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Informed grounded theory
Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0001-9233-3862
2012 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 56, no 3, 243-259 p.Article in journal (Refereed) Published
Abstract [en]

There is a widespread idea that in grounded theory (GT) research, the researcher has to delay the literature review until the end of the analysis to avoid contamination - a dictum that might turn educational researchers away from GT. Nevertheless, in this article the author (a) problematizes the dictum of delaying a literature review in classic grounded theory, (b) presents arguments for using extant literature in the substantive field within a constructivist grounded theory, and (c) suggests data sensitizing principles in using literature, which are: theoretical agnosticism, theoretical pluralism, theoretical sampling of literature, staying grounded, theoretical playfulness, memoing extant knowledge associations, and constant reflexivity.

Place, publisher, year, edition, pages
Routledge, 2012. Vol. 56, no 3, 243-259 p.
Keyword [en]
grounded theory, constructivism, literature, abduction, qualitative
Keyword [sv]
grundad teori, konstruktivism, litteratur, abduktion, kvalitativ
National Category
URN: urn:nbn:se:liu:diva-69969DOI: 10.1080/00313831.2011.581686ISI: 000304211500002OAI: diva2:433790
Available from: 2011-08-11 Created: 2011-08-11 Last updated: 2016-05-04

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Thornberg, Robert
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Learning and Didactic Science in Education and School (PeDiUS)Faculty of Educational Sciences
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