Operations Management

Coding Scholar of Change Video #2

Brief Description of Video

The scholar of change video depicts the narration of Benjamin Isaac a doctoral student specializing in special education who intends to use empirical teaching methods and information regarding children and students with special learning needs from Walden University to develop a show that can help “leverage the power of teaching in technology and effect positive social change through education” (Isaac, 2014, para. 4). Benjamin Isaac’s narration shows his intention to attract the world’s attention and influence worldview against the labeling or characterizing of children vis-à-vis students with special needs using a combination of technology, entertainment, and education. By using three animated characters to represent and express the qualities of autism, attention deficit hyperactivity disorder (ADHD), and cerebral palsy associated with children or students with special needs, Benjamin believes developing a worldview of children and students with special needs as different as anyone else can facilitate the development of positive selfconcept for children and students with special needs and boost their academic performance.

Codes and Supportive Quotes from Transcript 

Advising qualitative researcher, Saldaña (2016) believes study and coding topics can be developed by combining a list of social organization: cultural practices; episodes, encounters, roles; social and personal relationships; groups and cliques; organizations; settlements and habitats; and subcultures and lifestyle developed by Lofland, Snow, Anderson, and Lofland (as cited in Saldaña, 2016) and a list of aspects: cognitive aspects of meaning; emotional aspects of feelings; and hierarchical aspects of inequalities by Lofland et al. (as cited in Saldaña, 2016). Using the conceptual combination of the social organization elements and aspects highlighted above, the following codes were generated from Benjamin Isaac’s scholar of change video and transcription via the emergence of patterns, trends, and concepts per correspondences in features, order of presentation, context, and meaning (Laureate Education, 2016)

Code: Empowerment

•         Theme: “Research shows that students with special learning needs who feel good about themselves perform better academically than those with low self-concept” (Isaacs, 2014, para. 1). “It is my hope that the characters will serve to inspire, influence, and impact all children with special needs” (Isaacs, 2014, para. 5).

Code: Labeling

•         Theme: “But far too often, students deemed special are made to feel like they are inadequate, subpar, and unintelligent” (Isaacs, 2014, para. 1).

Code: Characterization

•         Theme: As a result, Skeeter was developed as a character with autism. Buzz, the rapping fly, was further developed as a character with attention deficit hyperactivity disorder, or ADHD. And Gigi was modeled after my own daughter, who has cerebral palsy.” (Isaacs, 2014, para. 3).

•         Theme: “To add authenticity to each character, I decided to have each character voiced by a child that had that same condition. As a result, Skeeter, the DJ, was voiced by Ian and Connor, two children with autism. Buzz was voiced by my son Truth, and Gigi was voiced by my daughter, Kennedy.” (Isaacs, 2014, para. 3).

Code: Selfconceptualization

•         Theme: “But far too often, students deemed special are made to feel like they are inadequate, subpar, and unintelligent” (Isaacs, 2014, para. 1).

Code: Teaching in Technology

•         Theme: “I intend to leverage the power of teaching in technology and effect positive social change through education” (Isaacs, 2014, para. 5).

Code: Normalization

•         Theme: “to show children with special needs in a very normal light. As a result, the special needs will more than likely only be mentioned in the opening credits. After that the children will merely be who they are” (Isaacs, 2014, para. 4).

Although the codes listed above were generated per a first impression and initial coding cycle, they will be oriented towards metacoding and saturation through a second and third coding cycle via novelty, review, and refinement (Laureate Education, 2016; video and Guest, Bunce, & Johnson, 2006).

Reasoning for The Coding

When coding, a qualitative researcher must seek to identify patterns, similarities in features, order of presentation, context, concepts, themes, and events towards emergent meanings-individualized and shared-and the enhancing of understanding regarding a research problem (Laureate Education, 2016; Rubin & Rubin, 2012; Saldaña, 2016). Focusing a qualitative study with such intent and purpose including others such as reflexivity and triangulation-helps on deepening the complexity and rigor of the study (Ravitch & Carl, 2016). I therefore reasoned that codes such as empowerment, labeling, characterization, selfconceptualization, normalization, and teaching in technology reflects not only the participant’s 5 Rs-routine, rituals, rules, roles, and relationships (Saldaña, 2016) in relation to positive social but also underscores the multidimensional nature and hence the complexity of Benjamin Isaac’s (2014) narration.

Reference

Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field Methods, 18(1), 59–82.

Isaac, B. (2014). Benjamin Isaac, EdD student, inspiring children with special needs [Video file].

Laureate Education (Producer). (2016). Introduction to coding [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2016). From content to coding [Video file]. Baltimore, MD: Author.

Ravitch, S. M., & Carl, N. M. (2016). Qualitative research: Bridging the conceptual, theoretical, and methodological. Thousand Oaks, CA: Sage Publications.

Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Thousand Oaks, CA: Sage Publications.

Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). Thousand Oaks, CA: Sage Publications.

 

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