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ERIC Number: EJ901014
Record Type: Journal
Publication Date: 2010-Oct
Pages: 5
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-1740-4622
"You're a Grounded Theorist for the Day": Teaching Students the Grounded Theory Approach
Docan-Morgan, Tony
Communication Teacher, v24 n4 p203-207 Oct 2010
Undergraduate research experience offers students a host of benefits including: (a) improving interpersonal and technical skills; (b) fostering independent learning and analytical abilities; and (c) creating close personal connections with faculty members. However, Rodrick and Dickmeyer (2002) suggest that, "although communication educators recognize the value of introducing research and scholarship to undergraduate students, there is likely to be resistance from students themselves." Some students, for example, may fear learning statistics or complain that research has no relevance to their life goals. This article describes a well-received classroom activity for teaching grounded theory, a qualitative research method that aims to generate theory from a set of data. The aim of this activity is for students to understand and engage in the grounded theory research method. A list of references and suggested readings is included.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A