Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology. In this paper, we argue that it offers an accessible and theoretically flexible approach to analysing qualitative data. We outline what thematic analysis is, locating it in relation to other qualitative analytic methods that search for themes or patterns, and in relation to different epistemological and ontological positions. We then provide clear guidelines to those wanting to start thematic analysis, or conduct it in a more deliberate and rigorous way, and consider potential pitfalls in conducting thematic analysis. Finally, we outline the disadvantages and advantages of thematic analysis. We conclude by advocating thematic analysis as a useful and flexible method for qualitative research in and beyond psychology.

Using thematic analysis in psychology

Content analysis is a widely used qualitative research technique. Rather than being a single method, current applications of content analysis show three distinct approaches: conventional, directed, or summative. All three approaches are used to interpret meaning from the content of text data and, hence, adhere to the naturalistic paradigm. The major differences among the approaches are coding schemes, origins of codes, and threats to trustworthiness. In conventional content analysis, coding categories are derived directly from the text data. With a directed approach, analysis starts with a theory or relevant research findings as guidance for initial codes. A summative content analysis involves counting and comparisons, usually of keywords or content, followed by the interpretation of the underlying context. The authors delineate analytic procedures specific to each approach and techniques addressing trustworthiness with hypothetical examples drawn from the area of end-of-life care.

/pdf/three-approaches-to-qualitative-content-analysis-27iq0mo5bk.pdf

Three Approaches to Qualitative Content Analysis

The Cochrane Handbook for Systematic Reviews of Interventions is the official document that describes in detail the process of preparing and maintaining Cochrane systematic reviews on the effects of healthcare interventions.

/pdf/cochrane-handbook-for-systematic-reviews-of-interventions-32sv80ql7o.pdf

Cochrane Handbook for Systematic Reviews of Interventions

Background. Qualitative research explores complex phenomena encountered by clinicians, health care providers, policy makers and consumers. Although partial checklists are available, no consolidated reporting framework exists for any type of qualitative design. Objective. To develop a checklist for explicit and comprehensive reporting of qualitative studies (indepth interviews and focus groups). Methods. We performed a comprehensive search in Cochrane and Campbell Protocols, Medline, CINAHL, systematic reviews of qualitative studies, author or reviewer guidelines of major medical journals and reference lists of relevant publications for existing checklists used to assess qualitative studies. Seventy-six items from 22 checklists were compiled into a comprehensive list. All items were grouped into three domains: (i) research team and reflexivity, (ii) study design and (iii) data analysis and reporting. Duplicate items and those that were ambiguous, too broadly defined and impractical to assess were removed. Results. Items most frequently included in the checklists related to sampling method, setting for data collection, method of data collection, respondent validation of findings, method of recording data, description of the derivation of themes and inclusion of supporting quotations. We grouped all items into three domains: (i) research team and reflexivity, (ii) study design and (iii) data analysis and reporting. Conclusions. The criteria included in COREQ, a 32-item checklist, can help researchers to report important aspects of the research team, study methods, context of the study, findings, analysis and interpretations.

Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups

/pdf/cochrane-handbook-for-systematic-reviews-of-interventions-1xbdy6uvru.pdf

/pdf/qualitative-research-and-the-radical-right-cats-and-dogs-and-4leva6aq0c.pdf

Qualitative Research and the Radical Right: Cats and Dogs and Other Natural Enemies.

Teachers need to develop a variety of pedagogical strategies that can encourage precise and accurate communication - an extremely important 21st century skill. Precision with STEM oral language is essential. Emphasizing oral communication with precise language in combination with increased spatial skills with modeling can improve the chances of success in STEM courses and later in making STEM career choices. The participants were 14 middle and high school teachers who participated in a week of professional development (PD). The Aural/Spatial Interactions and Invariant Components of Vocabulary for STEM Content Area Specialists (AS-STEM) was administered to teacher groups to examine how STEM discourses influenced AS-STEM success. This study compared language differences among groups that were more versus less successful at representing unseen 3-D objects by drawing 2-D depictions from oral descriptions from peers. The groups that were more successful, able to produce more accurate depictions, used (a) language type merging that was more coherent and less frequent, (b) language precision that appeared to convey meaning effectively, and (c) validated shared meaning regularly and established these shared meanings efficiently. Thus, teachers who were able to merge language types using precision and jointly took ownership of the tasks were more successful. We trust that this work translates into practice through the awareness teachers had from participation in and discussion of the activities.

/pdf/using-precision-in-stem-language-a-qualitative-look-2061kmucgy.pdf

Using Precision in STEM Language: A Qualitative Look

Lincoln, Yvonna, and Egon Guba, "Designing a Naturalistic Inquiry," pp. 221-249 in Yvonna Lincoln and Egon Guba, Naturalistic Inquiry. Beverly Hills, CA: Sage, 1985.*

Guba, Egon G., and Yvonna S. Lincoln, "Epistemological and Methodological Bases of Naturalistic Inquiry," Educational Communication and Technology Journal, 30 (Winter, 1982), 233-252.*

economy generally. Competition. Competitive agencies have emerged to train personnel for and to engage in instruction, research, devel opment, and dissemination. Schools of education have lost influence. Changes in governance. State agencies have gained authority in educa tion; professional schools have lost in fluence. The teaching profession has achieved greater involvement in certifi cation and accreditation.

Reward Systems and Emergent Missions: Higher Education's Dilemma.

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