Research aim is to describe the peculiarities of grounded theory in the process of qualitative research methodology in education. Questions from which consists the research problem are the following: what are advantages, limits and specific features in collecting and analyzing the data...
扎根理论,grounded theory 1)grounded theory扎根理论 1.Application of Grounded Theory in Health Education;扎根理论在健康教育领域中的应用探讨 2.The Integration of Grounded Theory and Kindergarten-based Curriculum in Our Country's Kindergarten论扎根理论与我国幼儿园园本课程开发的整合 3.Characteristics and ...
PD Mullen,R Reynolds - 《Health Education Monographs》 被引量: 87发表: 1978年 Knowledge management and higher education: a UK case study using grounded theory Higher Education Institutions (HEIs) in general, and universities in the UK in particular, are complex organisations, each characterised by...
1. 紮根理论 紮根理论(Grounded theory),一个关於“生成理论” ,尤其是在社会科学方面的理论;“Grand Tourer”的缩写“GT”,语出意大 … zh.wikipedia.org|基于443个网页 2. 扎根理论 扎根理论(Grounded Theory)研究法是由芝加哥大学的Barney Glaser和哥伦比亚大学的Anselm Strauss(1967)两位学者共同发展 … ...
Looping as an educational practice in deaf education: A grounded theory study. The current qualitative study, using a grounded theory approach, explores the benefits of looping as an instructional practice by comparing the success of ... YTA Barnes - University of Phoenix.; 被引量: 0发表: 2009...
A grounded theory design was used. The material consists of 17 individual interviews with young adults aged 18–29 years who were receiving supported education. Young adults who study while having mental health problems encountered structural barriers and challenged engagement in education that created ...
on grounded theory (i.e. Corbin & Strauss, 2008) for further explanation not realizing that there had been departures from the original grounded theory. At the time, I felt that Corbin and Strauss (2008) explained the process well. However, the diligent researcher in me also compelled me to...
Grounded theory stresses the point that theory must come from data. Its operational pro- cess is: first, we generate concepts from data: second. compare data and concepts continuous- ly; third.establish the connection among concepts; fourth. encode data; fifth, construct a theory. 被引量: 75...