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Saracho (2013) provides a good explanation for how research and scholarly writing offers guidance on ways to organize and write scientific or social research. Their theoretical framework interprets research as innovative knowledge along with the process, results, and benefits of collected data. Saracho also explains the importance of scholarly publishing and the process of publishing valid research findings that advance knowledge in the field (pg.46). The author further provides the components of a scientific research publication that would most add to my own research paper in this course. Because we have data and coding, we must also understand how to put these analyses together in a methodological way that further provide a critical lens to our recorded findings and an overall discussion of the research questions. Saracho breaks down what each component should have along with the introduction, methodology, data, results, and conclusions. This explanation and example of research methodologies can be used to address our specific research questions and the use of qualitative data to best organize our research findings.

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One new thing I learned from the reading is that "the goal of scientific research is publication." In my understanding, I assumed the goal of research was to find data in support of a claim, and then to prove that claim wrong or right.

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For one, I think the statement that goal of scientific research is publication is applicable to some researchers, but should not be. I think research should be driven by the want to pursue and discover new things about a topic that can be used to benefit people or animals or plants (or whatever/whomever else) in the future. But, I can understand how the purpose of scientific research being publicized is so that important findings are shared with others and used for future research.

I think the table is helpful for how to structure our findings in our final presentation.

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I think the quote is representative of academia’s inherent elitism when it comes to writing and publishing new, original, academic thought. The formal structures & frameworks of reading & writing critically, and especially of publication in fields such as ECE, are locked behind invisible barriers that prioritize the gigantic-seeming structures such as huge research/tuition costs, paywalls to academic articles, and the general elitism of academic discourse emphasizing certain manners/modes of communication, and all the academic jargon that goes along with it which may not be as accessible to younger/less-confident English readers and writers. While publishing is an important & necessary step to legitimization in any academic field, it should not be the only/primary goal of scientific research. I think it comes from an attempt to interpret “epistemology” as a perfect, unbreakable structure of how we should teach young students, instead of allowing for more space for teachers to awaken their agencies & really connect their students to the learning.

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I think the table on page 48 can help my presentation because it provides insight on how to introduce our project and the further analysis that was produced. It reminds me much of the psychology articles and papers that I have gone through in college and i think it gives it a great flow of information in order to not lose the reader throughout the way.

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This study used a CRT (Critical Race Theory) and LatCRT (Latinx Critical Race Theory) framework. They examined historical acts of resistance and opposition and used these to inform their methods of their study in which they looked at the experiences of Latinx students to understand how they resist and transform in educational spaces.

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I believe the conceptual framework for this study is intersectionality and establishing equality especially in the realm of Latinx individuals. A counter story is essentially a narrative that provides a different perspective to the one that has been consistently provided before. The intention of these stories is to highlight those who have commonly been disregarded in the past and bring to light struggles of communities and people that are seldom discussed in past conversations.

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The table on page 48 can help us with outlining our findings. I think it gives clear sections as well as clarification to what each section entails which is helpful.

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I really enjoyed that this paper focused on the importance of telling the stories of those who are often ignored or not noticed. I think it brings up the important point of storyteling as a form of education while also using minority voices for empowerment and knowledge.

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Counterstory in this article is expressed as consuming and learning about the stories of those who are from marginalized groups and better recognizing the ways that certain experiences affect them directly. At the same time, once analyzing these stories we are able to reflect and challenge the points of views of those who are perceived as higher in society. This further allows to expand and challenge the already embedded discussion of what is seen as correct.

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I thought the argument made on page 46 was really interesting. It seems to undermine one's knowledge by simply if they get publication or not. Knowledge isn't meassured by what you actually know, but if you can get your research published. I find this to be honestly wrong way of thinking considering there is probably valuable information that has not been publicized and is seen as less intellectual than one that has been. I thinking all research is intellectual regardless of publication.

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A counterstory, based on the passage, is a storytelling method used to share the experiences of oppressed individuals that are usually ignored or silenced in dominant narratives. It goes against mainstream perspectives (the majoritarian story) and offers a deeper understanding of lived realities, like through the characters Professor and Gloria, who reveal forms of internal and external transformational resistance. Counterstories serve as tools to analyze power, build community, and open new ways of seeing and understanding social issues.

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What is a counterstory?

It is to tell the story of the people. The people's stories that they are often ignored.

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Solorzano and Bernal use Critical Race Theory and Latina/o Critical Theory as their conceptual frameworks to examine how systemic racism and intersecting forms of oppression shape Chicana/o students' experiences. These frameworks support the use of qualitative methods (like interviews and storytelling) to highlight student voices and analyze their forms of transformational resistance within educational settings.

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I think the table on page 48 is helpful for the final presentations and write ups because it is giving clear and simple instructions on how to format. It defines all the elements and explains why they are needed. For the presentation it gives an outline of what exactly should be highlighted and mentioned.

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A counterstory is a way of illustrating forms of transformative resistance by telling stories that are not often told and challenge those in power and the stories of those that are dominantly used in order to build resistance and community.

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What do you think of this argument on page 46, "The goal of scientific research is publication."

I think Saracho means it to get recognized because people will start to notice and question.

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I thought some of the things that were said in the paper were a little questionable especially when it came to talking about scientific research for the sole purpose of publication. I think the table on pg48 will help me summarize my findings and arguments for the presentation, making my claims feel more tangible.

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Counterstories are narratives that challenge dominant societal beliefs and prejudices. These stories highlight the perspectives and experiences of marginalized groups, allowing them to show what they have dealt with and how in order to dismantle privilege and lift up oppressed voices.

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something new i learned from this article was the manuscript process. while I have a slight understanding of what goes into writing a research paper it was cool to see what each sections (somewhat) truly mean.

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the table on page 48 will be a great tool to help us frame our findings memo. It is a clear break down of all the necessary components of a good research essay/presentation.

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This table on pg.48 can greatly help my presentation as it provides a clear and structured overview of the essential components of a scientific research publication. It outlines each section's purpose and content, helping me see and model how a well organized research paper communicates its findings effectively. By referencing this table, I can demonstrate my understanding of how to construct a clear and credible research study, and citing sources properly. It also helps illustrate the importance of clear reporting in educational research.

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I think the argument on page 46 is incredibly wrong and lacks nuance. Scientific research should not have the singular goal of publication. Scientific research should be conducted for the sake of learning, understanding, and progress. Rather than for the sake of publication and glory, scientific research should be based in the desire to better understand our world as well as how to solve problems present in it.

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What is something new you learned from this article?

What do you think of this argument on page 46, "The goal of scientific research is publication."

Again, what does "epistemology" have to do with this?

How might the table on page 48 help you with your presentations 👀?

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What is the conceptual framework for this study? How does it inform or support the methods?

What does "epistemology" (a theory of where true knowledge comes from) have to do with this study?

What is a counterstory?

How do you think the use of counterstorytelling affects the "validity" of the findings? (Maybe compare or contrast traditional/"positivistic" perspectives versus critical research paradigmns)

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"Yet many of the instances of conversational turns in the data corpus did not “fit” neatly within either the subcodes or the higher-order codes."

It was interesting to read about how Sipe decoded and encoded his interviews as themes with subtopics, his bottom up approach contested by the Erickson whopushed a more top down approach that appreciated the whole narrative of the data as oppose splicing it for particulars and piecing it back together..

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Coding as a means of summarizing condensing or reducing data to identify systems, patterns, themes, or key details that decodes these large swaths of information to encode them into more analyz-able data.

This second round of data - phrases, blurbs, references, quotes can then undergo validation and reflection by comparing them with codes in other entries and across other projects.

"Merriam (1998) states,“our analysis and interpretation – our study’s findings –

will reflect the constructs, concepts, language,models, and theories that structured the study in the first place”"

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Coding as a means to Summarize, Condense, or Reduce qualitative data into key topics or details from which to form greater themes, narratives, and lines of knowledge.

Coding as an act of DECODING webs of language then ENCODING it into key fragments of information for analysis.

"coding is the transitional process

between data collection and more extensive data analysis"

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I really liked this quote as a consideration to how we can make our research more flexible and branching, rather than linear. Not just how we connect to the community we are studying (health educators) but how we connect and respond to the research we collect so that it can bend to the existing input and output, while still expanding the data contributing to our understanding of our research GOAL

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Page 3 “[d]ifferences in the distribution of knowledge are a source of power, and power may be used to generate and maintain differences in the distribution of knowledge”

"the “ideal” key informant has five key

characteristics: a role in the community, knowledge, willingness,

communicability and impartiality"

I really enjoyed these quotes as framing the article to better understand how to identify and connect with key participants. Maintaining relationships for and from research is what makes it valuable and inclusive or the communities it extracts this knowledge from.

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My participant's integration of highly intuitive, relational, and emotionally sensitive behaviors with formal educational frameworks is what stands out in my data. Her method demonstrates how early childhood education encompasses more than just academic preparedness; it also entails being aware of children's nonverbal signs, collaborating closely with families, and establishing emotionally safe environments. Another common trend in the data was how she modifies routines in response to observations and teaches emotional literacy using visual aids like puppets.

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I expected teachers to know more about the questions asked but also my assumptions failed me. I would’ve written the questions differently if I knew the lack of information I would receive from the questions I asked.

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A couple of quotes from my interview data have made me think about the stakes for ethnic studies teachers in different regions. While I have thought about this before, hearing an ethnic studies teacher’s experience with teaching the course put things into a different perspective.

My interviewee described their experience teaching ethnic studies in Watsonville, California, and  revealed that there was little to no pushback from the school community as they teach this ethnic studies during a critical political climate. For teachers in California, policies regarding ethnic studies K-12 teaching can be more flexible since some teachers can have more control over their curriculum and what they want to teach. It made me think about how other teachers in different regions can have different experiences when teaching ethnic studies. As we talked about this in the interview, we compared what teaching ethnic studies in states like Florida might look like, and the possibilities of pushback in more conservative states. This teacher shared a sentiment about possibly not being able to teach ethnic studies in a different region as he does so now at Watsonville high. He even mentioned that when the kids found out about the state pushback on K-12 ethnic studies, it made them want to learn about it more. It addressed the concern that this research could be limited to one region only since I don’t have time to research an ethnic studies teacher out of state. I would’ve liked to compare the intersectional experience of teaching ethnic studies in different U.S. states.

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Some informal findings of our data: Person #1 was very community-centered in his values and reason for pursuing teaching/educating others. Person #1's queer identity and lived experience with that seemed to influence the way he educates. Person #2's lived experiences heavily relied on their sex-ed experience in high school as well as their queer identity. Neither had intentions to go into teaching, but very much value the work they are doing now to serve individuals and their access to health education.

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One thing I noticed was that teachers have to put on many hats- and it’s seldom talked about. There are these underlying expectations where the teacher has to be a counselor, parent, tutor, disciplinary. And while as educators as researchers we know this to an extent, I guess I realized that many times teachers don’t even get to the it job because students have major home issues and or struggles that aren’t necessarily conducive for a school environment. Many times the teacher isn’t support in these areas, and so they are left struggling to support children emotionally without proper training or preparation.

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After talking with an experienced second grade teacher, I was inspired by how she embeds social emotional learning into every moment of her day, from teaching students multiple breathing strategies with a “breathing ball” and colorful practice sheets, check ins, and stop and reflect pauses when the class feels off. I learned that the teacher has control and the importance of embedding SEL into academic routines, modeling tone taking and perspective sharing in conflicts, reinforcing body boundary language, and adapting behavior chart systems when they become stressful, because she recognizes that every child “comes from their own world and they come together here.”

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For our group, we have a wide range of grade levels taught that we are analyzing. I think the difference between answers as they pertain to different ages of groups strategies for socio emotional awareness in the classroom and different sure, but really the same too.

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I think, across the board, we came across several themes through our interviews, even though all three of us interviewed from pretty different teacher demographics (TK-Kindergarten, 4th-5th, and a Principal). All of their thoughts overlapped in the following categories: COVID & how it changed classroom/curriculum standards across grade levels, changes in technology, and exposure outside of class time.

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my interview data includes a lot of opinions regarding the best ways to support students with disabilities, I see a lack of alignment in the responses and a opinions that school districts and government do enough and can do more to support not only these students but their teachers as well. Changes based on interviewers

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We found that health educators often approach sex education curricula from a public health standpoint with education as a means of communication, emphasizing the relationship between individual and community health.

One educator used the term "whole human" education while another quoted "autonomy"and "power as knowledge" as their goals when teaching students.

As this was a sentiment repeeatedly shared by individual interviewers and a theme seen across the collective interviews, this is a burgeoning finding from our research data and coding.

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In my interview I saw how, while mr.x felt supported by his colleagues during the first year of implementing ethnic studies, there is a clear tension between the top-down nature of the mandate and the lack of local community involvement. His concerns about potential resistance showed me how important it is for educational changes to be rooted in community support, not just state policy. These findings suggests to me that while collaboration (well collaboration in SCCS at least) among teachers is strong, it is felt that more work is needed to engage and educate the broader community to ensure long term success of the curriculum.

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Personally, a curveball that was thrown at me was that all of our interviewees believe that the decline in literacy comes from early exposure to technology starting at home. Before starting the interview process, I was under the impression that this was a problem that began at school and was translated into the homelife.

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With the groups research I have learned about process for inspiring readers at different stages of Elementary school and how much Covid effected students building foundational skills. Not an over all loss of literacy but a shift down.

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I learned that many ELD teachers are interested in helping the kids because they had to go through the same issues of being seen as a problem for being bilingual

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similarities and differences between interview data- finding similarities in our coding and seeing how we can build our research off of said similarities and what it says about effective sel teaching and curriculum

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An initial thought i had to this quick write was how all the interviewees share the same personal experiences in education which is what motivated them to be teachers in the field. I wonder how someone who doesn't share the same experiences and background would've responded to our interview questions

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Overall my interview data has been pretty interesting to look back to and analyze. I think the person that I interviewed had a lot to say and was willing to share that with me. Something that stood out to me was how they made connections to the past when it came to their own ELD experiences when growing up. I believe it was insightful to better understand first hand experiences with the program as well as recognize how students might be impacted today through an educators perspective. It leads me to think about how much time has passed since the educator was once in ELD to now being an educator in that learning sector and how the program has changed.

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I decided to take the approach of comparing and contrasting the data transcripts; findings connections and differences, and then creating my finding from that. One finding I already found was: "Children are more engaged and responsive when mathematical concepts are introduced through play-based and narrative activities." I think these moments show how embedding math in movement or storytelling makes abstract concepts more accessible, allowing children to internalize them through familiar and playful formats.

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It’s interesting to me how while teachers understand the importance of their role in a students development, they don’t always believe in the gravity of censorship. We are getting mixed data results regarding censorship in a classrooms potential outcomes. One said they leave how they are personally feeling about anything (politics, life, etc) at home (pros and cons) and another said that censorship is only damaging if the subjects know they are being censored.

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It was interesting how a lot of our data lined up with teachers feeling like they did a lot of their own redirecting and forming their own versions of how they do things. Especially in SPED classes a lot of the interviees talked about how they felt like they had to find their own way a bit and maybe it was less supported

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Feels like Micheal came from a public health and community oriented mind set when implementing. The other one was very focused on critically thinking and getting individuals to critically think to then affect a community. I feel like avas person had very many inclusive and equitable education pedagogues that she implemented. She listened to students and learned from them. She updated and tweaked her curriculum frequently to continue best fitting the needs of her students.

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The interviews done in my group uncovered themes within our topic that I had not previously thought of. It was interesting to code these themes across all of the interviews and see how they are uncovered in each one.

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I learned that there are different ways that politics can play a role in education. Even though I knew that already, I think I realized that it was actually a lot closer to home that I thought. Being raised in a liberal community (and being raised somewhat politically unaffiliated by my mother), I never really realized that there were people with opposing views (like the Moms for Liberty superintendent candidates). I learned that censorship can happen anywhere just based on your opinions and beliefs (if you're a liberal in a conservative area you'll feel censored and vice versa) and thought that was really interesting.

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“It’s all right if your choices differed from mine. Coding is not a precise science; it’s primarily an interpretive act. Also be aware that a code can sometimes summarize or condense data, not simply reduce it.” (4)

I like that in the text Saldaña emphasizes coding as an interpretive act, which highlights the importance of the researcher’s perspective. It’s a helpful reminder that coding isn’t just about organizing data, but about capturing its deeper meaning.

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"In a job like this you have to constantly be on top of the children, educating
them, checking that nothing goes wrong. It is very stressful and at times you
are crazy ready to finish and there are many parents who forget that they have
to come (to collect their child). They get out of work and go and get their hair
done or go someplace and you are checking your watch so there are many
parents that don’t value you and who don’t appreciate you."

This quote really shows how stressful and demanding early childhood work can be, especially when parents don’t always recognize or appreciate the effort involved. It’s a reminder of how much these educators give, often without the thanks they deserve.

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Erickson argues that it's important to be mindful when reading theoretical texts while analyzing literature. This is because it can shape the way you interpret/categorize what you see in the data and influence your overall thinking.

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Boyd’s study follows clear methodological steps that align well with her research goals, showing intentional and thoughtful design. I found it meaningful how she reflected on her role as a researcher. What really stood out to me was how the findings showed how teachers, especially early childhood educators, despite the crucial role they play. The findings felt persuasive because they were closely tied to the participants’ real experiences. However, a limitation is that the study’s context is very specific, which might make it hard to apply the results.

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What I gathered Erickson meant by "bottom up" is an approach that researchers use that come up with a unique code for each section of a transcript and change or variation in the conversation.

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Something that stood out to me was the deep dive on teachers lifes and day to day classroom lives. The lower pay that teachers experinces they live and are expected to care for.

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What I got is that bottom up observes more of the smaller details and patterns that works its way up to the bigger ideas and patterns while top down observes all the data as a whole and like dissects its to find like the smaller key details

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i really enjoyed re-reading this article because I was able to find more things that I missed in the first reading. I found the study to be interesting since there was so many ways the information could have been taken. I think they were persuasive as it brings to light everything teachers do.

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Boyd’s methodology felt intentional and well-aligned with her goals. I appreciated how reflective she was about her role as a researcher; it added to the validity of the study. The findings stood out because they were deeply connected to the voices of the participants. One limitation, though, might be how context-specific the data is; it’s powerful, but it may not be easily to generalize.

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Erickson explains that a "bottom-up" analysis starts by coding small pieces of data, like every line of a transcript, and then builds up to larger themes. In contrast, "top-down" analysis begins with broader ideas or interpretations that guide how the data is understood. He points out problems with the bottom-up approach, especially when it’s used rigidly in qualitative software, because it can miss deeper meanings. Erickson also emphasizes the importance of carefully reading and "searching" the data, rather than letting personal biases or surface impressions shape the analysis to ensure a accurate understanding of what is being expressed.

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Erikson makes reference to preferring the top-down approach compared to the bottom-up approach. I liked how they highlighted that both the top-down or the bottom-up approach are seen as a validity test in order to see the notions in which analysts have created show similar meaning to actions that are being analyzed. Ultimately showing the importance of analyzing data collection and comparison to what is pulled out as well.

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What really stood out to me in Boyd’s piece is how messed up it is that even though education is seen as this super important path to better jobs and opportunities, the people actually doing the teaching—especially those working with little kids—aren’t treated like they matter. You’d think teachers would be more respected and paid better, considering how much society relies on education. But instead, early childhood educators often get low pay and not-so-great benefits, even if they have the training and qualifications. Boyd mentions that the NAEYC tried to push for fairer pay back in the ’90s, but clearly, this is still an issue. It’s just wild how we can say education is everything, but then not back that up by supporting the people who make it happen.

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From bottom up, he was saying that you assign conceptual keys to conversational turns, which is interesting. Just thinking, I wonder which one is inherently better? Or I suppose both are useful in their own ways depending on how you frame it and use it. The top down analysis seemed to be his take more, which seems to be focusing on the broader topics and such and then letting the small things flow and fall into place.

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I think that by "top-bottom," Erickson meant to start big and work your way down. When talking about bottom-up, it's the opposite; you will look at the smaller issue and then look at the bigger issue.

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Bottom-up analysis means starting small. You look at little details first .like what each person says in a conversation, and then you group those details to find bigger ideas or patterns.This method was used by labeling each bit of conversation, then organizing those labels into bigger categories. Top-down analysis is the opposite. You start by looking at the bige—like the overall themes or differences in the data—and then break it down into smaller parts.

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I think the two ways of working with data and interactions was really interesting. Although the author really pushed for the top down idea of analysis, I think I stick with the details first approach (but probably because I am really low on time). I wonder if changing the way in which I look at data would change the ways in which I think about my findings...

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In Erickson's text, the "bottom-up" analysis means starting with the details in the data and building up to broader patterns or theories, while the "top-down" analysis means starting with big ideas or theories and breaking them down to see how the data fits or challenges them. Personally, I think I find that moving back and forth between these two approaches helps me develop a deeper and more accurate understanding of data but I do tend to lean more towards the "bottom-up" analysis of things.

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Erickson mean by “top-down” analysis is about the bigger picture as how people interact.

Erickson points out that reading literature during analysis can shape how one sees things and notice new perspectives

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I really enjoyed how this reading highlights the work that teachers do. I think it's easy for students and parents to forget what kind of work is put into teaching and preparing for classes. This reading also makes me think about pay for teachers and how much less money teachers make even though they are arguably doing the same (if not more) work as other jobs/careers

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I thought this section brought up an interesting point about how we analyze interactions—specifically, whether it makes more sense to work from the whole situation down to the details (top-down) or from the details up to the big picture (bottom-up). The author leans toward the top-down approach, arguing that it’s more in line with how people actually experience things, like kids participating in a read-aloud. Instead of kids just doing a bunch of separate “moves,” they’re doing the session as a whole, and their actions support that overall activity. The author also talks about how Sipe’s idea of the “carnivalesque” was a great insight, but wishes he and Ghiso had taken it further by breaking down what actually makes up that category. It’s a reminder that analysis is never really finished—there’s always more you could dig into.

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I had to deeply consider what Erickson was saying about objectivity vs subjectivity when analysing data, because I realized I was tending to sway in one direction or the other (yet mostly subjective) when I started coding transcripts. Because I previously knew who I interviewed, I was letting my very subjective views on her responses get in the way of me trying to truly understand the points she was trying to get across. This is also where "searching" for the data comes in, as Erickson described. I was initially giving this interview a surface level analysis and conclusion because I let personal feelings get in the way of actually sifting through her words for the valuable data that would explain what she meant through analysis.

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I really enjoy reading this because it standout to me. It shows that we don’t appreciate  the work that teachers do. I want to be a teacher but sometimes I feel that I judge or overlook the work that some teachers do but in reality they are just doing their best. This reading makes me think about how teachers need to be given more money and support from the schools/parents.

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What does Erickson mean by "top-down" or "bottom-up" analysis of data?

What point does he make about reading literature during analysis?

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What are the methodological steps Boyd describes in her article?

Is the design of the study logical? Why or why not?

What stands out to you about the findings?

Are they persuasive?

Are they valid? How do you know?

What are the limitations of this study?

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The way that Chapter 5 transforms coding into an artistic, meaning-making activity is interesting. Complex techniques like Pattern, Axial, and Theoretical Coding are made easier to understand by Saldaña's analogies and emphasis on adaptability. The complexity  that can be achieved in Second Cycle code are highlighted by the emphasis on memo writing as analysis and ideas like "Accepting through Excepting." Applying these techniques to my research will help me go from raw data to insightful understandings. I can use Pattern Coding to find developing themes, write analytical memos to consider those patterns, and use Axial Coding to investigate correlations across categories.

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This article was helpful to understanding how coding works by categorizing data to find all the patterns that align with one another. We're categorizing what "looks alike" and "feels alike" (p.9)

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Being able to practice reflexivity is important to consider where one stands prior and during the research process. This will help us understand our own subjectivities and how it may impact our personal and collective experiences to those we are conducting the research on.

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“This search for multiple meanings raises more questions and leaves threads dangling. We make room for the expected, presumably incorporated in our research questions, and the unexpected, what we glean because we remain open to multiple interpretations of the events we’ve documented” (Dyson & Genishi, 2005, p. 99-100)

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I learned about coding which is something I always thought was extremely complex. I appreciate that this spiked my interest in another world and I was surprisingly interested in viewing gathering qualitative research through the lens of coding.

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Dyson and Genishi show how qualitative, case-based research can capture the truth in descriptive ways. As a future educator, I imagine the complexities of real classrooms. This approach goes beyond test scores, focusing on the richness of children's communication, play, etc..

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"As you code and recode, expect – or rather, strive for – your codes and cat- egories to become more refined. Some of your First Cycle codes may be later subsumed by other codes, relabeled, or dropped all together. As you progress toward Second Cycle coding, there may be some rearrangement and reclassi- fication of coded data into different and even new categories." (p.10)

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This quote “Codes can sometimes summarize or condense data, not simply reduce it” reminds of how codes and themes when analyzing data can get mixed up. Recognizing that codes do not come before data collection and analysis is important to catch these biases that we may have as a researcher. This to me is a form of practicing reflexive questioning and thoughts.

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“The majority of qualitative researchers will code their data both during and after collection as an analytic tactic, for coding is analysis (Miles & Huberman, 1994, p. 56).”

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The part that I found the most interesting is the fact that human experience is messy, and that it’s unrealistic to remove all humanness and the messiness of the human experience out of something, and even if it’s possible then it ruins the value and context of the human experience.

“By the time that we as researchers are ready to focus on data analysis, messy human experience has become notebooks (and disc files) of typed field notes…our effort to examine some phenomenon in some holistic social unit-has somehow lost its coherence “ (p.79)

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" A few research methodologists perceive a code as mere shorthand or an abbreviation for the more important category yet to
be discovered.Unfortunately,some use the terms code and category interchange-
ably and even in combination when they are, in fact, two separate components
of data analysis. "

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I really love the idea of the teachable moment as described in Ms. Yung's classroom. This concept is something I use a lot with both my own students and other kids I interact with and have always found it effective.

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This reading really made me think about the interview I had with my teacher and how I should've asked her more. She said things I didn't agree with, but as the reading discusses, we are all deeply complex humans, and our preconceived notions are going to impact how we analyze data. I see that happening with how much I disagreed with what she was saying. I need to keep this in mind when coding/analyzing. The narrative will not be neat, as the text states, and this can be acknowledged. - emie

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Pattern Coding helps organize data by grouping similar pieces together and giving them a bigger meaning. Focused, Axial, and Theoretical Coding take this further by finding connections between themes and building a deeper understanding of the study’s main ideas. Other methods like Elaborative and Longitudinal Coding build on past research or track how things change over time, helping researchers see patterns and shifts more clearly.

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I learned a lot about coding and it was really helpful when I was looking through my transcript because it helped me be able to focus on the main points that I wanted to bring up. What I did was definitely nothing super great or final, but I think this paper helped me get started.

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Dyson explains how data collecting could be like behavior analyzing and how you use language as a tool to get the responses you want from your participant .

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Saldanas work helped break down coding and practices of coding different types or materials. Throughout chapter one, she introduces us, the reader, on what exactly a code is and how to analyze data through grouping and pattern finding.

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I liked learning about the different cycles of coding, and how long the process can get as you continue to organize and categorize your findings. I felt like I got a good idea of each of the different types of coding, and what may be well applied to my research project. I also just really enjoy when there are visuals that go along with texts, and liked the Codes to Theory Model

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I think I really enjoyed the idea of using mundane topics and creating something that can be taught (not that everything has to be taught), but I think it helps create little lessons using things that students are interested/passionate in.

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In Ms. Yung’s classroom, everyday conversations often turn into “teachable moments,” like vocabulary lessons or quick assessments of what students know. By looking closely at how she asks questions and how the conversations flow, we can see how teaching and communication are connected. Her interactions show that learning happens naturally through simple, thoughtful talk with her students.

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" When you search for patterns in coded data to categorize them, understand that sometimes you may group things together not just because they are exactly alike or very much alike, but because they might also
have something in common – even if, paradoxically, that commonality consists of differences."

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I think I like open coding because I enjoy writing about my perspective or opinion on how an interview went, just to remind myself on how I was feeling and thinking at that moment.

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"Axial Coding is appropriate for studies employing grounded theory methodol-
ogy, and studies with a wide variety of data forms (e.g., interview transcripts, field
notes, journals, documents, diaries, correspondence, artifacts, video)" (218)