Codebook Sample Clauses

Codebook. As a result of the first phase of the qualitative analysis of the interviews, six themes were identified, each containing four to seven categories of description. A short description of each of these categories is given in Chapter 2, Table 2.2.
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Codebook. As a result of the first phase of the qualitative analysis of the interviews, six themes were identified, each containing four to seven categories of description. A short description of each of these categories is given below. Table 2.2 Codebook Theme Category of Description Content Goals (intention) Knowledge Goal is to increase students' knowledge and skills. Opinion Goal is to have students form an opinion on the subject matter. Pedagogy Goal is to teach students norms and values. Development Goal is to stimulate students to develop the talents they have. Independence Goal is to stimulate students to become independent thinkers. Learning (belief) Knowledge Learning is increasing subject-matter knowledge. Apply Learning is practicing/applying skills/ knowledge. Structure Learning is making connections or seeking structure in the content. Meaning Learning is understanding a subject and seeing/making connections with other subjects, your own life, or daily practice. Change Learning is changing your perspective. Characteristics of the learning process (belief) Order Learning is characterized by a certain order. Goal Learning is characterized by goal-orientedness. Process Learning is characterized as being continuous and never finished. Discovery Learning is characterized as unexpected. Students (belief) Active-initiative Students are expected to initiate learning activities themselves. Active-control Students are expected to be active and work hard, guided by the teacher. Not working Students are expected to be not involved, not motivated, and not hard-working. Capacity Students are expected to be capable of performing tasks on their own. Diversity-group Group differences are taken into account by the teacher. Diversity-individual Individual differences are taken into account by the teacher. Regulation (perceived action) Teacher Teacher has responsibility for (parts of) the learning process. Learner Student has responsibility for (parts of) the learning process. Together Both teacher and student have responsibility for (parts of) the learning process. Flexible Teacher adapts his teaching to diverse groups. From teacher to student Teacher gradually gives control over learning process to the students.
Sample 1

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