Routledge International Handbook of Constructivist Grounded Theory in Educational Research
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- ISBN 9781032545493
- Weight: 760g
- Dimensions: 156 x 234mm
- Publication Date: 09 Sep 2024
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
- Language: English
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The Routledge International Handbook of Constructivist Grounded Theory in Educational Research provides a comprehensive overview of the state of the art in Constructivist Grounded Theory (CGT) methodology, including core grounded theory tenets and processes as well as constructivist ‘adaptations’. It features CGT research from across the education sector, including studies based in primary schooling, post-primary (second-level) schooling, and higher education.
Across 5 parts and 20 chapters, the book makes explicit how CGT techniques and processes were implemented in the field, the way(s) in which challenges were navigated, and how educational researchers aligned their research processes to constructivist principles. It offers exemplars of good practice by educational researchers from Australia, Ireland, Italy, Norway, Sweden, Switzerland, the UK, and the USA. The Handbook synthesises learning from the experiences of CGT researchers in education to establish a framework of guidance for early career and more experienced researchers. Additionally, it directly interrogates and considers how to address challenges in the implementation of high-quality CGT and looks to the future of the methodology in educational research.
This Handbook provides guidance and education-specific examples to doctoral students and researchers who wish to use or are using CGT in educational research. It will also be of significant interest to qualitative researchers in other disciplines like sociology, psychology, and nursing.
Elaine Keane is Associate Professor and Head of the Discipline of Education in the School of Education at the University of Galway, Ireland. Her research focuses on social class and education, widening participation in higher education and the professions, teacher diversity, and Constructivist Grounded Theory (CGT) and she has published widely and led national and international projects in these areas. She is Co-Editor of Irish Educational Studies, serves on the editorial board of Teaching in Higher Education, and is convenor of the Educational Studies Association of Ireland (ESAI) Special Interest Group on Teacher Diversity Research.
Robert Thornberg is Professor of Education at Linköping University, Sweden. He has been a member and the secretary of the Nordic Educational Research Association (NERA) and a member of the Educational Sciences Board at the Swedish Research Council. Robert is currently a Consulting Editor of Educational Psychology. His current research is on school bullying, especially with a focus on social and moral processes involved in bullying and bystander behaviours, including students’ perspectives, understanding, and experiences. Other research areas include social climate and relations in school, values education, and student teachers’ and medical students’ emotionally distressing educational situations.
