Showing papers on "Grounded theory published in 2011"

Grounded Theory: A Practical Guide

Abstract: This is a highly practical book which introduces the whole range of grounded theory approaches. Unlike most existing books in this area, which are written from a particular philosophical standpoint, this text provides a comprehensive description of the strategies and techniques employed in this methodology. Birks and Mills accessible and highly-readable text is driven by practical case examples throughout to help the reader get to grips with the process of doing grounded theory analysis for themselves. The book deploys a variety of educational activities to guide readers through both the principles and the application of grounded theory, making this an ideal starter text for those new to the approach. This is an ideal first introduction to grounded theory for any student or researcher looking to use grounded theory approaches in their analysis for the first time.

Real world research : a resource for users of social research methods in applied settings

Abstract: Preface Acknowledgements Ways of using the book The main steps when carrying out a project PART I SETTING THE SCENE Keeping a research journal Chapter 1 Introduction What is real world research? Design matters Evaluation and change The audience for this book Returning to the real world Beginning the journey Chapter 2 Approaches to Social Research Introduction Postmodernism and extreme relativist approaches The two traditions: quantitative and qualitative social research The quantitative paradigm The qualitative paradigm Paradigms and research questions A pragmatic approach Multi-strategy research designs Realism and real world research The purposes of research Practical value of the theoretical material covered in the chapter PART II PLANNING: SELECTING A STRATEGY Chapter 3 Developing Your Ideas Introduction Deciding on the focus Searching and reviewing the literature Research questions Developing your research question(s) The place of theory Chapter 4 General Design Issues Introduction A framework for research design Getting a feel for design issues Choosing a research design strategy Establishing trustworthiness Chapter 5 Fixed Designs Introduction General features of fixed designs Establishing trustworthiness in fixed design research Experimental fixed designs True experiments Quasi-experiments Single-case experiments Non-experimental fixed designs Sample size in fixed designs Chapter 6 Flexible Designs Introduction General features of flexible designs Research traditions in qualitative research Case studies Ethnographic studies Grounded theory studies Other traditions Sampling in flexible designs Establishing trustworthiness in flexible design research Chapter 7 Multi-strategy (Mixed Method) Designs Introduction The quantitative-qualitative incompatibility thesis The mixed methods movement Types of multi-strategy designs Designing and carrying out multi-strategy research Pragmatism, realism or 'anything goes'? Dealing with discrepancies in findings Chapter 8 Designs for Particular Purposes: Evaluation, Action and Change Introduction Evaluation research Action research Intervention and change Researchers and practitioners Chapter 9 Ethical and Political Considerations Introduction Ethical codes and guidelines Ethical issues Researcher safety and risk Working with vulnerable groups General ethical responsibilities Ethical review boards and committees Politics and real world research Sexism and social research PART III TACTICS: THE METHODS OF DATA COLLECTION Selecting the method(s) Chapter 10 Surveys and Questionnaires Introduction Designing surveys Carrying out a sample survey Designing and using a questionnaire Diaries Sampling in surveys - and elsewhere Probability samples Non-probability samples Chapter 11 Interviews and Focus Groups Introduction Types and styles of interviews General advice for interviewers Content of the interview Carrying out different types of interview Focus groups Dealing with interview data Skills in interviewing Chapter 12 Tests and Scales Introduction Measurement scales Other scaling techniques Using existing tests and scales Developing your own test Chapter 13 Observational Methods Introduction Observation in real world research Approaches to observation Participant observation Getting started as a participant observer Structured observation Deciding on a coding scheme The use of existing coding schemes Developing your own scheme Coding sequences of behaviour Reliability and structured observation Chapter 14 Additional Methods of Data Collection Introduction Unobtrusive measures Content analysis of documents Secondary data analysis Introduction to a range of more specialist techniques Internet-based research Feminist research methods Using multiple methods Chapter 15 Writing a Project Proposal Introduction How to recognize a good proposal The content of a research proposal The problem of pre-specifying flexible design studies Shortcomings of unsuccessful proposals Sources of funding PART IV CARRYING OUT THE PROJECT: ARRANGING THE PRACTICALITIES Know what you are doing before starting the data collection Negotiating access Get yourself organized Pilot if at all possible Work on your relationships Don't just disappear at the end Don't expect it to work out as you planned PART V DEALING WITH THE DATA Collecting the data Analysing and interpreting data Realist analysis and interpretation Preparing for analysis Analysis or interpretation? Quantitative and qualitative data - and their integration in multi-strategy designs Chapter 16 The Analysis and Interpretation of Quantitative Data Introduction Creating a data set Starting data analysis Exploring the data set Exploring relationships between two variables Exploring relationships among three or more variables Analysing differences Quantitative analysis and different fixed design research strategies Chapter 17 The Analysis and Interpretation of Qualitative Data Introduction Types of qualitative analysis Using the computer for qualitative data analysis Dealing with the quantity of qualitative data Thematic coding analysis Data analysis in grounded theory studies Alternative approaches to qualitative analysis Integrating qualitative and quantitative data in multi-strategy designs Chapter 18 Reporting and Disseminating Introduction Reporting what you have found Ethics and reporting Reporting fixed design research The scientific journal format Reporting flexible design studies Reporting on multi-strategy design studies Reporting on case studies Writing for non-academic audiences - the technical report Alternative forms of presentation Writing skills Appendix A: Using Specialist Software for Quantitative Analysis Appendix B: Using Specialist Software for Qualitative Analysis Glossary References and Author Index Subject Index

Crowd-Funding: Transforming Customers into Investors through Innovative Service Platforms

Abstract: Purpose – The purpose of this paper is to analyze the emerging crowd‐funding phenomenon, that is a collective effort by consumers who network and pool their money together, usually via the internet, in order to invest in and support efforts initiated by other people or organizations. Successful service businesses that organize crowd‐funding and act as intermediaries are emerging, attesting to the viability of this means of attracting investment.Design/methodology/approach – The research employs a “grounded theory” approach, performing an in‐depth qualitative analysis of three cases involving crowd‐funding initiatives: SellaBand in the music business, Trampoline in financial services, and Kapipal in non‐profit services. These cases were selected to represent a diverse set of crowd‐funding operations that vary in terms of risk/return for the investor and the type of payoff associated to the investment.Findings – The research addresses two research questions: how and why do consumers turn into crowd‐funding ...

Qualitative Inquiry in Clinical and Educational Settings

Abstract: Part 1. Foundations of Qualitative Inquiry. 1. Introduction to Qualitative Inquiry. Chapter Preview. A Rationale for Qualitative Research. Characteristics of Qualitative Research. The Qualitative-Quantitative "Debate". A Brief History of Qualitative Inquiry. Qualitative Inquiry Today: Applied Research in Clinical and Educational Settings. Building a Research Agenda. Top 10 Things You Should Know about Qualitative Research. Chapter Summary. Recommended Readings.2. Qualitative Research Paradigms and Traditions. Chapter Preview. A Cautionary Note. Philosophies of Science. Research Paradigms. Research Traditions. The Universal Tradition: Case Study. Experience and Theory Formulation: Grounded Theory, Phenomenology, Heuristic Inquiry, and Consensual Qualitative Research. The Meaning of Symbol and Text: Symbolic Interaction, Semiotics, Life History, Hermeneutics, and Narratology. Cultural Expressions of Process and Experience: Ethnography, Ethnomethodology and Autoethnography. Research as a Change Agent: Participatory Action Research. Chapter Summary. Recommended Readings. 3. Ethical Issues in Qualitative Research. Chapter Preview. A Case for Ethics in Qualitative Research. A Brief History of Research Ethics. Ethical Guidelines in Clinical and Educational Disciplines. Key Ethical Concepts in Qualitative Research. Additional Ethical Considerations in Qualitative Inquiry. Chapter Summary. Recommended Readings. Part 2. Qualitative Research Design. 4. Selecting a Topic. Chapter Preview. Selecting a Topic. Research Goals. Conceptual Framework. Purpose Statement. Research Questions. Is a Mixed Methods Approach Suitable? Chapter Summary. Recommended Readings. 5. Understanding the Researcher's Role. Chapter Preview. Reflexivity. Subjectivity in Qualitative Inquiry. "Voice" of Participants in Qualitative Research. Use of Peer Debriefers. To Use a Research Team-or Not? Chapter Summary. Recommended Readings. 6. Entering the Field. Chapter Preview. Entering the Field. Choosing a Sampling Method. Purposeful Sampling Methods. Sample Size. Selecting and Entering a Site. Building Rapport with Gatekeepers, Stakeholders, and Key Informants. Exiting the Field. Chapter Summary. Recommended Readings. 7. Establishing Trustworthiness. Chapter Preview. What Is "Good" Research? Validity and Qualitative Research. Role of the Researcher, Revisited. Criteria of Trustworthiness. Strategies of Trustworthiness. Additional Considerations in Establishing Trustworthiness. Chapter Summary. Recommended Readings. Part 3. Data Collection and Analysis. 8. Data Collection via Fieldwork, Interviewing, and Focus Groups. Chapter Preview. Linking Method to Research Design. Observations. Individual Interviews. Other Data Collection Considerations. Chapter Summary. Recommended Readings. 9. Data Collection Using the Internet, Documents, or Arts-Based Methods. Chapter Preview. General Reminders about Selecting Data Collection Method(s). Media as Method and Source of Data Collection. Using the Internet for Data Collection. Using Visual Methods for Data Collection. Using Written Materials for Data Collection. Using Other Documents for Data Collection. Chapter Summary. Recommended Readings. 10. The Basics of Qualitative Data Management and Analysis. Chapter Preview. Qualitative Data Analysis. Steps of Qualitative Data Analysis. Coding Considerations. Additional "Generic" Strategies of Qualitative Data Analysis. Qualitative Data Management. Case Displays. Qualitative Software. Chapter Summary. Recommended Readings. 11. Qualitative Data Analysis by Research Tradition. Chapter Preview. General Thinking on Qualitative Data Analysis across Traditions. Qualitative Data Analysis with the Universal Tradition: The Case Study. Qualitative Data Analysis in Experience and Theory Formulation: Grounded Theory, Consensual Qualitative Research, Phenomenology, and Heuristic Inquiry. Qualitative Data Analysis with Symbol and Text: Narratology, Biography, and Hermeneutics. Qualitative Data Analysis of Cultural Expressions of Process and Experience: Ethnography, Ethnomethodology, and Autoethnography. Qualitative Data Analysis when Research is a Change Agent: Participatory Action Research. Postscript: A Final Note on Qualitative Data Analysis. Chapter Summary. Recommended Readings. Part 4. Presenting Your Qualitative Research. 12. Writing and Presenting Qualitative Research. Chapter Preview. Developing a Research Proposal. Writing a Quality Proposal. Writing the Research Report. Presenting Your Findings in Student and Professional Settings. Publishing your Findings. Chapter Summary. Recommended Readings. Appendix A. Glossary of Key Terms. Appendix B. Sample Qualitative Proposals.

Interpreting qualitative data : a guide to the principles of qualitative research

Abstract: PART ONE: THEORY AND METHOD IN QUALITATIVE RESEARCH What Is Qualitative Research? In Search of a Working Definition Loaded Evaluations of Research Methods Methods Should Fit Your Research Question The Good Sense of Quantitative Research The Nonsense of Quantitative Research The Good Sense of Qualitative Research The Nonsense of Qualitative Research Varieties of Qualitative Research Designing a Research Project Selecting a Topic Formulating a Researchable Question Fitting your Research Question into an Appropriate Theory Choosing an Effective Research Design An Effective Literature Review Basic Terms in Research Design Conclusions Data Analysis Some Rules for Data Analysis Content Analysis Grounded Theory Narrative Analysis Conclusion Research Ethics Ethical Pitfalls Ethical Safeguards Some Ethical Complications PART TWO: METHODS Ethnography and Observation The Ethnographic Focus Methodological Issues The Theoretical Character of Ethnographic Observations Conclusion: The Unity of the Ethnographic Project Interviews What Is an 'Open-Ended' Interview? Why Interview? Implications: Three Versions of Interview Data Positivism Emotionalism Constructionism Adolescent Cultures: Combining 'What' and 'How' Questions Moral Tales of Parenthood The Three Models: A Summary Summary: Basic Issues Three Practical Questions - and Answers Conclusion Focus Groups What Are Focus Groups? Analysing Focus Group Data in Social Science Form or Substance? Concluding Comments Texts Structure of This Chapter Comparative Keyword Analysis (CKA) Ethnography Ethnomethodology: Membership Categorisation Analysis Conclusion Naturally-Occurring Talk Why Work with Tapes? Transcribing Audiotapes Why Talk Matters Conversation Analysis Discourse Analysis Conversation Analysis and Discourse Analysis Compared Conclusion Visual Images Kinds of Visual Data Research Strategies Content Analysis Semiotics Workplace Studies Conclusion PART THREE: RESEARCH PRACTICE Credible Qualitative Research Does Credibility Matter? Reliability Validity Generalisability Conclusions Writing Your Report Beginnings Your Literature Review Your Methodology Section Writing Up Your Data Your Final Section A Short Note on Plagiarism Self-Expression or Argument? PART FOUR: IMPLICATIONS The Relevance of Qualitative Research Three Roles for the Social Scientist The Audiences for Qualitative Research The Contribution of Qualitative Social Science Summary Conclusion The Potential of Qualitative Research: Eight Reminders Take Advantage of Naturally Occurring Data Avoid Treating the Actor's Point of View as an Explanation Study the Interrelationships Between Elements Attempt Theoretically Fertile Research Address Wider Audiences Begin With 'How' Questions Then Ask 'Why?' Study 'Hyphenated' Phenomena Treat Qualitative Research as Different from Journalism Concluding Remarks

Five Ways of Doing Qualitative Analysis: Phenomenological Psychology, Grounded Theory, Discourse Analysis, Narrative Research, and Intuitive Inquiry

Abstract: Introduction. Part 1. A Story of Qualitative Research in Psychology. From Innovative Practices to the Call for Methodology. The Establishment of Methodological Traditions. Contemporary Movement, Methodological Pluralism, and Challenges. Part 2. Five Approaches to Qualitative Data Analysis. The Teresa Texts: Thick Description of Living through Misfortune. F. J. Wertz, A Phenomenological Psychological Approach to Trauma and Resiliency. K. Charmaz, A Constructivist Grounded Theory Analysis of Losing and Regaining a Valued Self. L. McMullen, A Discursive Analysis of Teresa's Protocol: Enhancing Oneself, Diminishing Others. R. Josselson, Narrative Research: Constructing, Deconstructing, and Reconstructing Story. R. Anderson, Intuitive Inquiry: Exploring the Mirroring Discourse of Disease. Part 3. Pluralism, Participation, and Unity in Qualitative Research. Comparisons through Five Lenses. The Participant's Response. Ethics, Participant Involvement, and Analytic Methodology. Appendix: Gail's Texts.

The place of the literature review in grounded theory research

Abstract: TSRM_A_494930.sg m For those employing grounded theory as a research methodology, the issue of how and when to engage with existing literature is often problematic, especially for PhD students. With this in mind, the current article seeks to offer some clarity on the topic and provide novice grounded theory researchers in particular with advice on how to approach the issue of the literature review in grounded theory. This is done by reviewing the origins of grounded theory, exploring the original stance taken by the founders of the methodology with regard to the literature review, tracking how this position has changed over time, outlining the rationale associated with specific positions and discussing ideas for reconciling opposing perspectives. Coupled with this, the author draws on his own experience of using grounded theory for his PhD research to explain how extant literature may be used and discusses how the nature of engagement with existing literature may impact upon the overall written presentation of a grounded theory study.

Infusing Qualitative Traditions in Counseling Research Designs

Abstract: Research traditions serve as a blueprint or guide for a variety of design decisions throughout qualitative inquiry. This article presents 6 qualitative research traditions: grounded theory, phenomenology, consensual qualitative research, ethnography, narratology, and participatory action research. For each tradition, the authors describe its purpose and key characteristics, outline commonly associated fieldwork activities, describe analytic approaches within the tradition, and then discuss strengths and challenges of the approach.

How to do a grounded theory study: a worked example of a study of dental practices

Abstract: Background: Qualitative methodologies are increasingly popular in medical research. Grounded theory is the methodology most-often cited by authors of qualitative studies in medicine, but it has been suggested that many ‘grounded theory’ studies are not concordant with the methodology. In this paper we provide a worked example of a grounded theory project. Our aim is to provide a model for practice, to connect medical researchers with a useful methodology, and to increase the quality of ‘grounded theory’ research published in the medical literature. Methods: We documented a worked example of using grounded theory methodology in practice. Results: We describe our sampling, data collection, data analysis and interpretation. We explain how these steps were consistent with grounded theory methodology, and show how they related to one another. Grounded theory methodology assisted us to develop a detailed model of the process of adapting preventive protocols into dental practice, and to analyse variation in this process in different dental practices. Conclusions: By employing grounded theory methodology rigorously, medical researchers can better design and justify their methods, and produce high-quality findings that will be more useful to patients, professionals and the research community.

Guiding the use of Grounded Theory in Doctoral studies – an example from the Australian film industry

Abstract: Selecting the most appropriate research method is one of the most difficult problems facing a doctoral researcher. Grounded Theory is presented here as a method of choice as it is detailed, rigorous, and systematic, yet it also permits flexibility and freedom. Grounded Theory offers many benefits to research in Information Systems as it is suitable for the investigation of complex multifaceted phenomena. It is also well equipped to explore socially related issues. Despite existing criticism, it is a rigorous and methodical research approach capable of broadening the perceptions of those in the research community. This paper provides detailed and practical guidelines that illustrate the techniques, utility, and ease of use of grounded theory, especially as these apply to information systems based research. This paper tracks a Grounded Theory research project undertaken to study the phenomena of collaboration and knowledge sharing in the Australian Film Industry. It uses this to illustrate and emphasize salient points to assist potential users in applying the method. The very practical approach shared in this paper provides a focused critique rendering it a valuable contribution to the discussion of methods of analysis in the IS sphere, particularly grounded theory.

Social Research: An Introduction

Abstract: The new edition of David and Sutton's text provides those new to social research with a comprehensive introduction to the theory, logic and practical methods of qualitative, quantitative and mixed methods research. Covering all aspects of research design, data collection, data analysis and writing up, Social Research: An Introduction is the essential companion for all undergraduate and postgraduate students embarking on a methods course or social research project. The second edition features: - Brand new chapters on visual methods, case study methods, internet research, mixed methods and grounded theory - Updated chapters on interviews, questionnaire design, surveys, and focus groups - Improved coverage of qualitative and quantitative methods of data analysis, including practical instruction on the latest versions of software packages NiVivo 8 and SPSS 18 - An attractive new layout which aids navigability and enhances the book's student learning features - A companion website (www.uk.sagepub.com/david) with PowerPoint slides and links to useful websites - Many more practical examples helping bring theory to life! Designed for social science students with no previous experience, this book provides a balanced foundation in the principles and practices of social research.

Emerging Research Methodologies in Engineering Education Research

Abstract: Background Methodology refers to the theoretical arguments that researchers use in order to justify their research methods and design. There is an extensive range of well established methodologies in the educational research literature of which a growing subset is beginning to be used in engineering education research. Purpose A more explicit engagement with methodologies, particularly those that are only emerging in engineering education research, is important so that engineering education researchers can broaden the set of research questions they are able to address. Scope/Method Seven methodologies are outlined and for each an exemplar paper is analyzed in order to demonstrate the methodology in operation and to highlight its particular contribution. The methodologies are: Case Study, Grounded Theory, Ethnography, Action Research, Phenomenography, Discourse Analysis, and Narrative Analysis. It is noted that many of the exemplar papers use some of these methodologies in combination. Conclusion The exemplar papers show that collectively these methodologies might allow the research community to be able to better address questions around key engineering education challenges, such as students' responses to innovative pedagogies, diversity issues in engineering, and the changing requirements for engineering graduates in the twenty-first century.

Secondary analysis of qualitative data: a valuable method for exploring sensitive issues with an elusive population?

Abstract: This paper demonstrates the process of conducting a secondary analysis of primary qualitative datasets. Whilst there is a well-established tradition of carrying out a secondary analysis of quantitative datasets within social and health research this has not been the case with qualitative datasets. Despite a recent growth in interest in secondary analysis of qualitative data, very little information is available regarding the process as publications tend to focus on the outcomes of analyses. A secondary analysis of 28 transcripts sorted from two primary datasets containing longitudinal and cross-sectional interview data was carried out. The choice of applying a secondary analysis fulfilled the aims of: i) addressing a sensitive area of research, and ii) accessing a research population that was elusive, factors that may be barriers to carrying out research in areas that are considered to be of a sensitive nature, or topic

Qualitative research : issues of theory, method and practice

Abstract: PART ONE: INTRODUCTION TO THE THIRD EDITION Introducing Qualitative Research - David Silverman PART TWO: OBSERVATION Ethnography - Giampietro Gobo Using Ethnography to Study Gender - Marie Buscatto Organizational Ethnography - Thomas S Eberle and Christoph Maeder PART THREE: TEXTS Analyzing Documentary Realities - Paul Atkinson and Amanda Coffey Using Documents in Social Research - Lindsay Prior Internet Research - Annette Markham PART FOUR: INTERVIEWS AND FOCUS GROUPS The 'Inside' and the 'Outside': Finding Realities in Interviews - Jody Miller and Barry Glassner Animating Interview Narratives - James A Holstein and Jaber F Gubrium Analyzing Focus Group Data - Sue Wilkinson PART FIVE: TALK Discursive Psychology and the Study of Naturally Occurring Talk - Jonathan Potter Conversation Analysis: Practices and Methods - John Heritage PART SIX: VISUAL DATA Conceptualizing Visual Data - Michael Emmison Embodied Action: Video and the Analysis of Social Interaction - Christian Heath PART SEVEN: QUALITATIVE DATA ANALYSIS Some Pragmatics of Qualitative Data Analysis - Tim Rapley Grounded Theory and Credibility - Kathy Charmaz and Anthony Bryant What's Different about Narrative Inquiry? Cases, Categories and Contexts - Catherine Kohler Riessman Systematic Reviews and Qualitative Methods - Mary Dixon-Woods Secondary Analysis of Qualitative Data - Clive Seale Validity in Research on Naturally Occurring Social Interaction - Anssi Perakyla Three Aspects of Writing Qualitative Research: Practice, Genre and Audience - Amir Marvasti PART EIGHT: THE WIDER COMMUNITY Addressing Social Problems through Qualitative Research - Michael Bloor Ethics and Qualitative Research - Anne Ryen

Emerging Methodologies in Engineering Education Research

Abstract: SCOPE/METHOD Seven methodologies are outlined and for each an exemplar paper is analyzed in order to demonstrate the methodology in operation and to highlight its particular contribution. The methodologies are: Case Study, Grounded Theory, Ethnography, Action Research, Phenomenography, Discourse Analysis, and Narrative Analysis. It is noted that many of the exemplar papers use some of these methodologies in combination.

Using grounded theory to study the experience of software development

Abstract: Grounded Theory is a research method that generates theory from data and is useful for understanding how people resolve problems that are of concern to them. Although the method looks deceptively simple in concept, implementing Grounded Theory research can often be confusing in practice. Furthermore, despite many papers in the social science disciplines and nursing describing the use of Grounded Theory, there are very few examples and relevant guides for the software engineering researcher. This paper describes our experience using classical (i.e., Glaserian) Grounded Theory in a software engineering context and attempts to interpret the canons of classical Grounded Theory in a manner that is relevant to software engineers. We provide model to help the software engineering researchers interpret the often fuzzy definitions found in Grounded Theory texts and share our experience and lessons learned during our research. We summarize these lessons learned in a set of fifteen guidelines.

A critical review of executive coaching research: a decade of progress and what's to come

Abstract: This paper aims to summarise the current state of coaching research as a basis for future studies. It seeks to provide a frame of reference for researchers and reflective practitioners interested in research to ensure that future studies build on previous work and add to our knowledge and understanding of coaching as a unique domain of practice. The paper is divided into three sections. The first two sections review the state of coaching research over the past 100 years, with a greater focus on the past decade when the number of studies published has accelerated. The paper divides the recent research into categories: the nature of coaching, coach behaviour studies, client behaviour studies, relationship studies and executive coaching impact studies and discusses research methods including Interpretative Phenomenological Analysis, Grounded Theory and Discourse Analysis, randomised controlled trials, meta-analysis and mixed methods research. The third section considers the future direction research may take...

How Youth Get Engaged: Grounded-Theory Research on Motivational Development in Organized Youth Programs

Abstract: For youth to benefit from many of the developmental opportunities provided by organized programs, they need to not only attend but become psychologically engaged in program activities. This research was aimed at formulating empirically based grounded theory on the processes through which this engagement develops. Longitudinal interviews were conducted with 100 ethnically diverse youth (ages 14–21) in 10 urban and rural arts and leadership programs. Qualitative analysis focused on narrative accounts from the 44 youth who reported experiencing a positive turning point in their motivation or engagement. For 38 of these youth, this change process involved forming a personal connection. Similar to processes suggested by self-determination theory (Ryan & Deci, 2000), forming a personal connection involved youth’s progressive integration of personal goals with the goals of program activities. Youth reported developing a connection to 3 personal goals that linked the self with the activity: learning for the future, developing competence, and pursuing a purpose. The role of purpose for many youth suggests that motivational change can be driven by goals that transcend self-needs. These findings suggest that youth need not enter programs intrinsically engaged—motivation can be fostered—and that programs should be creative in helping youth explore ways to form authentic connections to program activities.

Grounded theory and leadership research: A critical realist perspective

Abstract: The methodology of grounded theory has great potential to contribute to our understanding of leadership within particular substantive contexts. However, our notions of good science might constrain these contributions. We argue that for grounded theorists a tension might exist between a desire to create a contextualised theory of leadership and a desire for scientifically justified issues of validity and generalizable theory. We also explore how the outcome of grounded theory research can create a dissonance between theories that resonate with the reality they are designed to explore, and the theories that resonate with a particular yet dominant ‘scientific’ approach in the field of leadership studies – the philosophy of science commonly known as positivism. We examine the opportunities provided by an alternative philosophy of science, that of critical realism. We explore how conducting grounded theory research informed by critical realism might strengthen researchers’ confidence to place emphasis on an understanding and explanation of contextualised leadership as a scientific goal, rather than the scientific goal of generalization through empirical replication. Two published accounts of grounded theory are critiqued candidly to help emphasise our arguments. We conclude by suggesting how critical realism can help shape and enhance grounded theory research into the phenomenon of leadership.

How Do Teachers Support Students' Motivation and Learning in Their Classrooms?.

Abstract: Background/ContextDespite the importance of students’ active engagement for learning, little is known about how teachers create environments that are supportive of students’ positive motivational a...

Murder on Grimm Isle: The impact of game narrative design in an educational game-based learning environment

Abstract: The purpose of this research is to investigate the impact of narrative design in a game-based learning environment. Specifically, this investigation focuses the narrative design in an adventure-styled, game-based learning environment for fostering argumentation writing by looking at how the game narrative impacted player/learner (1) intrinsic motivation, (2) curiosity, (3) plausibility and (4) transference of game-based experiences into prewriting activities. The methodological framework for this qualitative investigation is a case study with grounded theory methodology. The setting is an educational, three-dimensional, immersive game-based learning environment titled Murder on Grimm Isle, used to foster argumentation and persuasion writing for Grades 9-14. The participants included 20 college students. The findings of the investigation reveal that intrinsic motivation, curiosity and plausibility were first supported by the game-like environment, and then sustained through the narrative and the environment. Additionally, game-based experiences were transferred into prewriting activities. Unanticipated findings revealed some student resistance. The goal of this research is to gain a better understanding of narrative design for game-based learning environments. [ABSTRACT FROM AUTHOR]

Towards an Empirically Grounded Theory of Action for Improving the Quality of Mathematics Teaching at Scale.

Abstract: Our purpose in this article is to propose a comprehensive, empirically grounded theory of action for improving the quality of mathematics teaching at scale. In doing so, we summarise current research findings that can inform efforts to improve the quality of mathematics instruction on a large scale, and identify questions that are yet to be addressed. We draw on an ongoing collaboration with mathematics teachers, school leaders, and district leaders in four urban school districts in the US. The provisional theory of action that we report encompasses a coherent system of supports for ambitious instruction that includes both formal and job-embedded teacher professional development, teacher networks, mathematics coaches’ practices in providing job-embedded support for teachers’ learning, school leaders’ practices as instructional leaders in mathematics, and district leaders’ practices in supporting the development of school-level capacity for instructional improvement. What does it take to improve the quality of mathematics instruction on a large scale? In this article, we address this question by proposing a comprehensive, empirically grounded theory of action for improving the quality of mathematics teaching at scale. In doing so, we draw on our ongoing collaboration with mathematics teachers, school leaders, and district leaders in four urban school districts in the US that serve a total of 360,000 students. Some components of the theory of action are necessarily provisional, given the limited research base on which we can draw in some areas. Improving the quality of mathematics instruction across classrooms, schools, and broader educational jurisdictions is a pressing issue for both researchers and practitioners. School leaders in a number of countries are under increasing pressure to improve student learning opportunities in mathematics (Even & Ball, 2010). However, the issue of how to support instructional improvement on a large scale continues to be under-researched (Coburn, 2003; Cohen, Moffitt, & Goldin, 2007; Stein, 2004). As a consequence, research can currently provide only limited guidance to district and school leaders who aim to improve the quality of mathematics teaching. In many respects, mathematics education researchers are well positioned to investigate the improvement of the quality of instruction at scale. Over the past 20 years, research in mathematics education and related fields has made considerable progress in documenting learning progressions in specific mathematical domains (Carpenter, Fennema, Franke, Levi, & Empson, 1999; Lehrer & Lesh, 2003) and in identifying a common set of learning goals that focus on enduring understandings of central mathematical ideas (Kilpatrick, Swafford,

Developing a conceptual framework for slow travel: a grounded theory approach.

Abstract: This paper discusses the sociocultural phenomenon of slow travel and explores and clarifies definitional issues. The 30-year-plus antecedents of slow travel are examined. A literature review shows a concentration on four key features: slowness and the value of time; locality and activities at the destination; mode of transport and travel experience; and environmental consciousness. Links to the slow food and slow city movements are discussed, and evidence that slow travel is an important emergent form of tourism in Europe, accounting for 10% of the holiday market, is provided. A grounded theory approach continues the exploration, involving 23 in-depth interviews with practitioners and academics, which revealed that their core requirements for slow travel centred on slowness, the travel experience and environmental consciousness. There was a lack of consensus about the eligibility of car travel and high-speed rail. Slow travel is seen as a group of associated ideas rather than as a watertight definition; i...

Tensions in informed self-assessment: how the desire for feedback and reticence to collect and use it can conflict.

Abstract: PURPOSE: Informed self-assessment describes the set of processes through which individuals use external and internal data to generate an appraisal of their own abilities. The purpose of this project was to explore the tensions described by learners and professionals when informing their self-assessments of clinical performance. METHOD: This 2008 qualitative study was guided by principles of grounded theory. Eight programs in five countries across undergraduate, postgraduate, and continuing medical education were purposively sampled. Seventeen focus groups were held (134 participants). Detailed analyses were conducted iteratively to understand themes and relationships. RESULTS: Participants experienced multiple tensions in informed self-assessment. Three categories of tensions emerged: within people (e.g., wanting feedback, yet fearing disconfirming feedback), between people (e.g., providing genuine feedback yet wanting to preserve relationships), and in the learning/practice environment (e.g., engaging in authentic self-assessment activities versus "playing the evaluation game"). Tensions were ongoing, contextual, and dynamic; they prevailed across participant groups, infusing all components of informed self-assessment. They also were present in varied contexts and at all levels of learners and practicing physicians. CONCLUSIONS: Multiple tensions, requiring ongoing negotiation and renegotiation, are inherent in informed self-assessment. Tensions are both intraindividual and interindividual and they are culturally situated, reflecting both professional and institutional influences. Social learning theories (social cognitive theory) and sociocultural theories of learning (situated learning and communities of practice) may inform our understanding and interpretation of the study findings. The findings suggest that educational interventions should be directed at individual, collective, and institutional cultural levels. Implications for practice are presented.

Rigour and grounded theory.

Abstract: Aim This paper explores ways to enhance and demonstrate rigour in a grounded theory study. Background Grounded theory is sometimes criticised for a lack of rigour. Beck (1993) identified credibility, auditability and fittingness as the main standards of rigour for qualitative research methods. These criteria were evaluated for applicability to a Straussian grounded theory study and expanded or refocused where necessary. The author uses a Straussian grounded theory study (Cooney, In press) to examine how the revised criteria can be applied when conducting a grounded theory study. Review methods Strauss and Corbin (1998b) criteria for judging the adequacy of a grounded theory were examined in the context of the wider literature examining rigour in qualitative research studies in general and grounded theory studies in particular. A literature search for 'rigour' and 'grounded theory' was carried out to support this analysis. Conclusion Criteria are suggested for enhancing and demonstrating the rigour of a Straussian grounded theory study. These include: cross-checking emerging concepts against participants' meanings, asking experts if the theory 'fit' their experiences, and recording detailed memos outlining all analytical and sampling decisions. IMPLICATIONS FOR RESEARCH PRACTICE: The criteria identified have been expressed as questions to enable novice researchers to audit the extent to which they are demonstrating rigour when writing up their studies. However, it should not be forgotten that rigour is built into the grounded theory method through the inductive-deductive cycle of theory generation. Care in applying the grounded theory methodology correctly is the single most important factor in ensuring rigour.