Showing papers on "Grounded theory published in 1983"
TL;DR: In this paper, the authors advocate the use of grounded theory as a way of handling the problem of non-standard data generated by qualitative social research, which makes analysis problematic. The approach is illustrated, in the context of organizational research, by three cases of grounded theoretical analyses: (a) a study of face-to-face interaction in a hospital between nurses and patients' relatives; (b) a field-study based on the complex organizational interrelationships associated with small batch production manufacturing; and (c) a documentary-based analysis of the organizational pre-conditions
Abstract: Qualitative social research generates large amounts of non-standard data which make analysis problematic. This discussion advocates the use of grounded theory as a way of handling these problems. The approach is illustrated, in the context of organizational research, by three cases of grounded theoretical analyses: (a) a study of face-to-face interaction in a hospital between nurses and patients’ relatives; (b) a field-study based on the complex organizational interrelationships associated with small batch production manufacturing; and (c) a documentary-based analysis of the organizational pre-conditions of large-scale accidents. The discussion of the cases stresses the manner in which the qualitative data collected were manipulated in order to give them theoretical shape.
290 citations
TL;DR: The history of the concept of values is reviewed from its beginnings in the 19th century to the present by as mentioned in this paper, where the authors suggest that value analysis of the future can only solve past ditficulties if (a) it develops grounded theory and research methods, i.e., hypotheses and techniques t
Abstract: The history of the concept of values is reviewed from its beginnings in the 19th century to the present Work on values rose to preeminence under Talcott Parsons and his associates during 1950-1965, Nevertheless, the theory they produced was flawed: It lacked sophisticated empirical support, imposed preordained categories on reality, and was formulated at an unresearchable level of abstraction Alternative theories of values fared only somewhat better More vibrant is the long tradition of (nonParsonian) empirical studies in various subject areas (eg achievement, religion) This body of work, however, is ad hoc in nature: The data produced are essentially noncomparable and do not advance the concerns of value theory The recent work of Kohn (on class and values) and Rokeach (on general value systems) has begun to remedy the situation It is suggested that value analysis of the future can only solve past ditficulties if (a) it develops grounded theory and research methods—ie, hypotheses and techniques t
187 citations
TL;DR: The purpose of this ethnographic study was to examine the process of clinical education from the viewpoint of clinical teachers, and found two major components of the clinical education process.
Abstract: The purpose of this ethnographic study was to examine the process of clinical education from the viewpoint of clinical teachers. A three-month field study based on a grounded theory approach and involving simultaneous collection and codification of data led to the discovery and explication of two major components of the clinical education process. One component, the clinical teaching situation, identified the organizational and human factors that influence the type, quality, and quantity of the student learning. The second component, teaching tools used by the clinical teachers, identified the strategies used to pace the student to professional competence. The authors view the findings as a beginning understanding of how and why clinical education is fundamentally different from academic education.
43 citations
TL;DR: This paper considers the importance of communication between organizations and key environmental elements to the development of organizational strategic norms, and theorized that organizational strategic norms are negotiated with the environment in a teractive fashion.
Abstract: Summary It has long been argued that organizations must interact with their environments in order to survive. But is the nature of this interaction invariant across environmental contexts? This paper considers the importance of communication between organizations and key environmental elements to the development of organizational strategic nor ms. Based on a grounded theory framework of analysis, it is theorized that organizational strategic norms are negotiated with the environment in an in teractive fashion, and that task environmental elements concerned with assessing organizations tend to employ evaluation processes that are broadly reflective of an organization's conitext. Views of financial analysts and individual investors, elicited in both a quantitative and a qualitative form, are suggestive of the mer its of this theor izing. Sever al inmplicationis Jf6r resear chers and strategists ar e discussed. An organization's environment has long been recognized as important in formulating strategy. Environment has been defined as those external factors which impact on the functioning of the organization as well as on which the organization has impact. Contained within this definition is the more traditional view that the organization is dependent on the environment, and hence must continually adapt its goals, action strategies, structure, etc., in response to changes in its
39 citations
TL;DR: The key common elements in the examined theories on adherence behavior are integrated and organized into a paradigm for the family determinants of the self-management of chronic illness.
Abstract: Theories from research in health education and compliance (adherence) behavior are reviewed and examined for their applicability to studies of self-management of childhood asthma. Specific theories discussed include: (1) the health belief model, (2) models of health, illness, and sick-role behavior, (3) social learning theory, (4) models of physician-patient relationships, (5) self-regulation model, (6) communication theory, (7) attribution, control, and decision-making theory, (8) grounded theory, (9) ecologic theory, and (10) family and social systems theories. A scheme to guide development and testing of theories in children's health and illness behavior is presented. The key common elements in the examined theories on adherence behavior are integrated and organized into a paradigm for the family determinants of the self-management of chronic illness.
35 citations
TL;DR: The authors argue that successful schools, through much modified curriculum content, through changed pedagogical techniques and through alternative organisational styles, were endeavouring to effect transformations, however, by contrast, "unsuccessful" schools were aiming at reproducing existing structures within the community.
Abstract: A central question within the 'new' sociology of knowledge is whether schools act as agencies of transformation or reproduction. Allied to this question is the skeptical claim that schools do not make dramatic differences to children's behaviour, performance, or attitudes in any case. The present ethnographic, grounded theory study, which was located in working class, predominantly Polynesian schools, focusses on these two points and argues that 'successful' schools, through much modified curriculum content, through changed pedagogical techniques and through alternative organisational styles, were endeavouring to effect transformations. However, by contrast, 'unsuccessful' schools were aiming at reproducing existing structures within the community. The researchers argue that their study provides support for some of the major writers in the field, but as well caution that some writers may be overstating their cases (e.g., Anyon, 1981). The researchers are also critical of Rutter and his colleagues' (1979) ...
25 citations
TL;DR: This study explores the normative course of family development in families incorporating a teenage mother and her child into the household during the infant's first year using a developmental framework of family life cycle theory.
Abstract: This study explores the normative course of family development in families incorporating a teenage mother and her child into the household during the infant's first year. An exploratory, factor-isolating design was used to generate this conceptual model. A developmental framework of family life cycle theory provides the conceptual orientation for the study. Qualitative family data were collected and analyzed according to the constant comparative method. Implications for research and theory development, particularly with regard to clinical practice, are identified.
16 citations
TL;DR: In this article, the authors argue for the need to abandon traditional models of advertising effect, if a theory is to be developed which is capable of fitting the observable reality that people use advertisements deliberately rather than being used by them.
Abstract: This article argues for the need to abandon traditional models of advertising effect, if a theory is to be developed which is capable of fitting the observable reality that people use advertisements deliberately rather than being used by them. Using information processing theory as the best available organizing principle, it proposes a number of candidate elements of a future, fully grounded theory of advertising effect.
14 citations
TL;DR: In this article, it is suggested that there is a need to identify approaches to inquiry that maintain scientific validity while revealing meaningful responses to the complex problems of higher education, and benefits of the grounded theory approach, which is a qualitative method, are noted, including the collaboration of researchers and practitioners.
Abstract: It is suggested that there is a need to identify approaches to inquiry that maintain scientific validity while revealing meaningful responses to the complex problems of higher education. Benefits of the grounded theory approach, which is a qualitative method, are noted, including the collaboration of researchers and practitioners in identifying strategies. HE 016 479 17 pages MF $1.17 PC $3.70
2 citations
TL;DR: For instance, Bogdan as mentioned in this paper suggests severe limits on early interactions with the group, in order to encourage conscientious and copious notetaking, which is a common practice in sociological fieldwork.
Abstract: As teachers, Bogdan and I are in agreement. You can learn about fieldwork as a research method only by going out and doing it. Personal experience of the method is the primary strategy of our fieldwork curricula. As social scientists, the content of our curricula is different. For Bogdan, fieldwork is a research method. He stresses the creation of sound data, recorded in complete field notes. He carefully reads and critiques the field notes that his students produce. Extensive notes are more important than extensive participation in the activities of a group under study. Indeed, he recommends severe limits on early interactions with the group, in order to encourage conscientious and copious notetaking. I tend to stress ethnographic fieldwork as a paradigm (Kuhn 1970) or "way of knowing." It is a point of view within which there are standards for what is worth knowing as well as how it is to be apprehended. I spend my effort critiquing cultural interpretations based upon fieldwork. I would never suggest early limits on interaction with a group under study-even while I would expect written records of all observations to be kept in a field journal. My goal in fieldwork would be 20 to 30 pages of notes for a day's observation. Not all time in participant observation is equally productive of data for the field journal. For a long while I have maintained that my approach is anthropology and the other side is sociology-but too many of my anthropologist colleagues are in Bogdan's camp and too many sociologists make my kind of interpretations of fieldwork to allow me much comfort in this fiction. I am, therefore, driven to describe the difference as "furry" and "bald," using terms suggested by H. Russell Bernard. "Bald" social scientists find their ultimate sources of truth in formal methods of analysis, the more mathematical the better. Prediction is their scientific goal and formal conceptions of reliability and validity are taken from the experimentalists. In this bald view, fieldwork is justified as either 1) a preliminary form of hypothesis-generation that usefully can precede the hypothesistesting methods (experiments) that lead to credible knowledge, or, 2) another form of hypothesis-testing leading to "grounded theory" (Glaser and Strauss 1967). "Furry" social scientists, in contrast, are qualitative types whose models of reality and credibility come from the constructivist,
2 citations
01 Apr 1983
TL;DR: In this paper, an ethnographic methodology is presented for studying the content and acquisition of children's environmental learning, knowledge, and interaction in a transitional economy in rural Sudan, focusing on a sample population of seventeen 107-year-olds from a village of 350 households in central Sudan.
Abstract: , An eclectic, ethnographic, methodology is presented /for studying the content and acquisition Of children's environmental learning, knowledge, and interaction in a transitional economy in rural Sudan. Drawing on methods of geography, linguistits, and anthropology, the 'paper attempts to provide\a valid alternative to m?st of the methods used in research on envi\ronmental cognition and behavior. It is especially appropriate for work undertaken in non-Western settings. Two methodological issuas addressed are that researchers need to be aware that biases and values affect the research process and that methods appropriate to study in one culture ----a-re-ifft necessarily appropriate to studY in an'other. The study focuses on a sample population of seventeen 107year-olds from a village of 350 households in central Sudan. The major portion of the paper emphasizes the reseatcher's methodbiogy including (1) the combination of random and directed obsevations, providing a complete picture of the activities of the sample'population; (2) verbal methods, including ethno-semantic interviaws, providing information on the content and origins of children's environmental knowledge; (3) demonstrative methods, intluding child-led walks,,landscape modeling, and geo-dramas; and (4) "oral-geographies, conducted with parents and grandparents of children, to discover the environmental goals for their children as well as their own childhood environmental interactions. ,(LH) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the o-iginal document. * *********************************************************************** U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION