Basics of qualitative research: Grounded theory procedures and techniques
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: (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
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
Cites background or methods from "Basics of qualitative research: Gro..."
...When judging (testing) qualitative work, Strauss and Corbin (1990) suggest that the "usual canons of ‘good science’…require redefinition in order to fit the realities of qualitative research" (p. 250)....
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...…defined, means "any kind of research that produces findings not arrived at by means of statistical procedures or other means of quantification" (Strauss and Corbin, 1990, p. 17) and instead, the kind of research that produces findings arrived from real-world settings where the "phenomenon of…...
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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
Cites background from "Basics of qualitative research: Gro..."
...For identifying “important” themes and linking them to theoretical models, Strauss and Corbin (1990) , Dey (1993), and Miles and Huberman (1994) are quite helpful....
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...Typically, grounded theorists begin with a line-by-line analysis, asking, What is this sentence about? and How is it similar to or different from the preceding or following statements? This keeps the researcher focused on the data rather than on theoretical flights of fancy (Glaser 1978:56–72; Charmaz 1990, 2000; Strauss and Corbin 1990:84 –95)....
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...Patton (1990:306, 393–400) referred to these as “indigenous categories” and contrasted them with “analystconstructed typologies.” Grounded theorists refer to the process of identifying local terms as in vivo coding (Strauss 1987:28; Strauss and Corbin 1990:61 –74)....
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...Strauss and Corbin (1990) called them “concepts.”...
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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
Cites background or methods from "Basics of qualitative research: Gro..."
...Strauss and Corbin (1990), Dey (1993), and Becker (1998) provide especially useful guidance....
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...Identifying the categories and terms used by informants themselves is called “in vivo coding” (Strauss & Corbin, 1990)....
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...Waitzkin and Britt (1993) did a thoroughgoing interpretive analysis of encounters between patients and doctors by selecting 50 texts at random from 336 audiotaped encounters....
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...In a process called “open coding,” the investigator identifies potential themes by pulling together real examples from the text (Agar, 1996; Bernard, 1994; Bogdan & Biklen, 1992; Lincoln & Guba, 1985; Lofland & Lofland, 1995; Strauss & Corbin, 1990; Taylor & Bogdan, 1984)....
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...(For other good descriptions of the comparison method, see Glaser, 1978, pp. 56-72; Strauss & Corbin, 1990, pp. 84-95.)...
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References
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TL;DR: In this paper, the authors describe the accounts of a group of parents with transgendered adolescents who try to build an intelligible story of the young people's gender identity and how their story shapes their coping strategies.
Abstract: In this article I describe the accounts of a group of parents with transgendered adolescents. I look specifically at how the parents try to build an intelligible story of the young people’s gender identity and how their story shapes their coping strategies. For the qualitative study on which this article is based, I interviewed adolescents with a well-established cross-gender identification and their parents from families referred to a specialist NHS service. The first-person reports were analysed using grounded theory methodology. There were a number of suggestive findings. First, communication about gender identity issues within the family and outside was handled with enormous care; second, it was clear that these parents are aware that their response to the gender problems is a deeply moral issue; third, there was an iterative relationship between the activities of making-meaning and accepting (or not) the child’s claims, and a similar interaction between the activity of meaning-making and the tasks of...
111 citations
TL;DR: This article analyzed qualitative data gathered over five years from a sample of 48 plural careerists to understand how people cultivate and sustain authenticity in multiple, often shifting, work roles, and found that people tend to be more authentic in multiple roles.
Abstract: To understand how people cultivate and sustain authenticity in multiple, often shifting, work roles, we analyze qualitative data gathered over five years from a sample of 48 plural careerists—peopl...
111 citations
TL;DR: Several main themes are identified and three implications involving pedagogy, group dynamics, and training for future research on this mode of peer feedback are discussed.
Abstract: Some studies on technology-supported peer feedback in the writing classroom claim that it reduces the threatening atmosphere caused by face-to-face interaction and that the discourse patterns and language use in the electronic feedback are more flexible than in spoken discourse. Others present a negative view that the comments generated from technology-supported interaction tend to be superficial and that technical problems reduce participant motivation in peer interaction. These contradictory results call for a systematic literature review of this topic. An exhaustive literature search in a variety of academic sources identified 95 studies from 1990 to 2010 dealing with peer feedback in English as a second or foreign language (ESL/EFL) writing classrooms. Of these, 54 contained qualitative data, 20 of which were specifically on computer-mediated peer feedback. Concentrating on these 20 articles, the researcher conducted comparative reviews of the characteristics, the pros and cons, and the differences be...
111 citations
TL;DR: Using cadaveric material was an effective way of learning anatomy; assessment was a major motivator; and around half of students forgot a lot of anatomy but that knowledge came back easily.
Abstract: There is continuing debate regarding doctors' knowledge of anatomy as an appropriate preparation for professional practice. This exploratory case study examined alumni's experiences of learning anatomy. The aim was to inform curriculum development and to gain a better understanding of how anatomy knowledge is applied in practice. A total of 140 medical student alumni from the University of Southampton participated in this study (49% males, 51% females). Participants completed a Likert scale questionnaire with free comment sections. Descriptive results found that: using cadaveric material was an effective way of learning anatomy; assessment was a major motivator; and around half of students forgot a lot of anatomy but that knowledge came back easily. Statistical analysis revealed associations between certain positive and negative factors in learning. Links were also seen with current job role, revealing that those who responded to positive factors were involved in careers which involved a great deal of anatomy and vice versa. To facilitate learning, anatomy should be taught throughout the curriculum and use human cadavers. Relating knowledge to practice requires transformation of knowledge and is best facilitated by the learning being situated in clinical contexts.
111 citations
TL;DR: The article underscores the need for a ‘critical pedagogy’ of online abuse, but it also argues that social media is rendering the homosociality and misogynist strains of online publics visible and therefore contestable.
Abstract: Drawing on focus group research, this article examines the impact of norms of publicity and privacy on young people as they negotiate technologically mediated intimate and peer relations This article argues that digital images of bodies circulate online in manner that reinforces gender inequalities, as the public feminine body is conflated with pornography in contrast to the range of meanings that can append to the public masculine body While the exposed female body was subject to pejorative ascriptions of sexual promiscuity, the exposed masculine body could serve a range of purposes, including its deployment in sexual harassment Young people tended to ignore male perpetration and hold girls and women responsible for managing the risks of online abuse The article underscores the need for a ‘critical pedagogy’ of online abuse, but it also argues that social media is rendering the homosociality and misogynist strains of online publics visible and therefore contestable
111 citations