Christy Bebeau - Academia.edu (original) (raw)

Papers by Christy Bebeau

In 2006, Braun & Clarke developed an innovative and well-received structure for analyzing qua... more In 2006, Braun & Clarke developed an innovative and well-received structure for analyzing qualitative data. Termed “reflexive thematic analysis,” this method has become of interest to qualitative researchers since it is theoretically flexible, straightforward, and intuitive and is compatible with many, although not all, types of inquiries. In their conceptualization of reflexive thematic analysis, Braun and Clarke (2006) and Clarke & Braun (2013) conclude themes do not spontaneously emerge from coding and categorizing data. Rather, researchers engage in active, decision-making processes to generate themes. Moreover, they stress the importance of researcher reflexivity, recursivity, and the goal of data reduction without losing meaning. Erlingsson & Brysiewicz (2017) note researchers often struggle to understand how to engage in reflexive thematic analysis. To help clarify these processes, we will begin with a brief overview of reflexive thematic analysis and then explain the phases of identifying, analyzing, and interpreting patterns of meaning (or themes ) within qualitative data. We will also offer examples of analysis of data for each of these steps. In addition, at all stages of the progression, we will provide Data Flow Diagram (DFD) segments (Woodman, 1988), graphical depictions that illustrate researchers’ recursive patterns as they work to reduce data yet maintain meaning (Figure 1). As closure, we will walk attendees through the process of reflexive thematic analysis: know the data; code the data; categorize the data; generate themes

BRILL eBooks, May 14, 2022

Objectives: To: 1 inspire our audience to incorporate the arts to uncover and reflect upon the or... more Objectives: To: 1 inspire our audience to incorporate the arts to uncover and reflect upon the origins and principles of their qualitative research epistemologies, 2. present arts-based approaches that have potential to extend and alter qualitative researchers’ epistemic frameworks. 3. show how arts-based reflections might serve as a heuristic to help qualitative methods students uncover and explore their epistemologies. OUR STORY: Recently Janet (our professor) had difficulty helping us (qualitative methods students) reflect on our epistemologies. Like most emerging qualitative researchers, we were confused about the legitimacy of our beliefs. To clarify our thinking, Janet formed a “Community of Interest” in which we employed the arts and turned our lenses inward to unravel the origins and principles of our epistemological positions. We discovered self-inquiry through artistic reflexive renditions of life-long learning experiences, cultural identities, nationality, ethnicity, and, social class helped us untangle the origins and principles of our qualitative researcher epistemologies. We will initiate this session with a succinct Overview of why and how considering art as research advances knowledge, and in what ways researchers might turn to the arts as personal forms of discovery. Then, we will individually share our arts-based inquiries of “the self” through our music, dance, poetry, reflexive writing, drama, and; research, as expressions of our identities that influence our epistemic beliefs and consequently, our research. We will close the session by sharing what we learned about ourselves, our researcher stance, and the connection between our inquiries and our epistemic positions

I recently completed a course offered through Chemistry Education (Discipline-based Education Res... more I recently completed a course offered through Chemistry Education (Discipline-based Education Research) where I critiqued a dissertation written as partial completion for a Doctor of Education project. The researcher conducted a case study to explore the extent to which constructivist learning was present in the interactions present in an online geology graduate class. As part of this critique, I analyzed the text in the researcher\u27s Data Analysis section, and developed data flow diagrams as an audit of the completness of the method description and information used. Data Flow Diagrams are a visualization of how data and information flow through processes. They have been used in Information Technology for decades. It is easy to learn to read and creat them as there are four primary symbols. Because they do not imply a sequence or order in which the processes must be done, they are appropriate for use in qualitative methods, which are often recursive processes. I concluded Data Flow Diagrams can be used to audit the data analysis process in qualitative studies. Not only do they show where triangulation occurs (as they show how similar information is obtained through different data and analysis processes), they also highlight gaps in data and weak descriptions of the processes. I origninally presented this as a class project, and believe it fits the teaching and learning track

Most literature on teaching qualitative research remains at the level of descriptions of teaching... more Most literature on teaching qualitative research remains at the level of descriptions of teaching philosophies, course content, and teachers’ experiences. There is not yet a pedagogical culture around research methodology … and little evidence of a research-based approach to teaching qualitative research (Wagner, Kawulich, & Garner, 2019). To advance this stasis in qualitative teaching methods, in this Workshop attendees will learn approaches in which the teacher functions as a facilitator who coaches, mediates, prompts, and provides opportunities for students to develop and reflect upon their understandings. In this interactive teaching style students expand their knowledge through individual cognition and also through interaction and collaboration with others. Thus, pedagogy is not offered through transmission of facts, but rather, embraces a collaborative nature of learning and is perceived as an active process, where knowledge is constructed, not acquired by individuals in interaction (See Bruner, 2009; Dewey 1933, 1998; Mascolo & Fisher, 2005; Piaget, 1972; Richards & Wolf, 2019-2020; Vygotsky, 1978). Attendees will briefly explore tenets of constructivism, socioconstructivist and sociocultural theories that undergird learner-centered qualitative research pedagogies. And learn pedagogical practices from instructors of qualitative research methods. The instructors will offer strategies and approaches they have developed to engage students in active ways of learning that promote students owning qualitative research practices. Instructors will offer these lessons not as a script for session attendees to follow, but as inspirational ideas based on theory with potential for attendees to extend, or alter the lessons to fit their teaching context and learners’ instructional needs. Learning Outcomes 1-Attendees will learn about a current genesis toward active student participation and collaboration in qualitative methods classrooms; 2 -Attendees will learn how instructors of qualitative research can plan and work collaboratively with students, encouraging and guiding them through various facets of doing qualitative research; 3 - Attendees will learn tenets of constructivism, social constructivist, and sociocultural pedagogical practices that support students as they (a) conceptualize a qualitative study, (b) recognize how their epistemological world views impact all phases of their qualitative inquiries, (c) discern the differences among qualitative research approaches; (d) develop reflexivity, (e) contemplate data analysis approaches, and (f) involve students in constructing knowledge through collaborative interactions

Simulations are deliberately created enactments of a potential authentic event. Social constructi... more Simulations are deliberately created enactments of a potential authentic event. Social constructivist theory posits that learning is socially situated and knowledge is constructed through interaction with others (Berger & Luckman, 1991). Thus interactive socially mediated learning is supported by socio cultural theory. In this Workshop my students and I will model and engage the audience in an innovative socio constructivist strategy I designed and utilize in my qualitative research classes to nurture learners’ interactions and understanding of qualitative inquiry. Accordingly, our teaching/learning context is transformative and positions students as active agents in their own learning. In keeping with my socio constructivist beliefs about teaching and leaning, the strategy is antithetical to a transmission lecture style of teaching “Simulations” (i.e., small group interactive structuring of a qualitative inquiry prompted by a description of authentic life events and a “Listing of Steps to Follow” in this process) (see Appendices One and Two for examples. APPENDIX One How To Structure Your Simulated Inquiry Your questions drive your inquiry. Choose your A Priori open-ended questions first. (I.e., What do you want to know? You might begin these question with “In what ways” or “How” Write in active voice. Title (save the title for your final task. Title must convey the focus/content of your simulated inquiry. Rationale for the research Context for the inquiry Study participants Literatures informing the inquiry. Consult your textbooks and computer technology for these literatures. You should always consider going beyond the discipline of qualitative research. A Priori Questions Qualitative genre employed Data sources (to be) employed in the inquiry and why Data analysis (to be) employed in the inquiry Limitations of the inquiry (one or more paragraphs: STOP HERE). Discussion- (Cannot provide a Discussion without conducting the inquiry) Implications/Conclusions (Cannot make conclusions without conducting the inquiry) References: include References Following your collaborative work, you will present it with each member of the group taking part. After your presentation the audience (classmates) will provide suggestions and ask questions

Wilke, Claus O. 2019. Fundamentals of Data Visualization: A Primer on Making Informative and Comp... more Wilke, Claus O. 2019. Fundamentals of Data Visualization: A Primer on Making Informative and Compelling Figures. (Sebastopol, CA: O’Reilly Media, Inc.). 390 pp. ISBN 978-1-492-03108-6. First edition. First release: 03-15-2019.Claus O. Wilke has authored an excellent reference about producing and understanding static figures, figures used online, in print, and for presentations. His book is neither a statistics nor programming text, but familiarity with basic statistical concepts is helpful. Written in three parts, the book presents both the math and artistic design aspects of telling a story through figures. Wilke makes extensive use of examples, labels them good, bad, wrong or ugly, and explains why he deems them so. He includes chapters that serve as a directory of visualizations, and the reader will encounter familiar figure types as well as more esoteric ones. He discusses aesthetic considerations, including color, that make figures more compelling, and provides tips to connect ...

Geosciences

Well-crafted and scientifically accurate videos and animations can be effective ways to teach dyn... more Well-crafted and scientifically accurate videos and animations can be effective ways to teach dynamic Earth processes such as continental rifting, both in live course offerings as well as in online settings. However, a quick search of the internet reveals too few high-quality videos/animations describing deep Earth processes. We have modified a hybrid 10.5 min video/animation about continental rifting and the formation of new oceans and passive continental margins created for an upper-division geology audience, retailoring it for a lower-division geology audience. A key challenge in successfully modifying such resources is aligning the cognitive load that the video/animation imposes on students, in part related to the technical geoscientific jargon used in explaining such phenomena, with that which they encounter on these topics in their textbooks and classrooms. We used expert feedback obtained at a 2019 GeoPRISMS (Geodynamic Processes at Rifting and Subducting Margins) workshop in...

Numeracy, 2019

Wilke, Claus O. 2019. Fundamentals of Data Visualization: A Primer on Making Informative and Comp... more Wilke, Claus O. 2019. Fundamentals of Data Visualization: A Primer on Making Informative and Compelling Figures. (Sebastopol, CA: O’Reilly Media, Inc.). 390 pp. ISBN 978-1-492-03108-6. First edition. First release: 03-15-2019. Claus O. Wilke has authored an excellent reference about producing and understanding static figures, figures used online, in print, and for presentations. His book is neither a statistics nor programming text, but familiarity with basic statistical concepts is helpful. Written in three parts, the book presents both the math and artistic design aspects of telling a story through figures. Wilke makes extensive use of examples, labels them good, bad, wrong or ugly, and explains why he deems them so. He includes chapters that serve as a directory of visualizations, and the reader will encounter familiar figure types as well as more esoteric ones. He discusses aesthetic considerations, including color, that make figures more compelling, and provides tips to connect...

Empowering Students as Self-Directed Learners of Qualitative Research Methods, 2019

Numeracy, Jul 1, 2019

Claus O. Wilke has authored an excellent reference about producing and understanding static figur... more Claus O. Wilke has authored an excellent reference about producing and understanding static figures, figures used online, in print, and for presentations. His book is neither a statistics nor programming text, but familiarity with basic statistical concepts is helpful. Written in three parts, the book presents both the math and artistic design aspects of telling a story through figures. Wilke makes extensive use of examples, labels them good, bad, wrong or ugly, and explains why he deems them so. He includes chapters that serve as a directory of visualizations, and the reader will encounter familiar figure types as well as more esoteric ones. He discusses aesthetic considerations, including color, that make figures more compelling, and provides tips to connect with the audience to tell a story. Wilke intends the book for those producing figures, but consumers of graphical content will also find it helpful as his clear and concise style-and his effective use of exampleswill help them evaluate the worth of figures they encounter.

Numeracy, Jul 1, 2019

Claus O. Wilke has authored an excellent reference about producing and understanding static figur... more Claus O. Wilke has authored an excellent reference about producing and understanding static figures, figures used online, in print, and for presentations. His book is neither a statistics nor programming text, but familiarity with basic statistical concepts is helpful. Written in three parts, the book presents both the math and artistic design aspects of telling a story through figures. Wilke makes extensive use of examples, labels them good, bad, wrong or ugly, and explains why he deems them so. He includes chapters that serve as a directory of visualizations, and the reader will encounter familiar figure types as well as more esoteric ones. He discusses aesthetic considerations, including color, that make figures more compelling, and provides tips to connect with the audience to tell a story. Wilke intends the book for those producing figures, but consumers of graphical content will also find it helpful as his clear and concise style-and his effective use of exampleswill help them evaluate the worth of figures they encounter.

In 2006, Braun & Clarke developed an innovative and well-received structure for analyzing qua... more In 2006, Braun & Clarke developed an innovative and well-received structure for analyzing qualitative data. Termed “reflexive thematic analysis,” this method has become of interest to qualitative researchers since it is theoretically flexible, straightforward, and intuitive and is compatible with many, although not all, types of inquiries. In their conceptualization of reflexive thematic analysis, Braun and Clarke (2006) and Clarke & Braun (2013) conclude themes do not spontaneously emerge from coding and categorizing data. Rather, researchers engage in active, decision-making processes to generate themes. Moreover, they stress the importance of researcher reflexivity, recursivity, and the goal of data reduction without losing meaning. Erlingsson & Brysiewicz (2017) note researchers often struggle to understand how to engage in reflexive thematic analysis. To help clarify these processes, we will begin with a brief overview of reflexive thematic analysis and then explain the phases of identifying, analyzing, and interpreting patterns of meaning (or themes ) within qualitative data. We will also offer examples of analysis of data for each of these steps. In addition, at all stages of the progression, we will provide Data Flow Diagram (DFD) segments (Woodman, 1988), graphical depictions that illustrate researchers’ recursive patterns as they work to reduce data yet maintain meaning (Figure 1). As closure, we will walk attendees through the process of reflexive thematic analysis: know the data; code the data; categorize the data; generate themes

BRILL eBooks, May 14, 2022

Objectives: To: 1 inspire our audience to incorporate the arts to uncover and reflect upon the or... more Objectives: To: 1 inspire our audience to incorporate the arts to uncover and reflect upon the origins and principles of their qualitative research epistemologies, 2. present arts-based approaches that have potential to extend and alter qualitative researchers’ epistemic frameworks. 3. show how arts-based reflections might serve as a heuristic to help qualitative methods students uncover and explore their epistemologies. OUR STORY: Recently Janet (our professor) had difficulty helping us (qualitative methods students) reflect on our epistemologies. Like most emerging qualitative researchers, we were confused about the legitimacy of our beliefs. To clarify our thinking, Janet formed a “Community of Interest” in which we employed the arts and turned our lenses inward to unravel the origins and principles of our epistemological positions. We discovered self-inquiry through artistic reflexive renditions of life-long learning experiences, cultural identities, nationality, ethnicity, and, social class helped us untangle the origins and principles of our qualitative researcher epistemologies. We will initiate this session with a succinct Overview of why and how considering art as research advances knowledge, and in what ways researchers might turn to the arts as personal forms of discovery. Then, we will individually share our arts-based inquiries of “the self” through our music, dance, poetry, reflexive writing, drama, and; research, as expressions of our identities that influence our epistemic beliefs and consequently, our research. We will close the session by sharing what we learned about ourselves, our researcher stance, and the connection between our inquiries and our epistemic positions

I recently completed a course offered through Chemistry Education (Discipline-based Education Res... more I recently completed a course offered through Chemistry Education (Discipline-based Education Research) where I critiqued a dissertation written as partial completion for a Doctor of Education project. The researcher conducted a case study to explore the extent to which constructivist learning was present in the interactions present in an online geology graduate class. As part of this critique, I analyzed the text in the researcher\u27s Data Analysis section, and developed data flow diagrams as an audit of the completness of the method description and information used. Data Flow Diagrams are a visualization of how data and information flow through processes. They have been used in Information Technology for decades. It is easy to learn to read and creat them as there are four primary symbols. Because they do not imply a sequence or order in which the processes must be done, they are appropriate for use in qualitative methods, which are often recursive processes. I concluded Data Flow Diagrams can be used to audit the data analysis process in qualitative studies. Not only do they show where triangulation occurs (as they show how similar information is obtained through different data and analysis processes), they also highlight gaps in data and weak descriptions of the processes. I origninally presented this as a class project, and believe it fits the teaching and learning track

Most literature on teaching qualitative research remains at the level of descriptions of teaching... more Most literature on teaching qualitative research remains at the level of descriptions of teaching philosophies, course content, and teachers’ experiences. There is not yet a pedagogical culture around research methodology … and little evidence of a research-based approach to teaching qualitative research (Wagner, Kawulich, & Garner, 2019). To advance this stasis in qualitative teaching methods, in this Workshop attendees will learn approaches in which the teacher functions as a facilitator who coaches, mediates, prompts, and provides opportunities for students to develop and reflect upon their understandings. In this interactive teaching style students expand their knowledge through individual cognition and also through interaction and collaboration with others. Thus, pedagogy is not offered through transmission of facts, but rather, embraces a collaborative nature of learning and is perceived as an active process, where knowledge is constructed, not acquired by individuals in interaction (See Bruner, 2009; Dewey 1933, 1998; Mascolo & Fisher, 2005; Piaget, 1972; Richards & Wolf, 2019-2020; Vygotsky, 1978). Attendees will briefly explore tenets of constructivism, socioconstructivist and sociocultural theories that undergird learner-centered qualitative research pedagogies. And learn pedagogical practices from instructors of qualitative research methods. The instructors will offer strategies and approaches they have developed to engage students in active ways of learning that promote students owning qualitative research practices. Instructors will offer these lessons not as a script for session attendees to follow, but as inspirational ideas based on theory with potential for attendees to extend, or alter the lessons to fit their teaching context and learners’ instructional needs. Learning Outcomes 1-Attendees will learn about a current genesis toward active student participation and collaboration in qualitative methods classrooms; 2 -Attendees will learn how instructors of qualitative research can plan and work collaboratively with students, encouraging and guiding them through various facets of doing qualitative research; 3 - Attendees will learn tenets of constructivism, social constructivist, and sociocultural pedagogical practices that support students as they (a) conceptualize a qualitative study, (b) recognize how their epistemological world views impact all phases of their qualitative inquiries, (c) discern the differences among qualitative research approaches; (d) develop reflexivity, (e) contemplate data analysis approaches, and (f) involve students in constructing knowledge through collaborative interactions

Simulations are deliberately created enactments of a potential authentic event. Social constructi... more Simulations are deliberately created enactments of a potential authentic event. Social constructivist theory posits that learning is socially situated and knowledge is constructed through interaction with others (Berger & Luckman, 1991). Thus interactive socially mediated learning is supported by socio cultural theory. In this Workshop my students and I will model and engage the audience in an innovative socio constructivist strategy I designed and utilize in my qualitative research classes to nurture learners’ interactions and understanding of qualitative inquiry. Accordingly, our teaching/learning context is transformative and positions students as active agents in their own learning. In keeping with my socio constructivist beliefs about teaching and leaning, the strategy is antithetical to a transmission lecture style of teaching “Simulations” (i.e., small group interactive structuring of a qualitative inquiry prompted by a description of authentic life events and a “Listing of Steps to Follow” in this process) (see Appendices One and Two for examples. APPENDIX One How To Structure Your Simulated Inquiry Your questions drive your inquiry. Choose your A Priori open-ended questions first. (I.e., What do you want to know? You might begin these question with “In what ways” or “How” Write in active voice. Title (save the title for your final task. Title must convey the focus/content of your simulated inquiry. Rationale for the research Context for the inquiry Study participants Literatures informing the inquiry. Consult your textbooks and computer technology for these literatures. You should always consider going beyond the discipline of qualitative research. A Priori Questions Qualitative genre employed Data sources (to be) employed in the inquiry and why Data analysis (to be) employed in the inquiry Limitations of the inquiry (one or more paragraphs: STOP HERE). Discussion- (Cannot provide a Discussion without conducting the inquiry) Implications/Conclusions (Cannot make conclusions without conducting the inquiry) References: include References Following your collaborative work, you will present it with each member of the group taking part. After your presentation the audience (classmates) will provide suggestions and ask questions

Wilke, Claus O. 2019. Fundamentals of Data Visualization: A Primer on Making Informative and Comp... more Wilke, Claus O. 2019. Fundamentals of Data Visualization: A Primer on Making Informative and Compelling Figures. (Sebastopol, CA: O’Reilly Media, Inc.). 390 pp. ISBN 978-1-492-03108-6. First edition. First release: 03-15-2019.Claus O. Wilke has authored an excellent reference about producing and understanding static figures, figures used online, in print, and for presentations. His book is neither a statistics nor programming text, but familiarity with basic statistical concepts is helpful. Written in three parts, the book presents both the math and artistic design aspects of telling a story through figures. Wilke makes extensive use of examples, labels them good, bad, wrong or ugly, and explains why he deems them so. He includes chapters that serve as a directory of visualizations, and the reader will encounter familiar figure types as well as more esoteric ones. He discusses aesthetic considerations, including color, that make figures more compelling, and provides tips to connect ...

Geosciences

Well-crafted and scientifically accurate videos and animations can be effective ways to teach dyn... more Well-crafted and scientifically accurate videos and animations can be effective ways to teach dynamic Earth processes such as continental rifting, both in live course offerings as well as in online settings. However, a quick search of the internet reveals too few high-quality videos/animations describing deep Earth processes. We have modified a hybrid 10.5 min video/animation about continental rifting and the formation of new oceans and passive continental margins created for an upper-division geology audience, retailoring it for a lower-division geology audience. A key challenge in successfully modifying such resources is aligning the cognitive load that the video/animation imposes on students, in part related to the technical geoscientific jargon used in explaining such phenomena, with that which they encounter on these topics in their textbooks and classrooms. We used expert feedback obtained at a 2019 GeoPRISMS (Geodynamic Processes at Rifting and Subducting Margins) workshop in...

Numeracy, 2019

Wilke, Claus O. 2019. Fundamentals of Data Visualization: A Primer on Making Informative and Comp... more Wilke, Claus O. 2019. Fundamentals of Data Visualization: A Primer on Making Informative and Compelling Figures. (Sebastopol, CA: O’Reilly Media, Inc.). 390 pp. ISBN 978-1-492-03108-6. First edition. First release: 03-15-2019. Claus O. Wilke has authored an excellent reference about producing and understanding static figures, figures used online, in print, and for presentations. His book is neither a statistics nor programming text, but familiarity with basic statistical concepts is helpful. Written in three parts, the book presents both the math and artistic design aspects of telling a story through figures. Wilke makes extensive use of examples, labels them good, bad, wrong or ugly, and explains why he deems them so. He includes chapters that serve as a directory of visualizations, and the reader will encounter familiar figure types as well as more esoteric ones. He discusses aesthetic considerations, including color, that make figures more compelling, and provides tips to connect...

Empowering Students as Self-Directed Learners of Qualitative Research Methods, 2019

Numeracy, Jul 1, 2019

Claus O. Wilke has authored an excellent reference about producing and understanding static figur... more Claus O. Wilke has authored an excellent reference about producing and understanding static figures, figures used online, in print, and for presentations. His book is neither a statistics nor programming text, but familiarity with basic statistical concepts is helpful. Written in three parts, the book presents both the math and artistic design aspects of telling a story through figures. Wilke makes extensive use of examples, labels them good, bad, wrong or ugly, and explains why he deems them so. He includes chapters that serve as a directory of visualizations, and the reader will encounter familiar figure types as well as more esoteric ones. He discusses aesthetic considerations, including color, that make figures more compelling, and provides tips to connect with the audience to tell a story. Wilke intends the book for those producing figures, but consumers of graphical content will also find it helpful as his clear and concise style-and his effective use of exampleswill help them evaluate the worth of figures they encounter.

Numeracy, Jul 1, 2019

Claus O. Wilke has authored an excellent reference about producing and understanding static figur... more Claus O. Wilke has authored an excellent reference about producing and understanding static figures, figures used online, in print, and for presentations. His book is neither a statistics nor programming text, but familiarity with basic statistical concepts is helpful. Written in three parts, the book presents both the math and artistic design aspects of telling a story through figures. Wilke makes extensive use of examples, labels them good, bad, wrong or ugly, and explains why he deems them so. He includes chapters that serve as a directory of visualizations, and the reader will encounter familiar figure types as well as more esoteric ones. He discusses aesthetic considerations, including color, that make figures more compelling, and provides tips to connect with the audience to tell a story. Wilke intends the book for those producing figures, but consumers of graphical content will also find it helpful as his clear and concise style-and his effective use of exampleswill help them evaluate the worth of figures they encounter.