Educational Research Methods
A site to support teaching and learning...
Grounded theory
Grounded theory is one type of strategy (methodology) adopted in research in education and other social sciences. (Note - the term ‘grounded theory’ can be used to label the methodology, but also to describe the outcome of GT research, i.e. a grounded theory.)
Nature of grounded theory
“Grounded theory is a set of methods for developing theory using an inductive approach. Developed - or ‘discovered’ - in sociology, grounded theory is an approach which attempts to provide methods to assure scientific rigour when researchers attempt to understand social phenomena and existing theoretical frameworks are considered inadequate.”
Taber, K. S. (2014). Methodological issues in science education research: a perspective from the philosophy of science. In M. R. Matthews (Ed.), International Handbook of Research in History, Philosophy and Science Teaching (Vol. 3, pp. 1839-1893). Dordrecht: Springer Netherlands.
“Grounded theory (GT) is a difficult methodology for a novice researcher to adopt, especially where an enquiry has a tight timescales. ... Despite not being especially suitable for a novice, it is important for all educational researchers to know about this methodology, because:
• it provides a model for interpretivist research which may overcome many of the limitations of much ‘qualitative’ enquiry;
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• it is commonly used as a referent in interpretivist research.
In other words, many studies make references to using approaches ‘informed’ or inspired by GT...
The reader of such accounts needs to appreciate what is meant by GT research, and to be able to judge whether studies that ‘name-check’ GT are following the methodology closely enough to be able to claim the recognised benefits of this approach” (Taber, 2013: 102).
“Grounded theory methodology…is a specific, highly developed, rigorous set of procedures for producing formal, substantive theory of social phenomena. This approach to the analysis of qualitative data simultaneously employs techniques of induction, deduction, and verification to develop theory. Experience with data generates insights, hypotheses, and generative questions that are pursued through further data generation. As tentative answers to questions are developed and concepts are constructed, these constructions are verified through further data collection.” (Schwandt, 2001, p.110)
Schwandt, T. A. (2001) Dictionary of Qualitative Inquiry (2nd edition), Thousand Oaks, California: Sage Publications.
Characteristics of grounded theory
Grounded theory concepts
“Grounded theory relies on a number of core principles … including emergent research designs that build upon ‘theoretical sampling’ (i.e. using the analysis of initial data to inform decisions about the next steps in data collection), constant comparison (an iterative approach to analysis that requires repeated revising of data coding intended to ensure analysis that provides best fit to all the data) and theoretical saturation (i.e. only ceasing data collection when further data adds nothing substantive to the theory being developed).”
Taber, K. S. (2014). Methodological issues in science education research: a perspective from the philosophy of science. In M. R. Matthews (Ed.), International Handbook of Research in History, Philosophy and Science Teaching (Vol. 3, pp. 1839-1893). Dordrecht: Springer Netherlands.
This is a personal site of Keith S. Taber to support teaching of educational research methods.
(Dr Keith Taber is Professor of Science Education at the University of Cambridge.)
2015 - 2017
Taber, K. S. (2013). Classroom-based Research and Evidence-based Practice: An introduction (2nd ed.). London: Sage.
