The Coding Manual for Qualitative Researchers
Code lists
Code lists including data extracted from the author’s study, “Lifelong Learning Impact: Adult Perceptions of Their High School Speech and/or Theatre Participation” (McCammon, Saldaña, Hines, & Omasta, 2012), which you can download and make your own practice manipulations to the data.
This data set is extracted from the author’s study, “Lifelong Impact: Adult Perceptions of Their High School Speech and/or Theatre Participation” (McCammon, Saldaña, Hines, & Omasta, 2012). Below is a list of codes in alphabetical order. These are the “raw” codes from the data analyst’s work with a pool of 121 adult survey participants’ responses to the prompt: “I had a good high school speech and/or theatre teacher(s).” Participants first chose one of four quantitative responses: 4, strongly agree; 3, agree; 2, disagree; 1, strongly disagree. Participants were then given the open-ended prompt: “Describe briefly why you selected your response.” The data were eclectically coded and the 288 codes below emerged primarily from how participants described their former teachers’ qualities in both positive and negative terms – e.g., AMAZING, ENCOURAGING, NOT QUALIFIED. Several of the codes are used multiple times and some are variations of a similar code (e.g., INSPIRATIONAL, INSPIRING). Though you do not have access to the narrative responses, virtually all of the codes below are self-explanatory. This data set represents approximately half of the 234 total survey participants.
Download the First Cycle codes list into a Word, Excel, or CAQDAS program, and explore how you would apply these to a Second Cycle coding method (e.g., Pattern, Focused, or Axial Coding – see Chapter 5 of The Coding Manual for Qualitative Researchers) and/or how you would cluster these 288 codes into a smaller number of categories (e.g., through simple outlining, Mapping or Landscaping; see Chapters 1, 4, and 6 for guidance). Write analytic memos as you progress through the exercise to track your methodological decisions and to formulate emergent ideas. The original goal of this portion of “Lifelong Impact” data analysis was descriptive – to assess the general contents and qualities of how adults perceived their former high school teachers.
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ACTIVE
AMAZING
AMAZING
AN ARTISTIC PRESENCE
ANGRY
APATHETIC
ASSERTED AUTHORITY
BELIEVED IN STUDENT TALENT
BRILLIANT
BRINGING OUT TALENT
BROUGHT OUT THE BEST
CARED
CARED
CARED
CARED
CARED ABOUT ACCOMPLISHMENTS
CAREER CHOICE GUIDANCE
CARING
CARING
CARING
CARING
CARING
CHALLENGING
CHALLENGING
CHALLENGING
CHALLENGING
CHALLENGING
CHALLENGING
CHALLENGING
COMMITTED
COMMITTED TO SUCCESS
COMMUNICATION SKILLS
COMMUNITY
COMMUNITY BONDS
COMPETITIVE
CONFIDENT
CONSERVATIVE
CRAZY TEACHER
CREATIVE
CREATIVITY
CULTIVATED TALENT
DEDICATED
DEDICATED
DEDICATED
DEDICATED
DEMANDED QUALITY
DEMANDING
DETERMINED
DEVOTED
DILIGENCE
DIPLOMATIC
DISCIPLINE
DISCIPLINE
DISCIPLINED
DISCIPLINED
DISCIPLINED
DYNAMIC
DYNAMIC
DYNAMIC
ENCOURAGEMENT
ENCOURAGEMENT
ENCOURAGING
ENCOURAGING
ENCOURAGING
ENCOURAGING
ENCOURAGING
ENCOURAGING
ENCOURAGING
ENCOURAGING
ENCOURAGING
ENCOURAGING
ENCOURAGING
ENCOURAGING CREATIVITY
ENERGETIC
ENERGETIC
ENERGY
ENGAGING
ENJOYABLE
ENJOYED CLASS
ENTHUSIASM
ENTHUSIASTIC
EQUITY
EXPERIENCE
EXPERIENCED
EXPERIENCED
FAIRLY GOOD
FAMILY FEELING
FELT EXCLUDED
FEW RESOURCES
FOCUSED
FOCUSED
FRAZZLED
FREEDOM TO CREATE
FRIEND
FRIENDLY
FUN
FUN
FUN
FUN
FUNNY
FUNNY
GAVE ALL
GAVE FEEDBACK
GAVE OWNERSHIP
GENUINE INTEREST IN SUCCESS
GOOD KNOWLEDGE
GOOD MEMORIES
GREAT DIRECTOR
GREAT RAPPORT
HARD WORKER
HARD WORKER
HARD WORKER
HELPED ME GROW AS A PERSON
HIGH EXPECTATIONS
HIGH EXPECTATIONS
HIGH EXPECTATIONS
HIGH EXPECTATIONS
HIGH QUALITY AND EXPECTATIONS
HIGH STANDARDS
HIGH STANDARDS
HIGH STANDARDS
HIGH-STRUNG
IMMATURE
INCLUSIVE
INEFFICIENT REHEARSALS
INEXPERIENCED
INEXPERIENCED
INEXPERIENCED BUT HELD HER OWN
INFLUENCED OCCUPATIONAL CHOICE
INSIGHTFUL
INSPIRATIONAL
INSPIRATIONAL
INSPIRATIONAL
INSPIRATIONAL
INSPIRATIONAL
INSPIRING
INSPIRING
INSPIRING
INSTILLED PASSION
INTERESTED IN STUDENTS
INTUITIVE
INVESTMENT
INVOLVED
INVOLVED
INVOLVEMENT
INVOLVEMENT
KEPT LEARNING
KIND
KNEW HER SUBJECT WELL
KNEW JOB
KNEW SUBJECT
KNOWLEDGABLE
KNOWLEDGABLE
KNOWLEDGABLE
KNOWLEDGABLE
KNOWLEDGABLE
KNOWLEDGE OF ART
LEARNED A LOT
LEARNED ABOUT LIFE
LIFE KNOWLEDGE
LIFE LESSONS
LITTLE FORMAL TRAINING
LOVE OF THEATRE
LOVED BUT DIDN’T LEARN MUCH
LOVED THE SUBJECT
MADE THE EFFORT
MAGIC
MAKING DISCOVERIES
MEDIOCRE BUT HEARTFELT
MEETING DEADLINES
MENTOR
MENTOR
MENTORING
MOST REMEMBERED
MOTIVATING
MOTIVATING
MOTIVATING
NATIONAL EXPOSURE
NO COLLABORATION
NO COMMUNITY
NO EXPERIENCE
NOT INVESTED IN QUALITY
NOT OF HIGH QUALITY
NOT ORGANIZED
NOT QUALIFIED
NOT VERY WELL ORGANIZED
OCCUPATIONAL INFLUENCE
OCCUPATIONAL INFLUENCE
OCCUPATIONAL INFLUENCE
OCCUPATIONAL PREP
OPENED MY EYES TO THEATRE
OPPORTUNITIES TO GROW
OPPORTUNITY
ORGANIZED
OVERPRODUCTION AND CLASSES SUFFERED
PASSION
PASSION
PASSION
PASSION
PASSIONATE
PASSIONATE
PASSIONATE
PASSIONATE
PASSIONATE
PATIENCE
PATIENT
PERSONAL ISSUES
PLAYED FAVORITES
PLAYED FAVORITES
PLAYED FAVORITES
PLAYED POLITICS
POLITICS
POOR QUALITY
POSITIVE WORKING ENVIRONMENT
PREPPED US FOR COLLEGE
PRETTY HORRIBLE
PRODUCTION-ORIENTED
PRODUCT-ORIENTED
PROFESSIONAL
PROFESSIONAL
PROFESSIONAL
PROFESSIONAL WORK ETHIC
PROFESSIONALISM
PROFESSIONALISM
PROUD OF ACCOMPLISHMENTS
PUSHED
REBELLIOUS
RESPECT
RESPECT FOR THE ART FORM
RESPONSIBILITY
ROLE MODEL
SAFE
SAFE SPACE
SELF-DIRECTED
SERIOUS BUT FUN
SET US UP TO SUCCEED
SOCIAL NETWORKING
SPEECH SKILLS
SPENT TIME
SPIRITED
STANDARDS
STILL IN TOUCH
STRICT
STUDENT DRIVEN
STUDENT INPUT
STUDENT-CENTERED
SUPPORTIVE
SUPPORTIVE
SUPPORTIVE
SUPPORTIVE
SUPPORTIVE
SUPPORTIVE
SUPPORTIVE
SUPPORTIVE
SUPPORTIVE
TALENTED
TAUGHT A LOT
TAUGHT ACTING BASICS
TAUGHT ADVANCED TOPICS
TAUGHT EMPATHY
TAUGHT SHAKESPEARE
TAUGHT THEATRE AND LIFE
TAUGHT TO PREPARE
TEAMWORK
TEMPER
THEATRICAL TEACHING
THERE WHEN NEEDED
THERE WHEN NEEDED
THREATENING
TIME
TIME
TOO MUCH PLAY READING
TOOK RISKS
TOOK STUDENTS TO EVENTS
TREATED LIKE PROFESSIONALS
UNBREAKABLE CLIQUE
UNDERSTANDING
UNINVOLVED
UNQUALIFIED
UNSUPPORTIVE ENVIRONMENT
WANTED MORE
WANTED MORE COURSE WORK
WEALTH OF INFORMATION
WELCOMING
WELCOMING
WELL-PLANNED CLASSES
WELL-RUN CLASSES
WELL-TRAINED