Core principles of grounded theory in a systematic review of environmental education for secondary students. Issue 6 (2nd November 2021)

• Record Type: Journal Article
• Authors: Bowers, Alison W.; Creamer, Elizabeth G.
• Is Part Of: International journal of social research methodology. Volume 24:Issue 6(2021)
• Page Start: 713
• Page End: 726
• Publication Date: 2021-11-02
• Subjects: Grounded theory -- systematic review -- environmental education -- secondary education; Sociology -- Research -- Periodicals; 300.72
• DOI: 10.1080/13645579.2020.1818414
• Languages: English
• ISSNs: 1364-5579

Abstract

ABSTRACT: As systematic reviews (SRs) of research increase in number, the methods used to conduct the analyses are becoming more diversified. While named in the methodological literature as an analytical approach, grounded theory (GT) is not frequently used as an approach in SRs; when it is, reviewers typically emphasize the use of GT coding and constant comparative methods while ignoring other key components of GT. In this article, we describe an SR of environmental education research that incorporated GT methodology to produce a theoretical model. To contribute to emerging discussions about methodological integrity when combining distinct methods like SRs and GT, we outline how our review methods aligned with core principles of GT and discuss implications of using GT when conducting an SR.