[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-177719-105":3,"detail-sidebar-cat-1-en-105":85,"doc-detail-177719-en":131},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":78,"head_meta":80,"extra_data":82,"updated_unix":84},105,"en","qualitative-research-ii-data-analysis-coding-and-thematic-development","Qualitative Research II - Data Analysis - Coding and Thematic Development","","Qualitative Research II: Data Analysis by C. Stanton focuses on systematic coding processes for qualitative educational data. It defines codes, categories, and themes, and links them to theory development through structured questions for coding, researcher memos, and pattern refinement. The handout explains first-cycle coding (open/descriptive, including in vivo, process, affective, attribute, magnitude, discursive, holistic, and protocol coding), then organizing and categorizing codes using multiple strategies and software. It concludes with second-cycle coding options and how to extend theory, including implications and trustworthiness checks.",{"@graph":14,"@context":77},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/template/","Template",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/template/presentations/","Presentations",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/template/qualitative-research-ii-data-analysis-coding-and-thematic-development/177719/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/qualitative-research-ii-data-analysis-coding-and-thematic-development/177719.png","ImageObject",442,249,{"name":42,"@type":43},"Sophia Brooks","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-10-18","2026-09-02",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69,73],{"name":60,"@type":61,"acceptedAnswer":62},"What is the difference between a code, a category, and a theme in qualitative data analysis?","Question",{"text":63,"@type":64},"A code assigns a salient attribute to a data segment, while a category groups related codes to form larger units of meaning. A theme is an interrelated set of codes and/or categories expressed as a succinct phrase and aligned with and/or generative of theory.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How should researchers guide first-cycle coding of qualitative data?",{"text":68,"@type":64},"Researchers break data into discrete parts and apply open/descriptive coding, using approaches such as in vivo (data language), process coding (gerunds), affective coding (emotions/values/conflicts), attribute coding (demographics), and other specialized variants like discursive, holistic, or protocol coding.",{"name":70,"@type":61,"acceptedAnswer":71},"What methods are used in second-cycle coding to refine codes and develop themes?",{"text":72,"@type":64},"Second-cycle coding refines codes and categories to align data with research and theory. Common approaches include pattern coding (grouping similar codes into sets/themes/constructs), focused coding (finding the most frequent or significant), and axial coding (examining relationships among codes, categories, and subcategories).",{"name":74,"@type":61,"acceptedAnswer":75},"What steps support adding to theory and ensuring trustworthiness?",{"text":76,"@type":64},"After creating codes, categories, and themes, researchers identify implications for theory, research, and practice and use researcher memos to check bias and assumptions. Trustworthiness checks can include member checks by verifying codes, categories, and themes with participants.","https://schema.org",{"og:url":32,"og:type":79,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":81,"canonical":32},"index,follow",{"doc_id":83,"site_id":7},177719,1791746227,{"code":4,"msg":86,"data":87},"success",[88,92,97,102,107,112,117,122,127],{"id":89,"doc_module":22,"doc_module_name":25,"category_name":29,"show_sort_weight":90,"slug":91},11,90,"presentations",{"id":93,"doc_module":22,"doc_module_name":25,"category_name":94,"show_sort_weight":95,"slug":96},12,"Resumes",80,"resumes",{"id":98,"doc_module":22,"doc_module_name":25,"category_name":99,"show_sort_weight":100,"slug":101},14,"Invoices",70,"invoices",{"id":103,"doc_module":22,"doc_module_name":25,"category_name":104,"show_sort_weight":105,"slug":106},15,"Posters",60,"posters",{"id":108,"doc_module":22,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},16,"Social Media",50,"social-media",{"id":113,"doc_module":22,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},17,"Forms",40,"forms",{"id":118,"doc_module":22,"doc_module_name":25,"category_name":119,"show_sort_weight":120,"slug":121},18,"Letters",30,"letters",{"id":123,"doc_module":22,"doc_module_name":25,"category_name":124,"show_sort_weight":125,"slug":126},21,"Paper Templates",5,"papers-templates",{"id":128,"doc_module":22,"doc_module_name":25,"category_name":129,"show_sort_weight":4,"slug":130},158,"General","general-158",{"code":4,"msg":86,"data":132},{"doc_id":83,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":22,"category_id":89,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":140,"language":141,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":12,"update_tm":145,"read_time":26},962084925636,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Qualitative Research II: Data Analysis\nC. Stanton\nFrom Beddoes, K. & Borrego, M. (2011). Feminist theory in three engineering education journals: 1995-2008. Journal of Engineering Education, 100(2), 285.\n\u000f\nSee Saldana, J. (2016). The coding manual for qualitative researchers (3rd Ed.). Thousand Oaks, CA: SAGE. Chapter 1 (1st Ed.) available at: \u0013 HYPERLINK \"https://www.sagepub.com/sites/default/files/upm-binaries/24614_01_Saldana_Ch_01.pdf\" \u0014https://www.sagepub.com/sites/default/files/upm-binaries/24614_01_Saldana_Ch_01.pdf\u0015. Summary available at: \u0013 HYPERLINK \"http://salmapatel.co.uk/academia/coding-qualitative-research\" \u0014http://salmapatel.co.uk/academia/coding-qualitative-\u0015\u0013 HYPERLINK \"http://salmapatel.co.uk/academia/coding-qualitative-research\" \u0014research\u0015\nCode: A “word or short phrase that symbolically assigns a summative, salient, essence-capturing, and/or evocative attribute for a portion of language-based or visual data” (p. 4)\nCategory: A synthesis of similar codes to refine and organize data for further analysis\nTheme: An interrelated set of codes and/or categories expressed in a succinct word or phrase and aligned with and/or generative of theory\n(Saldana, 2016, p. 14)\nA coding pattern can be characterized by:\nsimilarity (things happen the same way)\ndifference (they happen in different ways)\nfrequency (they happen often or seldom)\nsequence (they happen in a certain order)\ncorrespondence (they happen in relation to other activities or events)\ncausation (one appears to cause another)\nQuestions to guide coding:\nWho is represented? What are they doing? What are they trying to accomplish? Where? When? Why?\nHow, exactly, do they do this? What specific means and/or strategies do they use?\nHow do members talk about, characterize, and understand what is going on?\nWhat assumptions are they making? What evidence demonstrates these assumptions?\nQuestions to guide researcher memos:\nWhat do I see going on here?\nWhat did I learn from these notes?\nWhat surprised/intrigued me?\nWhat disturbed me?\nStep One: First Cycle of Coding\nThe first cycle of coding typically breaks down qualitative data into discrete parts so they can be further examined and compared.  Researchers can use open/descriptive coding, holistic coding,\nOpen/Descriptive Coding (the most popular approach) summarizes the basic topic(s) of each segment of data (e.g. words, phrases, sentences, paragraphs, single images, moments in observations, etc.).  Some specific approaches to open coding include:\nIn Vivo Coding uses a word or short phrase from the actual language found in the data to create a code (e.g. “Not Girlie”).\nProcess Coding uses gerunds (“-ing” words) exclusively to connote action in the data to create a code (e.g. “Doing vs. Being”).\nAffective Coding uses emotions, values, or conflicts to create a code (e.g. “Skepticism”, “Resisting Social Norms”).\nAttribute Coding identifies basic information (e.g. demographic data).\nMagnitude Coding describes characteristics such as intensity or frequency (e.g. Strongly Supportive of X, Moderately Supportive of X).\nDiscursive Coding analyzes grammatical choices (e.g. use of active vs. passive voice).\nHolistic Coding applies a single code to large units of data (e.g. whole pages or interviews) to capture a sense of the overall contents and categories that may develop.  Usually, this approach is followed by a round of more detailed open/descriptive coding.\nProtocol Coding uses a list of previously generated codes (a “codebook”) based on existing research or theory to guide coding.  Like open/descriptive coding, the researcher goes line-by-line through the data, but instead of allowing codes to “emerge” from the data segments, the researcher uses the pre-established protocol to guide the process of assigning codes.\nStep Two: Organizing and Categorizing Codes\nNext, the researcher organizes the codes (by frequency, similarities/differences, patterns, magnitude, etc.) in order to generate larger categories.  Depending on your method","cbCaihCEZSR2OnUa","https://ap.wps.com/l/cbCaihCEZSR2OnUa","docx",982139,6,"English","# Step One: First Cycle of Coding\n## Open/Descriptive Coding Approaches\n# Step Two: Organizing and Categorizing Codes\n## Strategies for Code Organization\n# Step Three: Second Cycle of Coding\n## Pattern Coding, Focused Coding, Axial Coding\n# Step Four: Adding to Theory\n## Implications and Trustworthiness","[{\"question\":\"What is the difference between a code, a category, and a theme in qualitative data analysis?\",\"answer\":\"A code assigns a salient attribute to a data segment, while a category groups related codes to form larger units of meaning. A theme is an interrelated set of codes and/or categories expressed as a succinct phrase and aligned with and/or generative of theory.\"},{\"question\":\"How should researchers guide first-cycle coding of qualitative data?\",\"answer\":\"Researchers break data into discrete parts and apply open/descriptive coding, using approaches such as in vivo (data language), process coding (gerunds), affective coding (emotions/values/conflicts), attribute coding (demographics), and other specialized variants like discursive, holistic, or protocol coding.\"},{\"question\":\"What methods are used in second-cycle coding to refine codes and develop themes?\",\"answer\":\"Second-cycle coding refines codes and categories to align data with research and theory. Common approaches include pattern coding (grouping similar codes into sets/themes/constructs), focused coding (finding the most frequent or significant), and axial coding (examining relationships among codes, categories, and subcategories).\"},{\"question\":\"What steps support adding to theory and ensuring trustworthiness?\",\"answer\":\"After creating codes, categories, and themes, researchers identify implications for theory, research, and practice and use researcher memos to check bias and assumptions. Trustworthiness checks can include member checks by verifying codes, categories, and themes with participants.\"}]","Qualitative Research II - Data Analysis - Coding and Thematic Development | DOCX",1788328948]