Table 1 Coding Mapping (To be read
from top to bottom)
___________________________________________________________
Initial Codes
Estimating books read Questioning
answers
Repeating words (a lot and well) Agreeing
with responses
Understanding Enjoying reading
Thinking Learning
from reading
Bragging/ High Confidence Dislikes reading
Mumbling answers Body language
Complimenting students Hiding behind clothes
Explaining reasons Picture
books
Connecting to real life Emotions
displayed
Broad
answers Interrupting
Speaking Honesty
___________________________________________________________
Secondary Codes (Focused
Codes)
Silent
Answer (SA) Short
Books (RR)
Short
Response (SA) High
Self-Confidence (SC)
Repeating
Words (SA) Low Self-Confidence (SC)
Academic
Reading (RR) Strong
Emotions (SE)
Recreational
Reading (RR) Dislikes Reading Books (SE)
___________________________________________________________
Final Codes (Data
Categories)
Self-Confidence
(SC) Low
Communication (SA)
Honest Opinion (SE) Reading Purpose (RR)
Honest Opinion (SE) Reading Purpose (RR)
Rossman and
Rallis (2003) stated, “Data analysis is a similar process of sorting,
categorizing, grouping, and regrouping the data into piles or chunks that are
meaningful” (p.271). This is the process that I used in order to develop themes
that I was seeing throughout the transcribed reading attitude interviews that I
completed with three of my students. Below are two of the themes described that
emerged within the interviews.
Self-Confidence
(SC)
I selected
the term self-confidence to describe the way the students felt about their own
reading abilities in the classroom. Elements that I coded in the reading
interviews with self-confidence were statements with low self-confidence and
high self-confidence. All three students that were interviewed displayed their
honest opinion about their own self-confidence. Without using names, students
mentioned the following statements:
High-Self Confidence:
(made eye contact most of the time)
“Well it’s fun and it teaches other
people how to read”
“It’s easy because I’m a really good
reader”
“I love to read out loud”
“easy”
Low-Self Confidence:
(little to no eye contact)
“How would you feel…shy”
“Because when I try to speak in front of
people I don’t say it loud”
“How do you feel when you read out
loud…sad”
“Because I don’t want nobody to hear me”
Low
Communication (SA)
During
student interviews, students expressed low communication. Low communication
included silent answers, short responses, and repeated words. Body language was
documented during the interview and coded as silent answers when the student
didn’t speak but showed a response through body language. Short responses were
noted when the student responded to a question with a one or two word response.
Repeating words were noted when the student responded with the same words
numerous times. Students responded with the following responses:
Silent answers:
(Nods head yes)
(Shrugs shoulders)
(Shakes head no)
(Deep in thought)
(Hands on face)
(Pulls jacket over face)
Short responses:
“Yeah”
“Fix it”
“3”
“Over there”
“Yes”
“Everywhere”
Repeated words:
“Well”
“A lot”
“I just ignore it”
“Sound it out”
Below you will find three examples of my coding work....
Devon,
ReplyDeleteYour coding looks great. I love what you have narrowed it down to and I think you are probably getting some really good information out of what you are looking at. Can't wait to see where our data goes from here. :)
Devon, you have been working so hard! I am very impressed with your coding and tallying. I love seeing the work you are doing. I look forward to hearing final decisions.
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