Description
Completing a Qualitative Study
This week will allow you to apply what you have been learning along with the information gathered for your 10 Strategic Points. You will use “mock” data to complete your study.
General Requirements:
- Use “Assignments Document” and Mock Interviews to complete this assignment.
- This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
- Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
- You are not required to submit this assignment to LopesWrite.
Directions:
- Code the data.
- Present the results in a table similar to Table 1 in Assignment Tables document.
- Create a codebook in a table similar to Table 2 in Assignment Tables document.
- Words or Phrases That Appear Frequently
- Create a table for each theme similar to Table 3 in Assignment Tables document.
- Inductively Developed Themes
- Write a report of the results. Include an introduction, discussion of your sample and instruments, data analysis, results, recommendations, and references.
- See complete directions in “Assignments Document.”
RES-855 Mock Interview Resource
Interview 1
1. Describe some student behaviors that you observe in your undergraduate classes that are
problematic. What made them problematic? Give me an example from last week.
Some problematic behaviors are negative attitudes, entitlement, negative communication styles,
and the tendency to argue. These are problematic because they disrupt the flow of the classroom,
they have a negative effect on the collaborative piece, and they cause tension and stress.
Last week, I dealt with a negative attitude in one of my online classes. My students were to
exchange papers to provide feedback on a 10-page paper they were working on. Students were to
provide feedback focused on content and there was a rubric style feedback form for them to
follow. One student turned her paper in 48 hours late, so I posted in the classroom asking if there
was anyone willing to pick up the paper to provide feedback.
Two students picked up the paper and they both provided feedback that was mainly focused on
content and writing choice. The comments they gave were pretty similar — both picked up on
problems with structure and organization, and made some suggestions to strengthen a few areas.
Both made a general observation that although the feedback wasn’t supposed to be based on
grammar and mechanics, the paper’s grammar and mechanical issues were detracting from the
readability. Both suggested careful editing. The feedback given was a good mix of positive and
constructive feedback, and it was delivered in a professional manner.
The student receiving the feedback was not pleased. She posted in the discussion board that she
felt ridiculed and shamed. She said she was going to contact her advisor and have the assignment
and the feedback reviewed because it wasn’t fair and it wasn’t constructive. She also sent
personal e-mails to both of the students that provided the feedback (one of which, she pointed
out a couple of grammatical errors in the feedback itself) telling them both that they needed to
consider other peoples’ feelings before tearing up and redlining somebody’s work. She also emailed me and told me that she received hurtful response e-mails from both students that were
“full of insults” and “degrading.” As it turned out, the student could not produce a copy of those
e-mails when asked by her advisor, and subsequently she dropped the program.
2. Based on teaching experiences, how would you define incivility?
Incivility is any behavior or incident that negatively affects the positive culture of a classroom,
and interferes with the learning process for groups or individuals. Incivility in any learning
environment can take the focus off the student and disrupt progress towards the common
achievement goals of the classroom. Additionally, incivility can bring a level of stress and strife
into the classroom.
3. What are some behaviors that you would describe as uncivil? When was the last time this
occurred? What happened?
RES-855 Mock Interview Resource
•
•
•
Arguing with someone in a discussion forum. I deal with this once a term or so – the last time
was about two weeks ago when somebody responded to a post by simply saying “I disagree.”
The original poster managed to stay out of it, but before I even got back in the classroom
(and I sign in daily) three people had responded negatively. I had to step in and redirect the
focus.
Rude comments. For the most part, students I’ve worked with have been polite and courteous
to one another. About six months ago, I was on a group video conference with a cohort of
students, when one told another student she was “a good looking woman, and maybe that’s
why she is so cocky.” Fortunately, I didn’t have to deal with that one on my own.
I had a student that responded to a discussion post from another student by saying that her
post was too hard to read because all of the errors in her writing. I handled it by e-mailing the
individual and asking her to remove her comment and keep future comments focused on
extending the discussion or reflecting on the material.
4. Can you share one or two examples of student incivility that you have experienced in classes?
I had a student complain in the discussion board about a writing tutor associated with the
university. He mentioned the tutor’s name, and complained in detail about the advice that was
being given.
5. How do you feel when students are uncivil?
When students are uncivil in my class, I feel like I have the responsibility to step in and
redirect the conversation because it affects the culture of my classroom. Relationships,
communication, and that circle of peers is important to the success of my programs.
Uncivil behavior disrupts the culture of my classroom, and I fear that it will leave
individual students with a negative view of not only my class, but my teaching.
6. What factors or situations contribute to student incivility in your classes?
•
•
•
•
•
If I am not present in my classroom and participating actively in the discussion that can
contribute to a culture of incivility.
Use of sarcasm or sardonic comments.
Allowing students to control the discussion.
Making evaluative comments on student submissions where other members of the class can
see.
Allowing for discussion to get off topic and away from the material.
7. What strategies do you use to handle incidents of student incivility in your classes?
•
I try to prevent it in the first place. At the beginning of every class, I post an
announcement just kind of giving an overview of the expectations for
classroom/discussion conduct and some general guidelines for acceptable and
professional behavior in the classroom.
RES-855 Mock Interview Resource
•
•
•
•
I try to direct the conversation and keep it focused on the content by asking questions in
response to posts that keep the conversation heading in the way I want it to go.
If a problem does arise, I try to redirect the conversation and return to an acceptable
topic.
If there is a problem, I address it individually with the students involved, reminding them
of the classroom discussion and communication expectations.
If it is something that I feel like I’m going to lose control of, or is escalating, I will
contact my course administrator and seek the counsel and involvement of the necessary
admin.
© Copyright 2016. Grand Canyon University. All Rights Reserved.
Interview 2
2. Describe some student behaviors that you observe in your undergraduate classes that are
problematic. What made them problematic? Give me an example from last week.
Some problematic behaviors are texting or surfing the Internet with cell phones during class, and
talking to peers while I am trying to teach. Some students sit at the back of the classroom and
state that they cannot hear. When asked to move up, they do not want to. Students sometimes do
not prepare for class in terms of reading and/or pre-work. Then, the class does not progress as
intended due to the fact that I have to direct teach the background information. This puts us
behind schedule and does not let the students process information at the level needed. Other
times I have an activity scheduled and students balk at the hands-on approach, preferring to “sit
and get.” Last week, I had assigned a case study for students to read and be prepared to interact
with others in their group to develop a solution. Not all of the students in two of the groups had
done their part of the assignment or weren’t properly prepared, so this left the entire group
without the ability to complete the classroom activity.
2. Based on teaching experiences, how would you define incivility?
Incivility includes student or faculty behaviors that impact the culture and community of the
class. Incivility can also include actions taken by students and/or faculty that interfere with
teaching and learning.
6. What are some behaviors you would describe as uncivil? When was the last time this occurred?
What happened?
•
•
•
•
•
Students will text during class when I am trying to lecture or teach.
Students will forget to set their cell phones to silent or will take a phone call during class
time, starting the conversation even before they get out of the room.
Students will come to class late and then disrupt class by asking the instructor to get them
caught up.
Students will “surf” the Internet rather than work on the class assignment.
This happens on a regular basis in class. I think sometimes students feel that since they
are paying for the classes, they can do what they want during class time.
RES-855 Mock Interview Resource
7. Can you share one or two examples of student incivility that you have experienced in classes?
•
•
I had one student in an online class who disagreed with the content on learning styles. He
took one source that disputed the validity of learning styles as the sole word on the topic.
Then, he was combative in the discussion forums, challenging others to the point that two
students e-mailed me with concerns and refused to interact with him.
Sometimes students challenge a grade. When I ask them to highlight where they feel they
have addressed the part of the grade they challenged, they can’t do so and then still
believe their grade should be changed.
8. How do you feel when students are uncivil?
Primarily, I feel disrespected and hurt. I go to great lengths to prepare for classes and don’t
understand why students don’t want to engage and learn. When students are uncivil to each
other, I feel the need to step in and focus the conversation and learning.
6. What factors or situations contribute to student incivility in your classes?
•
•
Students can actively contribute to incivility by interrupting class with ringing cell
phones, talking above the lecture, coming in late, and leaving early. Not being prepared
for class contributes to negative feelings among and between peers, especially during
active learning. One unprepared student can impact the entire group.
Students can passively demonstrate incivility by surfing the Internet, playing games on
the cell phone, texting, etc.
7. What strategies do you use to handle incidents of student incivility in your classes?
•
•
•
•
I post a detailed syllabus and classroom policies that include a schedule and assignments
so students can work ahead.
In the beginning stages of a class I ask the students to create a set of norms that we can all
follow to establish expectations for how we will treat each other.
I am present and active in classroom discussions and in the discussion forum to redirect
students if needed.
Most importantly, I model the behaviors that I would like to see in students.
Interview 4
1. Describe some student behaviors that you observe in your undergraduate classes that are
problematic. What made them problematic? Give me an example from last week.
Some problematic behaviors are negative attitudes, side conversations/cell phone use, and
negative communication styles. These are problematic because they disrupt the flow of the
classroom, they have a negative effect on the collaborative piece, and they cause tension and
stress in the classroom for individuals and group projects.
Last week, I assigned a group project for my classes. My students were to work together to
conduct research for a presentation, to be given in two weeks. One of the groups started talking
about the project while I was giving instructions, and then when it came time to work, they had
missed some of the instructions so there was some confusion about the assignment. They began
arguing about who was going to do what in the assignment, and one of them got up and left the
group, refusing to work with the rest.
The problematic behavior in this situation was the side conversation, first, followed by the
negative communication style. Both of these issues made it difficult for learning to take place,
and disrupted the collaborative nature and focus of my classroom.
2. Based on teaching experiences, how would you define incivility?
Incivility is any behavior or incident that negatively affects the positive culture of a classroom,
and interferes with the learning process for groups or individuals. Incivility in any learning
environment can take the focus off the student and disrupt progress towards the common
achievement goals of the classroom. Additionally, incivility can bring a level of stress and strife
into the classroom for both the teacher and students.
3. What are some behaviors that you would describe as uncivil? When was the last time this
occurred? What happened?
•
•
•
Arguing or using an aggressive communication style (interrupting, sarcasm) during
classroom discussion. I tend to see this happen if the discussion takes a controversial turn.
The last time it happened in my class, it was two people arguing over a presidential
candidate. One student called the other a derogatory term so I had to redirect the
conversation back to topic.
Cell phone use can be uncivil, especially when it is excessive. I have students who forget
to turn it off and it makes some type of noise, or students who will text or be playing
games throughout class. This is probably the most common behavior I have to address,
and I usually just ask the student to step outside and complete their conversation or task,
and then join us when they are done.
I had a student that was not happy with a grade she received on her test. She came in at
the beginning of class and asked if she could talk to me, but class was about to start so I
asked if she could come see me during my office hours. She said, “Of course, I figured
© Copyright 2016. Grand Canyon University. All Rights Reserved.
that’s what you would say.” Shen then went and dropped her bag down by her chair, and
left the classroom. She came back about 20 minutes later and sat in her chair, doodling all
through the notes that I was giving the students for the next test. Because of the negative
attitude, she missed out on an important review for the next test.
4. Can you share one or two examples of student incivility that you have experienced in classes?
•
I had a student in class that was upset with a teacher from another class, and was talking
to the students around him about the situation. After a couple of negative comments, I
walked over and struck up a conversation with the group to redirect the subject.
5. How do you feel when students are uncivil?
When students are uncivil in my class, I feel like I have the responsibility to step in and
redirect the conversation because it affects the culture of my classroom. Relationships,
communication, and that circle of peers is important to the success of my programs.
Uncivil behavior disrupts the culture of my classroom and I fear that it will leave
individual students with a negative view of not only my class, but my teaching.
6. What factors or situations contribute to student incivility in your classes?
•
•
•
•
•
If I am not engaged in my own activities and participating actively in the discussion, that
can contribute to a culture of incivility.
Use of sarcasm or sardonic comments
Allowing students to control the discussion
Addressing minor issues publicly — it can escalate the situation
Allowing for discussion to get off topic and away from the material
7. What strategies do you use to handle incidents of student incivility in your classes?
•
•
•
•
•
I try to prevent it in the first place. At the beginning of every class, I distribute a syllabus
just kind of giving of overview of the expectations for classroom/discussion conduct and
just some general guidelines for acceptable and professional behavior in the classroom.
I try to direct the conversation and keep it focused on the content by asking questions
during discussions that keep the conversation heading in the way I want it to go.
If a problem does arise, I try to redirect the conversation and return to an acceptable
topic.
If there is a problem, I address it individually with the students involved, reminding them
of the classroom discussion and communication expectations.
If it is something that I feel like I’m going to lose control of, or is escalating, I will
contact my course administrator and seek the counsel and involvement of the necessary
admin.
© Copyright 2016. Grand Canyon University. All Rights Reserved.
Tables for Assignment 7
Table 1
Code
Definition of the code
Example from Transcript
Table 2
Words or Phrases
Notes on the Words/Phrases
Notes on Emerging Themes
Write down the
words or phrases
here.
For example, do they appear in a
transcript of one particular interview,
or do they show up in several
interviews? If they show up in several,
there is a pattern that cross-cuts
individuals.
You might want to state
Name of participant/Page number of
transcript (if that seems to make sense).
As you review the list of
words/phrases in column 1, and
see some patterns, you can
name the patterns. Collapse the
repeating words/phrases into 45 (or whatever seems relevant)
themes.
Write down the
words or phrases
here.
Keep writing down
many words/phrases
that appear
frequently, until you
have written them all
down.
Table 3
Inductively Developed Themes
Theme
Examples of Quotes From the Transcripts
Put the name of the theme here.
Put a quote here that represents the theme.
Place additional examples of quotes for this theme
in each cell in this table.
Interview 3
1. Describe some student behaviors that you observe in your undergraduate classes that are
problematic. What made them problematic? Give me an example from last week.
One of the biggest problems I have experienced comes from students who are disengaged from the
class. Often students are texting or have their cell phones out during the entire class. Another common
problem is students who try to appear that they are engaged by having their laptops open but they are
often on social media sites or surfing the web rather than being truly engaged in the class. I have found
that many students rely on a “core group” of students to participate in all the discussions and in class
assignments and sit back and let the learning happen around them. I don’t know if it is because they are
unprepared for class, they aren’t interested in the subject, or they don’t like to interact in a public
setting, but I know that it is frustrating for me and for the students that are always relied upon to be
prepared to answer the questions.
2. Based on teaching experiences, how would you define incivility?
Incivility occurs when the actions of individuals including actions or speech is rude or
unsociable. In the classroom, I think that this includes the disengagement from learning.
3. What are some behaviors that you would describe as uncivil? When was the last time this
occurred? What happened?
Cells phones are a big problem. Students are either on their phones the whole class or phones
are going off throughout the class despite reminders to set them to silent. I understand that
there are emergencies and sometimes calls or texts have to occur, but I ask that students be
respectful and attend to their phones outside of the class. Other common issues are students
with very strong beliefs/convictions that refuse to listen to the opinions of others. Often these
are the same students who are surfing the web rather than engaging within the class
discussions until it is a topic they are passionate about. I have also experienced students who
do not feel that they have to abide by the class policies in regards to the discussion forums and
assignment due dates. They feel that they should be able to submit their work whenever they
want and not receive any point deductions. It is a spirit of entitlement in my opinion.
4. Can you share one or two examples of student incivility that you have experienced in classes?
Recently I had a student who failed to submit two of the last assignments. I advised her many
times both on the phone and within the Individual Forum that assignments could only be
accepted until the final day of the course, which she acknowledged within the forum. The final
day of the course came and she did not submit the assignment and was given a zero. Several
days later she e-mailed me the assignments and wanted credit for the assignments. I advised
her that she was aware of the policy and had acknowledged the policy within my conversations
with her. She called me to plead her case again and said yes she was aware of the policy she
just didn’t think it applied to her.
© Copyright 2016. Grand Canyon University. All Rights Reserved.
5. How do you feel when students are uncivil?
It depends on where the incivility occurs. If it is directed at me I am angry. I spend a great deal
of time within the class and ensure that students are learning and it is very frustrating. I try to
be compassionate for my students, but the lack of civility sometimes makes me feel like I
should be less compassionate.
If the incivility is between students, I try to remind them that they need to respect one
another’s opinions and that even if we don’t agree on a subject it does not mean that we
should be rude. Sometimes we can agree to disagree.
6. What factors or situations contribute to student incivility in your classes?
Cell phones, lap tops, side conversations, being unprepared, and unengaged are all factors within
student incivility within the class. I know that it frustrates me and the students who are trying to
learn and who are engaged.
7. What strategies do you use to handle incidents of student incivility in your classes?
•
•
•
•
Attempting to create a class culture where everyone’s opinion is valued and respected.
Having very detailed class polices and syllabus.
Class discussions so that rather than a lengthy lecture students are given the
opportunity to digest the information and solidify their learning through the discussion.
Being active and present within the instruction and learning myself and being sensitive
to the needs of the students.
© Copyright 2016. Grand Canyon University. All Rights Reserved.
College of Doctoral Studies
Background Information
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty
and students in a nursing program on incivility. Their key research questions were:
•
How do nursing students and nurse faculty contribute to incivility in nursing education?
•
What are some of the causes of incivility in nursing education?
•
What remedies might be effective in preventing or reducing incivility?
They gathered responses from the Incivility in Nursing Education Survey (INE), which included
both Likert-scale and open-ended questions from 36 nursing faculty and 168 nursing students.
Each of the researchers reviewed all comments and organized them by themes.
For this PSY-850 class, you will design a “mock” replication of the Clark and Springer (2007)
study on student and faculty perceptions of incivility in a university nursing program. However,
the doctoral students will investigate student and faculty perceptions in undergraduate
psychology classes in one university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey, developed by Clark (2007; 2011)
for the purposes of this study. Questions on the survey measure faculty and student perceptions
of uncivil actions (disruptive and threatening), how often those behaviors occur and strategies for
improving civil behaviors in university settings. The IHE was adapted from the INE, with minor
rewording, is similar in structure to the survey used by Clark and Springer, but is appropriate for
any academic discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic information, such as major, gender, age,
and years of teaching experience for faculty. Part 2 asks individuals to rank 16 different
behaviors exhibited by students that both students and faculty may perceive as disruptive. Part 3
focuses on 20 faculty behaviors that may be perceived as disruptive. Both parts 2 and 3 also
investigate how often the faculty has experienced the behavior in the past 12 months (often to
never on Likert scale), and if the faculty members have experienced any of the 13 threatening
behaviors (yes or no) by students or other faculty respectively. Five open-ended questions give
the faculty member the opportunity to add contributing factors related to student and faculty
incivility, and how students or faculty in particular contribute to incivility. A final question asked
if the faculty member would like to add comments. The survey is designed in a manner that
allows for gathering data from faculty and students or from only faculty or only students (C.
Clark, personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a 10 key points document.)
GCU doctoral learners use the 10 Key Strategic Points document to outline the key components
of a research study. For the Week 2 assignment, you will use the original Clark and Springer
(2007) to identify and construct a 10 key points document in preparation for the mock study on
incivility in psychology classes.
© 2016. Grand Canyon University. All Rights Reserved.
Steps:
1. Read Clark, C. M., & Springer, P. J. (2007). Thoughts on incivility: Student and faculty
perceptions of uncivil behavior. Nursing Education Perspectives, 28(2), 93-97. Retrieved
from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&
db=a9h&AN=24776207&site=ehost-live&scope=site
2. As you read, highlight information that relates to the 10 key points, such as the purpose,
problem, sample, research question, etc.
3. After reading and highlighting the components of the article, complete the 10 key points
table based on the Clark and Springer (2007) study in nursing education.
© 2016. Grand Canyon University. All Rights Reserved.
Ten Strategic Points
Broad Topic
Area
Lit Review
Problem
Statement
“This study was conducted using quantitative and qualitative
methodologies to investigate the problem of incivility in
nursing education in a university environment from both
student and faculty perspectives” (Clark and Springer, 2007,
p. 94).
Rewrite this in “GCU” format.
Research
Questions
Sample
Sample: identify the sample from the Clark and Springer
study.
Describe
Phenomena
(Qualitative)
Methodology
and Design
Purpose
Statement
“Its purpose was to consider possible causes of incivility and
to recommend potential remedies” (Clark and Springer, 2007,
p.94).
Rewrite this purpose statement based on “GCU” format.
Data
Collection
Instruments
and Approach
Describe instruments used for the Clark and Springer study.
Data Analysis
Approach
Discuss the data analysis approach used in the Clark and
Springer study.
Describe the data collection approach used in the Clark and
Springer study along with informed consent procedures.
© 2016. Grand Canyon University. All Rights Reserved.
Comments or
Feedback
Week 5 Assignment: In Week 2, you constructed a 10 key points document based on the
Clark and Springer (2007) study conducted on incivility in nursing education. In
preparation for the mock replication study to be completed by participants in
undergraduate psychology classes, you now must construct a 10 key points document for
your own study. This must meet GCU criteria in terms of problem, purpose, and research
question format. This would be a descriptive case study at GCU.
Steps:
•
•
•
Review the 10 key points constructed in Week 2 and the Clark and Springer (2007) study.
Additionally, review the feedback provided by the instructor.
Use the following template to develop 10 key points for your replication study in an
undergraduate psychology program. Be sure to use resources in the DC
network>Research/Dissertation tab> Prospectus templates to review the criteria for the
purpose, problem, research questions and other key points.
Use the prompts and suggestions contained in the template to guide your work.
Ten Strategic Points
Broad Topic
Area
Incivility in psychology undergraduate education programs
Lit Review
Include citations from studies on incivility in psychology
education
Problem
Statement
Write a problem for the psychology study, in the GCU
required format.
Research
Questions
Now frame questions for the study you will design for a target
population of undergraduate psychology programs.
Sample
Describe the sampling strategy you could use for a like study
in an undergraduate psychology program. Define and justify
the sampling strategy from a research source. Justify the
sample size for a qualitative study from a research source and
from the GCU Core Design Document.
Describe the
Phenomenon
Methodology
and Design
Describe the method and design you would use and justify
your choice of both from a research source.
Purpose
Statement
Develop a purpose statement for a psychology undergraduate
program in the required GCU format.
© 2016. Grand Canyon University. All Rights Reserved.
Comments or
Feedback
Data
Collection
Instruments
and Approach
Describe the IHE instrument to be used in this study.
Data Analysis
Approach
Discuss a specific data analysis strategy you would use in
your replication study in an undergraduate psychology
program. Cite a specific researcher’s strategy such as Hatch,
Miles and Huberman, Bogden and Biklin, or Saldana.
Describe the data collection approach you would use,
including getting informed consent and how you would
protect the confidentiality of participants.
Week 7 Assignment
You will analyze four transcribed interviews by inductively coding the data and developing
themes. This will be a miniature version of what coding a large study would be like.
Directions
Perform the following tasks to conduct the analysis:
•
Code the data: To analyze the data, you must first identify categories or themes that
appear in the data. To accomplish this, do the following:
o Read the transcript of each participant’s responses and identify words that strike
you as important. Mark the words in some fashion (highlight, circle, bold,
underline).
o When you recognize words or phrases that appear frequently, make note of them.
That is, circle or highlight them in the text.
o After reading all participants’ responses, review the words/phrases you marked or
wrote down and identify a short list of useful codes. See Table 1 below.
o Collapse these codes into four or five categories or themes and name them. See
Table 1, column 2, below.
o List the categories or themes and substantiate them with quotations from the
online focus group participant transcripts. See Tables 2 and 3, below. You could
put all of these in one table, or you could use a table for each theme, and provide
several examples of quotes in the right-hand column for that theme.
•
Present your results in a table (below) formatted according to the APA guidelines found
in the “APA Style Guide,” located in the Student Success Center.
•
Identify your coding process in an appendix (an example is included in the Appendix
below).
Task 1: Code the transcript as described above, and color code the transcript using a color for
each key code. Do this in Word.
© 2016. Grand Canyon University. All Rights Reserved.
Task 2: Create a codebook.
Code
Definition of the Code
Example From Transcript
Task 3: Create a table of words or phrases that appear frequently. Display as shown in Table 1.
Table 1
Words or Phrases that Appear Frequently
Word or Phrase
Notes on the Words/Phrases
Notes on Emerging Themes
Write down the
word(s) or
phrase(s) here.
For example, do they appear in a
transcript of one particular
interview, or do they show up in
several interviews? If they show up
in several, there is a pattern that
cross-cuts individuals.
You might want to state
Name of participant/page number
of transcript (if that seems to make
sense).
As you review the list of
words/phrases in column 1,
and see some patterns, you
can name the patterns.
Collapse the repeating
words/phrases into 4-5 (or
whatever seems relevant)
themes.
Write down the
words or phrases
here.
Keep writing down
many
words/phrases that
appear frequently,
until you have
written them all
down.
Task 4: Based on Table 1 and your coded transcript, create a table based on Tables 2 and 3.
Create a table for each theme.
Table 2
Inductively Developed Themes
Theme
Examples of Quotes From the Transcripts
Put the name of the theme here.
Put a quote here that represents the theme
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Theme
Examples of Quotes From the Transcripts
Place additional examples of quotes for this
theme in each cell in this table.
Table 3
Inductively Developed Themes
Theme
Sample Responses
Name another theme.
Provide a quote that exemplif
Interview 1
1. Describe some student behaviors that you observe in your undergraduate classes that are
problematic. What made them problematic? Give me an example from last week.
Some problematic behaviors are negative attitudes, entitlement, negative communication styles,
and the tendency to argue. These are problematic because they disrupt the flow of the classroom,
they have a negative effect on the collaborative piece, and they cause tension and stress.
Last week, I dealt with a negative attitude in one of my online classes. My students were to
exchange papers to provide feedback on a 10-page paper they were working on. Students were to
provide feedback focused on content and there was a rubric style feedback form for them to
follow. One student turned her paper in 48 hours late, so I posted in the classroom asking if there
was anyone willing to pick up the paper to provide feedback.
Two students picked up the paper and they both provided feedback that was mainly focused on
content and writing choice. The comments they gave were pretty similar — both picked up on
problems with structure and organization, and made some suggestions to strengthen a few areas.
Both made a general observation that although the feedback wasn’t supposed to be based on
grammar and mechanics, the paper’s grammar and mechanical issues were detracting from the
readability. Both suggested careful editing. The feedback given was a good mix of positive and
constructive feedback, and it was delivered in a professional manner.
The student receiving the feedback was not pleased. She posted in the discussion board that she
felt ridiculed and shamed. She said she was going to contact her advisor and have the assignment
and the feedback reviewed because it wasn’t fair and it wasn’t constructive. She also sent
personal e-mails to both of the students that provided the feedback (one of which, she pointed
out a couple of grammatical errors in the feedback itself) telling them both that they needed to
consider other peoples’ feelings before tearing up and redlining somebody’s work. She also emailed me and told me that she received hurtful response e-mails from both students that were
“full of insults” and “degrading.” As it turned out, the student could not produce a copy of those
e-mails when asked by her advisor, and subsequently she dropped the program.
2. Based on teaching experiences, how would you define incivility?
Incivility is any behavior or incident that negatively affects the positive culture of a classroom,
and interferes with the learning process for groups or individuals. Incivility in any learning
environment can take the focus off the student and disrupt progress towards the common
achievement goals of the classroom. Additionally, incivility can bring a level of stress and strife
into the classroom.
3. What are some behaviors that you would describe as uncivil? When was the last time this
occurred? What happened?
RES-855 Mock Interview Resource
•
•
•
Arguing with someone in a discussion forum. I deal with this once a term or so – the last time
was about two weeks ago when somebody responded to a post by simply saying “I disagree.”
The original poster managed to stay out of it, but before I even got back in the classroom
(and I sign in daily) three people had responded negatively. I had to step in and redirect the
focus.
Rude comments. For the most part, students I’ve worked with have been polite and courteous
to one another. About six months ago, I was on a group video conference with a cohort of
students, when one told another student she was “a good looking woman, and maybe that’s
why she is so cocky.” Fortunately, I didn’t have to deal with that one on my own.
I had a student that responded to a discussion post from another student by saying that her
post was too hard to read because all of the errors in her writing. I handled it by e-mailing the
individual and asking her to remove her comment and keep future comments focused on
extending the discussion or reflecting on the material.
4. Can you share one or two examples of student incivility that you have experienced in classes?
I had a student complain in the discussion board about a writing tutor associated with the
university. He mentioned the tutor’s name, and complained in detail about the advice that was
being given.
5. How do you feel when students are uncivil?
When students are uncivil in my class, I feel like I have the responsibility to step in and
redirect the conversation because it affects the culture of my classroom. Relationships,
communication, and that circle of peers is important to the success of my programs.
Uncivil behavior disrupts the culture of my classroom, and I fear that it will leave
individual students with a negative view of not only my class, but my teaching.
6. What factors or situations contribute to student incivility in your classes?
•
•
•
•
•
If I am not present in my classroom and participating actively in the discussion that can
contribute to a culture of incivility.
Use of sarcasm or sardonic comments.
Allowing students to control the discussion.
Making evaluative comments on student submissions where other members of the class can
see.
Allowing for discussion to get off topic and away from the material.
7. What strategies do you use to handle incidents of student incivility in your classes?
•
I try to prevent it in the first place. At the beginning of every class, I post an
announcement just kind of giving an overview of the expectations for
classroom/discussion conduct and some general guidelines for acceptable and
professional behavior in the classroom.
RES-855 Mock Interview Resource
•
•
•
•
I try to direct the conversation and keep it focused on the content by asking questions in
response to posts that keep the conversation heading in the way I want it to go.
If a problem does arise, I try to redirect the conversation and return to an acceptable
topic.
If there is a problem, I address it individually with the students involved, reminding them
of the classroom discussion and communication expectations.
If it is something that I feel like I’m going to lose control of, or is escalating, I will
contact my course administrator and seek the counsel and involvement of the necessary
admin.
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Interview 2
2. Describe some student behaviors that you observe in your undergraduate classes that are
problematic. What made them problematic? Give me an example from last week.
Some problematic behaviors are texting or surfing the Internet with cell phones during class, and
talking to peers while I am trying to teach. Some students sit at the back of the classroom and
state that they cannot hear. When asked to move up, they do not want to. Students sometimes do
not prepare for class in terms of reading and/or pre-work. Then, the class does not progress as
intended due to the fact that I have to direct teach the background information. This puts us
behind schedule and does not let the students process information at the level needed. Other
times I have an activity scheduled and students balk at the hands-on approach, preferring to “sit
and get.” Last week, I had assigned a case study for students to read and be prepared to interact
with others in their group to develop a solution. Not all of the students in two of the groups had
done their part of the assignment or weren’t properly prepared, so this left the entire group
without the ability to complete the classroom activity.
2. Based on teaching experiences, how would you define incivility?
Incivility includes student or faculty behaviors that impact the culture and community of the
class. Incivility can also include actions taken by students and/or faculty that interfere with
teaching and learning.
6. What are some behaviors you would describe as uncivil? When was the last time this occurred?
What happened?
•
•
•
•
•
Students will text during class when I am trying to lecture or teach.
Students will forget to set their cell phones to silent or will take a phone call during class
time, starting the conversation even before they get out of the room.
Students will come to class late and then disrupt class by asking the instructor to get them
caught up.
Students will “surf” the Internet rather than work on the class assignment.
This happens on a regular basis in class. I think sometimes students feel that since they
are paying for the classes, they can do what they want during class time.
RES-855 Mock Interview Resource
7. Can you share one or two examples of student incivility that you have experienced in classes?
•
•
I had one student in an online class who disagreed with the content on learning styles. He
took one source that disputed the validity of learning styles as the sole word on the topic.
Then, he was combative in the discussion forums, challenging others to the point that two
students e-mailed me with concerns and refused to interact with him.
Sometimes students challenge a grade. When I ask them to highlight where they feel they
have addressed the part of the grade they challenged, they can’t do so and then still
believe their grade should be changed.
8. How do you feel when students are uncivil?
Primarily, I feel disrespected and hurt. I go to great lengths to prepare for classes and don’t
understand why students don’t want to engage and learn. When students are uncivil to each
other, I feel the need to step in and focus the conversation and learning.
6. What factors or situations contribute to student incivility in your classes?
•
•
Students can actively contribute to incivility by interrupting class with ringing cell
phones, talking above the lecture, coming in late, and leaving early. Not being prepared
for class contributes to negative feelings among and between peers, especially during
active learning. One unprepared student can impact the entire group.
Students can passively demonstrate incivility by surfing the Internet, playing games on
the cell phone, texting, etc.
7. What strategies do you use to handle incidents of student incivility in your classes?
•
•
•
•
I post a detailed syllabus and classroom policies that include a schedule and assignments
so students can work ahead.
In the beginning stages of a class I ask the students to create a set of norms that we can all
follow to establish expectations for how we will treat each other.
I am present and active in classroom discussions and in the discussion forum to redirect
students if needed.
Most importantly, I model the behaviors that I would like to see in students.
Interview 4
1. Describe some student behaviors that you observe in your undergraduate classes that are
problematic. What made them problematic? Give me an example from last week.
Some problematic behaviors are negative attitudes, side conversations/cell phone use, and
negative communication styles. These are problematic because they disrupt the flow of the
classroom, they have a negative effect on the collaborative piece, and they cause tension and
stress in the classroom for individuals and group projects.
Last week, I assigned a group project for my classes. My students were to work together to
conduct research for a presentation, to be given in two weeks. One of the groups started talking
about the project while I was giving instructions, and then when it came time to work, they had
missed some of the instructions so there was some confusion about the assignment. They began
arguing about who was going to do what in the assignment, and one of them got up and left the
group, refusing to work with the rest.
The problematic behavior in this situation was the side conversation, first, followed by the
negative communication style. Both of these issues made it difficult for learning to take place,
and disrupted the collaborative nature and focus of my classroom.
2. Based on teaching experiences, how would you define incivility?
Incivility is any behavior or incident that negatively affects the positive culture of a classroom,
and interferes with the learning process for groups or individuals. Incivility in any learning
environment can take the focus off the student and disrupt progress towards the common
achievement goals of the classroom. Additionally, incivility can bring a level of stress and strife
into the classroom for both the teacher and students.
3. What are some behaviors that you would describe as uncivil? When was the last time this
occurred? What happened?
•
•
•
Arguing or using an aggressive communication style (interrupting, sarcasm) during
classroom discussion. I tend to see this happen if the discussion takes a controversial turn.
The last time it happened in my class, it was two people arguing over a presidential
candidate. One student called the other a derogatory term so I had to redirect the
conversation back to topic.
Cell phone use can be uncivil, especially when it is excessive. I have students who forget
to turn it off and it makes some type of noise, or students who will text or be playing
games throughout class. This is probably the most common behavior I have to address,
and I usually just ask the student to step outside and complete their conversation or task,
and then join us when they are done.
I had a student that was not happy with a grade she received on her test. She came in at
the beginning of class and asked if she could talk to me, but class was about to start so I
asked if she could come see me during my office hours. She said, “Of course, I figured
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that’s what you would say.” Shen then went and dropped her bag down by her chair, and
left the classroom. She came back about 20 minutes later and sat in her chair, doodling all
through the notes that I was giving the students for the next test. Because of the negative
attitude, she missed out on an important review for the next test.
4. Can you share one or two examples of student incivility that you have experienced in classes?
•
I had a student in class that was upset with a teacher from another class, and was talking
to the students around him about the situation. After a couple of negative comments, I
walked over and struck up a conversation with the group to redirect the subject.
5. How do you feel when students are uncivil?
When students are uncivil in my class, I feel like I have the responsibility to step in and
redirect the conversation because it affects the culture of my classroom. Relationships,
communication, and that circle of peers is important to the success of my programs.
Uncivil behavior disrupts the culture of my classroom and I fear that it will leave
individual students with a negative view of not only my class, but my teaching.
6. What factors or situations contribute to student incivility in your classes?
•
•
•
•
•
If I am not engaged in my own activities and participating actively in the discussion, that
can contribute to a culture of incivility.
Use of sarcasm or sardonic comments
Allowing students to control the discussion
Addressing minor issues publicly — it can escalate the situation
Allowing for discussion to get off topic and away from the material
7. What strategies do you use to handle incidents of student incivility in your classes?
•
•
•
•
•
I try to prevent it in the first place. At the beginning of every class, I distribute a syllabus
just kind of giving of overview of the expectations for classroom/discussion conduct and
just some general guidelines for acceptable and professional behavior in the classroom.
I try to direct the conversation and keep it focused on the content by asking questions
during discussions that keep the conversation heading in the way I want it to go.
If a problem does arise, I try to redirect the conversation and return to an acceptable
topic.
If there is a problem, I address it individually with the students involved, reminding them
of the classroom discussion and communication expectations.
If it is something that I feel like I’m going to lose control of, or is escalating, I will
contact my course administrator and seek the counsel and involvement of the necessary
admin.
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Tables for Assignment 7
Table 1
Code
Definition of the code
Example from Transcript
Table 2
Words or Phrases
Notes on the Words/Phrases
Notes on Emerging Themes
Write down the
words or phrases
here.
For example, do they appear in a
transcript of one particular interview,
or do they show up in several
interviews? If they show up in several,
there is a pattern that cross-cuts
individuals.
You might want to state
Name of participant/Page number of
transcript (if that seems to make sense).
As you review the list of
words/phrases in column 1, and
see some patterns, you can
name the patterns. Collapse the
repeating words/phrases into 45 (or whatever seems relevant)
themes.
Write down the
words or phrases
here.
Keep writing down
many words/phrases
that appear
frequently, until you
have written them all
down.
Table 3
Inductively Developed Themes
Theme
Examples of Quotes From the Transcripts
Put the name of the theme here.
Put a quote here that represents the theme.
Place additional examples of quotes for this theme
in each cell in this table.
Interview 3
1. Describe some student behaviors that you observe in your undergraduate classes that are
problematic. What made them problematic? Give me an example from last week.
One of the biggest problems I have experienced comes from students who are disengaged from the
class. Often students are texting or have their cell phones out during the entire class. Another common
problem is students who try to appear that they are engaged by having their laptops open but they are
often on social media sites or surfing the web rather than being truly engaged in the class. I have found
that many students rely on a “core group” of students to participate in all the discussions and in class
assignments and sit back and let the learning happen around them. I don’t know if it is because they are
unprepared for class, they aren’t interested in the subject, or they don’t like to interact in a public
setting, but I know that it is frustrating for me and for the students that are always relied upon to be
prepared to answer the questions.
2. Based on teaching experiences, how would you define incivility?
Incivility occurs when the actions of individuals including actions or speech is rude or
unsociable. In the classroom, I think that this includes the disengagement from learning.
3. What are some behaviors that you would describe as uncivil? When was the last time this
occurred? What happened?
Cells phones are a big problem. Students are either on their phones the whole class or phones
are going off throughout the class despite reminders to set them to silent. I understand that
there are emergencies and sometimes calls or texts have to occur, but I ask that students be
respectful and attend to their phones outside of the class. Other common issues are students
with very strong beliefs/convictions that refuse to listen to the opinions of others. Often these
are the same students who are surfing the web rather than engaging within the class
discussions until it is a topic they are passionate about. I have also experienced students who
do not feel that they have to abide by the class policies in regards to the discussion forums and
assignment due dates. They feel that they should be able to submit their work whenever they
want and not receive any point deductions. It is a spirit of entitlement in my opinion.
4. Can you share one or two examples of student incivility that you have experienced in classes?
Recently I had a student who failed to submit two of the last assignments. I advised her many
times both on the phone and within the Individual Forum that assignments could only be
accepted until the final day of the course, which she acknowledged within the forum. The final
day of the course came and she did not submit the assignment and was given a zero. Several
days later she e-mailed me the assignments and wanted credit for the assignments. I advised
her that she was aware of the policy and had acknowledged the policy within my conversations
with her. She called me to plead her case again and said yes she was aware of the policy she
just didn’t think it applied to her.
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5. How do you feel when students are uncivil?
It depends on where the incivility occurs. If it is directed at me I am angry. I spend a great deal
of time within the class and ensure that students are learning and it is very frustrating. I try to
be compassionate for my students, but the lack of civility sometimes makes me feel like I
should be less compassionate.
If the incivility is between students, I try to remind them that they need to respect one
another’s opinions and that even if we don’t agree on a subject it does not mean that we
should be rude. Sometimes we can agree to disagree.
6. What factors or situations contribute to student incivility in your classes?
Cell phones, lap tops, side conversations, being unprepared, and unengaged are all factors within
student incivility within the class. I know that it frustrates me and the students who are trying to
learn and who are engaged.
7. What strategies do you use to handle incidents of student incivility in your classes?
•
•
•
•
Attempting to create a class culture where everyone’s opinion is valued and respected.
Having very detailed class polices and syllabus.
Class discussions so that rather than a lengthy lecture students are given the
opportunity to digest the information and solidify their learning through the discussion.
Being active and present within the instruction and learning myself and being sensitive
to the needs of the students.
© Copyright 2016. Grand Canyon University. All Rights Reserved.
College of Doctoral Studies
Background Information
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty
and students in a nursing program on incivility. Their key research questions were:
•
How do nursing students and nurse faculty contribute to incivility in nursing education?
•
What are some of the causes of incivility in nursing education?
•
What remedies might be effective in preventing or reducing incivility?
They gathered responses from the Incivility in Nursing Education Survey (INE), which included
both Likert-scale and open-ended questions from 36 nursing faculty and 168 nursing students.
Each of the researchers reviewed all comments and organized them by themes.
For this PSY-850 class, you will design a “mock” replication of the Clark and Springer (2007)
study on student and faculty perceptions of incivility in a university nursing program. However,
the doctoral students will investigate student and faculty perceptions in undergraduate
psychology classes in one university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey, developed by Clark (2007; 2011)
for the purposes of this study. Questions on the survey measure faculty and student perceptions
of uncivil actions (disruptive and threatening), how often those behaviors occur and strategies for
improving civil behaviors in university settings. The IHE was adapted from the INE, with minor
rewording, is similar in structure to the survey used by Clark and Springer, but is appropriate for
any academic discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic information, such as major, gender, age,
and years of teaching experience for faculty. Part 2 asks individuals to rank 16 different
behaviors exhibited by students that both students and faculty may perceive as disruptive. Part 3
focuses on 20 faculty behaviors that may be perceived as disruptive. Both parts 2 and 3 also
investigate how often the faculty has experienced the behavior in the past 12 months (often to
never on Likert scale), and if the faculty members have experienced any of the 13 threatening
behaviors (yes or no) by students or other faculty respectively. Five open-ended questions give
the faculty member the opportunity to add contributing factors related to student and faculty
incivility, and how students or faculty in particular contribute to incivility. A final question asked
if the faculty member would like to add comments. The survey is designed in a manner that
allows for gathering data from faculty and students or from only faculty or only students (C.
Clark, personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a 10 key points document.)
GCU doctoral learners use the 10 Key Strategic Points document to outline the key components
of a research study. For the Week 2 assignment, you will use the original Clark and Springer
(2007) to identify and construct a 10 key points document in preparation for the mock study on
incivility in psychology classes.
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Steps:
1. Read Clark, C. M., & Springer, P. J. (2007). Thoughts on incivility: Student and faculty
perceptions of uncivil behavior. Nursing Education Perspectives, 28(2), 93-97. Retrieved
from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&
db=a9h&AN=24776207&site=ehost-live&scope=site
2. As you read, highlight information that relates to the 10 key points, such as the purpose,
problem, sample, research question, etc.
3. After reading and highlighting the components of the article, complete the 10 key points
table based on the Clark and Springer (2007) study in nursing education.
© 2016. Grand Canyon University. All Rights Reserved.
Ten Strategic Points
Broad Topic
Area
Lit Review
Problem
Statement
“This study was conducted using quantitative and qualitative
methodologies to investigate the problem of incivility in
nursing education in a university environment from both
student and faculty perspectives” (Clark and Springer, 2007,
p. 94).
Rewrite this in “GCU” format.
Research
Questions
Sample
Sample: identify the sample from the Clark and Springer
study.
Describe
Phenomena
(Qualitative)
Methodology
and Design
Purpose
Statement
“Its purpose was to consider possible causes of incivility and
to recommend potential remedies” (Clark and Springer, 2007,
p.94).
Rewrite this purpose statement based on “GCU” format.
Data
Collection
Instruments
and Approach
Describe instruments used for the Clark and Springer study.
Data Analysis
Approach
Discuss the data analysis approach used in the Clark and
Springer study.
Describe the data collection approach used in the Clark and
Springer study along with informed consent procedures.
© 2016. Grand Canyon University. All Rights Reserved.
Comments or
Feedback
Week 5 Assignment: In Week 2, you constructed a 10 key points document based on the
Clark and Springer (2007) study conducted on incivility in nursing education. In
preparation for the mock replication study to be completed by participants in
undergraduate psychology classes, you now must construct a 10 key points document for
your own study. This must meet GCU criteria in terms of problem, purpose, and research
question format. This would be a descriptive case study at GCU.
Steps:
•
•
•
Review the 10 key points constructed in Week 2 and the Clark and Springer (2007) study.
Additionally, review the feedback provided by the instructor.
Use the following template to develop 10 key points for your replication study in an
undergraduate psychology program. Be sure to use resources in the DC
network>Research/Dissertation tab> Prospectus templates to review the criteria for the
purpose, problem, research questions and other key points.
Use the prompts and suggestions contained in the template to guide your work.
Ten Strategic Points
Broad Topic
Area
Incivility in psychology undergraduate education programs
Lit Review
Include citations from studies on incivility in psychology
education
Problem
Statement
Write a problem for the psychology study, in the GCU
required format.
Research
Questions
Now frame questions for the study you will design for a target
population of undergraduate psychology programs.
Sample
Describe the sampling strategy you could use for a like study
in an undergraduate psychology program. Define and justify
the sampling strategy from a research source. Justify the
sample size for a qualitative study from a research source and
from the GCU Core Design Document.
Describe the
Phenomenon
Methodology
and Design
Describe the method and design you would use and justify
your choice of both from a research source.
Purpose
Statement
Develop a purpose statement for a psychology undergraduate
program in the required GCU format.
© 2016. Grand Canyon University. All Rights Reserved.
Comments or
Feedback
Data
Collection
Instruments
and Approach
Describe the IHE instrument to be used in this study.
Data Analysis
Approach
Discuss a specific data analysis strategy you would use in
your replication study in an undergraduate psychology
program. Cite a specific researcher’s strategy such as Hatch,
Miles and Huberman, Bogden and Biklin, or Saldana.
Describe the data collection approach you would use,
including getting informed consent and how you would
protect the confidentiality of participants.
Week 7 Assignment
You will analyze four transcribed interviews by inductively coding the data and developing
themes. This will be a miniature version of what coding a large study would be like.
Directions
Perform the following tasks to conduct the analysis:
•
Code the data: To analyze the data, you must first identify categories or themes that
appear in the data. To accomplish this, do the following:
o Read the transcript of each participant’s responses and identify words that strike
you as important. Mark the words in some fashion (highlight, circle, bold,
underline).
o When you recognize words or phrases that appear frequently, make note of them.
That is, circle or highlight them in the text.
o After reading all participants’ responses, review the words/phrases you marked or
wrote down and identify a short list of useful codes. See Table 1 below.
o Collapse these codes into four or five categories or themes and name them. See
Table 1, column 2, below.
o List the categories or themes and substantiate them with quotations from the
online focus group participant transcripts. See Tables 2 and 3, below. You could
put all of these in one table, or you could use a table for each theme, and provide
several examples of quotes in the right-hand column for that theme.
•
Present your results in a table (below) formatted according to the APA guidelines found
in the “APA Style Guide,” located in the Student Success Center.
•
Identify your coding process in an appendix (an example is included in the Appendix
below).
Task 1: Code the transcript as described above, and color code the transcript using a color for
each key code. Do this in Word.
© 2016. Grand Canyon University. All Rights Reserved.
Task 2: Create a codebook.
Code
Definition of the Code
Example From Transcript
Task 3: Create a table of words or phrases that appear frequently. Display as shown in Table 1.
Table 1
Words or Phrases that Appear Frequently
Word or Phrase
Notes on the Words/Phrases
Notes on Emerging Themes
Write down the
word(s) or
phrase(s) here.
For example, do they appear in a
transcript of one particular
interview, or do they show up in
several interviews? If they show up
in several, there is a pattern that
cross-cuts individuals.
You might want to state
Name of participant/page number
of transcript (if that seems to make
sense).
As you review the list of
words/phrases in column 1,
and see some patterns, you
can name the patterns.
Collapse the repeating
words/phrases into 4-5 (or
whatever seems relevant)
themes.
Write down the
words or phrases
here.
Keep writing down
many
words/phrases that
appear frequently,
until you have
written them all
down.
Task 4: Based on Table 1 and your coded transcript, create a table based on Tables 2 and 3.
Create a table for each theme.
Table 2
Inductively Developed Themes
Theme
Examples of Quotes From the Transcripts
Put the name of the theme here.
Put a quote here that represents the theme
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Theme
Examples of Quotes From the Transcripts
Place additional examples of quotes for this
theme in each cell in this table.
Table 3
Inductively Developed Themes
Theme
Sample Responses
Name another theme.
Provide a quote that exemplif
Categories: