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Textbook Name: Std- 12 Sangeet_(Kanthy & SWAR) -
Gujarati Medium Textbook
Language:
Class: Standard - 12
Published by: Gujarat State Board of School Textbooks (GSSTB)
Download Mode and Format: Online Mode and PDF Format File
Official Website: gujarat-education.gov.in/textbook/
Std-12 Sangeet (Kanthy & SWAR) Textbook PDF
The discrete categories identified in open coding are compared and combined in new ways as the researcher begins to assemble the “big picture.” The purpose of coding is to not only describe but, more importantly, to acquire new understanding of a phenomenon of interest. Therefore, causal events contributing to the phenomenon; descriptive details of the phenomenon itself; and the ramifications of the phenomenon under study must all be identified and explored.
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During axial coding the researcher is responsible for building a conceptual model and for determining whether sufficient data exists to support that interpretation. Finally, the researcher must translate the conceptual model into the story line that will be read by others. Ideally, the research report will be a rich, tightly woven account that “closely approximates the reality it represents” (Strauss and Corbin, 1990, p. 57).
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Many of the concerns surrounding the presentation of qualitative research reports are discussed in the section “Judging Qualitative Research” which follows. Although the stages of analysis are described here in a linear fashion, in practice they may occur simultaneously and repeatedly. During axial coding the researcher may determine that the initial categories identified must be revised, leading to re-examination of the raw data. Additional data collection may occur at any point if the researcher uncovers gaps in the data.
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In fact, informal analysis begins with data collection, and can and should guide subsequent data collection. For a more detailed yet very understandable description of the analysis process, see Simpson and Tuson (1995). In their classic text Discovery of Grounded Theory, Glaser and Strauss (1967) describe what they believe to be the primary goal of qualitative research: the generation of theory, rather than theory testing or mere description. According to this view, theory is not a “perfected product” but an “everdeveloping entity” or process (p. 32).
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