Showing papers on "Grounded theory published in 1982"

A Social-Psychological Grounded Theory of Teacher Stress and Burnout

Abstract: This article presents a social-psychological model of teacher stress and burnout which emphasizes the importance of teacher performance variables and cycles of teacher-student interactions that dev...

Constructing grounded theory: Reflections on a case study of a professor of architectural design

Abstract: This case study, undertaken for a period of sixteen months, described and explained the philosophy of teaching design to third year architecture students by an experienced professor of architecture. Participant observation and interview were employed to accomplish this purpose. A model was developed to account for the relevant behavior involved in this enterprise. At a more abstract level this paper addresses three major issues related to ethnographic research: (1) the construction of theory from data grounded in the daily experience and activities of the

Experiential Learning Techniques in Fieldwork.

Abstract: Within academia, I have experienced a recurring and niggling doubt about the value of fieldwork and fieldwork assignments and an implicit trust in the value of library and lab work. The latter constitute traditional ways of exploring content in most disciplines. They tend to take place on campus, and they provide a safe means of extending students' knowledge, attitudes, and skills. However, students often find such assignments ill-suited to their experiential mode of learning. They prefer first hand experience. As a college teacher, I have found myself defending fieldwork, trying to put forth arguments to legitimize its use in higher education. For this reason, I was par ticularly struck by a section in Glaser and Strauss' book on The Discovery of Grounded Theory (1). In the chapter on "New Sources for Qualitative Data," the authors contrast library/lab work with fieldwork and draw several helpful analogies.