Analytic Induction

2014 ◽  
pp. 165-179 ◽  
Author(s):  
Phil Johnson
Keyword(s):  
Analytic Induction

scholarly journals Classical soloists’ life histories and the music conservatoire

2021 ◽  
pp. 025576142199115
Author(s):  
Tim Palmer ◽  
David Baker
Keyword(s):  
Higher Education ◽  
Life History ◽  
Life Histories ◽  
Qualitative Data ◽  
Classical Music ◽  
Loss Of Autonomy ◽  
Cultural Interest ◽  
Concert Pianist ◽  
Analytic Induction ◽  
Musical Excellence

This article explores the life histories of virtuoso classical music soloists with particular reference to conservatoire provision. Detailed life-history interviews were conducted with six virtuosi between May 2018 and January 2019. These participants were three singers, two cellists and a concert pianist. Resultant qualitative data were stored in an NVivo software database and understood through a process of analytic induction. Key findings spotlight the significance of Higher Education, a connection between broad creative and cultural interest and musical excellence, and a significant role for conservatoires in diversifying their training and easing transition into the career. The soloists also warned of dangers relating to controlling teachers, loss of autonomy and a need to convey their career realities to students.

scholarly journals FLAWS IN PROOF CONSTRUCTIONS OF POSTGRADUATE MATHEMATICS EDUCATION STUDENT TEACHERS

2019 ◽  
Vol 10 (3) ◽  
pp. 379-396
Author(s):  
Zakaria Ndemo
Keyword(s):  
Mathematics Education ◽  
Student Teachers ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Mathematical Proof ◽  
Education Student ◽  
Written Responses ◽  
Induction Strategy ◽  
Proof Comprehension ◽  
Analytic Induction

Intending to improve the teaching and learning of the notion of mathematical proof this study seeks to uncover the kinds of flaws in postgraduate mathematics education student teachers. Twenty-three student teachers responded to a proof task involving the concepts of transposition and multiplication of matrices. Analytic induction strategy that drew ideas from the literature on evaluating students’ proof understanding and Yang and Lin’s model of proof comprehension applied to informants’ written responses to detect the kinds of flaws in postgraduates’ proof attempts. The study revealed that the use of empirical verifications was dominant and in situations. Whereby participants attempted to argue using arbitrary mathematical objects, the cases considered did not represent the most general case. Flawed conceptualizations uncovered by this study can contribute to efforts directed towards fostering strong subject content command among school mathematics teachers.

Introduction to Qualitative Data Analysis

2021 ◽  
pp. 140-172
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Data Analysis ◽  
Qualitative Data ◽  
Qualitative Data Analysis ◽  
The Third ◽  
Constant Comparative ◽  
Analytic Induction

This chapter introduces readers to the basics of data analysis and the practical handling of open, axial, and selective coding within and outside the grounded theory. Readers are introduced to segmentation/reassembling, constant comparative, and analytic induction concepts in qualitative data analysis in the first section of this chapter. They should be able to trace the origin of coding of qualitative data in qualitative research. The stages of qualitative data analysis are discussed in the second section. The third section takes readers through the practical steps of open, axial, and selective coding, and detailed examples are given.

scholarly journals Exploring Qualitatively-Derived Concepts: Inductive—Deductive Pitfalls

2002 ◽  
Vol 1 (4) ◽  
pp. 28-35 ◽  
Author(s):  
Janice M. Morse ◽  
Carl Mitcham
Keyword(s):  
Qualitative Research ◽  
Qualitative Inquiry ◽  
Inductive Approach ◽  
Tunnel Vision ◽  
Per Se ◽  
Analytic Induction

Analytic induction is a sacred tenet of qualitative inquiry. 1 Therefore, when one begins a project focusing on concept of interest (rather than allowing the concepts to emerge from the data per se), how does one maintain a valid approach? When commencing inquiry with a chosen concept or phenomena of interest, rather than with a question from the data per se about what is going on, how does one control deductive tendencies to see what one desires to see and which threaten validity? Difficulties stem from the nature of induction itself – Is analytic induction an impossible operation in qualitative research, as Popper (1963/65) suggests? In this section, we first discuss Popper's concern, followed by a discussion of two major threats that may prevent an inductive approach in qualitative research.2 The first threat is the “pink elephant paradox;? the second is the avoidance of conceptual tunnel vision or, specifically, how does the researcher decontextualize the concept of interest from the surrounding context and thereby avoid the tendency to consider all data to be pertinent to the concept of interest? As we explore each of these pitfalls, and we present methodological strategies to maintain both the integrity of the concept and the integrity of the research.

Impact of Two Preservice Teachers’ Value Orientations on Their Interpretation and Delivery of the Skill Themes Approach

2020 ◽  
pp. 1-8
Author(s):  
Leah K. May ◽  
Matthew D. Curtner-Smith
Keyword(s):  
Preservice Teachers ◽  
Social Responsibility ◽  
Qualitative Data ◽  
Short Form ◽  
Value Orientations ◽  
Pedagogical Beliefs ◽  
Approaches To Teaching ◽  
Self Actualization ◽  
The Impact ◽  
Analytic Induction

Purpose: To determine the impact of two preservice teachers’ value orientations on their interpretation and delivery of the skill themes approach. Method: The short form of the value orientations inventory and five qualitative techniques were used to collect data. Participants’ value orientations inventory profiles were illustrated graphically. Interpretive data were analyzed using analytic induction and constant comparison. Findings: Results from the short form of the value orientations inventory indicated that Meagan prioritized social responsibility, learning process, and disciplinary mastery, while Jared favored social responsibility, self-actualization, and ecological integration. Qualitative data largely supported these value orientation profiles and indicated that the preservice teachers’ approaches to teaching skill themes differed and were influenced by their pedagogical beliefs. Moreover, qualitative data illustrated how Meagan’s and Jared’s value orientations and interpretations of the skill themes approach had changed and developed. Conclusions: These findings emphasize the importance of preservice teachers engaging in philosophical reflection on the connections between their beliefs and their interpretations of curriculum models.

Sign in / Sign up

Export Citation Format

Share Document