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Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory

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Competing paradigms in qualitative research.

Using 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? We propose that the criteria should be adapted to fit the procedures of the method. We demonstrate how this can be done for grounded theory and suggest criteria for evaluating studies following this approach. We argue that other qualitative researchers might be similarly specific about their procedures and evaluative criteria.

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Grounded Theory Research: Procedures, Canons and Evaluative Criteria

This article examines the function of documents as a data source in qualitative research and discusses document analysis procedure in the context of actual research experiences. Targeted to research novices, the article takes a nuts‐and‐bolts approach to document analysis. It describes the nature and forms of documents, outlines the advantages and limitations of document analysis, and offers specific examples of the use of documents in the research process. The application of document analysis to a grounded theory study is illustrated.

Document Analysis as a Qualitative Research Method

Part I. Experimental Studies: 2. Experiment in psychology 3. Experiments on perceiving III Experiments on imaging 4-8. Experiments on remembering: (a) The method of description (b) The method of repeated reproduction (c) The method of picture writing (d) The method of serial reproduction (e) The method of serial reproduction picture material 9. Perceiving, recognizing, remembering 10. A theory of remembering 11. Images and their functions 12. Meaning Part II. Remembering as a Study in Social Psychology: 13. Social psychology 14. Social psychology and the matter of recall 15. Social psychology and the manner of recall 16. Conventionalism 17. The notion of a collective unconscious 18. The basis of social recall 19. A summary and some conclusions.

Remembering. A Study in Experimental and Social Psychology, Cambridge (University Press) 1964.

Basics of Qualitative Research: Grounded Theory Procedures and Techniques

A number of recent studies in L1 listening comprehension have shown that background knowledge plays a crucial role in the comprehension process. The purpose of the present article is threefold: (a) to review the literature on background knowledge, (b) to present the findings of pertinent L1 and L2 research, and (c) to report the results of a preliminary study of L2 listening comprehension and background knowledge.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0272263100008743

What You Don't Know Can't Help You: An Exploratory Study of Background Knowledge and Second Language Listening Comprehension

process of second language (L2) acquisition. Although current theories of second language acquisition differ in specifics, all take into account the role of comprehension in the processing, storage, and retrieval of linguistic input, and its influence on the development of a learner's second language.1 However, despite this general agreement on the importance of L2 comprehension, little fundamental research has been conducted.

Second Language Listening Comprehension: A Schema-Theoretic Perspective

Case studies are conspicuously absent from the literature on second language learning and teaching. Negative attitudes toward case studies may be attributable to the fact that they are viewed as aspects of a non-scientific tradition. Researchers have begun to question the straitjacket effects of the “scientific method” on educational research. Case studies allow subjects to stand out as individuals and are characterized by natural rather than treatment variables. Many aspects of the second language learning/teaching process are not amenable to experimentation at the present time and case studies are valuable as precursors to experimentation.

A Case for Case Studies

The changing demographics of many communities has created a need for individuals and agencies to understand the many cultures represented by Hispanics in the United States. Advanced college-level students of Spanish experienced U.S. Hispanic cultures first hand, through participation in a community-based experiential course with a service-learning option. Results of a qualitative study indicate that subjects enrolled in the course formed positive and accepting attitudes toward Spanish speakers and their cultures, regarded their cultural experiences as worthwhile, and found a sense of fulfillment through contacts with native speakers of Spanish in the community. There was also evidence of a strong link between participation in service-learning activities and academic achievement in Spanish.

Donna Reseigh Long

Papers

Basics of Qualitative Research: Grounded Theory Procedures and Techniques

What You Don't Know Can't Help You: An Exploratory Study of Background Knowledge and Second Language Listening Comprehension

Second Language Listening Comprehension: A Schema-Theoretic Perspective

A Case for Case Studies

Spanish in the Community: Students Reflect on Hispanic Cultures in the United States