Fall 2021 Qualitative Inquiry Seminars
Coding and Analyzing Qualitative Data
Johnny Saldaña, October 25-26
“Ten Tips” for Publishing Qualitative Research
Leslie Curry, December 7 and December 14
Courses offered exclusively in online format
Did you miss an opportunity to learn from Johnny Saldaña and Leslie Curry at our Qualitative Research Summer Intensive? At our Fall Qualitative Inquiry Seminars, Johnny Saldaña will again offer his “Coding and Analyzing Qualitative Data” course, on October 25-26. Leslie Curry will offer her “Ten Tips for Publishing Qualitative Research” course on two different dates, December 7 and 14 (same course offered at two different times.)
Online Seminar Details
Scholars: Johnny Saldaña
Dates: Monday-Tuesday, October 25-26
Being in conversation with qualitative data can include identifying ideas that spark meaning, insight, and sense-making. This two-day workshop focuses on a range of selected methods of coding qualitative data for analytic outcomes that includes patterns, processes, causation, categories, and diagrams. The workshop will address:
- Various coding methods for qualitative data (with an emphasis on interview transcripts)
- Analytic memo writing
- Heuristics for thinking qualitatively and analytically
Manual (hard copy) coding will be emphasized with a discussion of available analytic software for future use. Workshop content is derived from Saldaña’s The Coding Manual for Qualitative Researchers (3rd ed., 2016, Sage).
Scholar: Leslie Curry
Date: Tuesday, December 7 and Tuesday, December 14
This session focuses on drafting a rigorous, compelling manuscript for submission to a peer reviewed journal, and unfolds in three modules. First, we open with the concept of a publication plan to help researchers think prospectively and strategically about potential complementary publications. We then turn to “Ten Tips” for drafting manuscripts. We will review these principles and practices of drafting manuscripts, drawing on examples from the peer reviewed literature and engaging in hands-on exercises. In the final module we address common challenges in the manuscript review process and strategies for responding to reviewer critiques. The format will be interactive, with opportunity for discussion and review of illustrative examples from published papers.
I. Qualitative study publication plans
II. Drafting manuscripts: “Ten tips”
a. Review illustrative examples from peer reviewed literature
b. Exercises and group discussion
III. Responding to reviews: Crafting response letters
a. Deconstructing common critiques
b. Strategies for responding
Johnny Saldaña is Professor Emeritus from Arizona State University’s (ASU) School of Film, Dance, and Theatre in the Herberger Institute for Design and the Arts, where he taught from 1981 to 2014. He received his BFA in Drama and English Education in 1976, and MFA in Drama Education in 1979 from the University of Texas at Austin.
Saldaña is the author of Longitudinal Qualitative Research: Analyzing Change through Time (AltaMira Press, 2003); The Coding Manual for Qualitative Researchers (4th ed., Sage Publishing, 2021; translated into Korean, Turkish, and Chinese-Simplified); Fundamentals of Qualitative Research (Oxford University Press, 2011); Ethnotheatre: Research from Page to Stage (Left Coast Press, 2011); Thinking Qualitatively: Methods of Mind (Sage Publishing, 2015); a commissioned title for Routledge’s World Library of Educationalists Series, Writing Qualitatively: The Selected Works of Johnny Saldaña (Routledge, 2018); co-author with the late Matthew B. Miles and A. Michael Huberman for Qualitative Data Analysis: A Methods Sourcebook (4th ed., Sage Publishing, 2020); co-author with Matt Omasta for Qualitative Research: Analyzing Life (2nd ed., Sage Publishing, 2022); co-editor with Charles Vanover and Paul Mihas for Analyzing and Interpreting Qualitative Research: After the Interview (Sage Publishing, 2022); and the editor of Ethnodrama: An Anthology of Reality Theatre (AltaMira Press, 2005).
Saldaña’s methods works have been cited and referenced in over 21,000 research studies conducted in over 135 countries, in disciplines such as K-12 and higher education, medicine and health care, technology and social media, business and economics, government and social services, the fine arts, the social sciences, human development, and communication.
Saldaña’s research in qualitative inquiry, data analysis, and performance ethnography has received awards from the American Alliance for Theatre & Education, the National Communication Association—Ethnography Division, the American Educational Research Association’s Qualitative Research Special Interest Group, New York University’s Program in Educational Theatre, and the ASU Herberger Institute for Design and the Arts. He has published a wide range of research articles in journals such as Research in Drama Education, The Qualitative Report, Multicultural Perspectives, Youth Theatre Journal, Journal of Curriculum and Pedagogy, Teaching Theatre, Research Studies in Music Education, Cultural Studies/Critical Methodologies, the International Journal of Qualitative Methods, and Qualitative Inquiry, and has contributed several chapters to research methods handbooks.
Leslie Curry is Professor of Public Health (Health Policy and Management) at the Yale School of Public Health, Professor of Management at the Yale School of Management (secondary), Associate Director of the Yale Scholars in Implementation Science at the Yale School of Medicine (NHLBI-funded), Core Faculty at the Yale Global Health Leadership Initiative and Lecturer at Yale College. She has over 20 years of experience in implementation science and evaluation of complex interventions, and her research focuses on leadership, management, culture and organizational performance. Together with colleagues Bradley and Krumholz, she developed a ‘positive deviance’ approach to study hospital care (highly accessed in Implementation Science, Annals of Internal Medicine), and have also applied this method in studies on medical and social care integration.
Her work has been published in JAMA, American Journal of Public Health, Health Affairs, Annals of Internal Medicine and the BMJ, and featured in The New York Times, Wall Street Journal, NPR and ABC News. She is a recognized expert in qualitative and mixed methods and has served as co-PI on grants to enhance the rigor of these methods in public health research. Together with colleagues from Brown, she conceived, developed and implemented two national training conferences on this topic, and was lead editor of a reference text published in 2006 by the American Public Health Association and Gerontological Society of America: Curry L, Shield R, Wetle T. (Eds.) Improving Aging and Public Health Research: Qualitative and Mixed Methods. She is the author of a mixed methods in health sciences text commissioned by Sage Publications in 2014. She teaches and mentors students at the undergraduate, graduate and postgraduate levels. Dr. Curry has extensive experience teaching qualitative research methods at the graduate and postgraduate levels and mentoring RWJ Clinical Scholars conducting qualitative and mixed methods studies.