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Journal ArticleDOI

Basics of qualitative research: Grounded theory procedures and techniques

01 Jun 1994-Journal of Pediatric Nursing (Elsevier)-Vol. 9, Iss: 3, pp 205-206
TL;DR: Reading a book as this basics of qualitative research grounded theory procedures and techniques and other references can enrich your life quality.
About: This article is published in Journal of Pediatric Nursing.The article was published on 1994-06-01 and is currently open access. It has received 13415 citations till now. The article focuses on the topics: Grounded theory & Qualitative research.
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TL;DR: The results indicate that the task of preparing preservice teachers to become technology competent is difficult and requires many efforts for providing them with ample of opportunities during their education to develop the competencies needed to be able to teach with technology.
Abstract: In this study, an instructional design model was employed for restructuring a teacher education course with technology. The model was applied in a science education method course, which was offered in two different but consecutive semesters with a total enrollment of 111 students in the fall semester and 116 students in the spring semester. Using tools, such as multimedia authoring tools in the fall semester and modeling software in the spring semester, teacher educators designed high quality technology-infused lessons for science and, thereafter, modeled them in classroom for preservice teachers. An assessment instrument was constructed to assess preservice teachers' technology competency, which was measured in terms of four aspects, namely, (a) selection of appropriate science topics to be taught with technology, (b) use of appropriate technology-supported representations and transformations for science content, (c) use of technology to support teaching strategies, and (d) integration of computer activities with appropriate inquiry-based pedagogy in the science classroom. The results of a MANOVA showed that preservice teachers in the Modeling group outperformed preservice teachers' overall performance in the Multimedia group, F=21.534, p=0.000. More specifically, the Modeling group outperformed the Multimedia group on only two of the four aspects of technology competency, namely, use of technology to support teaching strategies and integration of computer activities with appropriate pedagogy in the classroom, F=59.893, p=0.000, and F=10.943, p=0.001 respectively. The results indicate that the task of preparing preservice teachers to become technology competent is difficult and requires many efforts for providing them with ample of opportunities during their education to develop the competencies needed to be able to teach with technology.

132 citations


Cites methods from "Basics of qualitative research: Gro..."

  • ...An assessment instrument was constructed inductively using the constant comparative analysis method (Glaser & Strauss, 1967; Strauss & Corbin, 1990) to assess students technology-infused lessons....

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Journal ArticleDOI
TL;DR: As residents adapt to frequent transitioning, they implicitly learn to value flexibility and efficiency over relationship building and deep system knowledge, which challenges the value of the traditional “rotating” model in residency.
Abstract: Purpose The traditional "rotating" model of inpatient training remains the gold standard of residency, moving residents through different systems every two to four weeks. The authors studied the experience and impact of frequent transitions on residents. Method This was a qualitative study. Ninety-seven individuals participated in 12 focus groups at three academic medical centers purposefully chosen to represent a range of geographic locations and structural characteristics. Four groups were held at each site: residents only, faculty only, nurses and ancillary staff only, and a mixed group. Grounded theory was used to analyze data. Results Perceived benefits of transitions included the ability to adapt to new environments and practice styles, improved organization and triage skills, increased comfort with stressful situations, and flexibility. Residents primarily relied on each other to cope with and prepare for transitions, with little support from the program or faculty level. Several potentially problematic workarounds were described within the context of transitions, including shortened progress notes, avoiding pages, hiding information, and sidestepping critical situations. Nearly all residents acknowledged that frequent transitions contributed to a lack of ownership and other potentially harmful effects for patient care. Conclusions These findings challenge the value of the traditional "rotating" model in residency. As residents adapt to frequent transitioning, they implicitly learn to value flexibility and efficiency over relationship building and deep system knowledge. These findings raise significant implications for professional development and patient care and highlight an important element of the hidden curriculum embedded within the current training model.

132 citations

01 Jan 2002
TL;DR: In this paper, the authors developed a descriptive, offensive process model of female sexual offending, which highlights notable similarities and divergences between male and female sexual offenders' vulnerability factors and offense styles.
Abstract: Although considerable efforts have been made to develop and validate etiological models of male sexual offending, no theory is available to guide research or practice with female sexual offenders (FSOs). In this study, the authors developed a descriptive, offense process model of female sexual offending. Systematic qualitative analyses (i.e., grounded theory) of 22 FSOs' offense interviews were used to develop a temporal model documenting the contributory roles of cognitive, behavioral, affective, and contextual factors in female sexual abuse. The model highlights notable similarities and divergences between male and female sexual offenders' vulnerability factors and offense styles. In particular, the model incorporates male co-offender and group co-offender influences and describes how these interact with vulnerability factors to generate female sexual offending. The gender-specific research and clinical implications of the model are discussed.

132 citations

Journal ArticleDOI
TL;DR: The work of science teachers can be viewed from a variety of perspectives as discussed by the authors, and teaching is seen as an activity in which teachers deliberate in the practical domain to decide on actions and goals.
Abstract: The work of science teachers can be viewed from a variety of perspectives. In this article, teaching is seen as an activity in which teachers deliberate in the practical domain to decide on actions and goals. In the first part of the article, it is argued that, because practical reasoning is similar to scientific reasoning, a model of practical concep- tual change can be developed that is analogous to the conceptual change model. The following conditions for the modification of a practical theory or paradigm are described: Teachers must be discontent with a current practical theory. They must find that the new one makes sense and that it is beneficial to their practice. Finally, teachers must see that the understanding of their practice that arises from acceptance of the new practical theory is illuminating or enlightening. In the second part of the article, two case studies of teachers are examined using the model of practical conceptual change. One is a case of a novice teacher whose grading policy is based on highly resilient practical theories. The other is a cross-case analysis of two experienced science teachers, one of whom accepted a radi- cally new curriculum and another who rejected it. The article concludes with implications for the use of the model. � 2000 John Wiley & Sons, Inc. Sci Ed 84:606- 623, 2000.

132 citations


Cites methods from "Basics of qualitative research: Gro..."

  • ...I determined the emergent categories inductively from the data, following the methods of the development of grounded theory (Strauss & Corbin, 1990)....

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Journal ArticleDOI
TL;DR: In this article, a mixed method study was conducted to explore the participants' readiness and expectations at the beginning and their satisfaction levels at the end of an online learning experience, with open-ended questions gathering qualitative data.
Abstract: The popularity of online programs that educational institutions offer is continuously increasing at varying degrees, with the major demand coming from adult learners who have no opportunity to access traditional education. These adult learners have to be sufficiently ready and competent for online learning, and have their own varied expectations from the online learning process. Hence, this mixed method study is conducted to explore the participants’ readiness and expectations at the beginning and their satisfaction levels at the end of an online learning experience. An e-readiness scale and an e-satisfaction scale was administered as quantitative measures, with open-ended questions gathering qualitative data. Participants of the research were registered to different e-learning programs at Ankara University Distance Education Center, Turkey, during the 2013-2014 academic year. Analysis of both quantitative and qualitative data revealed facts about online learners, which should prove useful to both e-instructors and e-program administrators.

132 citations


Cites background from "Basics of qualitative research: Gro..."

  • ...This coding separates according to three groups (Strauss & Corbin, 1990): • In open coding, the researcher deals with the labeling and categorizing of phenomena as indicated by the data....

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References
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Journal Article
TL;DR: (PDF) Thematic Analysis in Qualitative research | Anindita (PDF) Qualitative Research ProcessBasics of QualitativeResearch | SAGE Publications IncQualitative Research Method Summary JMEST
Abstract: (PDF) Thematic Analysis in Qualitative Research | Anindita (PDF) Qualitative Research ProcessBasics of Qualitative Research | SAGE Publications IncQualitative Research Method Summary JMESTMarket Research: Quantitative vs. Qualitative Research Research Design: Definition, Characteristics and Types Research Methodologies: Quantitative, Qualitative & Mixed Trustworthiness | Educational Research Basics by Del SiegleUser Research Basics | Usability.govQualitative Research – Research Methods in Psychology 10.2 Sampling in qualitative research – Scientific Inquiry What are the Different Types of Research Techniques?What is dependability in qualitative research and how do Qualitative Research Part II: Participants, Analysis, and Qualitative Research Paradigm | Educational Research Qualitative research Wikipedia12+ Qualitative Research Examples in PDF | DOC | Examples(PDF) A Brief Introduction to Qualitative ResearchSampling in Qualitative ResearchMarket research methods | Business QueenslandSampling Techniques and Procedures Designing Surveys for [PDF] Basics of Qualitative Research (3rd ed.): Techniques Basics of qualitative research: Grounded theory procedures 6 Types of Qualitative Research Methods: A Quick GuideSuccessful Qualitative Research | SAGE Publications LtdEvaluation of qualitative research studies | Evidence Qualitative vs. Quantitative Research Methodology & Design

16,622 citations

Journal ArticleDOI
TL;DR: The use of reliability and validity are common in quantitative research and now it is reconsidered in the qualitative research paradigm as discussed by the authors, which can also illuminate some ways to test or maximize the validity and reliability of a qualitative study.
Abstract: The use of reliability and validity are common in quantitative research and now it is reconsidered in the qualitative research paradigm. Since reliability and validity are rooted in positivist perspective then they should be redefined for their use in a naturalistic approach. Like reliability and validity as used in quantitative research are providing springboard to examine what these two terms mean in the qualitative research paradigm, triangulation as used in quantitative research to test the reliability and validity can also illuminate some ways to test or maximize the validity and reliability of a qualitative study. Therefore, reliability, validity and triangulation, if they are relevant research concepts, particularly from a qualitative point of view, have to be redefined in order to reflect the multiple ways of establishing truth. Key words: Reliability, Validity, Triangulation, Construct, Qualitative, and Quantitative This article discusses the use of reliability and validity in the qualitative research paradigm. First, the meanings of quantitative and qualitative research are discussed. Secondly, reliability and validity as used in quantitative research are discussed as a way of providing a springboard to examining what these two terms mean and how they can be tested in the qualitative research paradigm. This paper concludes by drawing upon the use of triangulation in the two paradigms (quantitative and qualitative) to show how the changes have influenced our understanding of reliability, validity and triangulation in qualitative studies.

6,438 citations

Journal ArticleDOI
TL;DR: In this paper, the authors describe a variety of techniques for theme discovery in qualitative research, ranging from quick word counts to laborious, in-depth, line-by-line scrutiny.
Abstract: Theme identification is one of the most fundamental tasks in qualitative research. It also is one of the most mysterious. Explicit descriptions of theme discovery are rarely found in articles and reports, and when they are, they are often relegated to appendices or footnotes. Techniques are shared among small groups of social scientists, but sharing is impeded by disciplinary or epistemological boundaries. The techniques described here are drawn from across epistemological and disciplinary boundaries. They include both observational and manipulative techniques and range from quick word counts to laborious, in-depth, line-by-line scrutiny. Techniques are compared on six dimensions: (1) appropriateness for data types, (2) required labor, (3) required expertise, (4) stage of analysis, (5) number and types of themes to be generated, and (6) issues of reliability and validity.

4,921 citations

Journal ArticleDOI
TL;DR: In this paper, the use of case study research in operations management for theory development and testing is reviewed and guidelines and a roadmap for operations management researchers wishing to design, develop and conduct case-based research are provided.
Abstract: This paper reviews the use of case study research in operations management for theory development and testing. It draws on the literature on case research in a number of disciplines and uses examples drawn from operations management research. It provides guidelines and a roadmap for operations management researchers wishing to design, develop and conduct case‐based research.

4,127 citations

01 Jan 2000
TL;DR: In fact, most of the archaeologically recoverable information about human thought and human behavior is text, the good stuff of social science as mentioned in this paper, which is what we use in this paper.
Abstract: This chapter is about methods for managing and analyzing qualitative data. By qualitative data the authors mean text: newspapers, movies, sitcoms, e-mail traffic, folktales, life histories. They also mean narratives--narratives about getting divorced, about being sick, about surviving hand-to-hand combat, about selling sex, about trying to quit smoking. In fact, most of the archaeologically recoverable information about human thought and human behavior is text, the good stuff of social science.

3,671 citations