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BK

Third edition

Los Angeles ; London ; New Delhi ; Singapore ; Washington DC ; Melbourne : SAGE, 2019

xxxiii, 307 stran : ilustrace ; 25 cm

ISBN 978-1-5264-5892-6 (brožováno)

Ke knize je dostupná komplementární webová stránka s návody, seznamy, příklady, cvičeními a odkazy na další pomůcky (https://study.sagepub.com/friese3e).

Obsahuje bibliografii, bibliografické odkazy a rejstřík

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Online resources xiii // Preface to the third edition xiv // ATLAS.ti key terms xvi // Introduction XXV // For whom did I write the book? xxvii // Chapter overview xxviii // Sample projects xxx // Further reading xxxii // 1 Overview of the process of computer-assisted analysis 1 // Phase 1: description of the data - creation of a code system 2 // Phase 2: querying data - finding answers - identifying relationships 3 // The analytic process 4 // Does my methodological approach fit a computer-assisted analysis? 6 // Further reading 7 // 2 Getting to know ATLAS.ti 9 // Skills training 2.1: starting the program and importing the // sample project 10 // Skills training 2.2: getting to know the user interface 11 // The ATLAS.ti ribbon 12 // The navigation panel 14 // Description of entities that you are going to work with in ATLAS.ti 15 // Skills training 2.3: working with the entity managers 16 // Skills training 2.4: working with docked and floated windows 17 // Skills training 2.5: loading documents 19 // Skills training 2.6: creating tab groups 20 // Skills training 2.7: simple data retrieval 21 // Skills training 2.8: looking at a network 21 // Skills training 2.9: previewing the Query Tool 22 // Review questions 23 // 3 Embarking on the journey - data and project management 25 // Data preparation 27 // Text documents 28 // PDFs 29 // Audio and video files 29 // Multimedia transcripts 30 // Image files 30 // Excel files (survey import) 30 // File size and document length 31 // Language support 31 // Collecting data with the ATLAS.ti mobile app 31 // Transcription guidelines 31 // Guidelines for interview transcripts 31 // Guidelines for focus group transcripts 32 // About data file names 33 // Project management in ATLAS.ti 34 // Skills training 3.1: setting up a project 36 // Creating a new project 36 // Adding documents 37 //

Commenting your data and keeping track of analytic thoughts 37 // Saving the project 38 // Skills training 3.2: organizing project documents 38 // Creating groups in a manager 39 // Creating groups in the Group Manager 41 // Deleting a group 42 // Renaming a group 43 // Skills training 3.3: managing your project 43 // Removing documents from a project 43 // Renumbering documents 43 // Deleting a project 44 // Skills training 3.4: exporting projects for project transfer or backup 44 // Skills training 3.5: creating project snapshots 45 // Skills training 3.6: changing the default location for ATLAS.ti project data 46 // Skills training 3.7: preparing and importing survey data 48 // Preparing survey data 49 // Importing survey data 50 // Inspecting the imported data 50 // Working with survey data 51 // Skills training 3.8: importing reference manager data for a // literature review 52 // Skills training 3.9: writing memos in the early stages of analysis 54 // Creating a memo // When to use comments and memos in ATLAS.ti Skills training 3.10 exploring your data - creating word clouds Skills training 3.11: keyword in context search Review questions Further reading // 4 Technical aspects of coding // Skills training 4.1: coding with a new code Quotation reference Code reference // Skills training 4.2: coding with two or more codes Skills training 4.3: list coding Skills training 4.4: coding via drag and drop Skills training 4.5: replacing a code Skills training 4.6: resizing the length of a quotation Skills training 4.7: unlinking and removing codes Skills training 4.8: writing quotation comments Skills training 4.9: coding with in-vivo codes Skills training 4.10: further coding-related options Creating new codes Renaming codes // Adding a color attribute to codes Deleting codes (and other entities) // Writing code definitions Merging codes //

Skills training 4.11: importing a list of existing codes Skills training 4.12: exporting the code list for reuse in another project Skills training 4.13: focus group coding Coding focus group data Handling other media types Skills training 4.14: coding a PDF document Skills training 4.15: working with audio and video files Adding audio/video files to a project Display of video documents Zooming the timeline Creating an audio or video quotation Display of video quotations First steps in analyzing video data Making use of quotation names and comments Adding codes // Skills training 4.16: coding an image // Skills training 4.17: working with geo data 98 // Adding a geo document 98 // Creating a geo quotation 99 // Coding geo quotations 100 // Review questions 101 // Further reading 101 // 5 Creating a coding scheme 103 // Let’s do a puzzle so you remember how good you are at categorizing 105 // Skills training 5.1: noticing and collecting - coding data for content 108 // Discussion of the coding exercise 110 // How to add more structure to your exploration 111 // More on code word labels, quotations and numbers 116 // The ’right’ length for quotations 116 // What to do with repeated occurrences 116 // The ’right’ number of codes 117 // More on categories and subcategories 118 // Do I need to code everything? 120 // Building an efficient code system 120 // Skills training 5.2: retrieving all quotations of a code 122 // Skills training 5.3: developing subcategories 124 // Skills training 5.4: building categories from descriptive labels 129 // Skills training 5.5: defining categories on the ’right’ level 135 // Skills training 5.6: comparing thematic to interpretive coding 139 // Advantages of a well-sorted and structured code list 143 // Using syntax to distinguish between distinct levels and types of codes 145 // Moving on 147 //

Skills training 5.7: writing research-question memos 147 // Recommendations for organizing research-question memos 151 // Review questions 151 // Further reading 152 // 6 Querying the data and further steps in the analysis process 154 // Skills training 6.1: getting to know the operators 155 // Boolean operators 155 // Proximity operators 157 // Semantic operators 161 // Exploring the data terrain further - the journey continues 163 // Skills training 6.2: creating and working with smart codes 163 // Creating smart codes 164 // Editing smart-code queries 165 // Skills training 6.3: getting to know the Code Co-occurrence Table 166 // For anyone interested in the mathematics behind the c-coefficient 168 // Skills training 6.4: getting to know the Code-Document Table 169 // Skills training 6.5: creating queries in the Query Tool 173 // Starting simple: building a query using set operators 173 // Creating a report 174 // Building a query using proximity operators 176 // Building more complex queries 176 // Skills training 6.6: learning about code queries in combination with document attributes 17° // Skills training 6.7: creating smart groups l81 // Skills training 6.8: working with global filters l82 // Global filters in the Code Co-occurrence Table 184 // Global filters in the Code-Document Table 186 // Reflections on the use of code groups 187 // Reflections on the use of numbers and how perfect does the // code system need to be? 188 // Review questions 189 // Solutions 190 // Skills training 6.1: understanding Boolean operators 190 // Skills training 6.5: step-by-step instruction to answer RQ6 190 // Further reading 191 // 7 Recognizing and visualizing relationships - working // with networks 192 // Skills training 7.1: learning terminology 194 //

Skills training 7.2: using networks for conceptual-level analysis 196 // Exploring code co-occurrences in networks 196 // Case-based analysis in networks 200 // Using networks to develop the storyline for your research report 202 // Using networks to discuss findings with your adviser or colleague(s) 203 // Using networks to present findings 203 // Illustrating results from the Schwarzenegger project 204 // Illustrating results from a media analysis of the financial crisis 204 // Using networks in publications 205 // Skills training 7.3: creating and working with networks 206 // Learning how to link 207 // Relation properties 207 // Exploring the links 209 // Linking multiple nodes simultaneously 209 // Adding nodes 210 // Removing nodes 211 // Moving nodes 211 // Accessing data behind nodes 211 // Layout options 212 // Routing 214 // Network view options 214 // Skills training 7.4: working with the Relations Editor 215 // Opening the Relations Editor 215 // Modifying an existing relation 216 // Creating a new relation 216 // On the use of networks for structural purposes 216 // Dealing with case-based networks 219 // Hyperlinks in ATLAS.ti 220 // Examples of using hyperlinks 220 // Skills training 7.5: working with hyperlinks 221 // Linking quotations 222 // Linking across tab groups 223 // Browsing hyperlinks 224 // Visualizing hyperlinks 225 // Overview of all code-code links and hyperlinks 226 // Review questions 226 // Further reading 227 // 8 Compiling the final report - the last phase of the // writing process 228 // Contents for the method chapter 229 // Contents for the result chapter 231 // Skills training 8.1: exporting memos for reports 232 // Skills training 8.2: how to quote data segments in reports 233 // Skills training 8.3: exporting networks for reports 234 // Contents for the appendix 234 // Skills training 8.4: creating a code book 235 //

Skills training 8.5: exporting the document with codes in the margin 236 // Review questions 237 // Further reading 237 // 9 Teamwork 238 // Decide who is going to be the project manager 239 // Checking user accounts 239 // Common tasks of project managers 241 // Skills training 9.1: merging projects 242 // Housekeeping 246 // Common tasks of team members 247 // Importing project bundle files 247 // Overview of team project tasks 249 // Scenario 1 - analyzing a common set of documents 250 // Scenario 2 - analyzing different sets of documents 252 // Scenario 3 - joint development of a coding frame 253 // Scenario 4 - team projects for the classroom 257 // Overview of the tasks for classroom projects 257 // Scenario 4a - the teacher-guided classroom project 260 // Scenario 4b - the teacher-guided project with more student autonomy 263 // Scenario 4c - for a two-semester qualitative method course 264 // Scenario 5: inter-coder agreement 264 // To the critics 265 // Why reliability matters 266 // Reliability and validity 267 // Requirements for coding 268 // Development of semantic domains 268 // Multi-valued coding 270 // Common mistakes 271 // Measuring inter-coder agreement 272 // Krippendorffs family of alpha coefficients - from the // general to the specific 275 // Other methods for analyzing inter-coder agreement 276 // Decision rules 278 // Skills training 9.2: analyzing inter-coder agreement 280 // Project set-up 280 // Performing inter-coder agreement analysis 283 // Interpreting results 287 // Relevance 288 // Agreement on the presence or absence of semantic domains 289 // Domain identification 290 // Agreement in coding within a semantic domain 291 // Violation of mutually exclusive coding 292 // Qualitative comparison of the codings of different coders 294 // Epilogue 297 // References 298 // Index 203