Document Analysis as a Qualitative Research Method

Bowen, Glenn A.

doi:10.3316/qrj0902027

Cited by 6,501 publications

(5,194 citation statements)

References 14 publications

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“…[39] After we analyzed the interview data, we proceeded to organize the document data (see Figure 1). [34] HK coded this data according to the categories identified in the interview data analysis. HK also analyzed the document data inductively, but this process did not identify any new themes.…”

Section: Resultsmentioning

confidence: 99%

“…In the first stage, we wanted to gain a diverse insight of the study phenomenon and we did this by interviewing the key informants, [32] referring to experts who could provide a wide perspective on the study topic. [33] In the second stage, we completed the data by using document analysis [34] on environmental programs. We followed a checklist produced by Tong et al (2007), [35] which provides consolidated criteria for reporting qualitative research.…”

Section: Designmentioning

confidence: 99%

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Environmental responsibility in hospital care: Findings from a qualitative study

Kallio

Pietilä

Johnson

et al. 2018

JHA

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Section: Resultsmentioning

confidence: 99%

Section: Designmentioning

confidence: 99%

Environmental responsibility in hospital care: Findings from a qualitative study

Kallio

Pietilä

Johnson

et al. 2018

JHA

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“…For example, in a study on the mathematics curricula in the Netherlands, van den Heuvel-Panhuizen and Wijers (2005) analyse the Dutch curriculum document and discuss how RME can be reflected in the curriculum description. On the other hand, this document analysis approach is unobtrusive and can provide an objective description of the curriculum documents contents (Berg, 2012;Bowen, 2009). The documentary analysis in this study primarily looked at how RME ideas can be reflected in the curriculum guideline.…”

Section: Methodsmentioning

confidence: 99%

Educational Borrowing and Mathematics Curriculum: Realistic Mathematics Education in the Dutch and Indonesian Primary Curriculum

Revina¹,

Leung²

2018

Int. J. Emerg. Math. Educ.

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AbstrakSejak akhir 1990-an, para pakar pendidikan matematika Indonesia telah menjadikan Pendidikan Matematika Realistik (RME), pendekatan pendidikan matematika dari Belanda, sebagai dasar reformasi pendidikan. Dalam pembuatan kurikulum Nasional, RME tentunya telah digunakan sebagai salah satu referensi dalam pembuatan tujuan da nisi kurikulum. Dalam kajian ini, sebuah analisa mengenai konsistensi antara RME dan deskripsi serta isi kurikulum di Indonesia disajikan. Kajian ini dilengkapi juga dengan perbandingan mengenai aspek-aspek tersebut dalam kurikulum di Belanda. Temuan penelitian ini menyatakan bahwa meskipun sebagian besar prinsip-prinsip RME terdapat dalam kurikulum matematika sekolah dasar di Indonesia, deskripsinya sangat umum dan kurang eksplisit dibandingkan dengan hal serupa dalam kurikulum di Belanda. Hal ini juga dibatasi oleh pendekatan berdasarkan standard isi dan oleh keberpusatan pengambilan keputusan mengenai konten kurikulum yang diatur pada tingkat nasional. Kajian ini menyarankan studi lanjutan untuk melihat bagaimana kurikulum mempengaruhi bagaimana guru mengimplementasikan RME di kelas.Kata Kunci: Pendidikan Matematika Realistik, kurikulum matematika Sekolah Dasar, kajian kurikulum, educational borrowing Abstract Since the late 1990s, Indonesian mathematics educators have considered Realistic Mathematics Education (RME), the Dutch approach to mathematics instruction, to be the basis for educational reform. In the National curriculum development, RME has, therefore, been reviewed as among the theoretical references to the curriculum goals and content. In the present study, an analysis of the consistency between RME and the curriculum descriptors and contents in Indonesia is presented. This is supplemented with some comparisons to that in the Netherlands. Findings in this study revealed that while most of RME principles are reflected in the Indonesian curriculum, the descriptions were often very general and less explicit compared to the Dutch curriculum. They were also limited by the content-based approach as well as by the centralized decision making process of the contents to be taught which have been pre-determined at the national level. This study suggests future research to see how the curriculum may influence teachers' enactment of RME at classroom level.

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“…Document analysis involves skimming (superficial examination), reading (thorough examination), and interpretation. This iterative process combines elements of content analysis and thematic analysis (Bowen, 2009). …”

Section: Methodsologymentioning

confidence: 99%

Research Trends in Massive Open Online Course (MOOC) Theses and Dissertations: Surfing the Tsunami Wave

2016

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Massive Open Online Courses (MOOCs) have attracted a great deal of attention by higher education and private enterprises. MOOCs have evolved considerably since their emergence in 2008, all the while given rise to academic discussions on MOOC impact, design and reach. In an effort to understand MOOCs more comprehensively, this study analyzes theses and dissertations (N = 51) related to MOOCs and published between 2008 and 2015, identifying research trends from these academic documents. Theses and dissertations within this research scope were gathered through a comprehensive search in multiple academic databases. For the purposes of the study, the research employed a systematic review approach. In order to reveal trends in research themes, emphasize theoretical/conceptual backgrounds, research designs and models, first a document analysis was used to collect data and this was followed by a content analysis. Our research findings indicate that MOOC research is generally derived from education, engineering and computer science, as well as information and communication technology related disciplines. Qualitative methodology linked to a case study research model is most common, and the theoretical/conceptual backgrounds are usually distance education related. Remarkably, nearly half of the studies didn't benefit from any theoretical or conceptual perspectives. In sum, this study presents an evaluation regarding research trends derived from MOOC theses and dissertations, and provides directions for future MOOC research.

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Document Analysis as a Qualitative Research Method

Cited by 6,501 publications

References 14 publications

Environmental responsibility in hospital care: Findings from a qualitative study

Environmental responsibility in hospital care: Findings from a qualitative study

Educational Borrowing and Mathematics Curriculum: Realistic Mathematics Education in the Dutch and Indonesian Primary Curriculum

Research Trends in Massive Open Online Course (MOOC) Theses and Dissertations: Surfing the Tsunami Wave

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