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ERIC Number: EJ1122861
Record Type: Journal
Publication Date: 2016-Dec
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1745-4999
Doing Qualitative Comparative Research on Teaching: Challenges and Benefits of Working with Grounded Theory
Rupp, Claudia
Research in Comparative and International Education, v11 n4 p422-433 Dec 2016
The last decades have seen the completion of an increasing number of qualitative comparative research projects on teaching. Challenges and benefits which might arise from a qualitative international comparative research design have been considered. However, very little has been published on challenges and benefits which may arise from using grounded theory in international comparative research projects. This article explores some of these challenges and benefits, focusing on two methodological aspects: the emergent process of developing a grounded theory and analysing data in a foreign language. In order to illustrate the argument, an international comparative PhD project is used. The project is centred on how teachers see themselves with regards to accountability reforms in England and Germany.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England); Germany
Grant or Contract Numbers: N/A