Interpretation-Driven Guidelines for Designing and Evaluating Grounded Theory Research: A Constructivist-Social Justice Approach

Levitt, Heidi M.

doi:10.1007/978-3-7091-1382-0_22

Cited by 36 publications

(37 citation statements)

References 50 publications

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“…This study involved Finnish-, Chinese-, and English-speaking researchers, and we wanted to be aware of our cultural backgrounds while we aimed to understand what happens in the Finnish and Chinese classrooms. Levitt (2015) argues that qualitative research requires one to adopt an interpretative rather than procedure-driven method of working. Qualitative research relies on the identification of the "subjective interpretation of data", which enables meaningful data interpretation (Levitt, 2015).…”

Section: Discussionmentioning

confidence: 99%

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Teachers Support of Students’ Social-Emotional and Self-Management Skills Using a Solution-Focused Skillful-Class Method

Niu¹,

Niemi²

2020

EJSBS

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Increasing importance is being attached to support students' learning of social-emotional and self-management skills as they may experience all kinds of difficulties and problems at school. How can teachers support students to learn useful skills to overcome these problems? The purpose of this study is to assess the effectiveness of the Skillful-Class method, which teachers can use in their classrooms to support students learn social-emotional and self-management skills in a supportive and collaborative learning environment. A Skillful-Class project was conducted in 22 Finnish and 18 Chinese primary school classes. Data was collected by pre-and post-questionnaires from autumn 2018 -spring 2019. Qualitative data was collected using a post questionnaire with open-ended questions, interviews, and discussions on webpages, which were reviewed by content analysis. There is clear evidence showing that students' skills improved significantly; further, the relationships among students, teachers, and parents also improved. The students became more supportive of and collaborative with each other. The teachers' responses also show that their work became easier at school when students learned many social-emotional and self-management skills. Based on these findings, we can conclude that the Skillful-Class method is an effective tool for teachers to help students learn skills. Further, it improves the collaboration among teachers, students, and parents, and builds a supportive and collaborative learning community.

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Section: Discussionmentioning

confidence: 99%

“…Levitt (2015) argues that qualitative research requires one to adopt an interpretative rather than procedure-driven method of working. Qualitative research relies on the identification of the "subjective interpretation of data", which enables meaningful data interpretation (Levitt, 2015).…”

Section: Discussionmentioning

confidence: 99%

Teachers Support of Students’ Social-Emotional and Self-Management Skills Using a Solution-Focused Skillful-Class Method

Niu¹,

Niemi²

2020

EJSBS

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“…Following the suggestions of Levitt (2015), we chose the interviewer as the sole coder given the direct access to participants' words, attitudes and self-presentation. This makes the interviewer best prepared to: (1) develop a close connection with the data; (2) conduct an analysis highly consistent with the participants' experiences; and (3) advance the understanding of the experience, by recognizing other meanings absent when only transcripts are used.…”

Section: Data Analysesmentioning

confidence: 99%

Parents’ Positive Interpersonal Coping After a Child’s Death

et al. 2017

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Despite the challenging context of grieving for the death of a child, evidence shows that it is possible for parents to manage and preserve their relationship. The aim of this study was to examine parents' perceptions of positive interpersonal coping processes that helped their relationship after the death of their child. Individual semistructured interviews with 17 bereaved maritally committed parents were conducted. The interview guide included questions covering themes such as parents' coping together, relationship strengths and mutual support.Data were analyzed through constructivist grounded theory methods. Three main themes were identified: search for meaning (reframing of partners' different coping processes and the changes/difficulties in the relationship, and development of shared beliefs); communication with the partner (direct and indirect feedback, and mutual learning); and care-in-relation (caring for the partner and the relationship). Dyad-level interventions should aim at promoting mutual empathy, development of shared appraisals, and the identification and consideration of each other's boundaries.

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“…This paper was influential within a growing movement of qualitative researchers advocating for guidelines that encourage epistemological coherence within the research endeavour in contrast to guidelines that fix methods at the level of procedure (e.g. Levitt, in press a; c.f., Gergen, ).…”

Section: A Unifying Framework For Qualitative Research: Methodical Hementioning

confidence: 99%

Pursuing the question of reflexivity in psychotherapy and qualitative methods: The contributions of David L. Rennie

Levitt

Pomerville

et al. 2015

Couns and Psychother Res

Self Cite

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Background This article documents the intellectual contributions of the psychologist David Rennie to the fields of psychotherapy research, qualitative methods and humanistic psychology by tracing the central position of reflexivity across these bodies of work. This work had a profound influence on his field and led to his viewing the fostering of clients’ reflexivity as the central task of psychotherapy. Aims It follows his path as a researcher, beginning with his advancement of grounded theory methods and their application within psychotherapy research. His development of a humanistic experiential person‐centred approach to psychotherapy is described as an extension of this valuing of reflexivity and the recognition of the role of clients’ agency within sessions. In addition, the paper reviews the innovative methodological research that led him to propose a model of inferential processes that underlies qualitative research methods and that is rooted in the process of embodied reflexivity. His contextualising qualitative methods within a form of methodical hermeneutics permitted a unifying framework for understanding the logic of qualitative methods.

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Interpretation-Driven Guidelines for Designing and Evaluating Grounded Theory Research: A Constructivist-Social Justice Approach

Cited by 36 publications

References 50 publications

Teachers Support of Students’ Social-Emotional and Self-Management Skills Using a Solution-Focused Skillful-Class Method

Teachers Support of Students’ Social-Emotional and Self-Management Skills Using a Solution-Focused Skillful-Class Method

Parents’ Positive Interpersonal Coping After a Child’s Death

Pursuing the question of reflexivity in psychotherapy and qualitative methods: The contributions of David L. Rennie

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