Another explanation could be that life as a parent gets easier with more experience. To explain the results, we could, for example, apply self-consistency theory to explain the findings arguing that parents with two or more children feel compelled to report positive effects as otherwise, they would need to question their own decision of why to have more than one child. You can find more information about this in the book Qualitative Data Analysis with ATLAS.ti.Īs you can see from the Figure below, each response was coded with sociodemographic codes like gender or number of children and codes that describe other aspects like various positive and negative effects of parenting. As each document contains responses from various respondents, sociodemographic characteristics needed to be coded. If you look at the sample project, you will find two documents (D3 and D4) that contain comments from multiple people on a parenting blog and comments on an article published by the New York Time Magazine. RQ1: Do parents with one child differ from parents with two or more children regarding the positive and negative effects of parenting they report? When reading through the examples, think about how you can transfer this knowledge to investigate the data in your projects. We will look at a few research questions and how to find answers to them. I will use the Children & Happiness sample project that you can find on the ATLAS.ti website. I will now show how to use the co-occurrence operators using the Code Co-occurrence Table. The co-occurrence operator is also used when running the Code Co-occurrence Explorer or Code Co-occurrence Table. Using the WITHIN operator, you can ask, for instance, for all quotations coded with ‘topic X WITHIN ‘question 5’ or by ‘speaker y’. The same applies when working with pre-coded survey or focus group data where ATLAS.ti automatically codes all questions/speakers. The WITHIN operator comes in very handy in such instances. Or if you have coded longer sections in your data like biographical periods in a person’s life and then did some more fine-grained coding within these periods. Think of video data where it might be essential whether action A was already going on before action B started or vice versa. With other types of data, they are, however, quite helpful. In interviews, people often jump back and forth in time or between contexts, and therefore it usually does not make much sense to use the specific embedding or overlap operators. Varied approaches to qualitative data analysis inform how we discuss the functions of software.The more general co-occurrence operator is quite helpful when working with transcripts. Experimenting with these processes where relevant in your chosen software will help to become familiar with useful entities in the software.We keep the subject matter of other chapters in mind as the step by step tasks in these pages get deeper into the interpretive and interrogation processes of analysing different media. In Chapter 5 to help get you started, we talk about productive things you can do in the early stages of setting up a ‘project’ in software. See downloadable working projects and data Note that once you are working in a software ‘project’ there is no clear linearity or set sequence in the way things have to be achieved and consequently chapter references do not always appear in numerical order. She provides a selection of ideas for analytic actions using focus group data and survey data from a spread sheet. These pages are followed by other tasks of data import, data preparation, organisation, coding and analysis.Īs with other ATLAS.ti step by step options written by Susanne Friese she has oriented exercises around the c ase study B data (Financial Downturn).
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