A topic in research methodology
'Constant comparison' is a key concept, and feature, of grounded theory studies.
"This forces the analyst into confronting similarities, differences and degrees in consistency of meaning between incidents (indicators), generating an underlying uniformity which in turn results in a coded category and the beginnings of properties of it. From the comparisons of further incidents (indicators) to the conceptual codes, the code is sharpened to achieve its best fit while further properties are generated until the code is verified and saturated."
Glaser & Holton, 2004, ¶58
The analysis starts with open-coding. Comparing codes to data and data to codes, and codes to codes, allows the analyst to move to a process of axial coding, where codes are related theoretically. The identification of a core category provides a focus for further theoretical sampling and constant comparison.
We usually think of grounded theory as a social scence approach, but arguably the approach taken by Charles Darwin' theory of natural selection might be considered a 'grounded theory',
"His [Darwin's] book shows how he collected one stone after another, as it were, carefully examining each for flaws and fitting it to others until at last the whole edifice stood complete. Every single argument was subjected to the most minute empirical criticism, in which all possible objections were raised and their refutation attempted. The theory and its indirect inferences were broadened until often they seemed boldly to transcend the facts of observation, but Darwin was conscious of the obligation to verify every detail over again by comparison with the facts, and only when this examination had been completed did he feel himself on firm ground."
Cassirer, 1950
Sources cited:
- Cassirer, Ernst (1950) The Problem of Knowledge. Philosophy, science, & history since Hegel. (Translat. William H. Woglom & Charles W. Hendel) New Haven & London: Yale University Press.
- Glaser, Barney G. & Holton, Judith (2004) Remodeling Grounded Theory, Forum: Qualitative Social Research, 5(2), Article 4,
My introduction to educational research:
Taber, K. S. (2013). Classroom-based Research and Evidence-based Practice: An introduction (2nd ed.). London: Sage.
