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Data Collection Method: Coding Frame
Angela DeBeer
Mary Baldwin University
SOC 400 Senior Seminar
Professor Andrew Raridon
January 28, 2024
Data Collection Method: Coding Frame
This research aims to prove that children lacking cognitive, social, and emotional skills are likely from households associated with less communication, structure, and social engagement. Based on this purpose, the study will incorporate a coding frame that will aid in defining and breaking down concepts related to different parenting types. These attributes will be analyzed based on case studies of children subjected to different parenting styles to evaluate the impact of these methods on their developmental process. The parenting techniques to be assessed include authoritarian, authoritative, uninvolved, and permissive parenting.
Each model has specific attributes, which implies different outcomes in the children’s developmental process. For the data collection approach, the coding process will identify relative code categories, including the subjects’ ages, race, and single or married caregivers. Other variables that will be analyzed within the context will include aggressive behavior, level of cognitive development, social skills, and cognitive interventions. The code definitions will be developed to enhance the research process, including their meanings in the research. According to Locke et al. (2022), this approach is vital in avoiding ambiguities and ensuring consistency in the coding process. Thus, evaluating these codes will be within the scope of the research goal and objectives.
Besides the codes identifying the subject’s ethnographic aspects, a separate coding criterion will be developed. Under this category, the elements for evaluation will include children with different social and cognitive skill issues and the percentage rate of the interventions to be implemented in addressing the problem behaviors, and more so, improving their cognitive and other abilities. After identifying the code criteria, the next step will include conducting a pilot test on a small sample of the data to identify potential concerns and make relevant adjustments in the coding frame.
In implementing the coding frame, the next step will comprise developing coding procedures noting how to address the potential challenges that might impact the data assessment process. Considering that the study has multiple dimensions, the codes employed in the assessment will be used to evaluate the information generated from randomly selected files. These documents comprise children’s forms with unique identifiers of the children’s information. However, for ethical conduct purposes, the identifier information will exclude the children’s names and use coded language to mark their identities.
Based on the defined categories of the codes, the data analysis process will include evaluating how the four parenting styles interact with different aspects of behavior. An essential perspective in this evaluation will consist of associating different aspects of the case study with the various parenting styles and intervention models. The systematic process will focus on the measurable components, including how the different parenting types contribute to changes in the child’s behavior and whether the transformation is positive or negative (Butler et al., 2020). In previous studies, parenting styles are related to enforcing different behavior types. Therefore, including the secondary literature in the assessment process will help develop a more concise perspective on the behavior modeling process and its impacts.
Overall, the study will employ a coding frame addressing the research question based on a set of codes that will be assessed as per the case studies. Based on the codes encompassing children’s behaviors under different parenting dimensions, it will be possible to determine how these attributes interact with such values as cognitive, social, and emotional skills. Furthermore, based on these implications, the assessment of the case studies based on the codes will establish how improving such elements as communication, structure, and social engagement could help improve children’s developmental process.
References
Locke, K., Feldman, M., & Golden-Biddle, K. (2022). Coding practices and iterativity: Beyond templates for analyzing qualitative data. Organizational research methods, 25(2), 262-284.
Butler, J., Gregg, L., Calam, R., & Wittkowski, A. (2020). Parents’ perceptions and experiences of parenting programmes: A systematic review and metasynthesis of the qualitative literature. Clinical child and family psychology review, 23, 176-204.
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