Doing Grounded Theory Research with Gifted Students

2003 ◽  
Vol 26 (3) ◽  
pp. 184-200 ◽  
Author(s):  
Marie E. Peine
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Gifted Students ◽  
Grounded Theory Research ◽  
Study Results ◽  
Theory Research

Many of the reports we read about qualitative research make use of succinct labels to describe the processes that are used in analyzing and reporting study results. The purpose of this paper is to make qualitative research more understandable by providing details about the procedures that were used in one project to develop grounded theory.

scholarly journals Leadership in an Australian Context: Highlighting a Qualitative Investigation with Construct Validity Support

2017 ◽  
Author(s):  
Nezar Faris
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Lower Order ◽  
Convergent Validity ◽  
Quantitative Research ◽  
Discriminant Validity ◽  
Grounded Theory Research ◽  
Grounded Theory Method ◽  
Theoretical Sampling ◽  
Theory Research

This paper highlights how criteria for validity that are usually utilized within quantitative research can be used to provide further validation to fully qualitative research. In this case, the qualitative research utilizes the grounded theory method. This research used the grounded theory to investigate leadership processes in the substantive setting of the Islamic organizations in Australia. The qualitative analysis of qualitative data generated a number of categories that were conceptually unique. Theoretical sampling directed the researcher toward data sources that provided further conceptual uniqueness. The similarity between some of these newly-generated categories and lower-order categories gave cause to claim convergent validity for the findings. Also, the contrast between other newly-generated categories and some lower-order categories gave cause to celebrate discriminant validity. The significant contribution in this paper is bringing convergent validity and discriminant validity to grounded theory research.

scholarly journals A Critique of Four Grounded Theory Texts

2014 ◽  
Author(s):  
Lise Allen
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Situational Analysis ◽  
Practical Applications ◽  
Grounded Theory Research ◽  
Approach Theory ◽  
Theory Research

This article is a review of Discovery of Grounded Theory by Glaser and Strauss, Basics of Qualitative Research by Strauss and Corbin, Constructing Grounded Theory by Charmaz, and Situational Analysis by Clarke across six categories, including the authors' purposes, structure of the books, practical applications of the books' methods, how the authors approach theory and data emergence, how the authors judge grounded theory research and finally, if the authors have achieved their purposes. For the most part, I found that all books accomplished their purposes. Discovery was weak in practical applications but strong on logical arguments for the usage of grounded theory. Basics contained many practical tools but some of the techniques discussed forced data into certain categories. Constructing was written in a very clear, easy-to-follow format that novices might find useful. Situational contained many tools, but with a focus on situations rather than actors.

Grounded Theory Research: Procedures, Canons and Evaluative Criteria

1990 ◽  
Vol 19 (6) ◽  
Author(s):  
Juliet Corbin ◽  
Anselm Strauss
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Qualitative Methods ◽  
Grounded Theory Research ◽  
Evaluative Criteria ◽  
Basic Argument ◽  
Theory Research

AbstractUsing grounded theory as an example, this paper examines three methodological questions that are generally applicable to all qualitative methods. How should the usual scientific canons be reinterpreted for qualitative research? How should researchers report the procedures and canons used in their research? What evaluative criteria should be used in judging the research products? The basic argument we propose is that the criteria should be adapted to fit the procedures of the method. We demonstrate how we have done this with grounded theory and suggest criteria for evaluating studies done in this mode. We suggest that other qualitative researchers might be similarly specific about their procedures and evaluative criteria.

scholarly journals Critiquing a Grounded Theory Research Paper: Αn Educational Guide for Nurses

2021 ◽  
Vol 13 (5) ◽  
pp. 92
Author(s):  
Kaba Evridiki ◽  
Stavropoulou Areti ◽  
Kelesi Martha ◽  
Toylia Georgia ◽  
Fasoi Georgia
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Clinical Practice ◽  
Critical Analysis ◽  
Research Evidence ◽  
Methodological Approach ◽  
Research Paper ◽  
Grounded Theory Research ◽  
Nurse Students ◽  
Theory Research

Critical analysis of research has become a necessary task for nurses who intend to improve the quality of the care they provide by applying robust research evidence to clinical practice. The aims of the present paper are a) to discuss the various stage of critiquing research and b) to illustrate a case example of research critique by discussing a qualitative research paper. A systematic critique of a grounded theory research article, entitled “How Greek nurses perceive and overcome the barriers in implementing treatment for pressure ulcers: ‘Against the odds’”, was performed, using a framework that involves all stages needed in critiquing qualitative research. This framework was chosen because it provides specific guidelines and involves a detailed analysis of how each stage of the research must be accomplished. This critique process led to the development of an educational guide for students and novice researchers, illustrating the methodological approach and the skills needed for conducting a critical analysis of a published qualitative research study. This paper provides the necessary knowledge to nurse students about how to critique a published research paper and appraise research evidence that guides clinical practice and decision-making for the nursing care delivered.

Charting the Terrain of Grounded Theory Research in Music Therapy

2015 ◽  
Author(s):  
Barbara A. Daveson
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Music Therapy ◽  
Inductive Reasoning ◽  
Music Therapists ◽  
Grounded Theory Research ◽  
Grounded Theory Method ◽  
Qualitative Research Methodology ◽  
Theory Research ◽  
Therapy Studies

Grounded theory is viewed as an exceptional example of a qualitative research methodology that was developed in the modernist phase of qualitative research. The methodology emphasizes inductive reasoning, and its foundations rest with symbolic interactionism and pragmatist philosophy. Grounded theory has been described as one of the more systematic approaches to qualitative research. Music therapists have used grounded theory to investigate many aspects of the applications of music therapy in healthcare. This chapter provides information about the history and context for the development of grounded theory, including key pioneers in the approach. Key strategies for conducting grounded theory research are discussed. Music therapy studies that have used grounded theory method are presented.

scholarly journals Steering the Ship

2017 ◽  
Vol 2 (1) ◽  
pp. 25-31
Author(s):  
Jenna Mitchler
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Focus Group ◽  
Focus Groups ◽  
Collective Efficacy ◽  
Group Work ◽  
Research Study ◽  
Organizational Leaders ◽  
Grounded Theory Research ◽  
Theory Research

Researchers often use focus groups to collect data for qualitative research, but focus groups can also be used by organizational leaders to articulate participants’ values or principles - principles that can be used to guide organizational change. This paper examines one staff’s mobilization of a focus group to collect data for a research study they were conducting together to articulate programmatic principles. The collaborative nature of the group-work engaged and guided the participants in the generation of principles that were then used to guide program-wide development. Furthermore, the collaborative nature of the group encouraged engagement in the research from a partial participant and generated data that was used for triangulation in the grounded theory research be- ing conducted. The principles indeed guided the educators in their research and in changing their school and impacted both their self and collective efficacy.

Library services and early literacy approaches in public libraries for deaf and hard of hearing children

2017 ◽  
Author(s):  
◽  
Bobbie Bushman
Keyword(s):  
Grounded Theory ◽  
Phonological Awareness ◽  
Early Literacy ◽  
Hard Of Hearing ◽  
Reading Skills ◽  
Public Libraries ◽  
Library Services ◽  
Grounded Theory Research ◽  
Hearing Children ◽  
Theory Research

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Children's librarians are challenged to provide inclusive programming in today's public libraries. There is a current trend in public libraries to provide special needs programming for children. This dissertation focuses on library programming for deaf and hard of hearing (D/HoH) children who visit U.S. public libraries. The American Library Association (ALA) states that hearing children need to know six pre-reading skills to be ready to read; however, some of these pre-reading skills focus on singing or rhyming which is difficult for D/HoH children. Grounded theory is "a systematic, inductive, and comparative approach for conducting inquire for the purpose of constructing theory" (Bryant and Charmaz 2007). This grounded theory research studies the programs, services, and story times that are implemented and modified for D/HoH children in U.S. public libraries. This study began with sending out a recruitment script and questionnaire found in Appendix A and B, respectively, which reached nearly 500 medium to large sized U.S. public libraries. Fifteen participants volunteered to be interviewed, and eleven were interviewed. Interviews were analyzed using open and axial coding, which is typical in grounded theory. Preliminary data and a review of literature on literacy acquisition for D/HoH children suggested that D/HoH children do not progress in four of the pre-reading skills outlined in the ALA's early literacy program, Every Child Ready to Read (ECRR), in the same way that hearing children do. Phonological awareness is largely not utilized by D/HoH children in learning to read. D/HoH children are also likely to build vocabulary, develop print motivation, and approach narrative skills differently than hearing children. This grounded theory research developed the model of successful library services and modifications to D/HoH children to explain which services, early literacy instruction, staff training and programs public libraries provide to children who are D/HoH. This research project also inquires about what kinds of modifications are made to serve D/HoH children, and what the impetus was for providing library services to deaf children. The first stage of the model highlights staff attitude as being warm and welcoming, taking initiative, and not seeing D/HoH as a disability. The second stage described the impetus for providing services as encountering a D/HoH patron in the library, knowing a disabled person in a librarian's personal life, or by encountering a nearby agency that serves D/HoH. In the third stage, librarians made accommodations by being inclusive in programming, providing ASL programming, or facilitating visual phonics instruction in place of phonological awareness instruction. In the fourth and final stage, this model reported outcomes such as educating both hearing and D/HoH individuals and building a sense of community.

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