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: This paper is one of the firsts to provide a comprehensive set of principles for universal harm reduction as a conceptual approach for healthcare provision, and applying harm reduction principles in healthcare settings may improve clinical care outcomes.
Abstract: Harm reduction refers to interventions aimed at reducing the negative effects of health behaviors without necessarily extinguishing the problematic health behaviors completely. The vast majority of the harm reduction literature focuses on the harms of drug use and on specific harm reduction strategies, such as syringe exchange, rather than on the harm reduction philosophy as a whole. Given that a harm reduction approach can address other risk behaviors that often occur alongside drug use and that harm reduction principles have been applied to harms such as sex work, eating disorders, and tobacco use, a natural evolution of the harm reduction philosophy is to extend it to other health risk behaviors and to a broader healthcare audience. Building on the extant literature, we used data from in-depth qualitative interviews with 23 patients and 17 staff members from an HIV clinic in the USA to describe harm reduction principles for use in healthcare settings. We defined six principles of harm reduction and generalized them for use in healthcare settings with patients beyond those who use illicit substances. The principles include humanism, pragmatism, individualism, autonomy, incrementalism, and accountability without termination. For each of these principles, we present a definition, a description of how healthcare providers can deliver interventions informed by the principle, and examples of how each principle may be applied in the healthcare setting. This paper is one of the firsts to provide a comprehensive set of principles for universal harm reduction as a conceptual approach for healthcare provision. Applying harm reduction principles in healthcare settings may improve clinical care outcomes given that the quality of the provider-patient relationship is known to impact health outcomes and treatment adherence. Harm reduction can be a universal precaution applied to all individuals regardless of their disclosure of negative health behaviors, given that health behaviors are not binary or linear but operate along a continuum based on a variety of individual and social determinants.
197 citations
TL;DR: The role of mobility and accessibility in older people's self‐reported quality of life is identified, through an in‐depth examination of olderPeople's travel needs, to include the desire for independence, control, maintaining status, inclusion, ‘normalness’ and travel for its own sake.
Abstract: Older people today are more active and more mobile than previous generations. However, they continue to suffer a reduction in quality of life when giving up driving. This article reports research carried out to identify the role of mobility and accessibility in older people's self‐reported quality of life, through an in‐depth examination of older people's travel needs. A wholly qualitative approach, utilising a variety of data collection methods including focus groups, interviews and diary completion, was employed with 57 people aged over 65 in the UK, of which 26 were drivers and 31 had recently given up driving. The findings emphasise the importance of mobility for accessing services and shops. However, the reasons why older people travel and the importance of mobility go beyond accessibility to include the desire for independence, control, maintaining status, inclusion, ‘normalness’ and travel for its own sake. All these are related to an individual's perception of quality of life. When older people give up driving, their self‐reported quality of life is reduced and this seems very much related to a reduction in affective and aesthetic qualities of mobility that a car affords that walking and using public transport lack. It is suggested that policy and practice needs to consider such motives for travel.
196 citations
Journal Article•
TL;DR: It is indicated that a culturally inclusive learning environment needs to consider diversity in course design in order to ensure full participation by international students.
Abstract: This article reports the findings of a case study that investigated the perceptions of international students regarding the impact of cultural differences on their learning experiences in an online MBA program. The study also revealed that online instructors need to design courses in such a way as to remove potential cultural barriers, including language, communication tool use, plagiarism, time zone differences and a lack of multicultural content, which may affect international students’ learning performances. The study indicates that a culturally inclusive learning environment needs to consider diversity in course design in order to ensure full participation by international students.
196 citations
TL;DR: This article examined residents' lived experiences of place in one site before redevelopment and found that socially well-functioning communities allowed residents to lay down roots, form place attachments and create bonds of mutual support with neighbours, contrary to typical depictions of severely distressed housing.
Abstract: The HOPE VI programme in the US displaces tens of thousands of low-income households to disperse pockets of poverty and transform sites of `severely distressed' public housing into mixed-income housing. A complete evaluation of this programme's impacts on residents must examine the meanings and functions of these communities before they are dismantled. Therefore, this paper examines residents' lived experiences of place in one site before redevelopment. This socially well-functioning community allowed residents to lay down roots, form place attachments and create bonds of mutual support with neighbours, contrary to typical depictions of severely distressed housing. Implications for US public housing policy and parallels with the discourse on social housing and social inclusion in western Europe illuminate overarching trends in housing policy for the poor.
196 citations
TL;DR: In this article, a study of 293 teacher educators investigated the following: What do current teacher educators consider to be the foundation elements of their practice? How do they evaluate their own preparation in these areas? How can their experiences inform the preparation of teacher educators?
Abstract: Commonsense reasoning says that quality teacher education relies on quality teacher educators. Yet, there is minimal attention to what teacher educators should know and be able to do. Unquestionably, teacher educators cannot teach what they do not know; but what should they know, and should they be prepared? This study of 293 teacher educators investigated the following: What do current teacher educators consider to be the foundation elements of their practice? How do they evaluate their own preparation in these areas? How can their experiences inform the preparation of teacher educators? We use Cochran-Smith and Lytle’s theorizing about “relationships of knowledge and practice” to understand knowledge essential to teacher educating (a term we use to differentiate teaching teachers from teaching students). Our findings reveal that practicing teacher educators often feel unprepared to assume their role but can offer helpful insight into how we should think deliberately about quality teacher educator prepar...
195 citations