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ERIC Number: EJ942916
Record Type: Journal
Publication Date: 2010
Pages: 14
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: ISSN-1085-5300
Grounded Theory in Practice: Is It Inherently a Mixed Method?
Johnson, R. B.; McGowan, M. W.; Turner, L. A.
Research in the Schools, v17 n2 p65-78 Fall 2010
We address 2 key points of contention in this article. First, we engage the debate concerning whether particular methods are necessarily linked to particular research paradigms. Second, we briefly describe a mixed methods version of grounded theory (MM-GT). Grounded theory can be tailored to work well in any of the 3 major forms of mixed methods research (i.e., qualitative dominant, equal status, and quantitative dominant). In equal-status MM research, MM-GT works well in connecting theory generation with theory testing, linking theory and practice, and linking general/nomological description/explanation with idiographic understandings of the human world. Thus, is grounded theory inherently a mixed method? No it is not, simply because no method is fully and necessarily entailed (logically) by an epistemology. We contend that the relationships among question, method, theory, epistemology, and instantiation of a research study are multidirectional or circular or mutual. We hope that MM-GT will be advanced frequently in the future. (Contains 3 figures and 5 notes.)
Mid-South Educational Research Association (MSERA). Web site: http://www.msera.org/rits.htm
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A