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Vocalizing Qualitative Methodologies in Education Research: The Grounded Theory and Interpretative Paradigm

Vocalizing Qualitative Methodologies in Education Research: The Grounded Theory and Interpretative Paradigm

Denis Sekiwu
Copyright: © 2020 |Pages: 26
ISBN13: 9781799802648|ISBN10: 1799802647|EISBN13: 9781799802662
DOI: 10.4018/978-1-7998-0264-8.ch004
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MLA

Sekiwu, Denis. "Vocalizing Qualitative Methodologies in Education Research: The Grounded Theory and Interpretative Paradigm." Postgraduate Research Engagement in Low Resource Settings, edited by Dennis Zami Atibuni, IGI Global, 2020, pp. 58-83. https://doi.org/10.4018/978-1-7998-0264-8.ch004

APA

Sekiwu, D. (2020). Vocalizing Qualitative Methodologies in Education Research: The Grounded Theory and Interpretative Paradigm. In D. Atibuni (Ed.), Postgraduate Research Engagement in Low Resource Settings (pp. 58-83). IGI Global. https://doi.org/10.4018/978-1-7998-0264-8.ch004

Chicago

Sekiwu, Denis. "Vocalizing Qualitative Methodologies in Education Research: The Grounded Theory and Interpretative Paradigm." In Postgraduate Research Engagement in Low Resource Settings, edited by Dennis Zami Atibuni, 58-83. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-0264-8.ch004

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Abstract

This chapter explains the significance of grounded theory and the interpretative paradigm as powerful qualitative methodologies used in data analysis in education research. This chapter defines qualitative methodologies and their history and significance in education research. Authors discuss the science of coding from views advanced by the classical founders of grounded theory like Barney Glaser, Anselm Strauss, Corbin, and Catherine Charmaz. The chapter examines the important elements in content analysis and the interpretative paradigm, and provides practical illustrations on how qualitative methodologies could be used to analyze data in education research.

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