which interdepartmental and cross-department conversations are used to promote reflective thinking about our practice. Three of us investigated the use of CAQDAS to provide an additional level of analysis and how we learned more about ourselves as scholars through this collaboration. Our findings include recommendations regarding the use of CAQDAS to support collaborative efforts by diverse scholars

A Community Arts Advocacy Group and Its Educational *Policies, Actions and Activities: A Case Study

233 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2004.The direct significance to arts educators is in how groups like ACI can create connections within a community between (a) arts groups; (b) arts groups and schools; and, (c) between the community, arts groups and the schools. ACI also showed an ability to secure unique sources of funding for arts educators and for artists/arts groups.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD

Using Collaborative Autoethnography (CAE) to Reflect On and Examine Doctoral Mentoring

Collaborative autoethnography (CAE) “focuses on self-interrogation, but does so collectively and cooperatively within a team of researchers” (Chang et al., 2013, p. 21). CAE allows multiple authors to participate in collective and cross-analytic questioning, in order to both encourage multi-vocality in reflection and collaborative process in self-analysis. Through this process we were able to each examine our practice of “teaching through feedback,” explore our relationships with our students, and find the nuances of relationship dissatisfaction. We then brought those examples to the group. We shared our thoughts and reflections on these examples. In each group session, as we listened to each other share our cases, we questioned and empathized with similar situations and feelings. We also expressed where our experiences differed, or suggested alternative reflections on the meaning of the experience. All of us are dissertation chairs who mentor doctoral students who use a variety of research designs and methods in their dissertations. Often we, as chairs, have more expertise with certain methodologies than with others. In this presentation, we chose to explore the use of a new methodology—CAE—to achieve two purposes. First, we discuss how we used the method to reflect on and understand our mentoring with respect to relationship deterioration; and, second, we set out to learn some of the important nuances of the method in order to mentor students who might want to explore and implement CAE. We provide implications for those who teach research methods in doctoral programs