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Grounded theory and constructivist grounded theory: history and development
University of Galway, Irland.
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0001-9233-3862
2024 (English)In: The Routledge international handbook of constructivist grounded theory in education research / [ed] Elaine Keane, Robert Thornberg, Abingdon: Routledge, 2024, Vol. Sidorna 3-31, p. 3-31Chapter in book (Other academic)
Abstract [en]

In this first chapter, we introduce The Routledge International Handbook of Constructivist Grounded Theory in Educational Research. Following an introduction and overview, in Section 1.2, we trace the history and development of Grounded Theory (GT) through a brief examination of Glaser and Strauss’s seminal work, their subsequent divergence, the development of Charmaz’s Constructivist Grounded Theory (CGT) school, and Clarke’s Situational Analysis. Next, we examine core GT principles and features and discuss each with a particular focus on how they differ in the context of the various ‘schools’ or variants of GT. Section 1.4 briefly explores recent developments, texts, and concerns in GT and CGT. Finally, we end the chapter by previewing the contents of the five parts of the Handbook.

Place, publisher, year, edition, pages
Abingdon: Routledge, 2024. Vol. Sidorna 3-31, p. 3-31
Keywords [sv]
Utbildning-- forskning
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Pedagogy
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URN: urn:nbn:se:liu:diva-207686Libris ID: 3mxtcvzx1wwvt91nISBN: 9781003425403 (electronic)ISBN: 9781032545493 (print)OAI: oai:DiVA.org:liu-207686DiVA, id: diva2:1898241
Available from: 2024-09-17 Created: 2024-09-17 Last updated: 2024-09-17Bibliographically approved

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CiteExportLink to record
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  • apa
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  • vancouver
  • oxford
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  • de-DE
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  • en-US
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  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
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  • asciidoc
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