THE STRENGTHS AND LIMITATIONS OF USING SITUATIONAL ANALYSIS GROUNDED THEORY AS RESEARCH METHODOLOGY.
This study used situational grounded theory to explore the potential impact of systemic design on 21st century education. Situational analysis grounded theory (Clarke, 2005) was selected over three other established grounded theory methods because it provided a suitable foundation to chart the compl...
| Publicado en: | Journal of Ethnographic & Qualitative Research Vol. 10; no. 2; pp. 135 - 152 |
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| Formato: | Artículo |
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Ethnographic & Qualitative Research, LLC
Winter2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=113998886&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 113998886 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 19353308 44W1 jtl: Journal of Ethnographic & Qualitative Research issn: 19353308 maglogo: N pubinfo: dt: Winter2015 vid: 10 iid: 2 pid: 99754 pub: Ethnographic & Qualitative Research, LLC artinfo: ui: 113998886 ppf: 135 ppct: 17 formats: fmt: @attributes: type: P size: 429KB tig: atl: THE STRENGTHS AND LIMITATIONS OF USING SITUATIONAL ANALYSIS GROUNDED THEORY AS RESEARCH METHODOLOGY. aug: au: Uri, Therese affil: Creighton University su: Education Interviewing Philosophers Grounded theory Research methodology Cartography sug: subj: Education Interviewing Philosophers Geophysical Surveying and Mapping Services Administration of Education Programs Educational Support Services All Other Miscellaneous Schools and Instruction Grounded theory Research methodology Cartography ab: This study used situational grounded theory to explore the potential impact of systemic design on 21st century education. Situational analysis grounded theory (Clarke, 2005) was selected over three other established grounded theory methods because it provided a suitable foundation to chart the complexities of systemic design and contemporary educative issues. Because early grounded theory methodologies served as underpinnings to situational analysis grounded theory, Glaserian, Straussian, and constructivist approaches were briefly examined, particularly for their perspective on "groundedness" (Raffanti, 2006). Then, using a snapshot version of 15 in-depth interviews with design philosophers, teachers, and practitioners, the author navigated through cartographic guidelines applicable to situational analysis. Three main cartographic approaches analyzed the study: situational maps, social worlds/arenas maps, and positional maps. A final map summarized the interview findings. The paper concluded with a discussion of the strengths and the limitations of the study as well as using situational analysis as a research methodology. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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