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GROUNDED THEORY

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by

Izad G

on 5 March 2013

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Transcript of GROUNDED THEORY

Systematic
Qualitative Procedure
Generates a theory
Explains GROUNDED THEORY TYPES OF GROUNDED
THEORY DESIGNS WHEN? Izad G.

Harjass Yoke Chee


Shoo Wan Generate a theory
Explains a process
Systematic procedure
Stay close to data SYSTEMATIC DESIGN SYSTEMATIC DESIGN
EMERGING DESIGN
CONSTRUCTIVIST DESIGN OPEN CODING
AXIAL CODING
SELECTIVE CODING KEY
CHARACTERISTICS A Process Approach Theoretical Sampling Constant Comparative Data Analysis Core Category (Central Phenomenon) Theory Generation Memos Privacy,Consent,
Confidentiality Not advancing purpose of study Creating powers
Imbalances Not building a useful chain of evidence Does not benefit participants 1. Decide
2. Identify a Process
3. Seek Approval and Access
4. Conduct Theoretical Sampling
5. Code Data
6. Use selective Coding and Develop Theory
7. Validate Theory
8. Write Report Hard to Generalise to Other Cultures
Time Consuming LIMITATIONS? Constant Comparative Analysis Axial Coding
Causal Conditions
Context
Intervening Conditions
Consequences Methodology Data Collection
Observations
Interviews
Document Review Methodology What are the roles of special educators in co-taught classrooms at the secondary level?

How do instructional actions of special educators differ in co-taught and special education classrooms? Research Questions Is it really beneficial, especially
at secondary level? Statement of Problem Research is still new Statement of Problem Indication of constraint
Examples Statement of Problem Selective Coding
Core Category – “Making instruction work”
Validity of data Methodology
Roles & instructional actions of educators in
co-taught special education classrooms Purpose of Study Substantial rise
Co-teaching
Issues Statement of Problem 3 Phases
Open Coding
Reading through observations, interviews & journals
Highlighted information became prelim concepts/categories Data Analysis Systematic methodology – discovering theory through data

Participants
6 teachers
3 high school
3 middle school Methodology STEPS Purpose What are the roles of special educators in co-taught classrooms at the secondary level? How do the instructional actions of special educators differ in co-taught and special education classrooms? What are the roles of special educators in co-taught classrooms at the secondary level? LIMITATIONS Special educators in classrooms that included General Educators, students and paraprofessionals

Study actions within the classroom and not during planning sessions or other meetings. CONCLUSION Co-teaching is challenging at the secondary level
- Gaps in both academic and behavioral skills
- Split between classes

Variability in implementation of co-teaching
- not all had common planning times
- little consistency in training
- few teachers changed their instructional roles
based on instructional task.
- Pressure from other teachers,parents,state-
mandated curricula etc.

Focus of instructional actions differ in sped & general classroom More focus on roles and instructional actions

Evaluate the outcomes of students with disabilities in these classrooms

Delineate specifically how needs of students are met

Resources and supports to put well defined roles and actions must be defined
Full transcript