DEVELOPING AND USING TEACHER CRAFT KNOWLEDGE TO IMPLEMENT INCLUSION IN DIVERSE NEEDS EARLY LEARNING CLASSROOMS

How they used Delve

A master's candidate at the University of Hawai'i at Mānoa used Delve to run several cycles of descriptive and in vivo coding on interviews with five inclusive preschool teachers, relying on it to organise codes and themes and to find and sort material within and between transcripts.

“After careful reflection and some cycles of coding using the Delve Qualitative Coding Tool (an application that makes organizing codes and themes convenient and easy to find and sort within and between transcripts), I used descriptive coding to define and refine categories based on my deductive coding themes (i.e. developing TKC, inclusion, belonging, friendship, participation, play) to help organize the data. I then used some in-vivo coding to try to find themes within what participants were actually saying.”

Field

Early childhood and special education; how preschool teachers build and use craft knowledge to make inclusion work in classrooms with a wide range of abilities

Data

Interviews with five teachers in Hawai'i, all with educational backgrounds spanning early childhood and special education, currently teaching in inclusive preschool settings with students of widely varying abilities; all were women, middle class, with some economic and job stability

Approach

Qualitative case study. Interviews were recorded and transcribed in real time with Otter AI, then checked against the audio. Coding ran in cycles in Delve: descriptive coding to define and refine categories against a deductive theme set (developing teacher craft knowledge, inclusion, belonging, friendship, participation, play), followed by in vivo coding to surface themes in participants' own words. Member reflection was used to stay faithful to participants' meanings, and material participants felt would compromise their identity or work was removed.

Data types

Interviews