Dr. Sharon L. Bender
September, 2000 - February, 2006
Thematic Griding
Thematic Griding
(also referred to as thematic
mapping or spelled thematic gridding) is
considered an application in cartographic
science. It is an application process used
to explore ideas and concepts.
For ease of use, there should be a
limit of perhaps seven elements of color or
other applications used in thematic griding.
The
thematic approach organizes subject matter
around a unifying theme. Ideas and concepts
are integrated around the identified theme,
building constructs into a whole. This
approach reinforces and strengthens the
concept of patterns. Users are then able to
make important connections and understand
more of the essential questions upon which
to build problem and solution statements.
A
spreadsheet is an excellent tool to formulate thematic
griding. I used this approach in my dissertation
work in 2000. My coding process entailed finding
appropriate phrases and word groups to accurately
reflect the emergent trends and themes of the data under
analysis. Software programs utilized in her
investigation enlisted the five broad steps in
interpretational analysis.
Susskind Model
The Susskind (1999) model identifies
these five steps as convening, clarifying, deliberating,
deciding, and implementing for achieving consensus.
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1.
Convening.
Identify and select the data sources, understanding
the meaning to be accomplished and its acceptability to the
intended audience.
2.
Clarifying.
Segment the data to be entered into the database and
allocate the data to numbered sections of text. Each segment
or analysis unit represents one item of thematic
information. Through this method the researcher can refer to
any segment by the section numbers or other means.
This step is about clarifying the roles that data
and people may play in the schema. It is about the
interrelationships.
3.
Deliberating.
Develop categories in order to summarize the data.
“Researchers need to develop a category label and definition
for each type of phenomenon in the database that is to be
analyzed” (Gall et al., 1996, p. 564). The researcher can
define these categories, or those used by other researchers
can be used. Researchers who create their own categories are
using an approach based in grounded theory in that it relies
on categories derived from the collected data, rather than
on others' theories. This step is about
contributing to the dialogue process in framing
issues for discussion and/or analysis. Determine how the
data stacks up to pre-existing research.
4.
Deciding.
Categorize and/or code
the data in accordance
with their defined categories, and those that are defined in
the same category are grouped together. At this point the
researcher has grouped segments across defined categories
that can be compared and contrasted vertically,
horizontally, and/or diagonally for usefulness.
5.
Implementing.
Draw
conclusions from the data from which statements of
fact can be derived. Discuss
the significance of the findings. Determine the final
consensus and make recommendations as such.
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In step 4, the thematic griding is applied in the
decision making process. Once a final statement of fact is
derived, resulting from the investigation, implementation is
possible. But the thematic griding is the working element in
this five step interpretational analysis. It is where the
greatest degree of independent thinking occurs.
Application
Applying the tenets of thematic griding enlists many
possibilities. Formulate a question for each side that
relates to a particular theme. Capture the gist of each
statement comprising your answers or for each question.
Arrange the themes in a grid and examine the terms for
possible connection. Imagine
using thematic griding is to consider that the grid is
actually the result of your findings when applying the six
"question words" (what, when, where, who, how, and why).
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This approach is symbolized by the grid as
built upon a six-sided cube. From this point
you can formulate takeaway statements. You
might examine terms vertically,
horizontally, or diagonally for example. The
objective is to promote thinking and
discovering. Another application of thematic
griding may be to
accomplish rudimentary findings of
relationships from which a database can be
constructed. This approach was employed in
my 2000 dissertation work. |
After doing some
research on database development I have learned that the
best way to determine the table structure and relationships
was to break the information into groups. Then to connect
the tables using primary keys and relationships.
—
Lisa Lee, Student
Other Applications
Taylor and Hartfree (2003), used
thematic "gridding" in its report to the Department for Work
and Pensions, stating, "Key findings from the initial
formative evaluation based on observations, and interviews
with customers and staff were taken forward to the
debriefing session. Here researchers discussed the main
issues and agreed to the key messages. Manual content
analysis and thematic gridding was undertaken to
inform the development of analytical frameworks that were
completed and compared for each case study area."
Atkinson and McKay (2005), used
thematic "gridding" in its report
of research carried out by the Personal Finance Research
Centre, University of Bristol on behalf of the Department
for Work and Pensions, stating, "All
focus groups and depth interviews were facilitated by one or
two researchers using topic guides. They were recorded,
transcribed in full and analyzed using thematic gridding
techniques. Interviewers followed a topic guide and
interviews were recorded, fully transcribed and analyzed
using thematic grids."
Bender, Brewer, and Whale
(2006), used thematic griding in an article on communicating
with online learners, stating, "Developing responses from
common themes are possible using thematic griding, an
application in cartographic science, a process used to
explore ideas and concepts. The thematic approach organizes
subject matter around a unifying theme. Ideas and concepts
are integrated around the identified theme, building
constructs into a whole. This approach reinforces and
strengthens the concept of
patterns. Users are then able to make important
connections and understand more of the essential questions
upon which to build problem and solution statements. In
order to use this application, seek to discover those
frequently asked questions and strive to develop an
understanding of the major kinds of feedback used
successfully in the online learning environment."
Sources
Atkinson, A., & McKay, S. (2005). Child reform: The
views and experiences of CSA staff and new clients. A Report
of Research Carried out by the Personal Finance Research
Centre, University of Bristol on behalf of the Department
for Work and Pensions.
Bender, S. L. (2000). Seven universal characteristics of the
American woman entrepreneur: A hermeneutic approach to
developing a universal characteristics model. Dissertation.
UMI 9988055.
Gall, M. D., Borg, W. R. & Gall, J. P. (1996). Educational
research: An introduction, (6th ed.). White Plains, NY:
Longman Publishers.
Hick, S. (2005). Crime mapping & analysis program. National
Law Enforcement & Corrections. Technology Center: Denver.
Susskind, L. (1999).
A short guide to consensus building: The consensus building
handbook. Thousand Oaks, California: Sage Publishers.
