Texts as Data I: Document Analysis

Karppinen, Kari; Moe, Hallvard

doi:10.1007/978-3-030-16065-4_14

Cited by 33 publications

(18 citation statements)

References 6 publications

(7 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Document analysis, as described by Bowen [7] (p. 34), "is a process of evaluating documents in such a way that empirical knowledge is produced and understanding is developed". Documents may be approached as objective sources of information or as social products in their own right worthy of textual analysis [58]. We adopt the latter approach, common to qualitative document analysis "which combines elements of content analysis and thematic analysis" [7] (p. 32).…”

Section: Methodsmentioning

confidence: 99%

Digitization of Aging-in-Place: An International Comparison of the Value-Framing of New Technologies

et al. 2022

View full text Add to dashboard Cite

Planning for aging populations has been a growing concern for policy makers across the globe. Integral to strategies for promoting healthy aging are initiatives for ‘aging in place’, linked to services and care that allow older people to remain in their homes and communities. Technological innovations—and especially the development of digital technologies—are increasingly presented as potentially important in helping to support these initiatives. In this study, we employed qualitative document analysis to examine and compare the discursive framing of technology in aging-in-place policy documents collected in three countries: The Netherlands, Spain, and Canada. We focus on the framing of technological interventions in relation to values such as quality of life, autonomy/independence, risk management, social inclusion, ‘active aging’, sustainability/efficiency of health care delivery, support for caregivers, and older peoples’ rights. The findings suggest that although all three countries reflected common understandings of the challenges of aging populations, the desirability of supporting aging in place, and the appropriateness of digital technologies in supporting the latter, different value-framings were apparent. We argue that attention to making these values explicit is important to understanding the role of social policies in imagining aging futures and the presumed role of technological innovation in their enactment.

show abstract

Section: Methodsmentioning

confidence: 99%

Digitization of Aging-in-Place: An International Comparison of the Value-Framing of New Technologies

et al. 2022

View full text Add to dashboard Cite

show abstract

“…The current study was a document analysis (Karppinen & Moe, 2019). The researcher's purpose was not to merely describe the curricular themes and objectives' intellectual demands.…”

Section: Methodsmentioning

confidence: 99%

Science Curriculum Objectives’ Intellectual Demands: A Thematic Analysis

Soysal¹

2022

J. Sci. Learn.

View full text Add to dashboard Cite

Science curriculums and curricular materials are essential guidelines in materializing effective science teaching. The primary goal of the current study aims to present a thematic analysis of the last three elementary and middle school science curriculums objectives released in 2013, 2017, and 2018 to determine whether they provide a base for science teachers to design intellectually demanding instructional tasks. This study conducted an in-depth document analysis to describe the curricular themes and objectives' intellectual demands beyond a mere description. Moreover, a critical document-based thematic analysis achieved a call for an in-depth interrogation of the intended science curricula. The current study reveals that the explored science curriculums mainly include physics-related and biology-related topics and chemistry-related topics. There is less place for the issues related to astrophysics and earth sciences. Although three curricular changes (2013, 2017, and 2018) were actualized to enrich the science curriculums' scope, intellectual capacity, and thematic variation, the conceptual emphasis seemed to be strictly copied over the years. The curriculums under examination appeared to let the teachers design high intellectually demanding tasks to teach science knowledge and epistemic practices, however, to a certain extent. It is concluded that the sharp decreases in the number of objectives observed in the abstraction zone may hinder teachers from generating teaching environments where students can transfer acquired knowledge and practices to external contexts. Educational recommendations are offered in the sense of curriculum development and teacher education.

show abstract

“…This study employs a qualitative document analysis (Karppinen & Moe, 2019) to analyze official documents such as laws, regulations, reports, policy brief, position papers by public sector organizations. This method is the most appropriate because it involves the extensive analysis of the supporting factors for implementation of the functional integration of Visas and Residence Permits into one single visa provision.…”

Section: Methodsmentioning

confidence: 99%