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Vocalizing Qualitative Methodologies in Education Research: The Grounded Theory and Interpretative Paradigm
| Content Provider | Semantic Scholar |
|---|---|
| Author | Sekiwu, Denis |
| Copyright Year | 2020 |
| Abstract | This chapter explains the significance of grounded theory and the interpretative paradigm as powerful qualitative methodologies used in data analysis in education research. This chapter defines qualitative methodologies and their history and significance in education research. Authors discuss the science of coding from views advanced by the classical founders of grounded theory like Barney Glaser, Anselm Strauss, Corbin, and Catherine Charmaz. The chapter examines the important elements in content analysis and the interpretative paradigm, and provides practical illustrations on how qualitative methodologies could be used to analyze data in education research. Vocalizing Qualitative Methodologies in Education Research: The Grounded Theory and Interpretative Paradigm |
| Starting Page | 58 |
| Ending Page | 83 |
| Page Count | 26 |
| File Format | PDF HTM / HTML |
| DOI | 10.4018/978-1-7998-0264-8.ch004 |
| Alternate Webpage(s) | https://www.igi-global.com/viewtitlesample.aspx?id=239725&ptid=227594&t=vocalizing+qualitative+methodologies+in+education+research:+the+grounded+theory+and+interpretative+paradigm |
| Alternate Webpage(s) | https://doi.org/10.4018/978-1-7998-0264-8.ch004 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
