Grounded theory

Making discoveries throughout the analysis of data

Taken from «Constructing Grounded Theory» Kathy Charmaz (2007)

What is true about GT?

• It requires us to ask analytic questions• You start this process as soon as you finish

collecting data• GT is a systematic methodology that involves

the generation of theory from data• In GT you, first, code the data; then, you group

the information into concepts and finally, theory emerge.

Research Methodology

To build theory

Give credibility and reliability

Simoultaneous data collection and analysis

Ethonography & case studies

A systematic & rigorous process

It is synthesizing hundreds of pages of int, Fn, doc to develop grounded theory.

Grounded Theory

Is the constant Analysis of the Data.

Consist of 4 stages• Compare incidents (tentive catg)

• Comparing Changes (integrating)

• DelImitation of the theory (reducing similar)

• Forming Systematic substative theory (reasonable accurate statement

PHASES

• Initial• Focused

Coding

• Grouping codes

Concepts • Formed out of concepts

Categories

• Findings

Theory

Coding

• Naming segments of data to categorize, summarize and account for data

• Generates the bones of your analysis• Basis to build the analysis• Make your codes fit your data rather than

forcing your data to fit them

TIPS FOR CODING

• Remain open• Stay close to the data• Keep your codes simple and precise• Construct short codes• Preserve actions• Compare data with data• Move quickly through the data

Cycles in coding• Naming words, lines, segments,

incidents• Provisional • Identify gaps in data collection• In Vivo codes

Initial

• Use of frequent codes to sort, synthesize, integrate and organize data

• Comparing data from different methods

Focused

Coding for what is happening

So part of it has been good because I can see that I'm not the only one that has good days and bad days, everybody does.

They might not be physical, as much as psychological, but everybody has kind of good days and bad days, as moods and things too.

Identifying a positive

Recognizing other people’s good and bad days

Qualifying their good and bad days

Viewing good and bad days as universal

Initial coding practices

Word by word Line by line

Incident by incident

Which questions do grounded theorists use when coding data?

• What is happening? (Glaser, 1978)• What theoretical category does this datum

indicate? (Glaser, 1978) • What does the data suggest? Pronounce? • From whose point of view?

CODING AND CATEGORIES in the diagnostic stage

CODING CATEGORIES Lack of listening SKILLS

Oral production reading & writing SKILLS

Ss attendance ATTITUDE

Relationship ATTITUDE

Improve my teaching STRATEGIES

Learning strategies & writing STRATEGIES

Mistakes GRAMMAR

Lack of grammar GRAMMAR

verb agreement GRAMMAR

Use of the language COMPETENCES

Use of the language COMPETENCES

Categories and codes for the implementation stage sub categories

Teachers’ perceptions about how students view of English class

ss feelings with each other and the teacher Rapport

lack of motivation Negative Reaction about the language

ss negative reactions to the language

lack of commitment led to bad performance commitment

ss' commitment caused good results

Teachers' desire for improvement

teachers' desire for self-improvement improvement

teachers' desire to improve their classes

reflect on becoming updated Reflect

Teachers reflecting about ss' needs

reflect on ss' profile

teachers' development of autonomy in ss development

Teachers 'strategies to improve ss weaknesses strategies

Teachers' perspectives about course orientations

teachers focused on specific skill (s) Skills

teacher had communicative focus communication

teachers' perspectives about the course

Teachers´ objectives do not match course objectives

INTERPRETATIONGRAMMAR It refers to the order of the words within a sentence. Teachers mentioned that students needed to improve in accuracy SAMPLEK EQ2Students had some mistakes during the activities in written exercisesC EQ3Ss present problems when working with Passive/clauses/P. perfectC EQ2They had terrible bases. No grammar, nothing INTERTREPATIONThe data suggest that teachers are still focusing on grammar and the importance of accuracy when teaching or using a skill. Teachers never mentioned that due to the fact that learners showed problems with grammar that they were not able to convey feeling or thoughts. However, this comes to show us that teachers are still not aware that the Institution implements the communicative approach.

Four

Elements

That are the phenomena found in the data Each line, sentence, or paragraph is read in search of the answer

Naming(coding)

Grouping

Finding Relationship

Displaying or categorizing

Problems while coding

• Coding at too general a level• Identifying topics instead of actions and

processes• Overlooking how people construct actions• Attending to disciplinary or personal rather

than participants’ concerns• Coding out of context• Using codes to summarize not to analyze