A. Michael Huberman's research while affiliated with Beverly Hills Cancer Center and other places

Publications (23)

Article
[advance a comprehensive model of] the management, analysis, and interpretation of qualitative empirical materials / [this] model distinguishes within- from between-case analysis while emphasizing the necessary connection between a theory and its concepts and the empirical indicators that reflect back through the concepts to the theory / show how c...
Chapter
The 12 short stories presented in Chapter 2 provide a general idea of the course of the implementation process and its varied outcomes. Before we return to the details of implementation, we should describe the school contexts (the where of implementation) and the innovations (the what). Here is a short summary of the contexts in which implementatio...
Chapter
Having examined each of the outcomes separately, noting the clusters of variables preceding and determining the levels of outcome, we are now ready for an integrated look at all six outcomes and their chief determinants. Collating this material will also help us to pull together the strands of earlier chapters. The overarching question here is whet...
Chapter
Our travels on the implementation voyage with our 12 sites have led us to some conclusions that we consider well founded. We believe that our sites are a good sample of schools and districts that have been carrying out innovation-based school-improvement programs under the aegis of the National Diffusion Network and Title IV-C, and we believe that...
Chapter
By way of providing an advance organizer for this section, we refer back to the conceptual flowchart (Figure 1, p. 11) that oriented our initial fieldwork. For now, our focus is on the fourth column, the “cycle of transformations.” The notion here, derived from psychological and sociological theory and highlighted in the recent Rand Corporation stu...
Chapter
Now we begin the end of our story. What were the ultimate outcomes of the school improvement projects that we have been studying? And what might explain the degree to which a site achieved stronger or weaker outcomes? In this section, we review the six outcomes that we analyzed and explain how the sites fared on them. Then we look at a series of “p...
Chapter
Now we turn to what happened as innovations came into school contexts. First, this chapter explores the motives and attitudes centering on adoption of the innovation and describes people’s initial perceptions and assessments of the practices that they would be implementing. Then, in turn, we examine the early implementation, the assistance provided...
Chapter
Here we offer brief capsule accounts of what happened at each of our sites. The aim is to provide a warm-up and an integrated account to serve as a base for the cross-site analyses that follow.
Article
Several major points are made about techniques of data reduction. 1) Data reduction or data transformation occurs at all points in a study from design to data collection and write-up. It is analysis of a form which organizes and clarifies data in such a way that final analysis can occur coherently. 2) Data reduction and data analysis have as an ind...
Article
Traditionally, the university has been defined as a center for the production and communication of knowledge, much of it practice-relevant. As one looks-farther along the chain leading from knowledge production to its ultimate utilization, however, the results have been disappointing, notably in the soft sciences. One means of heightening knowledge...
Article
Libro de metodología cualitativo para investigación en las ciencias sociales. La utilización de la computadora, el uso de datos y la recolección de los mismos. Se describen detalladamente numerosos métodos de datos y análisis.

Citations

... Thematic coding was used for data analysis as recommended when large amounts of data are used to develop a theory ( Boyatzis, 1998 ;Strauss and Corbin, 1998 ). Additionally, concurrent use of data reduction, data displays and conclusion drawing and verification were used for data analysis ( Miles and Huberman, 2002 ). Data analysis followed four stages: preparatory planning, open coding, axial coding and selective coding ( Strauss and Corbin, 1998 ). ...
... However, the evaluation of complex non-Mendelian disorders, such as diabetes mellitus, Alzheimer disease, and asthma, has been complicated by a variety of flaws in the experimental design. 53,55,56 These flaws lead to inconsistencies in the results of genetic association studies. Some of these design problems include true variation of the underlying association between pop-ulations, misclassification of the outcome or disease, and population stratification with a mixture of subpopulations that contain different allele frequencies and disease risks as well as underpowered studies using small study groups that are affected by genetic heterogeneity to a greater degree than larger study groups. ...
... Terkait model ivonasi kurikulum (Havelock & Huberman, 1978) menawarkan 3 konsep diantaranya : a) Model R-D-D (Research, Development and Diffusion atau Penelitian, Pengembangan dan Difusi); b) Model P-S (Problem Solving atau Pemecahan Masalah); c) Model S-1 (Social Interaction atau Interaksi Sosial). Pendapatan Ronald Havelock ini akan dipergunakan sebagai referensi utama untuk pendekatan terhadap pendidikan. ...
... For our first phase of analysis, we used an inductive open-coding approach (Miles & Huberman, 1994) for interview responses that related to our research questions regarding department leaders' conceptualization of equity and the role of equity in their position. Our second phase of analysis incorporated an axial coding method to surface emerging patterns and distinctions from our codes. ...
... Data collection methods used in research are field methods and library methods through observation techniques, in-depth interviews, reading and checking documents. All data were analyzed using the qualitative interpretative method by following the pattern of stages recommended by Huberman & Miles (1986), namely: first, data reduction stage; second, the stage of display data presentation; third, the stage of drawing conclusions (Iskandar, 2009). To understand and interpret the data, the theory of deconstruction, consumerism, semiotics and identity theory are used. ...
... For example, much research in education has addressed the application of new knowledge to improve outcomes in children's learning. [16][17][18] Th e rapidly expanding fi eld of D&I research has some common themes and lessons that this book will help bring together so that a more uniform understanding of the principles of D&I research methods and applications may help speed us to achieve the potential to improve population health. First, some key questions arise from the review that Bowen and colleagues conducted that are applicable to the broader fi eld of D&I research, across health, education, and technology. ...
... The methods used in this research were observation, documentation and transcription. The data analysis technique in this study used descriptive qualitative data analysis techniques and was carried out through three stages according to the data analysis model of Miles and Huberman (1984), namely data reduction, data presentation and drawing conclusions. The results of the study showed that in Banyumasan humorous utterances there are several non-observance maxims, including flouting the maxims, violating the maxims and infringing the maxims. ...
... Finally, pattern coding (Huberman & Miles, 1994) was utilized to qualitatively examine the flow of utterances between teachers and students. Pattern coding is an appropriate second-cycle coding methodology that allows researchers to search for rules and explanations within a dataset (Saldaña, 2013). ...
... Through knowledge dissemination, researchers may transfer research findings to the users in practical and political environment (Phipps et al., 2016). However, researchers typically are trained and motivated to actively promote their research work through teaching and academic publications (Bogenschneider et al., 2000;Coburn, 1998;Huberman, 1983;Phipps et al., 2016). This narrow view of knowledge dissemination mostly focuses on the information sharing within the academic community, and it has long been criticized as a cause of the disconnection between social science research and the reality (Morrissey et al., 1997). ...
... The qualitative research design was decided as the best strategy for phenomena involving the nature of psychology and philosophy (Huberman & Miles, 1983) in exploring the meaning of working through the experience of professional teachers in vocational education. The phenomenological approach is used to understand the meaning of working during a career as a professional teacher. ...