January 2002
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1 Read
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7 Citations
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January 2002
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1 Read
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7 Citations
December 1994
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3,429 Reads
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25,494 Citations
Journal of Environmental Psychology
January 1994
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742 Reads
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6,498 Citations
Educational Evaluation and Policy Analysis
January 1994
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839 Reads
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20,285 Citations
January 1994
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1,239 Reads
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1,509 Citations
[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 codes, memos, and diagrams can help a researcher work from field notes to some conceptual understanding of the processes being studied / this model stresses variables and causal links between variables while focusing on an iterative approach that is fully open to discovery and the treatment of negative cases (PsycINFO Database Record (c) 2012 APA, all rights reserved)
March 1986
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12 Reads
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3 Citations
Educational Researcher
November 1984
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7 Reads
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1 Citation
Educational Researcher
November 1984
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4 Reads
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1 Citation
Educational Researcher
May 1984
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70 Reads
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1,018 Citations
Educational Researcher
January 1984
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5 Reads
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 study of federally sponsored educational innovations (Berman & McLaughlin, 1974–1978), is that innovations enter an environment that they change and by which they are in turn altered. As we saw in the preceding chapter, users, administrators, and even program developers bend innovations to match local characteristics and constraints. The reshaping goes on throughout the implementation process and varies notably with the scale or the scope of the project, the degree of latitude given users to make changes, and the perceived results of initial use.
... The researchers then compared the resulting codes. As a result of the evaluation, Miles and Huberman's [71] security level formula was used to determine the reliability of the codes (reliability = agreement/consensus + disagreement). The result was determined as 90%. ...
January 2002
... 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. ...
January 1984
... Setelah terkumpul lalu dianalisis model Miles dan Huberman melalui reduksi data, verifikasi, dan penarikan kesimpulan serta menggunakan metode triangulasi sumber untuk memperoleh data literatur yang valid. (Miles et al., 2014). ...
January 1994
... 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. ...
March 1986
Educational Researcher
... The process codification across the open coding followed by axial coding and finally selective coding stages is shown in figure 2 below. The codification process was preceded by data collection, display and data reduction as asserted in Miles and Huberman (1984) as well as Saldana (1984) coding manual was used for reference. As evident from the figure 2 below the grounded theorybased analysis comprises of three stages of codification, wherein sampling is purposive in open coding, selective sampling was used in axial coding and deliberate sampling was used in final selective coding (Nawaz, Yousafzai, Shah, et al., 2021;Yousafzai et al., 2020). ...
May 1984
Educational Researcher
... The media focused on similar issues in some industries, while in some other industries they focused on entirely different issues. The interview transcripts were inductively analyzed using qualitative content analysis in order to give 'rich and thick description' (Merriam, 1998;Huberman & Miles, 1998) to data obtained during the exercise. ...
January 1994
... Dalam penulisan artikel ini, penulis juga menggunakan Grand Teory dari buku Grindle (2017) "Politics and Policy Implementation in the Third World". Teknik analisis penelitian yang digunakan adalah analisis 4 langkah yaitu pengumpulan data, reduksi data, penyajian data dan inferensi (Huberman & Miles, 1983). ...
August 1983
... Data analysis in this study includes 3 stages, namely data reduction, data presentation, and drawing conclusions [32]. Data reduction is done by selecting important data and information and eliminating data that is deemed unnecessary or unimportant. ...
December 1994
Journal of Environmental Psychology
... The minutes were analysed using the documentary method (Ahmed 2010) that entails a systematic collection and analysis of existing documents about topics that are subject to investigation. In our work, a deductive manual coding process was adopted comprising the following main phases (Miles and Huberman 1994). Data reduction. ...
January 1994
Educational Evaluation and Policy Analysis
... In a Norwegian study of principals' roles in promoting school development, Midthassel, Bru, and Idse (2000) found that principals can promote development by playing an active role in creating what the researchers call an innovative culture. Moreover, studies have shown that the degree of principals' involvement in and attention to processes of change is decisive for the teachers' degree of commitment and motivation in these processes (e.g., Huberman & Miles, 1984). Whether principals are involved in the planning and leadership of change initiatives is also important for the quality of implementation (Midthassel & Ertesvåg, 2008). ...
January 1984