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Grounded Theory Design is a qualitative research method developed by sociologists Barney Glaser and Anselm Strauss. It involves collecting and analyzing rich data to develop a theory that is grounded in the data. The researcher moves between collecting and analyzing data through multiple iterations until reaching saturation, where no new insights emerge. This constant comparative analysis uses open, axial, and selective coding to group data into categories and themes to articulate an understanding of the phenomenon under study.

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164 views

Pod Handler

Grounded Theory Design is a qualitative research method developed by sociologists Barney Glaser and Anselm Strauss. It involves collecting and analyzing rich data to develop a theory that is grounded in the data. The researcher moves between collecting and analyzing data through multiple iterations until reaching saturation, where no new insights emerge. This constant comparative analysis uses open, axial, and selective coding to group data into categories and themes to articulate an understanding of the phenomenon under study.

Uploaded by

Harnie Mae Antero
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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GROUNDED

THEORY
DESIGN
Grounded Theory Design is a qualitative research
approach developed by 2 sociologists, Barney Glaser
and Anselm Strauss.

It is a method where rich data are collected and


analyzed, and through which, a theory is developed or
grounded.

According to Field and Morse (1985), “constructs and


concepts that are grounded in the data and hypotheses
are tested as they arise from the research.”
It uses both Inductive and
Deductive Approach to
theory development
In a Deductive Grounded Theory, a theory is always
introduced as a relevant theory then collection of
data follows.

In an Inductive Approach, collection of data is


conducted first, and then through analysis of these
data, the synthesized form is the theory itself.
Leininger (1985) assrets that a pre – study of
literature search could lead to “premature
closure.” This means that the researcher
would go into the research setting expecting
to find what is reported in the literature.
Characteristics of a
Grounded Theory Design:
1. Purposeful Sampling is used.

2. Data are gathered in Naturalistic settings (field settings).

3. Data collection and Data analysis occur simultaneously.


– A process called Constant Comparison is used. ( data are
constantly compared to data that have already been gathered)
4. It presumes that it is possible to discover
fundamental patterns in social life. (These patterns
are called basic social processes)

5. It is more concerned with the generation rather


than the testing of hypotheses.

6. Theoretical Sampling is used as part of analysis.

7. A Core Category Grounded in the data is


identified.
Example of Grounded
Theory Research
Toward a Theory of Culturally Relevant Pedagogy

Gloria Ladson-Billings

Culturally Relevant Pedagogy


•Examined the pedagocical
practices of eight elementary
school teachers in a small town
in North Carolina
Advantages: Disadvantages:
■ Grounded theory can identify the ■ Grounded theory methods
situated nature of knowledge, as well as
the contingent nature of practice. tend to produce large
■ Grounded theory produces a 'thick
amounts of data, often
description that acknowledges areas of difficult to manage.
conflict and contradiction.
■ Researchers need to be
■ Grounded theory is better at determining
what actually happens. skillful in using grounded
■ As a general theory, grounded theory theory methods.
adapts readily to studies of diverse
phenomena.
■ There are no standard rules to
■ Grounded theory can respond and
follow for the identification of
change as conditions that affect behavior categories
change.
Data Collecting Techniques:
■ The Grounded Theory Approach involves constant comparative analysis or what has come to be called
the Constant Comparative Method.
■ This involves the researcher moving in and out of the data collection and analysis process.  This back and forth
movement between data collection and analysis is sometimes called an 'iteration.'  Grounded theory research
involves multiple iterations.
■ The process begins with the researcher asking a question or series of questions designed to lead to the
development or generation of a theory regarding some aspect of social life (e.g. how do nurses see their role in
the care delivery process in primary care settings?)
■ This generative question, leads to the first iteration of theoretical sampling.  Identifying an initial sample of
people to observe or talk to (e.g. Registered Nurses).
■ After collecting some data the researcher analyzes it.  The process of analysis allows the researcher to begin to
develop a theory with regard to his or her question.  Based on this initial theory, the researcher decides how next
to sample (e.g. speak to nurses with varying educational backgrounds).  This is called Theoretical Sampling.
■ This process of continually collecting and analyzing data and engaging in a theoretial sampling process are
critical features of the constant comparative analysis that Glaser and Strauss describe.
■ The comparative process continues until the researcher reaches saturation - the point at which there are no
new ideas and insights emerging from the data.  Instead, the researcher sees strong repetition in the themes he
or she has already observed and articulated. 
■ The process of analyzing the data also involves three level or types of coding:
■ open coding - where the researcher begins to segment or divide the data into
similar groupings and forms preliminary categories of information about the
phenomenon being examined
■ axial coding - following intensive open coding, the researcher begins to bring
together the categories he or she has identified into groupings.  These
groupings resemble themes and are generally new ways of seeing and
understanding the phenomenon under study
■ selective coding - the researcher organizes and integrates the categories and
themes in a way that articulates a coherent understanding or theory of the
phenomenon of study.

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