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Qualitative Data Analysis with Atlas. ti
by Susanne FrieseISBN13:
9780857021311
ISBN10:
0857021311
Format:
Paperback
Pub. Date:
1/24/2012
Publisher(s):
SAGE Publications Ltd
List Price: $55.00
Starting at $53.23
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Summary
Qualitative Data Analysis with Atlas.ti is the very first book designed to guide you step-by-step through your research project using Atlas.ti. In the book, 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 book features: - methodological as well as technical advice - numerous practical exercises and examples - screenshots showing you each stage of analysis - a companion website (www.sagepub.co.uk/friese) with online tutorials and data sets Susanne Friese has over 15 years experience working with Atlas.ti and trains researchers all over Europe to use the software. Every student or researcher new to Atlas.ti needs this invaluable guide on their bookshelf!
Author Biography
Susanne Friese teaches qualitative methods at the University of Hanover and at various PhD schools, provides training and consultancy for ATLAS.ti and computer-assisted qualitative data analysis, authors didactic materials and works for ATLAS.ti at the intersection between developers and users.
Table of Contents
| About the author | p. xii |
| Introduction | p. 1 |
| Getting to know ATLAS.ti | p. 9 |
| Some basic terms and concepts | p. 9 |
| The ATLAS.ti user interface | p. 10 |
| Starting the program | p. 11 |
| Opening the sample project | p. 12 |
| Context menus | p. 12 |
| The drop-down menus and object managers | p. 13 |
| Navigating the list of codes | p. 17 |
| A preview of the network view function | p. 18 |
| A preview of the query tool | p. 18 |
| 'Survival tips' to find your way around the main menu | p. 19 |
| The toolbars | p. 20 |
| Summary | p. 21 |
| Solutions to the 'survival' exercise | p. 21 |
| Review questions | p. 21 |
| Glossary of terms | p. 21 |
| Data preparation | p. 23 |
| Supported file formats | p. 23 |
| Compatibility | p. 23 |
| Choosing between different text formats | p. 25 |
| Language support | p. 26 |
| Font settings | p. 27 |
| System settings for Thai and Asian language support on Western European and US Windows systems | p. 27 |
| Preparing documents | p. 27 |
| Transcription | p. 27 |
| Best practice rules and solutions in a nutshell | p. 31 |
| Review questions | p. 32 |
| Project management: project setup for single users and teams | p. 33 |
| What you need to know before setting up a project | p. 34 |
| Data handling in ATLAS.ti | p. 34 |
| Description of the sample data set | p. 39 |
| Setting up a project | p. 40 |
| the one folder setup - for single users and teams | p. 40 |
| working with internal documents (for projects containing only text files) | p. 55 |
| project setup for transcripts and synchronized media files | p. 5 |
| documents and HU file need to remain at different locations | p. 58 |
| Summary | p. 60 |
| Review questions | p. 61 |
| Glossary of terms | p. 61 |
| Technical aspects of coding | p. 63 |
| Variants of coding | p. 63 |
| Open coding | p. 63 |
| Coding via drag and drop | p. 69 |
| Writing comments for coded segments | p. 72 |
| Coding with in-vivo codes | p. 73 |
| Further coding-related options provided by the Code Manager | p. 74 |
| Coding other media types | p. 79 |
| Coding a PDF document | p. 79 |
| Coding an image document | p. 80 |
| Coding audio and video files | p. 80 |
| Coding an audio or video quotation | p. 82 |
| Coding a Google Earth document | p. 86 |
| Summary | p. 88 |
| Review questions | p. 88 |
| Glossary of terms | p. 89 |
| Embarking on a journey - coding the data material | p. 91 |
| The NCT model of qualitative data analysis | p. 92 |
| Noticing things | p. 92 |
| Collecting things | p. 93 |
| Thinking about things | p. 100 |
| Projecting the NCT model onto computer-assisted qualitative data analysis | p. 100 |
| The journey begins: noticing things and collecting them | p. 103 |
| Feedback session: what did you find? | p. 104 |
| How to add more structure to your exploration | p. 104 |
| More on code word labels | p. 112 |
| Skills training day | p. 113 |
| developing subcategories | p. 113 |
| searching for a common denominator û building categories from the bottom up | p. 117 |
| rules for hierarchical coding schemes | p. 121 |
| Advantages of well-sorted and structured code lists | p. 122 |
| Moving on | p. 128 |
| 'Open book' assessment after completing skills training 1-3 | p. 129 |
| Test your understanding of computer-assisted NCT analysis | p. 129 |
| Glossary of terms | p. 130 |
| Further reading | p. 131 |
| Further steps in the data analysis process | p. 133 |
| Introducing the memo function | p. 133 |
| Skills training 4: some technicalities of memo writing | p. 135 |
| Examples of stand-alone memos | p. 136 |
| Changing memo settings | p. 138 |
| Linked memos | p. 140 |
| Summary of skills training 4 | p. 148 |
| 'Open book' assessment after completing skills training 4 | p. 149 |
| Positioning and further directions for the onward journey | p. 149 |
| Skills training 5: introducing the query tool | p. 150 |
| The retrieval language | p. 152 |
| The three sets of operators | p. 152 |
| Miscellaneous useful query tool functions | p. 159 |
| Exploring the data terrain further - the journey continues | p. 161 |
| Examining RQ1a (finding co-occurring segments) | p. 162 |
| Examining RQ1b (getting to know the co-occurrence explorer tree view) | p. 162 |
| Examining RQ2a (combining code queries with variables + creating superfamilies) | p. 165 |
| Examining RQ2b (exporting code frequencies per document) | p. 169 |
| Examining RQ3 (exporting code frequencies per document) | p. 171 |
| Examining RQ4 (finding co-occurring segments in combination with variables) | p. 171 |
| Examining RQ5 (getting to know the co-occurrence explorer table view + creating superfamilies) | p. 174 |
| Saving a query for later reference (or working with supercodes) | p. 178 |
| Climbing the hills and clicking more complex queries | p. 180 |
| Intermezzo | p. 184 |
| On the use of code families | p. 184 |
| Summary | p. 187 |
| 'Open book' assessment of analysis tools | p. 187 |
| Further reading | p. 188 |
| Glossary of terms | p. 188 |
| Solutions | |
| A reminder of set theory for understanding Boolean operators | p. 190 |
| Query for RQ1a: is direct speech used in headlines? | p. 190 |
| Query for RQ3: which topics are reported in US vs. German newspapers, local as compared to national papers? | |
| Are there differences? | p. 190 |
| Working with network views | p. 191 |
| Skills training 6 | p. 192 |
| Learning terminology | p. 192 |
| Creating network views | p. 194 |
| Importing nodes | p. 197 |
| Removing nodes | p. 197 |
| Moving nodes | p. 198 |
| Layout options | p. 198 |
| The refresh option [F5] | p. 199 |
| Displaying code families in network views | p. 199 |
| Exporting network views | p. 200 |
| Saving network views | p. 200 |
| Display menu | p. 201 |
| Relations Editor | p. 203 |
| Modifying an existing relation | p. 206 |
| Creating a new relation | p. 206 |
| Use of colors and images in network views | p. 207 |
| Code colors in network views | p. 208 |
| Utilizing code colors to show patterns in the data | p. 209 |
| Dealing with case-based network views | p. 209 |
| On the use of network views for structural purposes | p. 211 |
| Using network views to present conceptual-level analysis | p. 216 |
| Hyperlinks in ATLAS.ti | p. 221 |
| Examples for using hyperlinks | p. 221 |
| Skills training 7: working with hyperlinks | p. 222 |
| Summary | p. 225 |
| 'Open book' assessment on the network view function | p. 226 |
| Glossary of terms | p. 226 |
| Further reading | p. 227 |
| The method of computer-assisted NCT analysis | p. 228 |
| The cyclical nature of analysis: Notice-Collect-Think | p. 228 |
| Descriptive level analysis | p. 229 |
| First-stage coding | p. 229 |
| Adding structure to the code list | p. 231 |
| Second-stage coding | p. 233 |
| Conceptual-level analysis | p. 233 |
| Writing research question memos | p. 234 |
| Visualizing | p. 235 |
| The role of memos in NCT analysis | p. 236 |
| Software functions throughout the NCT process of analysis | p. 237 |
| Teaching computer-assisted NCT analysis | p. 237 |
| Addenda | p. 240 |
| Editing primary documents | p. 240 |
| Why you may want to edit a document | p. 240 |
| What you should know about editing | p. 241 |
| How to edit | p. 244 |
| Editing primary documents in team situations | p. 245 |
| Best practice rules for editing primary documents | p. 246 |
| Merging projects | p. 247 |
| Prerequisites for merging | p. 247 |
| How to merge | p. 247 |
| After the merging process | p. 251 |
| Creating backups | p. 252 |
| Backup options for the HU | p. 252 |
| Backup or transfer of the completed project via copy bundle | p. 253 |
| Troubleshooting: what to do if primary documents become unusable | p. 258 |
| Pay attention to the status bar | p. 258 |
| Creating accessibility reports | p. 259 |
| Modifying the project setup | p. 263 |
| Exchanging doc or docx files with rtf files (changing paths) | p. 263 |
| Missing converters | p. 264 |
| Review questions | p. 265 |
| References | p. 266 |
| Index | p. 270 |
| Table of Contents provided by Ingram. All Rights Reserved. |
