Educational Research Methods
A site to support teaching and learning...
Theoretical sampling
“Theoretical sampling: Sampling on the basis of emerging concepts, with the aim being to explore the dimensional range or varied conditions along which the properties of concepts vary” (Strauss & Corbin, 1998, p.73.)
Strauss, Anselm & Corbin, Juliet (1998) Basics of Qualitative Research: Techniques and procedures for developing grounded theory, Thousand Oaks,California: SAGE Publications.
(See also ‘Purposive sampling’).
Theoretical sampling is a key concept in grounded theory studies, which involve cycles of data collection and analysis.
“Theoretical sampling: GT studies have an emergent design, in that the collection of data leads to hunches and hypotheses that inform what data should be collected next...This is clearly antithetical to experimental research where the procedures for data collection and analysis need to be established at the outset” (Taber, 2013:102).
“Theoretical sampling is the process of data collection for generating theory whereby the analyst jointly collects, codes and analyses the data and decides what data to collect next and where to find them, in order to develop the theory as it emerges” (Glaser & Holton, 2004, ¶51).
Glaser, Barney G. & Holton, Judith (2004) Remodeling Grounded Theory, Forum: Qualitative Social Research, 5(2), Article 4,
“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.
The researcher has to be open to the limitations in the on-going analysis:
“By identifying emerging gaps in the theory, the analyst will be guided as to next sources of data” (Glaser & Holton, 2004, ¶51)
Glaser, Barney G. & Holton, Judith (2004) Remodeling Grounded Theory, Forum: Qualitative Social Research, 5(2), Article 4.
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.)
2015-2016
Taber, K. S. (2013). Classroom-based Research and Evidence-based Practice: An introduction (2nd ed.). London: Sage.
