The erosion of a method: examples from grounded theory

Since its original inception in the 1960s grounded theory has been widely used by many qualitative researchers. However, recently epistemologically different versions of grounded theory have been presented and this epistemological diversity among grounded theorists and the erosion of the method will be the major focus of this paper. The first section explores the question of what ‘erosion’ of grounded theory means for the practice of qualitative research and the epistemological assumptions embedded in different uses of grounded theory are discussed. Furthermore, three ways to use qualitative methods are conceptualized: epistemological, strategic and intuitive. Additionally, the first section describes the erosion that occurs when research methods are transferred from one epistemology to another. The second part of the paper raises the questions as to whether it is possible to transfer methods from one epistemological realm and theoretical stance to another one to do qualitative research situated therein and how the erosion of a method influences qualitative research. To elucidate these questions, examples will be drawn from grounded theory to illuminate the different uses of methods. Last, the authors ask why such a transfer would be attempted altogether. In this final part of the paper they discuss how grounded theory is used as a label, believing that much of the current popularization of grounded theory is based on power, privilege and authority.     

School counselor educators: A grounded theory of career interest and satisfaction

Annually, there are school counseling specific counselor educator positions that remain unfilled. There is a need for more counselor educators with school counseling backgrounds. This grounded theory provides a model of the process by which school counselor educators decide to enter academia and what keeps them in their positions, based on focus groups with 32 participants. Results showed the reasons for leaving school counseling, what factors promote entry into school counselor education, and what keeps school counselor educators in that role. Implications for counselor education are provided.     

唐代坐、立部伎的研究综述

唐代的坐、立部伎是很多唐代音乐史学者所关注的对象,本文拟在收集前人的研究成果（专著和论文两方面）基础上作一总结和讨论。     

College student epistemological perspectives across knowledge domains: A proposed grounded theory

Scholars have studied epistemologicaldevelopment – or how one understands knowledgeand knowing – of college students for manyyears. Research in this domain has includedbenchmarking studies of epistemologicaldevelopment, examinations of how curricularinnovations impact epistemology, and somestudies of differences in epistemologicaldevelopment based on disciplinary areas. Thelatter group of studies has generally focusedon differences in epistemological beliefs forstudents who are studying in two differentdomains (e.g., nursing students versus physicsstudents). In this study, we qualitativelyinvestigate whether the epistemologicalperspectives of 60 science/engineering collegestudents differs across the disciplinary areasof the sciences and the humanities. Our resultsindicate that such differences do exist andinclude a proposed grounded theory thatdescribes how students' epistemologies may varyacross knowledge domains.     

Reinventing grounded theory: some questions about theory,ground and discovery

Grounded theory's popularity persists after three decades of broad‐ranging critique. In this article three problematic notions are discussed—‘theory,’ ‘ground’ and ‘discovery’—which linger in the continuing use and development of grounded theory procedures. It is argued that far from providing the epistemic security promised by grounded theory, these notions—embodied in continuing reinventions of grounded theory—constrain and distort qualitative inquiry, and that what is contrived is not in fact theory in any meaningful sense, that ‘ground’ is a misnomer when talking about interpretation and that what ultimately materializes following grounded theory procedures is less like discovery and more akin to invention. The procedures admittedly provide signposts for qualitative inquirers, but educational researchers should be wary, for the significance of interpretation, narrative and reflection can be undermined in the procedures of grounded theory.     

The long and winding road: A grounded theory of reminiscence among Filipino residents in nursing homes

Although reminiscence is a naturally occurring process in late adulthood, not all older adults reminisce effectively. Notably, feelings of guilt, loneliness, bitterness and regret lead to despair and remorse rather than integrity. In spite of this, little is known about the process of reminiscence among Filipino older adults. This grounded study aims to develop a model that describes how a select group of older Filipino patients residing in nursing homes in the Philippines experience reminiscence.

Strauss and Corbin’s (1990) grounded theory design was employed in this study. A total of eighteen (18) Filipino older adults in nursing homes were purposively selected to participate in one-on-one, semi-structured interviews. These were then transcribed into field texts and analyzed through open, axial and selective coding. Member checking procedure was employed to ensure that the emerged themes were sensible and consistent with the participants’ lived experiences.

Through constant comparative method, the findings of this study presented the development of a three-phase process (Reactivating, Reconstructing and Reframing) that describes the reminiscence experiences of a select group of Filipino nursing home residents. The emergent theoretical model invites nurses as quality care providers to renew and restructure interventions to promote effective reminiscence.     

Assessing working students' college experiences: a grounded theory approach

This study explores working students' college experiences using the grounded theory approach. Focus groups were conducted to allow working students to elaborate on their college experiences, clarifying issues not easily addressed through surveys. Two theoretical propositions are offered to describe how working students are constantly searching for meaningful work as well as meaning in their work. It is important for institutions to consider work as an educationally purposeful activity outside classroom and to create job opportunities that benefit students academically, socially and financially.     

萧红的女性体验与其小说中的女性意识

漂泊岁月寂寞路,萧红坎坷曲折的经历和由此而来的感觉生活的方式,使萧红对于女性悲剧命运的表现独树一帜,写出了作为女性的自然性别给她们带来的种种不幸.萧红强烈的女性艺术开掘出了被男性文化遮蔽并且被女性自己忽略了的女性自身的体验与文化部分,在重新认识女性生命的过程中,做出了深刻的思考.     

Educational administrative inservice education: An outline of a grounded theory

This article is based on a paper prepared for presentation at the Annual Meeting of the American Educational Research Association, April 5–9, 1988, New Orleans.     

A grounded theory study of family coach intervention with persistent school non-attenders

Persistent school non-attendance (PSNA) is a widely acknowledged problem. Family coaches work intensively with families where a child or young person (CYP) has persistently poor or no school attendance and there is unemployment or anti-social behaviour. Their work extends across different systems, which gives them a unique, multi-factored understanding of the phenomenon of PSNA in coaching families. The aim of this grounded theory (GT) study was to draw upon the experiences and perspectives of coaches in one UK local authority, to understand what helps and hinders successful intervention. A GT emerged, in which PSNA in coaching families was a red flag, occurring when CYP felt unsafe. This was a product of the home environment not providing a secure base, parents having a diminished capacity and the CYP feeling that their situation was invisible. Successful intervention was relationship-based; improved the visibility of CYP; and increased parenting capacity. Intervention was constrained by conflicting systems that resisted or sabotaged change.     

区域垄断资本主义的理论和实践探析

二战以后，资本主义的生产力和生产关系无论从外延和内涵上都发生了巨大变化。根据资本主义的矛盾运动，可以界定出资本主义正处于区域垄断资本主义阶段。在这一阶段上，世界上绝大多数国家被纳入了各种区域集团之中，并且区域集团有日益紧密和扩大的趋势；国家的职能逐渐被区域垄断集团所代替，国家主权逐步向区域垄断集团让渡；区域集团之间竞争和渗透日益激烈和频繁，跨国公司与区域集团相互促进，跨区并购快速发展：区域集团逐渐成为世界经济和政治的主体。随着区域垄断资本之间的联合和渗透，最终将形成国际垄断资本主义。     

Action learning and constructivist grounded theory: powerfully overlapping fields of practice

This paper considers the shared characteristics between action learning (AL) and the research methodology constructivist grounded theory (CGT). Mirroring Edmonstone's [2011. “Action Learning and Organisation Development: Overlapping Fields of Practice.” Action Learning: Research and Practice 8 (2): 93–102] article, which explored the relationship(s) between AL and organisation development, a case is made that AL and CGT are powerfully overlapping fields of practice. An account of practice is included to provide a contextual explanation of the ‘overlap’, and a new methodological praxeology is proposed to the field of practice/practitioner-focused research.     

Exploring the teacher-student relationship in graduate education: a constructivist grounded theory

Despite its significance, the teacher-student relationship in higher education remains an under-researched field. The current study used constructivist grounded theory, in order to enrich the relevant discussion. More specifically, it aimed at exploring how the teacher-student relationship in graduate education develops (and gradually evolves) based on the perceptions and experiences of the parties involved. Data was collected through intensive interviewing with twenty teacher educators and by five focus groups with twenty-five graduate students in Educational Sciences. Based on the combined constant comparative analysis of the teachers’ and students’ perceptions and experiences, the teacher-student relationship in higher education surfaced as a complex dynamic process. Despite the teachers’ hierarchical superiority, it is characterised by reciprocating in all its manifestations: mutually wanting to relate, developing characteristics of a meaningful relationship, overcoming obstacles, maintaining boundaries and experiencing the positive outcomes.     

Case studies and generalizability: grounded theory and research in science education

'Grounded theory' may be used to bridge between case studies and large-scale surveys, which enables the strengths of both to be combined in the same research programme. Starting with detailed in-depth studies of individual cases, a general model may be constructed through the key processes of 'theoretical sensitivity', 'theoretical sampling' and 'theoretical saturation'. Unlike most qualitative methodology, the grounded theory approach claims to produce testable outcomes: grounded theory is intended to lead to predictions which may be subject to traditional experimental and statistical testing. This paper describes one example of the application of a grounded theory approach to research into the learning of science, and considers the generalizability of the research results.     

Perspectives on the aetiology of ODD and CD: a grounded theory approach

Antisocial disorders, such as oppositional defiant disorder (ODD) and conduct disorder (CD), are common reasons for youth to be seen for clinical intervention. The intent of this constructivist grounded theory study was to evaluate clinicians’ perspectives on the aetiology of antisocial disorders. Six professionals from various professional backgrounds were interviewed in order to gain insight into how theoretical orientations influence the understanding of antisocial disorders and subsequent clinical approaches. The findings from the research interviews suggest a range of perspectives on aetiology, such as a variety of predisposing, precipitating, perpetuating and differentiating factors. The results illustrate relative consistency in the understanding of aetiology among practitioners from varying theoretical orientations. Further, a biopsychosocial approach to aetiology and clinical decision-making was emphasised, despite differing theoretical orientations.     

Cogito ergo sum: A grounded theory of the Filipino elderly transition experiences in third age education program

A considerable number of studies have been carried out to explore the experiences of the elderly engaging in third age education, however, most of these investigations have focused on elderly motivation, the benefits accruing from their participation, and the barriers they have encountered during their lifelong learning experience. However, there has been little attempt to probe into the experiences of the elderly engaging in third age education and how they view themselves during that time. This grounded theory study purported to describe the processes through which a select group of Filipino elderly experienced community-based third age learning programs. A series of in-depth interviews were conducted on 24 Filipino elderly who participated in a 4-month third age education program. Interestingly, this study revealed four distinct and yet interrelated stages of Holding Back, Opening Up, Moving Forward and Empowering which were embedded in the model H.O.M.E: A Pulley Model of Elderly Participation in Third Age Education Program. The emerged model is a valuable compass for gerontologists as they provide meaningful and geriatric-friendly programs, projects and activities that not only address the growing needs of the elderly but also facilitate their smooth entry to and completion of their third age learning participation.     

Research in Teaching and Teacher Education: qualitative methods and grounded theory methodology

This article critically appraises the advantages and disadvantages of qualitative methods for the collection of data in the fields of teaching and teacher education. Strategies are suggested to improve ethnographies, and the issue of normative as against positivist approaches to knowledge is addressed. Glaser & Strauss’ ‘grounded theory’ methodology is then presented as tool for the collection, organisation and analysis of qualitative data, and for the generation of substantive and formal theories about education.     

回归身体与心灵体验的女性书写策略

20世纪中国的"女性写作"异彩纷呈,不同时期显现出不同的特点。然而,不管是三、四十年代的丁玲、苏青颇有反响与争议的创作,还是八、九十年代引人注目的私人化写作,女作家们不约而同地选择回归自身的身体与心灵的女性书写策略,突出了女性的主体生命意识,其实质是对男性话语权的挑战,体现出女性为建构自身话语权的努力。