The Routledge International Handbook of Constructivist Grounded Theory in Educational Research

Herausgeber: Keane, Elaine; Thornberg, Robert

• Gebundenes Buch

Produktbeschreibung

This handbook provides a comprehensive overview of the state-of-the-art in Constructivist Grounded Theory (CGT) methodology, including core grounded theory tenets and processes as well as constructivist 'adaptations.' It features CGT research from across the education sector.

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Produktdetails

• Verlag: Taylor & Francis Ltd (Sales)
• Seitenzahl: 430
• Erscheinungstermin: 9. September 2024
• Englisch
• Abmessung: 234mm x 156mm x 24mm
• Gewicht: 744g
• ISBN-13: 9781032545493
• ISBN-10: 1032545496
• Artikelnr.: 70288441

Autorenporträt

Elaine Keane is Associate Professor and Head of the Discipline of Education in the School of Education at the University of Galway, Ireland. Her research focuses on social class and education, widening participation in higher education and the professions, teacher diversity, and Constructivist Grounded Theory (CGT) and she has published widely and led national and international projects in these areas. She is Co-Editor of Irish Educational Studies, serves on the editorial board of Teaching in Higher Education, and is convenor of the Educational Studies Association of Ireland (ESAI) Special Interest Group on Teacher Diversity Research. Robert Thornberg is Professor of Education at Linköping University, Sweden. He has been a member and the secretary of the Nordic Educational Research Association (NERA) and a member of the Educational Sciences Board at the Swedish Research Council. Robert is currently a Consulting Editor of Educational Psychology. His current research is on school bullying, especially with a focus on social and moral processes involved in bullying and bystander behaviours, including students' perspectives, understanding, and experiences. Other research areas include social climate and relations in school, values education, and student teachers' and medical students' emotionally distressing educational situations.

Inhaltsangabe

Part 1: Introduction 1. Grounded Theory and Constructivist Grounded Theory:
History and Development 2. Grounded Theory and Constructivist Grounded
Theory in Educational Research Part 2: Constructivist Grounded Theory
Studies with Children and Young People in Schools 3. A Constructivist
Grounded Theory Approach to the School Experiences of Children Living at
Refuges for Abused Women: Methodological Challenges and Possibilities 4.
Using Constructivist Grounded Theory in a Study of the Career Aspirations
of Children from Diverse Backgrounds in Ireland 5. "At this school, you
can't do nuthin'!" Using Constructivist Grounded Theory to Understand the
Failure of Zero-tolerance Discipline in Urban Education 6. Designing
Interview Studies on School Bullying Using a Constructivist Grounded Theory
Approach 7. Doing Constructivist Grounded Theory Research with Ethnographic
Fieldwork to Understand Schoolchildren's Involvement in School Bullying
Part 3: Constructivist Grounded Theory Studies with Teachers and Parents
8. Whose Main Concern? Constructivist Grounded Theory as a Way of Gaining
'Closeness' to What is Important to Participants in a Study of Swedish
School-age Educare 9. Employing Visual Methods in Constructivist Grounded
Theory Research about Teacher Attrition in Primary Schools in England 10.
Using Constructivist Grounded Theory to Understand the Experiences of Early
Career Teachers Teaching Students with Diverse Learning Needs in Australia
11. Inside Out: Researcher Positionality as Insider and Outsider and Impact
on the Co-construction of Data in a Constructivist Grounded Theory Study
about Teachers' Understandings of Intercultural Education in Ireland 12.
Data Analysis in a Constructivist Grounded Theory Study of Remote Teachers
in Australia Working with Students Impacted by Complex Childhood Trauma 13.
Stepping into an Unfamiliar Field: An Account of Constructing a Grounded
Theory in a Study with Parents in the United Kingdom about Home and
Alternative Education Part 4: Constructivist Grounded Theory Studies in
Higher Education 14. Tracing the Development of a Core Concept in a
Constructivist Grounded Theory Study with Student Teachers from Working
Class Backgrounds in Ireland: From 'Performing Social Class' to
'Chameleoning to Fit in' 15. Theoretical Pluralism and Theoretical
Agnosticism as Useful Principles when Studying Student Teachers' Efforts to
Cope with Emotionally Challenging Situations 16. Navigating the Literature
Review when Conducting a Constructivist Grounded Theory Study in of
Internationalisation in Higher Education in Ireland 17. Developing a
Theoretical Explanation of University Teaching Using Constructivist
Grounded Theory 18. Keeping the Constructivism in a Constructivist Grounded
Theory: Data Collection, Writing, and Publishing as Analytical Processes in
a Study of Interprofessional Education and Collaboration Part 5: Good
Practice, Interrogating Challenges, and Looking to the Future of
Constructivist Grounded Theory in Educational Research 19. Synthesising
Good Practice in Constructivist Grounded Theory Educational Research 20.
Interrogating and Addressing Challenges and Looking to the Future of
Constructivist Grounded Theory in Educational Research