Johnny Saldaña is Professor Emeritus from Arizona State University’s (ASU) School of Film, Dance, and Theatre in the Herberger Institute for Design and the Arts, where he taught from 1981 to 2014. He received his BFA in Drama and English Education in 1976, and MFA in Drama Education in 1979 from the University of Texas at Austin.Saldaña is the author of Longitudinal Qualitative Research: Analyzing Change through Time (AltaMira Press, 2003); Fundamentals of Qualitative Research (Oxford University Press, 2011); Ethnotheatre: Research from Page to Stage (Left Coast Press, 2011); Thinking Qualitatively: Methods of Mind (Sage Publications, 2015); a commissioned title for Routledge’s World Library of Educationalists Series, Writing Qualitatively: The Selected Works of Johnny Saldaña (Routledge, 2018); co-author with the late Matthew B. Miles and A. Michael Huberman for Qualitative Data Analysis: A Methods Sourcebook (4th ed., Sage Publications, 2020); co-author with Matt Omasta for Qualitative Research: Analyzing Life (Sage Publications, 2018); and the editor of Ethnodrama: An Anthology of Reality Theatre (AltaMira Press, 2005). Previous editions of The Coding Manual for Qualitative Researchers have been translated into Korean, Turkish, and Chinese-Simplified.Saldaña’s methods works have been cited and referenced in more than 16,000 research studies conducted in over 130 countries in disciplines such as K-12 and higher education, medicine and health care, technology and social media, business and economics, government and social services, the fine arts, the social sciences, human development, and communication. He has published a wide range of research articles in journals such as Research in Drama Education, The Qualitative Report, Multicultural Perspectives, Youth Theatre Journal, Journal of Curriculum and Pedagogy, Teaching Theatre, Research Studies in Music Education, Cultural Studies ? Critical Methodologies, the International Journal of Qualitative Methods, the International Review of Qualitative Research, and Qualitative Inquiry, and has contributed several chapters to research methods handbooks. His most popular journal article, “Blue-Collar Qualitative Research: A Rant” (Qualitative Inquiry, 2014), has been downloaded by over 3,000 readers, according to ResearchGate.Saldaña’s research in qualitative inquiry, data analysis, and performance ethnography has received awards from the American Alliance for Theatre & Education, the National Communication Association-Ethnography Division, the American Educational Research Association’s Qualitative Research Special Interest Group, New York University’s Program in Educational Theatre, the Children’s Theatre Foundation of America, and the ASU Herberger Institute for Design and the Arts.Matt Omasta is Associate Professor and Theatre Education Program Director at Utah State University. He received his BA from Ithaca College, his MA from Emerson College, and his PhD from Arizona State University. He is the author of Play, Performance, and Identity: How Institutions Structure Ludic Spaces (Routledge), Playwriting and Young Audiences (Intellect), and numerous articles in journals including Research in Drama Education: The Journal of Applied Theatre and Performance, Youth Theatre Journal, Theatre for Young Audiences Today, Theatre Topics, and the International Journal of Education and the Arts among others. Omasta′s work has been recognized by honors including the Founders′ Award from the Educational Theatre Association, the Lin Wright Special Recognition Award and the Research Award from the American Alliance for Theatre & Education, and the Arts and Learning Special Interest Group (A & L SIG) Dissertation Award from the American Educational Research Association (AERA).

• List of DisplaysPrefaceThe Organization and Through-Line of the BookThe Coauthors’ ApproachTo the InstructorAcknowledgmentsAbout the AuthorsPart I. Analyzing Qualitative DataChapter 1. Introduction: Analyzing LifeLearning ObjectivesIntroductionDeveloping Fundamental Qualitative Analytic SkillsOn Qualitative Data Analysis—and LifeClosure and TransitionResources for an Introduction to Qualitative AnalysisAnalytic ExercisesSample Data for AnalysisChapter 2. Analyzing Field SitesLearning ObjectivesIntroductionOn CultureObservation SettingsThe Observer’s FramesField NotesTechnical Matters of Fieldwork and Field NotesAnalyzing Observations of Social LifeClosure and TransitionResources for Participant ObservationAnalytic Exercises for Participant ObservationSample Field Notes for AnalysisChapter 3. Analyzing Documents, Artifacts, Visual Images, and Digital MaterialsLearning ObjectivesIntroductionOn Values, Attitudes, and BeliefsAnalyzing Manifest and Latent ContentsThe Materials and Meanings of Human ProductionAnalyzing DocumentsAnalyzing ArtifactsAnalyzing Visual ImagesAnalyzing Digital MaterialsThe Routines, Rituals, Rules, Roles, and Relationships in Documents, Artifacts, Visual Images, and Digital MaterialsClosure and TransitionResources for Analyzing Documents, Artifacts, Visual Images, and Digital MaterialsAnalytic Exercises for Documents, Artifacts, Visual Images, and Digital MaterialsSample PhotographChapter 4. Analyzing Interviews: Preparing, Conducting, and TranscribingLearning ObjectivesIntroductionTypes of InterviewsParticipant SelectionInterview Preparation, Scheduling, and ArrangementsAsking QuestionsTranscribingClosure and TransitionResources for InterviewingAnalytic Exercises for InterviewingChapter 5. Analyzing Interviews: Condensing and CodingLearning ObjectivesIntroductionInterview CondensationAnalyzing Interviews Through Codes and CodingClosure and TransitionAnalytic Exercises for InterviewingSample Interview TranscriptPart II. Analyzing the FrameworkChapter 6. Analyzing Qualitative MethodologiesLearning ObjectivesIntroductionTheoretical Premises of Qualitative ResearchA Rationale for Qualitative ResearchSelected Methodologies of Qualitative Research and AnalysisMixed MethodsOn GenresClosure and TransitionResources for Analyzing Qualitative Research MethodologiesAnalytic Exercises for Qualitative Research MethodologiesSupplemental ReadingsChapter 7. Analyzing Qualitative Research DesignLearning ObjectivesIntroductionResearching and Analyzing the TopicAnalyzing the LiteratureResearch QuestionsSite SelectionParticipant SelectionData Collection MethodsData Analysis MethodsPresentation ModesTimeline DesignConceptual FrameworksClosure and TransitionResources for Analyzing Qualitative Research DesignAnalytic Exercises for Qualitative Research DesignOutline for a Qualitative Research ProposalChapter 8. Analyzing Research EthicsLearning ObjectivesIntroductionThe Rules of ResearchInstitutional Review BoardsResearcher and Participant RelationshipsEthics in Social Media ResearchAnalyzing Ethical AmbiguityClosure and TransitionResources for Research EthicsAnalytic Exercises for Research EthicsPart III. Analytic AssemblageChapter 9. Analysis to Synthesis: Condensing, Patterning, and UnifyingLearning ObjectivesIntroductionOn SynthesisCondensing Large Amounts of DataPatterning Textual, Visual, and Digital MaterialsUnifying Seemingly Different ThingsClosure and TransitionAnalytic Exercises for Analysis to SynthesisChapter 10. Analysis to Synthesis: Understanding, Interpreting, and TheorizingLearning ObjectivesIntroductionUnderstanding Social Processes of Human Action, Reaction, and InteractionInterpreting the Routines, Rituals, Rules, Roles, and Relationships of Social LifeTheorizingCAQDASOn Credibility and TrustworthinessClosure and TransitionResources for Analysis to SynthesisAnalytic Exercises for Analysis to SynthesisSample Data for Analysis to SynthesisChapter 11. Analytic Write-UpsLearning ObjectivesIntroductionStylistic Approaches to Research WritingOn Writing About the Major Elements of a StudyJournal Article Submission and PublicationClosure and TransitionResources for Analytic Write-UpsAnalytic Exercises for Write-UpsSample Abstracts for AnalysisChapter 12. Analytic Presentations and Professional DevelopmentLearning ObjectivesIntroductionPaper PresentationsPoster PresentationsDramatic/Staged ReadingsPresenting Data EffectivelyProfessional NetworkingProfessional DevelopmentAnalysis as a Lens, Filter, and Angle on LifeClosureResources for Presenting Qualitative Research and Professional Development as a Qualitative ResearcherAnalytic Exercises for Presentations and Professional DevelopmentGlossaryReferencesIndex

I have not received my copy yet

Johnny Saldaña is Professor Emeritus from Arizona State University’s (ASU) School of Film, Dance, and Theatre in the Herberger Institute for Design and the Arts, where he taught from 1981 to 2014. He received his BFA in Drama and English Education in 1976, and MFA in Drama Education in 1979 from the University of Texas at Austin.Saldaña is the author of Longitudinal Qualitative Research: Analyzing Change through Time (AltaMira Press, 2003); Fundamentals of Qualitative Research (Oxford University Press, 2011); Ethnotheatre: Research from Page to Stage (Left Coast Press, 2011); Thinking Qualitatively: Methods of Mind (Sage Publications, 2015); a commissioned title for Routledge’s World Library of Educationalists Series, Writing Qualitatively: The Selected Works of Johnny Saldaña (Routledge, 2018); co-author with the late Matthew B. Miles and A. Michael Huberman for Qualitative Data Analysis: A Methods Sourcebook (4th ed., Sage Publications, 2020); co-author with Matt Omasta for Qualitative Research: Analyzing Life (Sage Publications, 2018); and the editor of Ethnodrama: An Anthology of Reality Theatre (AltaMira Press, 2005). Previous editions of The Coding Manual for Qualitative Researchers have been translated into Korean, Turkish, and Chinese-Simplified.Saldaña’s methods works have been cited and referenced in more than 16,000 research studies conducted in over 130 countries in disciplines such as K-12 and higher education, medicine and health care, technology and social media, business and economics, government and social services, the fine arts, the social sciences, human development, and communication. He has published a wide range of research articles in journals such as Research in Drama Education, The Qualitative Report, Multicultural Perspectives, Youth Theatre Journal, Journal of Curriculum and Pedagogy, Teaching Theatre, Research Studies in Music Education, Cultural Studies ? Critical Methodologies, the International Journal of Qualitative Methods, the International Review of Qualitative Research, and Qualitative Inquiry, and has contributed several chapters to research methods handbooks. His most popular journal article, “Blue-Collar Qualitative Research: A Rant” (Qualitative Inquiry, 2014), has been downloaded by over 3,000 readers, according to ResearchGate.Saldaña’s research in qualitative inquiry, data analysis, and performance ethnography has received awards from the American Alliance for Theatre & Education, the National Communication Association-Ethnography Division, the American Educational Research Association’s Qualitative Research Special Interest Group, New York University’s Program in Educational Theatre, the Children’s Theatre Foundation of America, and the ASU Herberger Institute for Design and the Arts.Matt Omasta is Associate Professor and Theatre Education Program Director at Utah State University. He received his BA from Ithaca College, his MA from Emerson College, and his PhD from Arizona State University. He is the author of Play, Performance, and Identity: How Institutions Structure Ludic Spaces (Routledge), Playwriting and Young Audiences (Intellect), and numerous articles in journals including Research in Drama Education: The Journal of Applied Theatre and Performance, Youth Theatre Journal, Theatre for Young Audiences Today, Theatre Topics, and the International Journal of Education and the Arts among others. Omasta′s work has been recognized by honors including the Founders′ Award from the Educational Theatre Association, the Lin Wright Special Recognition Award and the Research Award from the American Alliance for Theatre & Education, and the Arts and Learning Special Interest Group (A & L SIG) Dissertation Award from the American Educational Research Association (AERA).

• List of DisplaysPrefaceThe Organization and Through-Line of the BookThe Coauthors’ ApproachTo the InstructorAcknowledgmentsAbout the AuthorsPart I. Analyzing Qualitative DataChapter 1. Introduction: Analyzing LifeLearning ObjectivesIntroductionDeveloping Fundamental Qualitative Analytic SkillsOn Qualitative Data Analysis—and LifeClosure and TransitionResources for an Introduction to Qualitative AnalysisAnalytic ExercisesSample Data for AnalysisChapter 2. Analyzing Field SitesLearning ObjectivesIntroductionOn CultureObservation SettingsThe Observer’s FramesField NotesTechnical Matters of Fieldwork and Field NotesAnalyzing Observations of Social LifeClosure and TransitionResources for Participant ObservationAnalytic Exercises for Participant ObservationSample Field Notes for AnalysisChapter 3. Analyzing Documents, Artifacts, Visual Images, and Digital MaterialsLearning ObjectivesIntroductionOn Values, Attitudes, and BeliefsAnalyzing Manifest and Latent ContentsThe Materials and Meanings of Human ProductionAnalyzing DocumentsAnalyzing ArtifactsAnalyzing Visual ImagesAnalyzing Digital MaterialsThe Routines, Rituals, Rules, Roles, and Relationships in Documents, Artifacts, Visual Images, and Digital MaterialsClosure and TransitionResources for Analyzing Documents, Artifacts, Visual Images, and Digital MaterialsAnalytic Exercises for Documents, Artifacts, Visual Images, and Digital MaterialsSample PhotographChapter 4. Analyzing Interviews: Preparing, Conducting, and TranscribingLearning ObjectivesIntroductionTypes of InterviewsParticipant SelectionInterview Preparation, Scheduling, and ArrangementsAsking QuestionsTranscribingClosure and TransitionResources for InterviewingAnalytic Exercises for InterviewingChapter 5. Analyzing Interviews: Condensing and CodingLearning ObjectivesIntroductionInterview CondensationAnalyzing Interviews Through Codes and CodingClosure and TransitionAnalytic Exercises for InterviewingSample Interview TranscriptPart II. Analyzing the FrameworkChapter 6. Analyzing Qualitative MethodologiesLearning ObjectivesIntroductionTheoretical Premises of Qualitative ResearchA Rationale for Qualitative ResearchSelected Methodologies of Qualitative Research and AnalysisMixed MethodsOn GenresClosure and TransitionResources for Analyzing Qualitative Research MethodologiesAnalytic Exercises for Qualitative Research MethodologiesSupplemental ReadingsChapter 7. Analyzing Qualitative Research DesignLearning ObjectivesIntroductionResearching and Analyzing the TopicAnalyzing the LiteratureResearch QuestionsSite SelectionParticipant SelectionData Collection MethodsData Analysis MethodsPresentation ModesTimeline DesignConceptual FrameworksClosure and TransitionResources for Analyzing Qualitative Research DesignAnalytic Exercises for Qualitative Research DesignOutline for a Qualitative Research ProposalChapter 8. Analyzing Research EthicsLearning ObjectivesIntroductionThe Rules of ResearchInstitutional Review BoardsResearcher and Participant RelationshipsEthics in Social Media ResearchAnalyzing Ethical AmbiguityClosure and TransitionResources for Research EthicsAnalytic Exercises for Research EthicsPart III. Analytic AssemblageChapter 9. Analysis to Synthesis: Condensing, Patterning, and UnifyingLearning ObjectivesIntroductionOn SynthesisCondensing Large Amounts of DataPatterning Textual, Visual, and Digital MaterialsUnifying Seemingly Different ThingsClosure and TransitionAnalytic Exercises for Analysis to SynthesisChapter 10. Analysis to Synthesis: Understanding, Interpreting, and TheorizingLearning ObjectivesIntroductionUnderstanding Social Processes of Human Action, Reaction, and InteractionInterpreting the Routines, Rituals, Rules, Roles, and Relationships of Social LifeTheorizingCAQDASOn Credibility and TrustworthinessClosure and TransitionResources for Analysis to SynthesisAnalytic Exercises for Analysis to SynthesisSample Data for Analysis to SynthesisChapter 11. Analytic Write-UpsLearning ObjectivesIntroductionStylistic Approaches to Research WritingOn Writing About the Major Elements of a StudyJournal Article Submission and PublicationClosure and TransitionResources for Analytic Write-UpsAnalytic Exercises for Write-UpsSample Abstracts for AnalysisChapter 12. Analytic Presentations and Professional DevelopmentLearning ObjectivesIntroductionPaper PresentationsPoster PresentationsDramatic/Staged ReadingsPresenting Data EffectivelyProfessional NetworkingProfessional DevelopmentAnalysis as a Lens, Filter, and Angle on LifeClosureResources for Presenting Qualitative Research and Professional Development as a Qualitative ResearcherAnalytic Exercises for Presentations and Professional DevelopmentGlossaryReferencesIndex

I have not received my copy yet

Johnny Saldaña is Professor Emeritus from Arizona State University’s (ASU) School of Film, Dance, and Theatre in the Herberger Institute for Design and the Arts, where he taught from 1981 to 2014. He received his BFA in Drama and English Education in 1976, and MFA in Drama Education in 1979 from the University of Texas at Austin.Saldaña is the author of Longitudinal Qualitative Research: Analyzing Change through Time (AltaMira Press, 2003); Fundamentals of Qualitative Research (Oxford University Press, 2011); Ethnotheatre: Research from Page to Stage (Left Coast Press, 2011); Thinking Qualitatively: Methods of Mind (Sage Publications, 2015); a commissioned title for Routledge’s World Library of Educationalists Series, Writing Qualitatively: The Selected Works of Johnny Saldaña (Routledge, 2018); co-author with the late Matthew B. Miles and A. Michael Huberman for Qualitative Data Analysis: A Methods Sourcebook (4th ed., Sage Publications, 2020); co-author with Matt Omasta for Qualitative Research: Analyzing Life (Sage Publications, 2018); and the editor of Ethnodrama: An Anthology of Reality Theatre (AltaMira Press, 2005). Previous editions of The Coding Manual for Qualitative Researchers have been translated into Korean, Turkish, and Chinese-Simplified.Saldaña’s methods works have been cited and referenced in more than 16,000 research studies conducted in over 130 countries in disciplines such as K-12 and higher education, medicine and health care, technology and social media, business and economics, government and social services, the fine arts, the social sciences, human development, and communication. He has published a wide range of research articles in journals such as Research in Drama Education, The Qualitative Report, Multicultural Perspectives, Youth Theatre Journal, Journal of Curriculum and Pedagogy, Teaching Theatre, Research Studies in Music Education, Cultural Studies ? Critical Methodologies, the International Journal of Qualitative Methods, the International Review of Qualitative Research, and Qualitative Inquiry, and has contributed several chapters to research methods handbooks. His most popular journal article, “Blue-Collar Qualitative Research: A Rant” (Qualitative Inquiry, 2014), has been downloaded by over 3,000 readers, according to ResearchGate.Saldaña’s research in qualitative inquiry, data analysis, and performance ethnography has received awards from the American Alliance for Theatre & Education, the National Communication Association-Ethnography Division, the American Educational Research Association’s Qualitative Research Special Interest Group, New York University’s Program in Educational Theatre, the Children’s Theatre Foundation of America, and the ASU Herberger Institute for Design and the Arts.Matt Omasta is Associate Professor and Theatre Education Program Director at Utah State University. He received his BA from Ithaca College, his MA from Emerson College, and his PhD from Arizona State University. He is the author of Play, Performance, and Identity: How Institutions Structure Ludic Spaces (Routledge), Playwriting and Young Audiences (Intellect), and numerous articles in journals including Research in Drama Education: The Journal of Applied Theatre and Performance, Youth Theatre Journal, Theatre for Young Audiences Today, Theatre Topics, and the International Journal of Education and the Arts among others. Omasta′s work has been recognized by honors including the Founders′ Award from the Educational Theatre Association, the Lin Wright Special Recognition Award and the Research Award from the American Alliance for Theatre & Education, and the Arts and Learning Special Interest Group (A & L SIG) Dissertation Award from the American Educational Research Association (AERA).

• List of DisplaysPrefaceThe Organization and Through-Line of the BookThe Coauthors’ ApproachTo the InstructorAcknowledgmentsAbout the AuthorsPart I. Analyzing Qualitative DataChapter 1. Introduction: Analyzing LifeLearning ObjectivesIntroductionDeveloping Fundamental Qualitative Analytic SkillsOn Qualitative Data Analysis—and LifeClosure and TransitionResources for an Introduction to Qualitative AnalysisAnalytic ExercisesSample Data for AnalysisChapter 2. Analyzing Field SitesLearning ObjectivesIntroductionOn CultureObservation SettingsThe Observer’s FramesField NotesTechnical Matters of Fieldwork and Field NotesAnalyzing Observations of Social LifeClosure and TransitionResources for Participant ObservationAnalytic Exercises for Participant ObservationSample Field Notes for AnalysisChapter 3. Analyzing Documents, Artifacts, Visual Images, and Digital MaterialsLearning ObjectivesIntroductionOn Values, Attitudes, and BeliefsAnalyzing Manifest and Latent ContentsThe Materials and Meanings of Human ProductionAnalyzing DocumentsAnalyzing ArtifactsAnalyzing Visual ImagesAnalyzing Digital MaterialsThe Routines, Rituals, Rules, Roles, and Relationships in Documents, Artifacts, Visual Images, and Digital MaterialsClosure and TransitionResources for Analyzing Documents, Artifacts, Visual Images, and Digital MaterialsAnalytic Exercises for Documents, Artifacts, Visual Images, and Digital MaterialsSample PhotographChapter 4. Analyzing Interviews: Preparing, Conducting, and TranscribingLearning ObjectivesIntroductionTypes of InterviewsParticipant SelectionInterview Preparation, Scheduling, and ArrangementsAsking QuestionsTranscribingClosure and TransitionResources for InterviewingAnalytic Exercises for InterviewingChapter 5. Analyzing Interviews: Condensing and CodingLearning ObjectivesIntroductionInterview CondensationAnalyzing Interviews Through Codes and CodingClosure and TransitionAnalytic Exercises for InterviewingSample Interview TranscriptPart II. Analyzing the FrameworkChapter 6. Analyzing Qualitative MethodologiesLearning ObjectivesIntroductionTheoretical Premises of Qualitative ResearchA Rationale for Qualitative ResearchSelected Methodologies of Qualitative Research and AnalysisMixed MethodsOn GenresClosure and TransitionResources for Analyzing Qualitative Research MethodologiesAnalytic Exercises for Qualitative Research MethodologiesSupplemental ReadingsChapter 7. Analyzing Qualitative Research DesignLearning ObjectivesIntroductionResearching and Analyzing the TopicAnalyzing the LiteratureResearch QuestionsSite SelectionParticipant SelectionData Collection MethodsData Analysis MethodsPresentation ModesTimeline DesignConceptual FrameworksClosure and TransitionResources for Analyzing Qualitative Research DesignAnalytic Exercises for Qualitative Research DesignOutline for a Qualitative Research ProposalChapter 8. Analyzing Research EthicsLearning ObjectivesIntroductionThe Rules of ResearchInstitutional Review BoardsResearcher and Participant RelationshipsEthics in Social Media ResearchAnalyzing Ethical AmbiguityClosure and TransitionResources for Research EthicsAnalytic Exercises for Research EthicsPart III. Analytic AssemblageChapter 9. Analysis to Synthesis: Condensing, Patterning, and UnifyingLearning ObjectivesIntroductionOn SynthesisCondensing Large Amounts of DataPatterning Textual, Visual, and Digital MaterialsUnifying Seemingly Different ThingsClosure and TransitionAnalytic Exercises for Analysis to SynthesisChapter 10. Analysis to Synthesis: Understanding, Interpreting, and TheorizingLearning ObjectivesIntroductionUnderstanding Social Processes of Human Action, Reaction, and InteractionInterpreting the Routines, Rituals, Rules, Roles, and Relationships of Social LifeTheorizingCAQDASOn Credibility and TrustworthinessClosure and TransitionResources for Analysis to SynthesisAnalytic Exercises for Analysis to SynthesisSample Data for Analysis to SynthesisChapter 11. Analytic Write-UpsLearning ObjectivesIntroductionStylistic Approaches to Research WritingOn Writing About the Major Elements of a StudyJournal Article Submission and PublicationClosure and TransitionResources for Analytic Write-UpsAnalytic Exercises for Write-UpsSample Abstracts for AnalysisChapter 12. Analytic Presentations and Professional DevelopmentLearning ObjectivesIntroductionPaper PresentationsPoster PresentationsDramatic/Staged ReadingsPresenting Data EffectivelyProfessional NetworkingProfessional DevelopmentAnalysis as a Lens, Filter, and Angle on LifeClosureResources for Presenting Qualitative Research and Professional Development as a Qualitative ResearcherAnalytic Exercises for Presentations and Professional DevelopmentGlossaryReferencesIndex

I have not received my copy yet