Collaborative grounded theory as an approach to qualitative data analysis and theory generation in developmental evaluation of education policy¶

Theory · All theories
Evidence · no claims cited

Description¶

The article presents collaborative grounded theory as a methodological approach in which qualitative data analysis and theory generation are carried out jointly by multiple researchers. It applies "a collaborative grounded theory approach to qualitative data analysis and theory generation" within the developmental evaluation of education policy, using "two researchers as independent instruments for interpretation". The approach is positioned as suited to evaluating complex programs or policies where deeper understanding of both positive and negative impacts is sought.

Design Implications¶

Context¶

Requirements¶

• Requires multiple researchers with distinct perspectives who each serve as independent instruments for interpretation

Constraints¶

• Applied in the article to developmental evaluation of education policy, based on qualitative interview data

Target Learners¶

• education leaders
• education researchers and evaluators

Target Learning Objectives¶

• deeper understanding of the impact, both positive and negative, of an education program or policy

Claims¶

Related Theories¶

Examples¶

• Use two researchers as independent instruments for interpretation instead of one researcher confirming the other's reliability

Key Sources¶

• Anderson, R., Guerreiro, M., & Smith, J. (2016). Are all biases bad? Collaborative grounded theory in developmental evaluation of education policy. Journal of Multidisciplinary Evaluation 12(27), 44-57. https://www.nwea.org/research/publication/are-all-biases-bad-collaborative-grounded-theory-in-developmental-evaluation-of-education-policy/. doi:10.56645/jmde.v12i27.449