Generating grounded theory of/for educational practice: the journey of three epistemorphs

Piantanida, Maria; Tananis, Cynthia A.; Grubs, Robin E.

doi:10.1080/0951839042000204661

Cited by 44 publications

(30 citation statements)

References 36 publications

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“…Objectivists ignore the situatedness of the researcher but interpretivists do not (Davies and Dodd 2002, Piantanida et al 2004, Dowling 2006. In this study I did not want to distance myself from the women who contributed to it.…”

Section: Positioning Oneself In the Studymentioning

confidence: 99%

“…I was conscious however that this awareness of the literature could affect my interpretations and subsequent disclosure of the genuine concerns of women with a disability. I knew I needed to remain sensitive to the interpretations and meanings provided by these women so, to ensure this occurred I adopted and implemented Heshusius's concept of 'participatory consciousness' (Heshusius 1994:p17), whereby I engaged in a process of temporarily letting go of all preoccupations, this was achieved through the maintenance of a reflective diary and regular supervisory and peer support meetings (Piantanida et al 2004). These measures and the use of the coding paradigm during data collection and analysis ensured that the core concern to emerge truly reflected the concerns of the women who contributed to this study.…”

Section: Theoretical Sensitivity In a Grounded Theory Studymentioning

confidence: 99%

“…I used them to develop ideas, they were a means of continuously integrating interpretation into the constant comparative method of analysis (Piantanida et al 2004). The coding process facilitated the exploration of how women with a disability created meaning of their personal experiences and memoing captured my internal processes of meaning making (Piantanida et al 2004). Code, theoretical and operational memos advanced the analytical process and facilitated the conceptual development of the concepts identified in the data.…”

Section: Memoingmentioning

confidence: 99%

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(Re)constructing Myself: the process of transition to motherhood for women with a disability

Lawler

Begley

Lalor

2015

Journal of Advanced Nursing

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Aim This paper presents a substantive theory that explains the transition to motherhood for women with a disability. Background Over the last thirty years, interest in exploring women's experiences of motherhood has increased. Extant theories on transition to motherhood originate, primarily, from the perspective and experiences of non‐disabled women with few exploring the phenomenon from the perspective and experiences of women with a disability. Those that do tend to focus on issues of accessibility, profiling the challenges that women with a disability encounter while accessing maternity services, attaining a maternal role and fulfilling the requirements of that role. Little is known about the experiences of women with a disability and their transition to motherhood and even less about the relationship of this process on the self. Design The study was conducted using a Strauss and Corbin approach to grounded theory. Method Individual interviews (n = 22) were conducted over 4 years (2008–2012). Women were interviewed during pregnancy and in the postnatal period. All interviews were recorded, transcribed verbatim, imported into Nvivo 8 and analysed using the constant comparative method. Findings The substantive theory that emerged from the study provides a conceptual framework clinicians can reference when counselling, assisting and facilitating women with a disability during their preparation for and transition to motherhood. Conclusion The substantive theory presented in this paper will increase clinicians' understanding of the process involved in the transition to motherhood for women with a disability.

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Section: Positioning Oneself In the Studymentioning

confidence: 99%

Section: Theoretical Sensitivity In a Grounded Theory Studymentioning

confidence: 99%

Section: Memoingmentioning

confidence: 99%

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(Re)constructing Myself: the process of transition to motherhood for women with a disability

Lawler

Begley

Lalor

2015

Journal of Advanced Nursing

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“…Although the fellowship included didactic and clinical components, all discussion of significant gains in becoming a cohesive community related to the clinical experience. This is consistent with the tenet of social learning theory, and IPE can be viewed as a process mediated by social relationships [21] and mutual accounta-bility [7]. In working together toward the common goal of improving the health of the patient, participants come together as a community, understanding their role and negotiating the work.…”

Section: Engaging In the Workmentioning

confidence: 57%

Becoming an Interprofessional Community of Practice: A Qualitative Study of an Interprofessional Fellowship

Sterrett¹

2010

JRIPE

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Background: The social learning model, Communities of Practice (CoP), serves as an organizing framework for this study of interprofessional learning. The author, a nurse, completed the study while a doctoral student in a school of education. The objective of the study was to understand the phenomenon of participation in interprofessional learning experiences among a group of graduate students, faculty, and administrators, and the extent to which the markers of the communities of practice model were present in those experiences.

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“…The inductive nature of a grounded theory approach enables researchers to begin with an area of study and what may be relevant to that area is allowed to emerge (Strauss & Corbin, 1990). This approach to data analysis embraces an interpretive stance where contextual nuances are considered, rather than an objectivist stance where the focus is on generalized knowledge and typical behaviors (Piantanida, Tananis, & Grubs, 2004). As Piantanida et al commented, "the procedures of grounded theory provide interpretive researchers with a disciplined process, not simply for generating concepts, but more importantly for coming to see possible and plausible relationships among them" (p. 335).…”

Section: Grounded Theorymentioning

confidence: 99%

Researching Critical Literacy: A Critical Study of Analysis of Classroom Discourse

Sluys¹,

Lewison

Flint

2006

Journal of Literacy Research

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Studying critical literacies includes examining how research practices influencewhat is learned about classroom activity and the world. This article highlights the processes and practices used in studying 1 classroom conversation. The data, drawn from an elementary school classroom of a Critical Literacy in Action teacher-researcher group member, features 2 girls exploring issues of hairstyle, race, and cultural identity. Data were analyzed using 3 lenses-grounded theory, existing typologies for content analysis, and critical discourse analysis. Findings highlight how the students drew on and used diverse textual resources, sources of knowledge, and critical practices, as well as how participants situated themselves within larger social discourse. These findings were then collectively analyzed to further understand the nuances of using each analytic tool and the implications for this classroom and critical literacy research at large. Our research design, experiences, and findings invite further exploration of the promises, challenges, and complexities of studying classroom practices from critical perspectives.For the past 5 years we have collaboratively worked with members of a Critical Literacy in Action inquiry group. Twelve core K-6 elementary teacher members JOURNAL OF LITERACY RESEARCH, 38(2), 197-233 Copyright © 2006, Lawrence Erlbaum Associates, Inc.Correspondence should be addressed to Katie Van Sluys, Department of Teacher Education, DePaul University, 2320 North Kenmore Avenue, SAC 378, Chicago, IL 60614. E-mail: kvansluy@ depaul.edu have regularly participated in monthly study groups and Saturday workshops focused on issues of critical pedagogy and classroom-based research. Initially, we investigated these teachers' understandings of critical literacy, the efficacy of a professional development workshop model we were pursuing, and the classroom practices that accompanied teachers' journeys (Lewison, Flint, & Van Sluys, 2002). As the teachers and students in their classrooms explored ways to look below the surface and challenge dominant ways of seeing the world within literacy work, we created a four dimensions framework to clarify our understandings of critical literacy. The dimensions are (a) disrupting the commonplace, (b) interrogating multiple viewpoints, (c) focusing on sociopolitical issues, and (d) taking action and promoting social justice (Lewison et al., 2002).This framework not only helped us better understand critical literacy but also became a useful tool that encouraged teachers to try new critical practices in their classrooms. At some point during our work with teachers and the four dimensions framework, we had an "a-ha!" moment when we realized that the dimensions could be applied not only to teaching practices, but also to research practices. We started to question if our research efforts disrupted commonplace understandings, invited multiple viewpoints, studied practices in light of larger sociopolitical contexts, and contributed to some type of change or action. Our work shifted t...

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Generating grounded theory of/for educational practice: the journey of three epistemorphs

Cited by 44 publications

References 36 publications

(Re)constructing Myself: the process of transition to motherhood for women with a disability

(Re)constructing Myself: the process of transition to motherhood for women with a disability

Becoming an Interprofessional Community of Practice: A Qualitative Study of an Interprofessional Fellowship

Researching Critical Literacy: A Critical Study of Analysis of Classroom Discourse

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