Data Analysis/Data Representation Management Case Study

Data Analysis and Presentation
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Data Analysis and Presentation
Introduction
In the article “Qualitative data analysis (QDA): Common phases, strategic differences,” Baptiste (2001) defines four phases of qualitative data analysis, including analysis definition, data classification, making connections among different data categories and conveying the message (Baptiste, 2001).
Analysis Definition
In analysis definition, it is essential to determine the goals of the analysis and identify what information is considered appropriate and sufficient and the best way of capturing, recording, interpreting, and conveying that information (Baptiste, 2001). Analysis definition is a process that starts the conception of the study and runs continuously through to “data gathering, reduction, and write-up.” Analysis definition is evident in article, especially at the start where the authors state that the study originated from a study that was designed to “examine the reading strategies of second graders in four urban schools using four different reading programs.” Further, the authors determine how they collected their ethnographic data. The authors also describe how they performed the data and note that each principal got the chance to review the data analysis to increase the rigor of their findings. The authors note that after the triangulation of ethnographic data, there was a further analysis of the triangulated data for the principals (Mackey, Pitcher & Decman, 2006).
Further, the analysis included student reading test scores. The authors note that the analysis was performed only on NAESP’s five standards with the sixth standard, “Actively engaging the community,” being left out because of a failure by the authors to obtain consistent information on the role that the principals played in their schools regarding the standard. The authors also noted that they relied on “Comprehensive Test Based Skills (CTBS)” scores in their analysis to determine the progress that students made in reading. From the above, the authors have clearly defined the analysis and stated that the data they collected and those they left out.
Data Classification
At data classification, two major processes are involved: data tagging and grouping of data. For data tagging, researchers pick only those bits of information that satisfy their curiosity and help them to support the purpose of their study (Flick, 2013). Once data has been tagged, the similar ones are placed in the same group. The researchers showed some evidence of data tagging and grouping. First, they divided their study population into different races to determine the reading strategies for each race and see where there are differences and similarities so that they could arrive at well-reasoned conclusions. The authors also grouped their analysis into different principals, including direct instructions, guided reading, open court, and “balanced literacy with open court embedded (BLOCE).” This way, they could analyze the five NAESP standards for each principal and determine the effectiveness of every one of them. The researchers also sought to determine the CBTS scores separatel...