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, a focus group interview with female exercisers and athletes was conducted to understand the relationship between body image, eating, and exercise in female athletes and exercisers, and they found that most of the women in this study desired an unrealistic ideal body: a toned body with minimal fat.
Abstract: A feminist cultural studies framework was employed to better understand the relationships among body image, eating, and exercise in female exercisers and athletes. Participants (N=18) engaged in focus group interviews regarding their ideal body image, eating and exercise patterns, and feelings associated with eating and exercising. The athlete interviews also included questions concerning their coach, performance issues, and comfort with their uniforms. Results revealed that most of the women in this study desired an unrealistic ideal body: a toned body with minimal fat. The exercisers emphasized being toned, yet they also avoided too much muscularity. These women constantly were balancing their physical activity and eating: if they exercised, they gave themselves permission to eat and if they ate too much, they punished themselves with exercise. The athletes’ ideal body was dependent upon the social context. Their body satisfaction and concomitant mental states and self-presentation varied depending upon...
104 citations
TL;DR: The authors explored the challenges and successes teachers encounter while participating in a professional development program aimed at improving their reading comprehension instruction so as to increase students' self-regulated use of comprehension strategies.
Abstract: In a qualitative, multiple case study, we explored the challenges and successes teachers encounter while participating in a professional development program aimed at improving their reading comprehension instruction so as to increase students' self-regulated use of comprehension strategies. We documented five fifth grade teachers' experiences as they participated in a year-long professional development program. Teachers frequently faced obstacles related to texts, classroom management, instructional decisions, their students, time, and assessment issues. However, the teachers reported positive changes in their thinking and reading comprehension instruction. We also observed growth in their students' reading comprehension behaviors, with some students reaching the self-control level of self-regulated use of comprehension strategies as the year proceeded.
104 citations
TL;DR: Differential patterns of parental bereavement and related factors, information that has important implications for identifying at-risk parents for complicated bereavement, are illustrated.
Abstract: This study investigated the patterns of parental bereavement in 20 parents who have lost a child to cancer, congenital heart disease, meningitis, or drowning in the last 19 months, using semi-structured interviews and standardized questionnaires of depression and grief. Qualitative content analysis of interviews identified three bereavement patterns: The majority of parents (65%) presented uncomplicated, Integrated Grief five mothers were Consumed by Grief and one mother and one father expressed Minimal Grief. Quotes from parents exemplified these patterns. Parental gender, symptoms of depression, and pre-death relationship between parents and their deceased child differentially related to these patterns. Having surviving children, social support, and being active appeared to help to integrate grief into daily life. These findings illustrate differential patterns of parental bereavement and related factors, information that has important implications for identifying at-risk parents for complicated bereavement.
104 citations
TL;DR: Two paradoxes were revealed: although children complained that parental reminders are annoying, they also reported that parental prompts help to improve their adherence, and the use of rewards to reinforce adherence was a highly endorsed strategy when presented to children; however, children did not generate this type of strategy on their own.
Abstract: Focus groups were conducted with children with asthma to generate descriptive data regarding asthma adherence. Transcripts of focus groups were analyzed using qualitative methods. Data collection occurred at an outpatient department of a university‐affiliated hospital and at a summer camp for children with asthma. Thirty‐six children with asthma ranging in age from 9 years, 1 month to 15 years, 3 months (M age = 11 years, 10 months) participated. Participants provided qualitative descriptions of asthma experiences, including consequences, adherence barriers, and strategies to improve adherence. Researchers also elicited participants' feedback regarding theoretically derived strategies to improve adherence. Children's perceived consequences of asthma included feeling ill, limitations on peer interactions, and medication annoyances. Frequently endorsed barriers to medication adherence were lack of motivation, difficulties remembering, and social barriers. Child‐generated strategies to improve adherence incl...
104 citations
TL;DR: The perceptions of medical students and clinical teachers of teaching and learning in the clinical setting are described to describe the perceptions of doctors and teachers about the role of education in the clinic.
Abstract: Objective To describe the perceptions of medical students and clinical teachers of teaching and learning in the clinical setting.
Design Qualitative study of focus groups with undergraduate medical students and semistructured interviews with hospital consultant clinical teachers.
Setting The School of Medicine, University of Leeds and the Leeds Teaching Hospitals Trust, UK.
Participants Fourth year medical students and consultant clinical teachers.
Main outcome measures Analysis of narratives to identify students' perceptions of clinical teaching and consultants' views of their delivery of undergraduate clinical teaching.
Results Students believed in the importance of consultant teaching and saw consultants as role models. However, they perceived variability in the quality and reliability of teaching between physicians and surgeons. Some traditional teaching venues, especially theatre, are believed to be of little clinical importance. Generally, consultants enjoyed teaching but felt under severe pressure from other commitments. They taught in a range of settings and used various teaching strategies, not all of which were perceived to be ‘teaching’ by students.
Conclusions While students and teachers are educational partners, they are not always in agreement about the quality, quantity, style or appropriate setting of clinical teaching. To enable teachers to provide more high quality teaching, there needs to be support, opportunities and incentives to understand curricular developments and acquire teaching skills.
104 citations