Nicholas Woolf and Christina Silver's publications 

Publications

Nicholas Woolf's publications

Silver, C., & Woolf, N. H. (2015). From guided instruction to facilitation of learning: The development of Five-level QDA as a CAQDAS pedagogy that explicates the practices of expert users. International Journal of Social Research Methodology, 18(5).

Chilton, M. M., Rabinowich, J. R., & Woolf, N. H. (2014). Very low food security in the USA is linked with exposure to violence. Public health nutrition, 17(01), 73-82.

Woolf, N. H. (2014). Analytic strategies and analytic tactics. Keynote address at ATLAS.ti User Conference 2013: Fostering Dialog on Qualitative Methods, Technische Universität Berlin. Retrieved from http://nbn-resolving.de/urn:nbn:de:kobv:83-opus4-44159

Woolf, N. H. & Yim, J. M. J. (2012). The Courtroom-Observation Program of the Utah Judicial Performance Evaluation Commission. Court Review, 47(4), 84-91.

McKenzie, J., Woolf, N. H., VanWinklen, C., & Morgan, C. (2009). Cognition in strategic decision-making: A model of non-conventional thinking capacities for complex situations. Management Decision, 47(2), 209 - 232

Woolf, N. H. & Quinn, J. (2009). Learners’ perceptions of instructional design practice in a situated learning activity. Educational Technology Research and Development, 57(1), 25-43

Woolf, N. H., Burns, M. E., Bosworth, T. W., & Fiore, M. C. (2006). Purchasing health insurance coverage for smoking cessation treatment: Employers describe the most influential information in this decision. Nicotine & Tobacco Research, 8(6), 1-9.

Rodriguez, M., Wallace, S., Woolf, N. H., & Mangione, C. (2006). Mandatory Reporting of Elder Abuse: Between a Rock and a Hard Place. Annals of Family Medicine, 4(5), 403-409.

Woolf, N. H. & Quinn, J. (2001). Evaluating peer review in an introductory instructional design course. Performance Improvement Quarterly, 14(2), 3-26.

Lohman , M. C. & Woolf, N. H. (2001). Self-initiated learning activities of experienced public school teachers: Methods, sources, and relevant organizational influences. Teachers and teaching: theory and practice, 7(1), 59-74

Woolf, N. H. (2000). Report on interviews with women of color in the legal profession for the Utah Task Force on Racial and Ethnic Fairness in the Legal System. Salt Lake City, Utah: University of Utah, Social Research Institute.

Woolf, N. H. (2000). Report on interviews with attorneys and judges for the Utah Task Force on Racial and Ethnic Fairness in the Legal System. Salt Lake City, Utah: University of Utah, Social Research Institute.

Woolf, N. H., Harrison, R. S., Parsons, B. V., & McPhee, S. (1999). Report on the Public Hearings of the Utah Task Force on Racial and Ethnic Fairness in the Legal System. Salt Lake City, Utah: University of Utah, Social Research Institute.

Lohman, M.C. & Woolf, N.H. (1998). Toward a culture of learning in the public schools: A human resource development perspective. Teaching and Change, 5(3-4), 276-293.

Christina Silver's publications

Publications 2

Christina Silver & Nicholas H. Woolf From guided-instruction to facilitation of learning: the development of Five-level QDA  as a CAQDAS pedagogy that explicates the practices of expert users. International Journal of Social Research Methodology. Volume 18, Issue 5

Christina Silver & Christine Rivers (2015) The CAQDAS Postgraduate Training Model: an interplay between methodological awareness, analytic adeptness and technological proficiency. International Journal of Social Research Methodology

Christina Silver & Ann Lewins (2014, 2nd Edition) Using Software in Qualitative Research : A Step-by-Step Guide, Sage Publications

Christina Silver & Jennifer Patashnick (2011) ‘Finding Fidelity : Advancing Audiovisual Analysis using Software’, FQS 12(1), Thematic Issue: Is Qualitative Software Really Comparable?

Christina Silver & Ann Lewins (2010) ‘Computer Assisted Qualitative Data Analysis’ in Penelope Peterson, Eva Baker, Barry McGaw (Editors), International Encyclopedia of Education, Vol 6, pp 326-334. Oxford: Elsevier

Christina Silver & Nigel Fielding (2008) Using Computer Packages in Qualitative Research, in Willig C & Stainton-Rogers W (eds.) The Sage Handbook of Qualitative Research in Psychology, London, Sage Publications.

 

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School of Education, University of California, Davis

Blog

A CAQDAS horror story: when tactics drive strategies

A CAQDAS horror story: when tactics drive strategies
By Christina Silver on Mar 22, 2018 at 06:52 PM

A key principle of the 5LQDA method is that analytic strategies drive software tactics. This ensures that software use is always focused on the objectives of the study and is appropriate to the particular methodological context.

But what happens when software tactics drive analytic strategies? Here is the most extreme example I’ve observed. In my next post I’ll discuss when software tactics can usefully inform analytic strategies without actually driving the process.

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How many codes are needed in a qualitative analysis?

How many codes are needed in a qualitative analysis?
By Christina Silver on Feb 22, 2018 at 08:53 AM in CAQDAS commentary

There is no answer to this perennial question not even any guidelines. You need as many codes as you need in other words, however many are needed to capture whats going on in the data in relation to your analytic focus and research objectives. How many depends on what youre using the codes to represent, how you derive them, and how you intend to use them in the analysis. Ive done substantial projects with as few as 22 codes, and others that required several hundred.

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My first thoughts on the Five-Level QDA textbooks

My first thoughts on the Five-Level QDA textbooks
By Five Level QDA on Feb 06, 2018 at 07:29 AM in Five-Level QDA issues & ideas

Ann Lewins has been using and teaching CAQDAS packages since 1994 and she pioneered the development of institutional support for their use in the UK, helping to create the CAQDAS Networking Project. Here she shares her first thoughts on the Five-Level QDA textbooks.

Five-Level QDA is a new teaching and learning initiative that aims to fill a huge gap by addressing some of the major dilemmas facing especially new qualitative researchers

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Methods matter - illustrating quality in qualitative analysis and the role of CAQDAS

Methods matter - illustrating quality in qualitative analysis and the role of CAQDAS
By Christina Silver on Jan 06, 2018 at 11:28 AM in CAQDAS commentary

Professor Debra Jacksons post about the Journal of Child & Family Studies intention to from now on only review and publish quantitative papers and the discussion it prompted on Twitter indicates how important it is for qualitative researchers to fully describe their methods and illustrate the quality of their analysis. Using dedicated CAQDAS packages to facilitate analysis wont necessarily result in higher quality outputs, but they can be used to illustrate process and rigour, and thereby have an important role to play.

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Coding is a process, not an event

Coding is a process, not an event
By Christina Silver on Nov 21, 2017 at 06:04 PM in CAQDAS commentary

What lies behind the red flag question: Ive done all my coding now what? In my last blogpost I considered the first likely culprit: starting to code before thinking through its purpose. But thinking about the purpose isnt enough. A second issue is the need to think about coding as an on-going process not as a single event that gets done before moving on to the next event. Coding is the opportunity to repeatedly connect with our data.

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