Meet NVivo:

NVivo and the Dissertation Literature Review

www.queri.com

Kristi Jackson, MEd PhD

kjackson@queri.com

303-832-9502

� Large group

� Small group

� One-on-one

� Independent work

Stay a 4th day at no extra cost

www.Queri.com

� Session 1◦ NVivo and successfully defended dissertations

� Session 2◦ NVivo and the dissertation literature review

� Session 3◦ NVivo, ethics and IRBs

� Session 4◦ NVivo and your dissertation defense

1. Focus and Timing of the Literature Review2. Process 3. The debate4. The role of NVivo

a. Writing and linkingb. Codingc. Coding Queryd. Subgroups - setse. Matrix Queryf. Text Search Queryg. Project Maph. Concept Map

5. Your Literature Review Metaphor(s)6. General tips

� Bazeley, P. (2013). Qualitative data analysis: Practical strategies. London: Sage Publications.

◦ Topics

◦ Theories

(or Approaches)

◦ Methods

Optimism in low performing schoolsMentoring immigrant employeesStress among Olympic athletesEthics among emergency room nursesThe impact of the repeal of Don’t Ask Don’t Tell

Critical race theorySymbolic interactionismBoundary objectsConflict theoryConstructionism

InterviewsConstant comparisonArchival researchField notesSurveys

Before During After

Phenomenology

Grounded Theory

Ethnography

Narrative

Case Study

� Bloomberg, L. D. and Volpe, M. (2008). Completing your qualitative dissertation: A roadmap from beginning to end. Thousand Oaks:

Sage Publications.

� Creswell, J. W. (1994). Research design: Qualitative and quantitative approaches. Thousand Oaks: Sage◦ Identify terms to use in the search

◦ Locate the literature

◦ Read and check the relevance of the literature

◦ Organize the literature

◦ Write a literature review

� Boote, D. N., & Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation literature review in research preparation. Educational Researcher, 34(6), 3-15. ◦ Limited amount of research and understanding on the role

of the Literature Review process on research◦ A Lit Review should

� Situate the study (including historically)� Justify decisions around the scope of the study� Critically examine the claims in the literature

� Are they warranted?

◦ Emphasis on� Thorough (exhaustive)� Comprehensive

� Maxwell, J. A. (2006). Literature reviews of, and for, Educational Research: A Commentary on Boote and Beile’s “Scholars before Researchers.” Educational Researcher 35(9), 28-31◦ Thorough (exhaustive)◦ Comprehensive

� Survey a select group of studies

� Provide detail about relevance

� Describe the contribution of this lit to your study

� Indicate how your study will move beyond them

There exists, at the elementary level, a lack of research that describes conditions contributing to academic optimism. This research helps to fill that void by identifying, describing, and categorizing the norms, behaviors, strategies, and other pertinentcharacteristics that exist in a low-SES school that has established and is maintaining an academically optimistic environment.

Primary themes include: expectations/goals,alignment, collaboration, communication, and needs . . .

Track researcher ideas through the use of memos and links.

Most of the studies on optimism seem to be focused on low SES schools, and I wonder how many occur in high SES schools. Could there be an unwarranted assumption that optimism in low SES is more rare, more powerful, or more necessary for success than in high SES? If so, is this presumption just about low SES schools, or is it a larger assumption about low SES and success?

memo/journal article

Van Hof, J. (2012). Establishment and maintenance of academic optimism in Michigan elementary schools

There exists, at the elementary level, a lack of research that describes conditions contributing to academic optimism. This research helps to fill that void by identifying, describing, and categorizing the norms, behaviors, strategies, and other pertinentcharacteristics that exist in a low-SES school that has established and is maintaining an academically optimistic environment.

Primary themes include: expectations/goals,alignment, collaboration, communication, and a needs

Low SES

Assign multiple codes to a single portion of text/audio/video/image.

Communication

Expectations

Cross-reference the relationships among codes to investigate constellations or patterns.

Communication

“Primary themes include: expectations/goals, alignment, collaboration, communication.”

Low SES Expectations

There exists, at the elementary level, a lack of research that describes conditions contributing to academic optimism. This research helps to fill that void by identifying, describing, and categorizing the norms, behaviors, strategies, and other pertinentcharacteristics that exist in a low-SES school that has established and is maintaining an academically optimistic environment.

Primary themes include: expectations/goals,alignment, collaboration, communication, and a needs

Low SES

Communication

Expectations

Import quantitative or demographic data as a means of comparing subpopulations in the data.

Published: 2012State: Michigan

Colorado Florida Michigan Texas

Low SES 22 31 18 36

Communication 22 45 74 93

Expectations 11 40 22 65

Van Hof, J. (2012): 1 ReferencePrimary themes include: expectations/goals, alignment, collaboration, communication, and needs…

Project Map

Concept Map

� Bruce, C. S. (2001). Interpreting the scope of their literature reviews: Significant differences in research students concerns. New Library World, 102(4), 158–166.

◦ metaphors for the literature review process

ListingSearchingSurveying

Thorough/ExhaustiveComprehensiveComparative

LearningFacilitatingReporting

RelevantConstructionGenerative

More systematicMore foundational

� Based on your conversations, fill out this table:

Adjectives Tools/Activities

Foundation

System

Metaphors

Foundation System

Memos and Links Core ideas Creative ideas

Coding Distillation Connection

Queries Absence/Presence Relevance

Visualizations Logic model Constellations

1. Emphasize relevance over volume2. Integrate rather than isolate the literature from the other

chapters3. Look for things you can use◦ Questions, settings, people, scenarios, historical events, debates,

logical connections

4. Revise the construction of the literature review at the end of the analysis

5. Appreciate and track the role of material that DOESN’T make it into the review◦ Does it deserve a brief mention for providing confirmations,

setting boundaries around the study, identifying camps, anticipating critiques, or providing juxtapositions?

6. Pilot a small example in NVivo before importing everything7. Create a Node “Claim” with subnodes:◦ “Expository”◦ “Research” Expository Research

Communication 22 5

Optimism 44 20

� Session 1◦ NVivo and successfully defended dissertations

� Session 2◦ NVivo and the dissertation literature review

� Session 3◦ NVivo, ethics and IRBs

� Session 4◦ NVivo and your dissertation defense

� Large group

� Small group

� One-on-one

� Independent work

Stay a 4th day at no extra cost

www.Queri.com

Meet NVivo:

NVivo and the Dissertation Literature Review

www.queri.com

Kristi Jackson, MEd PhD

kjackson@queri.com

303-832-9502