The analytical process of the core data generated through the focus group discussions and one to one interviews was designed to reveal how teaching assistants talk about learning, RQ2, and how they describe the issues that the deaf students experience in mainstream classrooms, RQ3. It consisted of four incremental stages each of which prepared the data for the
subsequent stage. The first stage occurred during the three research cycles to assist in ensuring the data generated through the focus group
discussions, included discussion about learning experiences within the mainstream classroom (5.8.1) and was representative of the teaching assistants’ perspectives. On completion of the research cycles the second stage of the analysis was implemented, this involved identifying the relevant data from within the core data set (Table 5.9) in respect of RQ2 and RQ3 (5.8.2). The data identified was then coded using a coding strategy based on the Complex Learning Framework, adapted for Deaf Learners CLF (DL), stage 3,(5.8.3). Finally the six coded categories were analysed thematically using Rabiee’s framework (2004) that was specifically developed to analyse focus group data; themes were identified and subsequently grouped and condensed under second order themes (5.8.4.). Consideration was then given to the analysis of the feedback questionnaire data (5.8.5) and the data provided by the Reference Group (5.8.6) through thematic analysis.
5.8.1 Stage 1: The research cycles
The data resulting from F1, F2 and F3 were analysed thematically using Rabiee’s Framework (2004). The themes identified were incorporated into reports that were presented to the Consultancy Group members with a transcript of the corresponding meeting. The Consultancy Group were asked to read the report and the transcript and then discuss the content of the report suggesting alterations they felt appropriate to ensure the teaching assistants’ perspectives was accurately represented. These were reported as minutes of the meeting and ratified at the subsequent meeting.
5.8.2 Stage 2: Identifying the relevant data for analysis from the transcripts
The second stage of the analysis involved identifying the relevant data from within the Data Group transcripts: F1, F2, F3, Interviews A and Interviews B in which the participants were a) talking about learning and b) describing the
challenges deaf students experience within the mainstream classroom environment. These categories relate directly to RQ2 and RQ3 (Table 5-11). The resulting data, combined with the questionnaire data, was also used to address the third research question that considered the impact of the research on the participants’ understanding of learning. (Table 5-11) During all the cycles of the research the participants engaged in dynamic conversations that were designed to allow the participants to introduce and develop their own thoughts and ideas. I engaged directly with the group to ensure the topics discussed remained centred on the questions or topics outlined in the agenda. In order to ensure that the process facilitated a
dynamic conversation I only intervened, however, when either the discussion had moved away from the main topic for some time or in order to ensure the full agenda was covered. Invariably the conversations covered a wide range of issues some of which considered aspects of the teaching assistant
experiences that were not pertinent to the current investigation and research questions. Consequently it was necessary to identify the relevant data for this investigation from the data set.
A coding strategy, see Code Book (Appendix E.1), was developed to ensure the appropriate data was identified and allocated into two sets related to RQ2 and RQ3 respectively:
Talking about learning
Challenges and issues for deaf students
Data identified as belonging to both categories was allocated to both data sets.
A second researcher was engaged to analyse a sample of the data
independently. Subsequent discussion regarding differences in interpretation of the data enabled agreement to be reached between the two researchers regarding the allocation of data to the data categories.
5.8.3 Stage 3: Coding the data with reference to CLF (DL)
A coding strategy was developed from the CLF (DL) Figure 5-3, (see Code Book (Appendix E:2) that facilitated the data being associated with the six different facets of learning, identified in the framework: Content, Incentive, Internal Interaction, External Interaction, Social Situation (the classroom) and Wider Societal Situation.
Figure 5-3 CLF(DL)
The data was coded by myself and an experienced senior secondary
practitioner who independently coded F2, 1x Interview A and 1x interview B. Subsequent discussion regarding differences in interpretation of the data enabled a consensus to be reached, between myself and the practitioner, that was not solely based within the field of deafness but rather within a combined perspective of deafness within mainstream secondary education. This stage provided the initial exposure of the layers of complexity that are present within the classroom environment for deaf learners in respect of the CLF(DL).
5.8.4 Stage 4: Thematic analysis
The final stage of the analysis involved locating themes within each of the six coded categories in order to reveal the more detailed layers of influences contained within the data. This was achieved by using an analytical
approach developed by Rabiee (2004) for use with data generated through focus group discussion. It advocates consideration of the data using eight criteria: words; context; internal consistency; frequency; intensity of
comments; specificity of responses; extensiveness and the big picture. It was applied to the combined data from the focus group discussions and individual interviews with Data Group participants. Both methods had produced rich data in the form of dynamic discussion that allowed for the participant(s) to shape the conversation. Whilst one involved up to seven
participants and the other just two this was not considered to affect the resulting interpretation but rather to present a comprehensive representation of the participants’ perspectives. The analytical criterion was used to identify first order themes within each coded category that were subsequently linked and grouped into theoretically related sets or second order themes within the six coded categories.
The secondary mainstream practitioner was also involved in this stage of the analysis to confirm the robustness of the thematic analysis. Two coded sections of data: Content and the Social Situation of the classroom were independently analysed by me and the secondary school practitioner. Coded documents were then discussed and compared and agreement reached on the first order themes and their subsequent grouping within second order headings. This thematic approach was also used to analysis the feedback questionnaires.
Figure 5-4 provides and illustrated overview of the four incremental stages of analysis undertaken for the Focus Group and interview data.
5.8.5 The feedback questionnaire
The final component of the Core Data, the feedback questionnaire, was analysed thematically within each question response. This contributed to the core data in respect of RQ3 providing participants’ own perspectives on how the research process had developed their understanding of learning.
5.8.6 The Reference Group data
The Reference Group data was analysed thematically within the responses to each of the questions presented. This is used to validate the findings or provide a different perspective and to provide further information regarding the working contexts of the individual members of the Data Group.