Attributes of Rigorous Grounded Theory Research and Reporting: Illustrations From a Grounded Theory of Adolescent Creativity. (March 2022)

• Record Type: Journal Article
• Authors: Lassig, Carly
• Is Part Of: Educational researcher. Volume 51:Number 2(2022)
• Page Start: 98
• Page End: 108
• Publication Date: 2022-03
• Subjects: adolescence -- cognition -- gifted education -- high schools -- qualitative research -- research methodology; Education -- Periodicals; Education -- United States -- Periodicals; Education -- Research -- Periodicals; Education -- Research -- Methodology -- Periodicals; 370.72
• DOI: 10.3102/0013189X211069571
• Languages: English
• ISSNs: 0013-189X

Abstract

There is concern within education research about the rigor of research conducted and published. Grounded theory is a qualitative research methodology about which there appears to be many misconceptions. To respond to these concerns, this article proposes six methodological attributes that rigorous grounded theory research shares: developing theory, generating concepts from data not existing theory, using the constant comparative method, collecting and analyzing data concurrently, conducting theoretical sampling and saturation, and composing memos. These attributes are presented with illustrative examples from a grounded theory study of adolescent creativity. The attributes are used to analyze "grounded theory" education research. This article emphasizes the importance of explicit discussion of research methodology in presenting rigorous research.