{"id":5644,"date":"2018-12-12T15:00:43","date_gmt":"2018-12-12T20:00:43","guid":{"rendered":"http:\/\/web.colby.edu\/global-elites\/?p=5644"},"modified":"2018-12-12T15:00:43","modified_gmt":"2018-12-12T20:00:43","slug":"finding-data-to-support-themes","status":"publish","type":"post","link":"https:\/\/web.colby.edu\/global-elites\/2018\/12\/12\/finding-data-to-support-themes\/","title":{"rendered":"Finding Data to Support Themes"},"content":{"rendered":"

My group\u2019s next step in completing the research project was to create the outline. \u00a0For our analysis, Adam asked us to pick two themes that emerged from our coding analysis of the data. \u00a0This was the first challenge: to limit our list of 32 codes into two common themes. The themes we decided on were the differing understandings of the service conducted within the Croft School and the lack of personal commitment to service and how students only engage in service within the Croft School and not during their free time. \u00a0After deciding on our two themes we began to discuss how the data fit into each theme. During this discussion we ran into our second problem. Our two themes are pretty similar, which made separating the data to assign to each theme was difficult. For example, Anya had a quote she pulled from one of the interviews with a student, Angelo Mu\u00f1oz, who said, \u201ckids were not really supportive of the fundraisers. They were kind of against it, they\u2019re um, they were fed up with the fundraisers…these kids didn\u2019t really empathize with the cause. They didn\u2019t care. They went to work with these younger kids at these vulnerable schools and they just went cause they had to. Not that they wanted to.\u201d At first we thought that this would belong under our first theme, of how students viewed their service, but upon further discussion we realized that this quote showed a lack of personal commitment to the service.<\/span><\/p>\n

\"\"<\/p>\n

(<\/span>https:\/\/internationalschoolsreviewdiscuss.wordpress.com\/2017\/10\/12\/community-service-w-a-hidden-agenda\/<\/span><\/a>)<\/span><\/p>\n

This realization led us to have another discussion about our definitions of each theme and how they differ from one another. \u00a0We decided that the first theme would include data from teachers, students and administration that explores their different viewpoints about the community service that students at the Croft School undertake. \u00a0We also would include data under this first theme that discusses how the administration, teachers and students have different views on the level of impact that their service has on the greater community. Differently, our second theme would analyze how students did not feel committed to engage in service. \u00a0When they did do community service, it was because the school required it. The students did not do service on their own outside of school in their free time. Even though most students did recognize that the service they did within the school had minimal impact, most did not take it upon themselves to do more service outside of school. \u00a0Overall, we recognized as a group that our data might support both our themes and it was ok to choose one theme, which it would support.<\/span><\/p>\n

A lot of our data fits under both our themes and will help us study how studying community service within the Croft School will illuminate how elitism can be reproduced through artificial attempts by the school to promote service that ultimately fall short of instilling the value of service to others within students. However, something that came up in our class discussion was how to deal with data that does not fit our themes or data that goes against our themes. \u00a0It does not seem right to leave this data out of our analysis, so as a group we will have to decide how to work this into our paper.<\/span><\/p>\n\n

\n <\/div>\n\n","protected":false},"excerpt":{"rendered":"

My group\u2019s next step in completing the research project was to create the outline. \u00a0For our analysis, Adam asked us to pick two themes that emerged from our coding analysis of the data. \u00a0This was the first challenge: to limit our list of 32 codes into two common themes. The themes we decided on were […]<\/p>\n","protected":false},"author":7947,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"footnotes":""},"categories":[1],"tags":[],"builder_content":"","_links":{"self":[{"href":"https:\/\/web.colby.edu\/global-elites\/wp-json\/wp\/v2\/posts\/5644"}],"collection":[{"href":"https:\/\/web.colby.edu\/global-elites\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/web.colby.edu\/global-elites\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/web.colby.edu\/global-elites\/wp-json\/wp\/v2\/users\/7947"}],"replies":[{"embeddable":true,"href":"https:\/\/web.colby.edu\/global-elites\/wp-json\/wp\/v2\/comments?post=5644"}],"version-history":[{"count":2,"href":"https:\/\/web.colby.edu\/global-elites\/wp-json\/wp\/v2\/posts\/5644\/revisions"}],"predecessor-version":[{"id":5647,"href":"https:\/\/web.colby.edu\/global-elites\/wp-json\/wp\/v2\/posts\/5644\/revisions\/5647"}],"wp:attachment":[{"href":"https:\/\/web.colby.edu\/global-elites\/wp-json\/wp\/v2\/media?parent=5644"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/web.colby.edu\/global-elites\/wp-json\/wp\/v2\/categories?post=5644"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/web.colby.edu\/global-elites\/wp-json\/wp\/v2\/tags?post=5644"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}