Data Analysis

Qualitative approaches are typically used to explore new phenomena and to

capture individuals’ thoughts, feelings, or interpretations of meaning and process.
The researcher followed Lichtman’s (2013) three Cs: coding, categorizing and
identifying concepts:

Raw
Data

Raw
Data Codes Cate- Con-
gories cepts

Raw Lichtman’s Three C’s

Data

Derived CODES for CATEGORIES CONCEPTS

•Site planning • Site planning • SITE DEVELOPMENT

concept concept
•Development • Development • FUNCTION
controls controls
• AESTHETIC
•Space requirements • Space requirements
•Space standards • Space standards • STRUCTURAL
•Relationship • Relationship
• ENGINEERING AND
•Design Philosophy • Design Philosophy UTILITIES
•Design Concept • Design Concept
(Character, Building (Character, Building • COST
form) form)
•Design Strategy • Design Strategy

•Lighting • Lighting
•Water • Water

The following steps were followed according to Lichtman’s 3C’s (2013):

Reading and re-reading of the interview transcripts with initial coding.

I read and re-read each individual interview transcripts until I achieved a
generalization of the interview. I assigned words and phrases as a unique descriptive
code. Each code symbolically assigned salient, essence-capturing and evocative
characteristic for a portion of language based data. Every significant descriptions, ideas
was coded regardless whether it was directly related to the research questions or not.
This was done by highlighting relevant phrases or passages on the interview transcripts.

Revising initial coding

I reviewed the various generated codes by consolidating the codes according to
the contributory and constitutive elements of the five domains of Christian Living
Education and lived out experiences of a particular participating teacher.

Developing the initial list of categories or central ideas

I gathered these codes into emerging categories. I did this by categorizing the
“significant statements” assigned under the same code into core categories.

Generating the Concepts (Thematic Insights)

I read and re-read the categories or emerging issues until a conceptual structure
emerged from the data, which described the essence of the phenomenon.

Generating the Eidetic Insights (Concepts)

I called out the eidetic insights in light of current related literatures (i.e. CLE
integration and instruction) to describe the meaning and essences described by my
conversation partners.