Data Analysis Leading to Research Inferences

u06a1 Data Analysis Leading to Research Inferences

Daniel Holback

Capella University

Lee Farrow stated, “Making the Harlem Children’s Zone the centerpiece of our strategy was a brilliant idea. We focus all of our energies on the same families and children. We get churches, businesses, schools, and tenants together to be part of the design and solution to make kids healthy and safe” (Grossman & Curran, 2004, p. 6).

Khaldun said, “Funders have always been concerned about deliverables and how we spend our money. But at this new level of funding, they really want to quantify their deliverables.” Finally, it gave Rheedlen the opportunity to engage more fully in policy debates (Grossman & Curran, 2004, p. 7).

Canada stated, “If we are right 80% of the time, it is fine for the kids in our programs. But it won’t have an impact on policy. We want our work to have an impact on city, state, and federal policy for poor children in poor communities” (Grossman & Curran, 2004, p. 8).

Leroy Darby stated, “The measurement process drove director’s crazy. Some got their whole staff involved in counting numbers, but I refused. I wanted to shield them from the craziness. We got strange demands at odd times. For example, I would get a call for an immediate report on the numbers of kids between ages of four through seven that lived in the zone and took classes at our center during the year” (Grossman & Curran, 2004, p. 9).

Will Norris stated, “We now demand that a kid sees a tutor at least two hours per week regardless of their performance. We insisted on this because we found that once a kid was doing well on a report card, we’d neglect him and he or she fell through the cracks in academics while they participated in martial arts (Grossman & Curran, 2004, p. 11).

Data Analysis Leading to Research Inferences

Daniel Holback

Capella University

Introduction

The founder of the Harlem’s Children Zone (HCZ) Geoffrey Canada venture mission was to open doors for all students in a 24 square region by helping Parents, residents, instructors and other key stakeholders make a safe learning environment for youth. Expanding the Harlem Children’s Zone by 2007 is the goal. The text will critically analyze the planning process of the Harlem Children’s Zone (HCZ) case study, provide block quotes from the case study, give an explanation of Thematic Coding and explain the relationship between the data and the improvement.

Block Quotes from HCZ Case Study

Lee Farrow stated, “Making the Harlem Children’s Zone the centerpiece of our strategy was a brilliant idea. We focus all of our energies on the same families and children. We get churches, businesses, schools, and tenants together to be part of the design and solution to make kids healthy and safe” (Grossman & Curran, 2004, p. 6).

Khaldun said, “Funders have always been concerned about deliverables and how we spend our money. But at this new level of funding, they really want to quantify their deliverables.” Finally, it gave Rheedlen the opportunity to engage more fully in policy debates (Grossman & Curran, 2004, p. 7).

Canada stated, “If we are right 80% of the time, it is fine for the kids in our programs. But it won’t have an impact on policy. We want our work to have an impact on city, state, and federal policy for poor children in poor communities” (Grossman & Curran, 2004, p. 8).

Leroy Darby stated, “The measurement process drove director’s crazy. Some got their whole staff involved in counting numbers, but I refused. I wanted to shield them from the craziness. We got strange demands at odd times. For example, I would get a call for an immediate report on the numbers of kids between ages of four through seven that lived in the zone and took classes at our center during the year” (Grossman & Curran, 2004, p. 9).

Will Norris stated, “We now demand that a kid sees a tutor at least two hours per week regardless of their performance. We insisted on this because we found that once a kid was doing well on a report card, we’d neglect him and he or she fell through the cracks in academics while they participated in martial arts (Grossman & Curran, 2004, p. 11).

Explanation of Thematic Coding

Thematic analysis (TA) is a widely used qualitative data analysis method. It is one of a cluster of methods that focus on identifying patterned meaning across a dataset. My thematic coding was used to distill data from the Harlem Children’s Zone. Researchers determine broad patterns that will allow them to conduct more granular research and analysis. The actual coding can be found in the appendix above.

The Relationship between the Data and the Improvement

The process of qualitative content analysis often begins during the early stages ofdata collection. This early involvement in the analysis phase will help you move back andforth between concept development and data collection, and may help direct yoursubsequent data collection toward sources that are more useful for addressing theresearch questions (Miles &Huberman, 1994).

To support valid and reliable inferences,qualitative content analysis involves a set of systematic and transparent procedures forprocessing data. Some of the steps overlap with the traditional quantitative contentanalysis procedures (Tesch, 1990), while others are unique to this method. Depending onthe goals of your study, your content analysis may be more flexible or more standardized,but generally it can be divided into the following steps, beginning with preparing the dataand proceeding through writing up the findings in a report.The unit of analysis refers to the basic unit of text to be classified during contentanalysis. Messages have to be unitized before they can be coded, and differences in theunit definition can affect coding decisions as well as the comparability of outcomes withother similar studies (De Wever et al., 2006). Therefore, defining the coding unit is oneof your most fundamental and important decisions (Weber, 1990). Qualitative content analysis usually uses individual themes as the unit foranalysis, rather than the physical linguistic units (e.g., word, sentence, or paragraph) mostoften used in quantitative content analysis. An instance of a theme might be expressed ina single word, a phrase, a sentence, a paragraph, or an entire document.

How Persuasive was the Report in Connecting

theIntervention to the Improvement

Defenders of the group focused methodology to change, have contended that the HCZ’s unfathomable results demonstrate that complete social administrations are what is expected to give burdened understudies the opportunity to succeed. These programs within the HCZ schools implemented many of the same practices used in other high-achieving charter schools with in the area. This includes including a longer school day, frequent teacher feedback, data-driven instruction, and a culture of high expectations (Grossman & Curran, 2004).

Taking everything into account, the Harlem Children’s Zone has established that a more lucid pathway to arriving at its administration conveyance objectives to began the Phase III. This change is the consequence of a few components, including the need in the north and the quality of the institutional associations that Harlem Children’s Zone has created in that geology. With better management and communication within the organization the process of the phases will be successful and grow in the future.

References

De Wever, B., Schellens, T., Valcke, M., & Van Keer, H. (2006). Content analysisschemes to analyze transcripts of online asynchronous discussion groups: Areview.

Computer & Education, 46, 6-28.

Miles, M., &Huberman, A.M. (1994). Qualitative Data Analysis. Thousand Oaks, CA.Sage Publications.

Tesch, R. (1990). Qualitative Research: Analysis Types & Software Tools. Bristol, PA:Falmer Press.

Weber, R.P. (1990). Basic Content Analysis. Newbury Park, CA: Sage Publications.

Appendix