The DOI matches its Crossref record; 36 of the 37 references it cites were found in a registry or an index.
Applying Thematic Analysis to Education: A Hybrid Approach to Interpreting Data in Practitioner Research
Open accessAbstract
Thematic analysis (TA), as a qualitative analytic method, is widely used in health care, psychology, and beyond. However, scant details are often given to demonstrate the process of data analysis, especially in the field of education. This article describes how a hybrid approach of TA was applied to interpret multiple data sources in a practitioner inquiry. Particular attention is given to the inductive and deductive coding and theme development process of TA. Underpinned by the constructivist epistemology, codes were driven by both data per se and theories, through a “bottom-up” and “top-down” approach to identify themes. A detailed example of six steps of data analysis is presented, which evidences the systematic analysis of raw data from observation and research journals, students’ focus groups, and a classroom teacher’s semistructured interviews. This example demonstrates how classroom practice was unpacked and how insiders’ insights were interpreted through the theoretical lens while also allowing the participants to express themselves. By providing step-by-step guidelines in data coding and identification of themes, this article contributes to informing qualitative researchers, especially teacher-researchers who undertake their research in the classroom setting.
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Metadata
- Authors
- Xu, W., & Zammit, K.
- Affiliations
- Western Sydney University (AU)
- Corresponding author
- Xu, Wen
- Venue
- International Journal of Qualitative Methods
- Publisher
- SAGE Publications
- Published
- 2020-01-01
- Volume
- 19
- ISSN
- 1609-4069 (ISSN-L)
- OpenAlex
- W3017081314
- Semantic Scholar
- ef33d721af2df64450ea917acadf108460bfc0de
- Cited by
- 634
- References
- 37
- Citations by year
- 2026: 122 · 2025: 161 · 2024: 121 · 2023: 111 · 2022: 85 · 2021: 28 · 2020: 6
- FWCI
- 87.27
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- International Journal of Qualitative Methods (publishedVersion, cc-by-nc)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Education › Qualitative Research Methods and Applications
- Social Sciences › Education › Educational Research and Methods
- Social Sciences › Education › Educational Research and Analysis
- Keywords
- thematic analysis, practitioner research, teacher research, theme development, constructivist epistemology, teaching practice, multi-source data
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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