Showing papers on "Grounded theory published in 1981"
TL;DR: In this article, the most common techniques identified are analytic induction, the constant comparative method, typological analysis, enumerative systems, and standardized observational protocols, each of which is described and analyzed along multiple dimensions of design considerations.
Abstract: Choices of strategies for analyzing records or transcripts of human behavior in everyday, naturalistic settings are affected by a variety of external and internal design constraints. Among the most common techniques identified are analytic induction, the constant comparative method, typological analysis, enumerative systems, and standardized observational protocols. Each of these is described and analyzed along multiple dimensions of design considerations. SCHOOL ETHNOGRAPHY; OBSERVATIONAL RESEARCH; QUALITATIVE ANALYSIS; RESEARCH METHODOLOGY.
569 citations
TL;DR: In this paper, the authors present practical details of a tested and tried procedure which it is hoped will be of use to researchers facing the problem of analysing qualitative data, and particularly to those interested in the use of grounded theory.
Abstract: This paper has presented practical details of a tested and tried procedure which it is hoped will be of use to researchers facing the problem of analysing qualitative data, and particularly to those interested in the use of grounded theory. Behind the presentation of this procedure lies a concern that the processes of research should be as open as possible, so that neither the processes of research nor their findings are subjected to mystifications which conceal their true nature from other researchers, from the subjects of research, or from those seeking to understand the research findings when they are reported. There is, of course, an element of risk in advocating such frankness, for the researcher who lays his procedures open to public scrutiny may suddenly discover that, like the emperor, he has no clothes. But it would seem, in general, that the interests of social research can only be furthered by more discussion of the details of research procedures, particularly those which are close to the creative centre of theory building.
519 citations
TL;DR: In this article, the authors make the point that the distinctive character of this kind of work derives not so much from the methods used as from a set of underlying methodological principles, defined as (1) a concern with discovery and with the generation and development as well as the testing of theory; (2) a commitment to learning the culture of those being studied; and (3) a recognition of the importance of context, in the sense that to understand actions or events one must view them in the light of related actions and events.
190 citations
34 citations
TL;DR: Richer, S. as mentioned in this paper, S. Rist, R. Rosenbaum, J. Jacobson, P. Rubovits and M. Maehr studied the relationship between track misperceptions and frustrated college plans.
Abstract: Richer, S. 1975 "School effects: The case for grounded theory." Sociology of Education 48:383-99. Rist, R. 1970 "Student social class and teacher expectations: The self-fulfilling prophecy in ghetto education." Harvard Educational Review 40:411-51. Rosenbaum, J. E. 1976 Making Inequality: The Hidden Curriculum of High School Tracking. New York: Wiley. 1980 "Track misperceptions and frustrated college plans: An analysis of the effects of tracks and track perceptions in the national longitudinal survey." Sociology of Education 53:74-87. Rosenthal, R. and J. Jacobson 1968 Pygmalion in the Classroom. New York: Holt, Rinehart, and Winston. Rubovits, P. and M. Maehr 1971 "Pygmalion analyzed: Toward an explanation of the Rosenthal-Jacobson findings." Journal of Personality and Social Psychology 19: 197-203.
32 citations
25 citations
Journal Article•
TL;DR: The efficacy of the models for classroom practice is based primarily on the belief of adherents that particular techniques can and do work as discussed by the authors. But these various techniques have limited empirical bases and the efficacy of these models is questionable.
Abstract: the most troublesome problems confronting teachers, social scientists have largely ignored discipline as an area of study. Teachers have been expected to survive more on the basis of folklore than grounded theory. Workshops and courses on discipline and classroom management have proliferated, focusing on a variety of theoretical approaches ranging from behaviorism to reality therapy. Unfortunately, these various techniques have limited empirical bases. The efficacy of the models for classroom practice is based primarily on the belief of adherents that particular techniques can and do work.
6 citations
TL;DR: A grounded theory model for developing communication instruction is proposed in this paper. But the model is not suitable for all communication instruction problems, and it does not address the problem of non-interference.
Abstract: (1981). A grounded theory model for developing communication instruction. Communication Education: Vol. 30, No. 3, pp. 273-277.
4 citations
01 Oct 1981
TL;DR: This article examined the process by which Asian American women resolve their identity conflict around being Americans of Asian ancestry, living in a predominantly white society, and found out how these identity conflicts around one's racial membership are resolved, and what the relationship is between identity conflict resolution and the development of Asian American identity.
Abstract: The purpose of this study was to examine the process by which Asian American women resolve their identity conflict around being Americans of Asian ancestry, living in a predominantly White society. The general goal was to findout how these identity conflicts around one's racial membership are resolved, and what the relationship is between identity conflict resolution and the development of Asian American identity. Since there were no known studies on the process of Asian American identity development (RAID), this study was considered to be an exploratory research in this area. Therefore, instead of specific hypothesis testing, the present study sought answers to a.set of general research questions: What is the process by which Asian American identity conflicts are resolved and what are its salient aspects? What does the identity conflict resolution lead to? What factors assist the individuals to resolve toeir identity conflict? As an exploratory study with the desired goal of generating a theory on the development of Asian American identity, a qualitative research method was used. The work of Glaser and Strauss (1968) on The Discovery of Grounded Theory provided the methodological framework. Specifically, the study utilized an unstructured, focused, individual interview method to
3 citations