Qualitative Content Analysis
Here' are the instructions: I have attached two articles for the data, and example as to how it should be done. Code your data. Once you have identified a suitable source of data, use an open-coding approach to divide the text into segments of meaning and apply preliminary codes to conceptual units of meaning in your text data. Once you have completed the open coding process (i.e., your first pass through the data), create a list of your codes accompanied by a short written description of each code.
Save a copy of the list of open codes and then go back through your open codes and determine if any codes should be combined into a single code, or if any existing codes should be separated into two or more distinct codes. You may find that you need to repeat this process a few times until you are comfortable with your list of codes. Save a copy of your final list of codes – you will be asked to submit both your open codes and your final codes.
Once you have completed the coding process, identify relationships between your codes. What connections are evident among your codes? How can they be meaningfully grouped together? I would suggest that you strive for three to five groupings of codes, although this is not a firm rule. Your data may suggest a larger or smaller number of groupings than the recommended figure. After grouping your codes together, describe what it is that binds each group of codes together – these are your themes. Once you have completed this process (the axial coding process), create a list of the themes that emerged from your analysis. Each theme should include a brief description of the theme and a list or table of the codes associated with each theme (see sample on the following pages). If any of your open codes were not associated with a theme, please indicate the codes that were not incorporated into a theme.
Submitting your work. Please submit the following four items:
A copy of the raw text data that you analyzed
A list of your open codes (first set of codes) after your first pass through the data
A list of your final (revised) open codes
A list or table of the themes that emerged from your axial coding efforts
A brief narrative description of each theme
Qualitative Analysis
Student name
Institution
Professor
Course
Date
Qualitative Analysis
Getting To and Through College
Nicole, I recently earned a nine-credit Certificate of Professional Studies from the University of Vermont. I am proud of my college years. Three years after high school, I decided to go to college. I wanted to communicate with everyone, including people without disabilities, and grow. I wanted to attend college, not just for disabled people (Villemaire, 2013). I wanted a support program with a flexible schedule so I could work and do other things. After three years, returning to school was scary, but I was excited to start a new chapter.
Think College Vermont (TCVT), a UVM postsecondary education program, offered the assistance and schedule I sought. TCVT includes college mentors who are full-time UVM students (Villemaire, 2013). I wanted help from peers without impairments, not agency workers. I may attend UVM classes and get collegiate peer support in this program.
To become a professional self-advocate, I kept learning. I took Foundations in Communication and Written Expression in my first and second semesters at UVM to better my writing and public speaking (Villemaire, 2013). I had a credit-bearing internship at Green Mountain Self-Advocates, conducting administrative work and disability awareness activities.
I had much homework, due dates, and meetings, and I had to listen and understand my teachers, which are crucial skills for any well-paying career. My non-disabled classmates inspired me. Three semesters of these classes and campus life taught me a lot.
My first semester at UVM was stressful. I feared college. I was curious about how the program operated. "What am I getting myself into?" "This is too hard," I thought I would quit.” I panicked; should I fail? My classes were a mystery to me. Campus navigation was scary. Creating a homework timetable and working alone was challenging (Villemaire, 2013). Reading and paper assignments were building up like dominoes, and I was scared everything would collapse. As I got used to it, I felt less insecure and anxious.
I had to learn to ask my professor for more time on projects and reading assignments. I communicated with my program manager, mentors, and academic advisor when I needed help. I learned how to tailor my UVM studies to my needs and goals. I had to work hard to "make the grade."
I learned to self-advocate and request accommodations at UVM. College independence required this. Daily mentorship at UVM—Thanks to them, my homework and time management improved (Villemaire, 2013). Mentors helped me. They taught me how to take public transportation home and around campus. Because I did not know the mentors, I was anxious about how we would get along and how they would see me. Over time, we became peers. We started learning when I trusted them.
My peers were polite, too, they taught me, and I improved my class-teacher communication. I improved my interactions with non-disabled persons. I invited a classmate to lunch, and we became pals. I gained the confidence to make friends with diverse students.
Learn to be a Learner
Dyslexia was diagnosed in first grade; learning-disabled youngsters had no services in the early 1960s. My parents have tried several programs and tutors, but none helped (Strewler, 2023). Self-doubt, dissatisfaction, and perplexity increased. I finally got actual aid in high school and learned to learn from two special teachers, my parents, my sister, who encouraged me to challenge herself, and one special high school teacher.
A high school instructor allowed an additional spoken response to an essay to clarify its meaning. I worked with my strengths and weaknesses as a learner (Strewler, 2023). I was encouraged and confident in what was being done. I learned to (1) make little goals that lead to larger ones, (2) understand your condition, and (3) talk openly about your impairment. This fueled my fight. You can learn and have a say in your life...