Procedimiento de recolección de la información:

The analysis was initially undertaken as a joint venture with both the co- researcher and the link teacher. These first steps included immersion into the data, with several re-reads of the transcript and discussions surrounding potential codes. Although all analysers were present during the data collection, and therefore had some familiarity with it, Braun and Clarke (2006) suggest that it is important to read the data with intention and be consciously considering potential themes.

From these first steps 6 initial codes were suggested (Appendix 3.8). Using these codes the next stage involved systematically combing through the data to code all extracts of the text. Attempts were made to allocate each sentence into one of the 6 categories, according to their relevance. This stage was completed by hand, using highlighter to manually delineate each extract (see Appendix 3.9); at the end of this stage, the TEP then digitally organised the extracts into the coding categories, by copying and pasting the relevant extracts into new coding documents (see Appendix 3.10). It is worth noting that this marked the end of the link teacher‘s involvement in the analysis process; this was due to planned maternity leave.

After this stage, the researchers (the TEP and co-researcher only) once again read through the data, at this point in their coded sections. The guiding codes were revisited and refined; from this, many of the codes were combined and further refined, resulting in four tentative theme suggestions. This refinement process correlates with Braun and Clarke‘s (2006) comments that themes may well be broader in concept, and thus fewer than the original codes. Furthermore, within these themes some subthemes also began to be proposed. The themes and subtheme suggestions were checked and researchers considered relevant quotes to support these ideas. Finally, the write-up stage began. This was undertaken by the TEP alone as part of this thesis project, although checks were made with the co- researcher. The process of recording the themes made it more apparent where interpretations were well supported and which required more thought.

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The main changes during this process were the creation of more subthemes; none of the main themes were altered.

The analysis process followed can be found in the table below. These stages have been adapted both from the Kellett (2005) text but also the stages described by Braun and Clarke (2006). The actions as completed by the co- researcher are also specified.

Table 3.2: Thematic Analysis Process

Phase Description of the phase Co-Researcher

Role 1.

Data

familiarisation

Reading the data with intention following transcription (completed by TEP). Potential codes were kept in mind and discussed as a group (TEP, co-researcher and link teacher) following completion of the reading stage.

The co-researcher actively read through the data transcripts, at some points being read to and at other points reading to themselves.

2.

Initial Coding

Creating initial categories in which to divide the data. In this study, 6 initial codes were created as basic ideas for how to divide the data. Possible codes were first

suggested then discussed to see if they were suitable.

The co-researcher supported in the generation of the initial codes, and agreed to all final ideas.

3.

Abstraction

Systematic coding of the data into the categories chosen. This was achieved using different coloured highlighters to delineate the text.

The co-researcher took an active role in abstracting the data, including highlighting

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The process helped define and adapt the themes according to the ease of defining where quotes should lie. Quotes that could not be easily categorised were left for a group discussion at the end of this stage.

pages individually. If confusion arose the co-researcher asked a brief question regarding the

‗correct‘ coding, or to confirm their choice.

4.

Focused Analysis/Revie wing themes

The initial coding was used to generate 6 separate documents with the text that had been selected – this was done by the TEP. Researchers then together reviewed the codes and create larger, more overriding themes. Over the course of a few weeks, the subthemes were suggested and then refined.

The co-researcher was provided with a copy of the divided texts for each code. Having read this, they and the co- researcher

discussed possible themes. The co- researcher was asked to justify their choices. The co- researcher provided some notes as guidance for the TEP.

5.

Producing the report

Writing this thesis. Selection of relevant extracts of text, relating analysis back to research

questions. This also represents the final opportunity to adjust themes.

The co-researcher was not able to take an active role in writing the report. Some adjustments were made by the TEP (to subthemes only) and these were

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passed by the co- researcher at the first opportunity, who agreed with the changes.

6.

Memo-ing

Making notes on ideas that

occurred to the researchers during the other stages e.g. coding, abstraction. It can be noted that this was not frequently used.

The co-researcher contributed to the note making stage as and when they felt they had something to contribute, as did all the members involved.

*the memo-ing section is highlighted as this does not follow the chronological order of the rest of the table. Rather, this activity took place across several of the previous stages. This stage was taken from the Kellett (2005) text.

It should be noted that the researchers decided to code all the information presented by participants, so that the richness of the full information could be considered. Braun and Clarke call this a ‗rich thematic description of the whole data set‘ (2006, p.11) and suggest that it is helpful where studies are investigating an under-researched area, or when participant views on the matter are not yet known. It could be argued that this project meets both of those criteria; Chapter 2 showed that there is limited literature on this topic, and even less relating to the voice of the children and young people in the community. However, it is important to recognise that this may result in some of the complexity being lost as themes are explored in more breadth but less depth. This is one of the criticisms that can be levied against TA in general; further critique of this method can be found in the section below.

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