New Perspectives for Implementing Grounded Theory
New Perspectives for Implementing Grounded Theory
复制标题
实施扎根理论的新视角
DOI：
10.21061/see.49
复制
发表时间：
2021
影响因子：
3.4
通讯作者：
Cherie Edwards
中科院分区：
文献类型：
--
作者：
Cassandra McCall;Cherie Edwards
背景：扎根理论已经发展成为社会科学研究中最突出的定性方法之一。然而，这种方法已经在工程教育领域以各种方式被采用，反映和放大了围绕扎根理论研究的性质和质量的争论。这可能是新手研究人员和那些新的方法有问题，并可能限制其应用和理论贡献的领域。目的：在这篇理论手稿中，我们反思了扎根理论的演变及其核心原则，以恳求工程教育思考我们可以集体概念化，解释和实施这种方法的方式。通过更好地理解扎根理论的范式基础和实践，工程教育的学者将更好地评估这种方法的启示和局限性，并确定何时，为什么以及如何适合在他们的工作中实施。适用范围：首先，我们讨论了三个扎根理论传统的历史和范式基础：经典，实用主义和建构主义扎根理论。其次，我们描述了实施扎根理论方法与应用扎根理论方法之间的区别。第三，我们比较和澄清在进行扎根理论研究时经常遇到的混淆点。最后，我们提供了一个重新概念化的角度扎根理论和影响，扩大其在工程教育界的使用。讨论/结论：我们鼓励工程教育研究人员将扎根理论定位为一种活的方法论，不仅可以产生新的理论，还可以通过加深跨背景的方法论和理论联系来弥合过去和当前的研究。重新定义扎根理论使我们能够更有意识地解释影响工程教育经验的不断变化的文化细微差别，以进一步扩大对该领域的参与和我们工作的影响。
Background: Grounded theory has evolved to become one of the most prominent qualitative approaches in social science research. However, this methodology has been adopted in a variety of ways across the engineering education landscape, reflecting and amplifying debates surrounding the nature and quality of grounded theory research. This can be problematic for novice researchers and those new to the methodology and may potentially limit its application and theoretical contributions to the field. Purpose: In this theoretical manuscript, we reflect on the evolution of grounded theory and its core tenets to implore engineering education to think about the ways we can collectively conceptualize, interpret, and implement this methodology. By gaining a greater understanding of the paradigmatic underpinnings and practices of grounded theory, scholars in engineering education will be better equipped to assess the affordances and limitations of this approach and identify when, why, and how it is appropriate for implementation in their work. Scope: First, we discuss the historical and paradigmatic underpinnings of three grounded theory traditions: classic, pragmatic, and constructivist grounded theory. Second, we describe the difference between implementing grounded theory methodology versus applying grounded theory methods. Third, we compare and clarify points of confusion often encountered in conducting grounded theory studies. Lastly, we offer a reconceptualized perspective of grounded theory and implications for expanding its use in the engineering education community. Discussion/Conclusions: We encourage engineering education researchers to position grounded theory as a living methodology that not only generates new theory, but also bridges past and current research by deepening methodological and theoretical connections across contexts. Reconceptualizing grounded theory allows us to more intentionally account for evolving cultural nuances that influence the engineering education experience as to further broaden participation in the field and the impacts of our work.
登录
查看更多内容
Board 52：探索有残疾的土木工程本科生的职业认同发展
DOI：
--
发表时间：
2018
期刊：
2018 ASEE Annual Conference & Exposition
影响因子：
--
作者：
Groen, C. J.;McNair, L. D.;Paretti, M. C.;Simmons, D. R.;Shew, A.
通讯作者：
Shew, A.
DOI：
--
发表时间：
1998
期刊：
--
影响因子：
--
作者：
B. Glaser
通讯作者：
B. Glaser
探索学生残疾和职业认同：引导美国土木工程本科课程中的社会文化期望
影响因子：
--
作者：
McCall, Cassandra;Shew, Ashley;Simmons, Denise R.;Paretti, Marie C.;McNair, Lisa D.
通讯作者：
McNair, Lisa D.
影响因子：
3.4
作者：
Secules, Stephen;McCall, Cassandra;Svyantek, Martina
通讯作者：
Svyantek, Martina