claims about thematic development
Pay close attention to the data to ensure that you’re not picking up on things that are not there – or obscuring things that are.
Once you’ve decided to use thematic analysis, there are different approaches to consider.
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Due to the fact that there are many various types of essay, you need to refresh in mind what special features each of them has every time you are going to write a paper. Today, we are going to talk about a thematic essay paper. The initial step, which leads to a successful accomplishment of this specific essay, is to answer the question: “What is a thematic essay paper?”
- A claim of understanding conveyed by an author.
- A statement of an idea. This idea may be a message or a moral, but it may also be an opinion.
- Universal. It can be conveyed through a range of texts and is relevant to most people.
- Often a reflection on an aspect crucial to the human condition, about what it means to be human and/or interact within a society.
- Conveyed by an author/director through a range of methods.
Create a set of flash cards. Have the name of a method on one side of the card and on the reverse side of the card bullet point ways the author uses this method to develop the theme.
Guba and Lincoln (1989) claimed that the credibility of a study is determined when coresearchers or readers are confronted with the experience, they can recognize it. Credibility addresses the “fit” between respondents’ views and the researcher’s representation of them (Tobin & Begley, 2004). Lincoln and Guba (1985) suggested a number of techniques to address credibility including activities such as prolonged engagement, persistent observation, data collection triangulation, and researcher triangulation. They also recommended peer debriefing to provide an external check on the research process, which may therefore increase credibility, as well as examining referential adequacy as a means to check preliminary findings and interpretations against the raw data. Credibility can also be operationalized through the process of member checking to test the findings and interpretations with the participants (Lincoln & Guba, 1985).
The use of a coding framework provided a clear trail of evidence for the credibility of the study. We developed a code manual that included detailed definitions and exemplar text, which was particularly useful for the novices on the research team who were not content experts (Table 2).
The importance of judging the quality of findings on the basis of new insights gained from the developed theme has been highlighted in QCA and TA. While the judgment on the quality of the study’s findings is influenced by many factors (TONG, SAINSBURY & CRAIG, 2007), the developed theme can be evaluated in terms of new insights provided about the study phenomenon. For instance, whether the theme represents all aspects of the phenomenon adequately and is representative of all participants, whether there is a consideration of alternative explanations in the data and consideration of negative cases, and if the analysis encompasses participants’ implicit and explicit perspectives as well as their emotions (ANDERSON, 2010). The theme should be novel, but at the same time should be truly representative of participants’ experiences, views and so forth. The researcher’s self-reflexivity helps with demonstrating the strengths and shortcomings of the data analysis product. Furthermore, the recognition of researchers’ own beliefs and role in the research is important when evaluating authenticity of the theme. Particularly so, in nursing science, the coherence between the developed theme and its implications for knowledge, practice, policy-making and research are emphasized (TRACY, 2010). [ 15 ]
Floersch, Jerry; Longhofer, Jeffrey L.; Kranke, Derrick & Townsend, Lisa (2010). Integrating thematic, grounded theory and narrative analysis: A case study of adolescent psychotropic treatment. Qualitative Social Work , 9 (3), 407-425.