Qualitative Research Qualitative Research MethodsMethods

Grounded TheoryGrounded Theory

• It requires us to ask analytic questions

• You start this process as soon as you finish collecting data

• GT is a systematic methodology that involves the generation of theory from data

• In GT you, first, code the data; then, you group the information into concepts and finally, theory emerge.

TRUE OR FALSE

Grounded Theoryo Defining

Grounded Theory: the systematic generation of theory from systematic research; a set of rigorous research procedures leading to the emergence of conceptual categories

Key definitions

Creswell (2009), “a qualitative strategy of inquiry in which the researcher derives a general,

abstract theory of process, action, or interaction grounded in the views of

participants in a study.” (p. 13 & 229) This process involves using multiple stages of data

collection and the refinement and interrelationships of categories of information (Charmaz, 2006; Strauss and Corbin, 1990,

1998).

Grounded Theoryo Characteristics- Purpose is to develop to theory

about phenomenon of interest- should be grounded or rooted in

observation

- Allows researcher to seek out and conceptualize latent social patterns and structures through constant comparisons

Grounded Theoryo Characteristics

- Iterative (repetitive) process

- Rich description is important, but not primary focus

- Purposive sampling

Grounded Theoryo Glaserian Hallmarks

- Researcher must suspend existing beliefs/preconceptions, remain open, and trust in the emergence of concepts from the data

Consist of 4 stages

Compare incidents (tentative catg)

Compar Changes (integrating)

Delimitation of the theory (reducing similar)

Forming Systematic substantive theory (reasonable accurate statement)

Grounded Theory1. Stages/StepsTopic selection and preparation

- minimize preconceptions- Do not do a literature review at this point!

Data collection- a variety of methods can be used

Grounded Theoryo Stages/StepsAnalysis

constant comparative method: involves comparing one segment of data with another to determine similarities and differences

a. overall objective is to identify patterns in the data

Grounded Theoryo Stages/Steps1. Analysis

b. While you do comparisons you will be taking notes and coding

coding: identifying categories and properties

- can be done formally or informally

Grounded Theoryo Stages/Steps1. Analysis

c. Ask 3 general questions of the data:

1. What is the data a study of?2. What category does this incident indicate?3. What is actually happening in

the data?

Grounded Theoryo Stages/Steps4. Memoing

memos: theorizing write-up of ideas about codes and their relationships

- notes to yourself

* Data collection, analysis, and memoing are ongoing and overlap

Grounded Theoryo Stages/Steps

Data collection

Note taking

Coding

Memoing

Sorting

Writing

Grounded Theoryo Stages/Steps5. Sorting and Theoretical Outline:

refers to conceptual sorting of memos into an outline of the emergent theory, showing relationships and concepts

6. Write up/report

Grounded Theoryo The Literature

1. Avoid reading literature regarding the specifics of your study at first, rather read broadly

2. Access relevant literature as it becomes relevant

3. Can be used as data

CODING(Charmaz, K. 2007)

Coding means categorizing segments of data with a short name that simultaneously

summarizes and accounts for each piece of data. Your codes show how to select, separate, and sort data to begin an analytic accounting

of them.

CODING

Naming segments of data to categorize, summarize and account for data

Generates the bones of your analysisBasis to build the analysisMake your codes fit your data rather than forcing

your data to fit them

Coding is the pivotal link between collecting data and developing and emergent theory to

explain these data. Through coding, you define what is happening in the data and

begin to grapple with what it means.

Types of coding

OPEN CODING

AXIAL CODING

SELECTIVE CODING

“the process of breaking down, examining, comparing, conceptualizing, and categorizing data” (p. 61

relates categories to subcategories, specifies the properties and dimensions of a category, and reassembles the data you have fractured during initial coding to give coherence to the emerging analysis

It is “the process of selecting the core category, systematically relating it to other categories, validating those relationships, and filling in categories that need further refinement and development” (p. 116)

INITIAL CODING

Remain openStay close to the dataKeep your codes simple and preciseConstruct short codesPreserve actionsCompare data with dataMove quickly through the data

Focused coding

Using the most significant and/or frequent earlier codes to sift through large amounts of data.

Making decisions about which ininitail codes make the most analytic sense to categorize your data completely.

Theoretical codingFinding coding families

One of the most problematic areas,particularly for novice researchers, is the theoretical codingprocess which includes finding the theoretical code that willintegrate the emerging substantive theory

“Substantive codes conceptualize the empiricalsubstance of the area of research. Theoretical codes conceptualizehow the substantive codes may relate to each other as hypothesesto be integrated into the theory” (Glaser, 1978, p. 55)

Substantivecodes break down (fracture the data) while theoretical codes“weave the fractured story back together again” (Glaser, 1978, p.72) into “an organized whole theory (Glaser, 1998, p. 163).

Theoretical codes must not be preconceived, ratherthey are emergent in the data, and therefore, “earn their way intothe theory as much as substantive codes” (Glaser, 1998, p. 164).

Which questions do grounded theorists use when coding data?

• What is happening? (Glaser, 1978)• What theoretical category does this datum

indicate? (Glaser, 1978) • What does the data suggest? Pronounce? • From whose point of view?

CODING AND CATEGORIES in the diagnostic stage

CODING CATEGORIES

Lack of listening SKILLS

Oral production reading & writing SKILLS

Ss attendance ATTITUDE

Relationship ATTITUDE

Improve my teaching STRATEGIES

Learning strategies & writing STRATEGIES

Mistakes GRAMMAR

Lack of grammar GRAMMAR

verb agreement GRAMMAR

Use of the language COMPETENCES

Use of the language COMPETENCES

Problems when coding

Coding at too general a levelIdentifying topics instead of actions and

processesOverlooking how people construct actions

Attending to disciplinary or personal rather than participants’ concerns

Coding out of contextUsing codes to summarize not to analyze

Categories and codes for the implementation stage sub categories

Teachers’ perceptions about how students view of English class

ss feelings with each other and the teacher Rapport

lack of motivation Negative Reaction about the language

ss negative reactions to the language

lack of commitment led to bad performance commitment

ss' commitment caused good results

Teachers' desire for improvement

teachers' desire for self-improvement improvement

teachers' desire to improve their classes

reflect on becoming updated Reflect

Teachers reflecting about ss' needs

reflect on ss' profile

teachers' development of autonomy in ss development

Teachers 'strategies to improve ss weaknesses strategies

Teachers' perspectives about course orientations

teachers focused on specific skill (s) Skills

teacher had communicative focus communication

teachers' perspectives about the course

Teachers´ objectives do not match course objectives

INTERPRETATIONGRAMMAR It refers to the order of the words within a sentence. Teachers mentioned that students needed to improve in accuracy SAMPLEK EQ2Students had some mistakes during the activities in written exercisesC EQ3Ss present problems when working with Passive/clauses/P. perfectC EQ2They had terrible bases. No grammar, nothing INTERPRETATIONThe data suggest that teachers are still focusing on grammar and the importance of accuracy when teaching or using a skill. Teachers never mentioned that due to the fact that learners showed problems with grammar that they were not able to convey feeling or thoughts. However, this comes to show us that teachers are still not aware that the Institution implements the communicative approach.