Chapter 14 Grounded Theory Designs Power Point Slides

Chapter 14 Grounded Theory Designs Power Point Slides by Ronald J. Shope in collaboration with John W. Creswell

Key Ideas • Defining Grounded Theory • When to use Grounded Theory • Key characteristics of Grounded Theory research • Conducting a grounded theory study • Evaluating a grounded theory study Educational Research 2 e: Creswell

What is grounded theory research? • A grounded theory design is a systematic, qualitative procedure used to generate a theory that explains, at a broad conceptual level, a process, an action, or interaction about a substantive topic. Educational Research 2 e: Creswell

When do you use grounded theory research? • To generate a theory rather than use one “off the shelf” • To explain a process, action, or interaction • When you want a step-by-step, systematic procedure • When you want to stay close to the data Educational Research 2 e: Creswell

How did grounded theory develop? • 1967 Glaser and Strauss book The Discovery of Grounded Theory • 1990, 1998 Strauss and Corbin prescriptive form with predetermined categories and concerns about reliability and validity • 2000 Charmaz introduces “Constructivist” method Educational Research 2 e: Creswell

Types of grounded theory designs: The systematic design • Open Coding: properties and dimensionalized properties • Axial Coding: researcher selects one open coding category and places it at the center as the Central Phenomenon and then relates all other categories to it. • Selective Coding: writing a theory based on the interrelationship of the categories from axial coding Educational Research 2 e: Creswell

Open Coding to the Axial Coding Paradigm Open Coding Categories Axial Coding Paradigm Context Category Causal Conditions Core Category or Phenomenon Category Intervening Conditions Educational Research 2 e: Creswell Strategies Consequences One open coding category as core phenomenon

Types of grounded theory designs: The emerging design • Grounded theory exists at the most abstract conceptual level rather than the least abstract level as found in visual data presentations such as a coding paradigm • A theory is grounded in the data and not forced into categories • Four essential criteria: fit, work, relevance, modifiability Educational Research 2 e: Creswell

Types of grounded theory designs: A constructivist design • Philosophical position between positivist and post -modern researchers • Theorist explains feelings of individuals as they experience a phenomenon or process • Study mentions beliefs and values of the researcher and eschews predetermined categories • Narrative is more explanatory, discursive, and probing the assumptions and meanings for the individuals in the study. Educational Research 2 e: Creswell

Key characteristics of grounded theory designs • • • A process approach Theoretical sampling Constant comparative data analysis A core category Theory generation Memos Educational Research 2 e: Creswell

A process and categories within the flow of research in Grounded Theory The research problem leads to A study of a central phenomenon in grounded theory research questions That addresses a process Which contains - a sequence of activities - including actions by people - including interactions by people Which a grounded theorist begins to understand by developing - categories - relating categories - developing a theory that explains Educational Research 2 e: Creswell

Zig-zag approach to data collection and analysis Data Collection Close to Saturated Categories Third Interview Data Analysis More Refined Categories Second Interview Refined Categories First Interview Preliminary Categories Educational Research 2 e: Creswell Toward Saturation of Categories

Constant comparison procedures in data analysis Category II Category I Code A Code B Code C Indicators Raw Data (e. g. transcripts, field notes, documents) Educational Research 2 e: Creswell

Core category of ethnicity in a theory of ethnic minority students’ process of community building Ethnicity - Hispanic -Black Gender -male -female Background - Economic Differences -Diversity -Adapting to Change Sense of Self Strategies Withdrawal Passive, low risk Active Intervening Conditions Peer Interactions Causal Condition Properties - Nature of Interactions - Racial Differences - Quantity of Friends - Intensity - Time to Develop Friends Educational Research 2 e: Creswell Community Phenomenon Properties - Sense of Belonging - Source - Importance

Memoing • Memos are notes the researcher writes throughout the research process to elaborate on ideas about the data and the coded categories. In memos, the researcher explores hunches, ideas, and thoughts, and then takes them apart, always searching for the broader explanations at work in the process. Educational Research 2 e: Creswell

Conducting a grounded theory study • Decide if grounded Theory design best addresses the research problem • Identify a process to study • Seek approval and access • Conduct theoretical sampling • Code the data • Use selective coding and develop theory • Validate your theory • Write a grounded theory research report Educational Research 2 e: Creswell

Evaluating a grounded theory study • Is there an obvious connection between the categories and the raw data? • Is theory useful as a conceptual explanation for the process being studied? • Does theory provide a relevant explanation of actual problems and a basic process? • Can theory be modified as conditions change or further data are gathered? Educational Research 2 e: Creswell

Evaluating a grounded theory study • Is a theoretical model developed or generated that conceptualizes a process, action, or interaction? • Is there a central phenomenon (or core category) specified at the heart of the model? • Does the model emerge through phases of coding? (e. g. initial codes to more theoretically oriented codes or open coding to axial coding to selective coding) • Does the researcher attempt to interrelate categories? Educational Research 2 e: Creswell

Evaluating a grounded theory study • Does the researcher gather extensive data so as to develop a detailed conceptual theory as well saturated in the data? • Does the study show the researcher validated the evolving theory by comparing it to the data, examining how theory supports or refutes existing theories in the literature, or checking theory with participants? Educational Research 2 e: Creswell