Using the public policy conceptual framework, the research team framed

Using the public policy conceptual framework, the research team framed

Using the public policy conceptual framework, the research team framed their self-study as an investigation of “program positionality” using the sensitizing concepts of:

· Availability—of what? To whom?

· Accessibility—can the potential recipient find us or get to us?, and 

· Acceptability—is the program aligned with community financial resources?

Each program document, video, webpage, and protocol was examined. The research team members developed a form to document and organize the data to be extracted from the various sources. The document contained places for:

· Recordkeeping (date, time, researcher id); 

· Descriptive information about the source (creation date, purpose, ownership, content); 

· Answers to each of the three key concepts; and 

· Field notes—a place for the researcher to describe their reactions and feelings to what was being learned.

As noted in this continuing scenario, the research team needs to spend quite a bit of time identifying, collecting, organizing, reviewing, and analyzing data that is relevant to the phenomenon of study (Ravitch & Carl, 2016). In this case, because of the multiple sources of data, organizing the data is critical to the data collection process.

For this week, you will begin coding your first Scholars of Change Video. You also will explore gathering data from websites and other documents as they relate to your positive social change experience.

Learning Objectives

In Weeks 1–4, you observed and created field notes for each of the Walden Scholars of Change videos. Now that you have completed your observations, next you will select one of the Scholars of Change videos to begin the coding process of not only your field notes but also the transcript of the video you downloaded.

To prepare for this Discussion:

· Review the chapters in the Saldaña text found in this week’s Learning Resources.

· Review the Introduction to Coding and From Content to Coding media programs in the Learning Resources.

· Refer back to your observational field notes from the Scholars of Change Videos from Weeks 1–4.

· Choose one of the four Scholars of Change videos and refer to your field notes from your observation.

· Access the transcript you downloaded for the media program of the Scholars of Change video you selected for this Discussion.

· Begin to code the transcript and the observational field notes of the Scholar of Change Video you chose. (Note: You will only need one or two codes for this Discussion, although more are acceptable.)

By Day 3

Post a brief description of the video you chose. Next, include an example of one or two codes and provide quotes from your notes or transcript to support your example. Finally, explain your reasoning for this coding.

Be sure to support your main post and response post with reference to the week’s Learning Resources and other scholarly evidence in APA style.

Laureate Education (Producer). (2016). From content to coding [Video file]. Baltimore, MD: Author.

In this media program, Dr. Susan Marcus, Core Research Faculty with the School of Psychology at Walden University, introduces coding and how to move from content to codes. This video focuses on what Saldaña (2016) calls “first cycle” coding. Three different approaches are presented. Analytic memos will also be discussed.

Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). Thousand Oaks, CA: Sage Publications.

· Chapter 1, “An Introduction to Codes and Coding” (pp. 1–42)

· Chapter 2, “Writing Analytic Memos About Narrative and Visual Data” (pp. 43–65)

Ravitch, S. M., & Carl, N. M. (2016). Qualitative research: Bridging the conceptual, theoretical, and methodological. Thousand Oaks, CA: Sage Publications.

· Chapter 7, “An Integrative Approach to Data Analysis” (pp. 215–236)

· Chapter 8, “Methods and Processes of Data Analysis” (pp. 237–270)

Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Thousand Oaks, CA: Sage Publications.

· Chapter 12, “Data Analysis in the Responsive Interviewing Model” (pp. 189–211)

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· Thomas, E.F., MCGarty, C., & Mavor, K.I. (2009). Transforming “Apathy into movement”: The role of prosocial emotions in motivation action for social change. Personality & Social Psychology Review, 13(4), 310-333.

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· Kezar, A. (2014). Higher education change and social networks: A review of the research. Journal of Higher Education, 85(1), 91-125.

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· Aguinis, H. & Glavas, A. (2012). What we know and don’t know about corporate social responsibility: A review and research agenda. Journal of Management, 38(4). 932-968.

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· Walden University. (2015). Social change. Retrieved from https://www.waldenu.edu/about/social-change

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· As you review this website, think about Walden’s meaning of social change and how this website will guide you as you consider positive social change for your Major Assignment 2

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