Resource Map
Datasets
These are the two dataset collections that are used and discussed within the book: 'Men and healthy eating' and 'Childfree'.
1.1. 'Men and healthy eating' dataset
This dataset relates to chapters 2, 5 and 7 and is particularly useful for postgraduate students.
The four articles below include a weblink to the original article, and a reader-friendly Word version.
A balanced diet for men – BBC Good Food
Helps you find out how much carbohydrate, protein and fat you should be eating and when.
A balanced diet for men – reader-friendly version
Healthy Eating for Men – Eat Right
Explains the many benefits of healthy eating for men.
Healthy Eating for Men – reader-friendly version
How to Create a Healthy Diet Plan – Men’s Journal
Provides tips on how to create a healthy diet plan, from shopping to cooking.
How to Create a Healthy Diet Plan – reader-friendly version
What is “healthy eating”? – Young Men’s health
Explains the fundamentals of healthy eating, and gives tips on how to implement it into your lifestyle.
What is 'healthy eating' – reader-friendly version
1.2. 'Childfree' dataset
The full (anonymised) ‘childfree’ dataset is used as the basis for the worked examples in Section One and discussed in Chapter Seven.
The below files include an 'as captured' original version, and a revised version to aid data readability.
Childfree dataset original version
Childfree dataset reader-friendly version
Understanding the process
These materials are detailed examples which help illustrate points made, and provide a richer level of detail than those in the book.
Reflexivity discussion
A discussion between two experienced TA researchers, Nikki Hayfield and Gareth Terry, about their positioning and process for reflexive TA. This highlights the positionality of the researcher in the process. This resource relates to Chapter 1.
Familiarisation notes on 'childfree' dataset
Author Victoria Clarke's familiarisation notes on the 'childfree' dataset. This resource relates to Chapter 2.
Table 4.1 Extended
An extended version of Table 4.1 containing data and coding extracts from the 'childfree' dataset. This resource relates to Chapter 3.
Examples of TA reports
Here we have two original papers that have used TA.
To download the PDF, click on the article citation. You can also download an abridged, reflective version with commentary from the papers’ authors. These are designed to unpack and illuminate not only different forms of TA, but the active thinking and decisions researchers undergo.
This set of resources relates to chapters 2-7 and Chapter 9.
Anderson and Clarke reflective commentary
- This provides a more experiential/inductive approach to reflexive TA.
Beres and Farvid reflective commentary
- This provides a more constructionist/deductive approach to reflexive TA.
Activities for learning
The following activities are designed to develop your skills for doing TA and refreshing your understanding of key concepts.
Activity 1.1. Reflexivity Exercise
A task to get reflexivity started. This activity comes from Chapter 1 of the book.
Activity 1.2. Thinking about design
This activity comes from the Design Interlude section of the book.
Activity 1.3. Familiarisation
This activity comes from Chapter 2 of the book.
Activity 1.4. Pre-coding
This activity comes from Chapter 3 of the book.
Activity 1.5. Reflexive TA Bingo
This activity comes from Chapter 9. Three versions are available for download below.
Activity 1.5. Reflexive TA Bingo – Word version
Activity 1.5. Reflexive TA Bingo – PDF version
Activity 1.5. Reflexive TA Bingo – Reader-friendly version
Activity 1.6. Transcription notation handout
This is a reference tool for when transcribing your data from an audio/audio-visual media and answers some common questions.
This resource relates to the Design Interlude section and Chapter 2. A standard version and reader-friendly version can be downloaded below.
Activity 1.6. Transcription notation handout
Activity 1.6. Transcription notation handout – Reader-friendly version
Evaluation resources
These resources have been designed to help you evaluate already published TA reports or even your own work.
A Guide to Evaluating TA
A PowerPoint presentation to guide you through the process of crucially evaluating published TA. This resource relates to Chapter 9.
Suggested papers to practice critical evaluation
The below citations link to the suggested papers for the critical evaluation activity in Chapter 8.
The below citations link to suggested papers for the critical evaluation exercise in Chapter 9.
20 questions to guide your evaluation
This is a checklist for editors and reviewers for TA papers. It has been reproduced from Braun, V. & Clarke, V. (2020) One size fits all? What counts as quality practice in (reflexive) thematic analysis?. Qualitative Research in Psychology.
Teaching resources
These resources have been provided to help those who will be teaching TA. They either give further guidance, provide presentations reading to use in lectures, or offer ideas and templates for work to be carried out with students.
Additional chapter
Download an additional, online-only chapter for those teaching, supervising, assessing and examining thematic analysis. This chapter is designed to accompany knowledge gained from the book with tips, tools and resources that will help you facilitate best practice among your students.
PowerPoint presentations for teaching
These have been designed to save you time in preparing your teaching by having some slides and figures ready to use.
1. A workshop on TA
These slides cover all of the topics that you may wish to cover in running a TA workshop and are taken from the authors' own workshop teaching. They relate to chapters 2-8.
2. Transcription for audio data
This covers the main points to share with students about transcription and includes an exercise. The slides relate to the Design Interlude section and Chapter 2.
3. Mapping of Big Q
This is taken directly from the book and in the slides you will find the original version as well as an alt-text version. This resource relates to Chapter 6.
4. PowerPoint - Reflexive TA Bingo
A version of the Activity 1.5. Reflexive TA Bingo card in PowerPoint, ready for use in teaching. This relates to Chapter 9.
Teaching exercises
These are suggested activities and exercises for workshops, classes or assignments. They are grouped into four presentations depending on their source.
1. Teaching exercises - 'childfree' dataset UG teaching
These are ideal for use in undergraduate teaching and build sequentially. They are primarily developed from activities in the book and include:
- A reflexivity task
- A familiarisation activity
- An advanced familiarisation activity
- A coding activity
- A theme development exercise
- A theme definition writing activity
- An analytic writing activity
- A located interpretation activity
2. Teaching exercises - 'men and healthy eating' dataset PG
These are ideal for use in postgraduate teaching and build sequentially. They are primarily develop from activities in the book and include:
- A familiarisation activity
- A coding activity
- A theme development exercise
- A theme definition writing activity
- An analytic writing activity
- A located interpretation activity
3. Exercises from the book
These exercises and activities are not connected to a specific dataset but are still drawn from the book:
- Getting started with familiarisation
- An evaluating analytic claims activity
- Theoretical assumptions activity
- Theoretical detection activity
- Critically evaluating the account of TA in published research activity
- Critically evaluating a published ‘reflexive TA’ study
4. Exercises from workshops
These exercises and activities are based on Ginny and Victoria’s own teaching. Handouts to accompany these exercises have also been provided in the Teaching handouts section below (with the exception of the evaluation activity).
- Semantic or latent code?
- Code or theme?
- Topic summaries or themes?
- Illustrative or analytic treatment of data extracts?
- Critically evaluating descriptions of the reflexive TA process in journal articles
- Reflecting on how the data and analysis have been contextualised and interpreted in published TA reports
- Which theory of language – reflective, intentional or constructionist?
- Evaluating published TA studies
Teaching handouts
These are seven classroom handouts that relate to the exercises above. They are self-supporting so that students shouldn’t need access to the book or website to complete them.