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Grounded Theory:     more books (100)

Theoretical Sensitivity: Advances in the Methodology of Grounded Theory by Barney G. Glaser, 1978-01-01 The psycho-Social Factors of Sexual Harassment:a Grounded Theory Approach by Alane C. Jennings, 1986 Beginning teacher experiences in Malawi: A grounded theory approach by Esthery Kunkwenzu, 2010-01-06 ?Walking the Line? Part-Europeans from Fiji Managing Type 2 Diabetes: A grounded theory studyof Part-Europeans (Kai-Loma)from Fiji by Sandra Thaggard-Simpson, 2009-10-13 Wissenschaftliche Methode: Experiment, Deduktion, Simulation, Prototyping, Ethnografie, Tiefeninterview, Aktionsforschung, Grounded Theory (German Edition) Discovery of Grounded Theory by Barney Glaser, 1967 The use of grounded theory as a knowledge development tool.: An article from: Journal of Theory Construction and Testing by Evelyn L. Curry, 2003-09-22 Constructing Grounded Theory, A Practical Guide Through Qualitative Analysis - 2006 publication by Kath M.Mla, 2006-01-01 The Home Entrepreneur Systems Model: A Grounded Theory of Home-Based Business Needs and Practises by Ronald Pierce-Lyons, 2010-10 Leadership Teachings from Cree Elders: A Grounded Theory Study by Leona Makokis, 2009-10-13 Space-People-Language: A Grounded Theory of Place-Based Writing Pedagogy: A Qualitative Study of a First Year Writing Class by William Burns, 2008-06-12 Qualitative Sozialforschung: Qualitative Heuristik, Teilnehmende Beobachtung, Intersubjektivität, Dialogische Introspektion, Grounded Theory (German Edition) Evaluation of the ALIA (SA) Mentoring Group 1999: a grounded theory approach.: An article from: The Australian Library Journal by Eleanor Jackson-Bowers, Julie Henderson, et all 2001-02-01 A grounded theory study of socializing men into nursing.: An article from: The Journal of Men's Studies by Susan A. LaRocco, 2007-03-22

lists with details

81. DCUBS Research Paper Series: No 24
    by Se n de B rca and Damien Mc Loughlin.  
    http://www.dcu.ie/business/research_papers/no4.html
    
    Extractions: Employee Needs and Expectations in the Irish Voluntary Sector Mr Serge Basini Dr Finian Buckley AUTHORS Mr Serge Basini is a research fellow and part-time lecturer in Strategic Human Resource Management in DCU Business School (EMail: basinis@dcu.ie Dr Finian Buckley (EMail: buckleyf@dcu.ie ABSTRACT Little research exists on the work needs and expectations of employees in the Irish Voluntary Sector. The paper presents the preliminary findings of the first nation-wide survey of voluntary organisations, focusing on the psycho-social variables underpinning work. The survey employed the Meaning Of Working (MOW) questionnaire, widely used in European work-vales research. Results from the 259 respondent voluntary organisations are compared with a private sector population, and indicate significant differences in employee work values, reward expectations and job involvement. The results are discussed and implications for the management and development of the Irish Voluntary Sector are advanced. INTRODUCTION . Levy (1993) highlights this significance when he claimed that membership of this sector in the USA is upwards of 561,000 organisations, with an estimated spending power of over $300 billion per annum. There is little doubt that third sector organisations are also making a direct and substantial contribution to contemporary Irish life. For instance, Fleishman (1995) indicates that the expenditure of this sector in Ireland, as a percentage of Gross Domestic Product, is approximately 3.4%.

82. An Exploratory Study
    of factors that are relevant to Senior Information Systems Managers Decisions to Adopt New Computing Paradigms by Akhilesh Bajaj.  
    http://www.heinz.cmu.edu/wpapers/detail.jsp?id=18

83. Learning Counterintuitive Physics Concepts: The Effects Of Text And Educational
    the Effects of Text and Educational Environment by Cynthia R. Hynd, Mary M. McNish, Gaoyin Qian, Mark Keith, and Kim Lay.  
    http://curry.edschool.virginia.edu/go/clic/nrrc/phys_r16.html
    
    Extractions: Athens, Georgia ABSTRACT: The authors examined the role of science texts in classrooms and sought to determine how cognition, attitude/motivation, and socioeconomics affect conceptual change learning from texts in those classrooms. Subjects were students in three science classes, one at each level of instruction: general, regular, and advanced. The instructors were experienced in teaching science. Researchers observed classes and documented classroom procedures in field notes and on videotapes. Results showed that, although students and teachers rated texts negatively, and texts appeared to be ineffective in bringing about conceptual change, texts did play a central role in instruction. Teachers based lectures and labs on texts, and in some cases, used texts as confirmation of information gained from lectures and labs. The researchers conclude that the relevance of physics to career goals might be the most important factor in students' willingness to learn counterintuitive concepts in physics. When teachers rely on regular science lessons to teach counterintuitive concepts, students' intuitive notions seem to persist. Hewson and Hewson (1984) concluded that students handle scientific information in one of four ways. First, if students feel that the information is not counterintuitive, they can

84. Samik-Ibrahim
    by Rahmat M. Samik-Ibrahim in Forum of Qualitative Social Research, 1(1), January 2000.  
    http://www.qualitative-research.net/fqs-texte/1-00/1-00samik-e.htm

85. Motivating Students: A Responsive Classroom Culture
    a Responsive Classroom Culture by Penny Oldfather, University of Georgia.  
    http://curry.edschool.virginia.edu/go/clic/nrrc/rspon_r8.html
    
    Extractions: Marcel, a fifth grade student who participated in an interpretive study of student motivation, described how he felt when he was not able to do an assignment: Just my whole body feels like I want to throw up or something, if I don't like something....I can't do it at all....I feel like sick, and I feel so sick.... My body feels completely wrong This paper offers the perspectives of Marcel and his classmates on their experiences when they did not feel motivated for academic tasks. Their views provide insights about the social, affective, and cognitive processes that may enable some children to become engaged in literacy activities, and prevent others from even beginning those activities. These indicators are derived from an analysis of stu- dents' responses when they did not feel motivated for literacy learning in differently evolving situations. The situations include (a) either doing or not doing a particular activity, and (b) either becoming motivated or not becoming motivated in the process. The elements analyzed include students' reported thinking processes, actions, and their focus on intrinsic or extrinsic goals. Although Marcel was experiencing motivational problems in the particular situation described above, he and his fellow classmates generally perceived that their classroom experiences supported their intrinsic interest in learning. They also found that even when they did not initially feel motivated for an activity, they were often - but not always - able to become engaged in their learning.

86. MISQ Vol. 17, No. 3, Case Tools
    Investigating Incremental and Radical Changes in Systems Development by Wanda J. Orlikowski, Sloan School of Management, Massachusetts Institute of Technology in MISQ 17(3), September 1993.  
    http://www.misq.org/archivist/bestpaper/misq93.html
    
    Extractions: The article may not be printed out or sold through any service without permission. Introduction Research Methodology Research Results SCC ... References CASE (computer-aided software engineering) tools have generated much interest among researchers and practitioners as potential means for easing the software development and maintenance burden threatening to overwhelm information systems (IS) departments. While interest and investment in CASE tools has been rising steadily, actual experiences with tools have exhibited more ambiguity. For example, while some studies report improvements in productivity from the use of CASE tools (Banker and Kauffman, 1991; Necco, Tsai and Holgeson, 1989; Norman and Nunamaker, 1988; Swanson, McComb, Smith, and McCubbrey, 1991), others find that the expected productivity gains are elusive (Card, McGarry, and Page, 1987; Yellen, 1990) or eclipsed by lack of adequate training and experience, developer resistance, and increased design and testing time (Norman, Corbitt, Butler, and McElroy, 1989; Orlikowski, 1988b, 1989; Vessey, Jarvenpaa, and Tractinsky, 1992).

87. Information Seeking In The Newsroom; Application Of The Cognitive Framework For
    application of the Cognitive Framework for Analysis of the Work Context by Hannele Fabritius, Department of Information Studies, University of Tampere.  
    http://informationr.net/ir/4-2/isic/fabritiu.html
    
    Extractions: lihafa@uta.fi We may argue that in most cases it is unclear, what exactly is the role of databases, or more generally, the role of the new technology in the journalistic practice. In this regard the new methods of information gathering are of special interest. News writing has its own rules and assumptions which direct the work of the journalists. The same principles apply to a somewhat looser extent to all other types of journalistic items as well; for instance a feature piece can be written in a number of ways and styles, but regardless of the style it attempts to catch something important, relevant or essential. How are databases or digital information then used in journalistic item writing? Databases are said to have at least two implications in journalistic work process. On the one hand, it is argued that electronic databases are going to revolutionise the editorial work and computer-assisted journalism is said to be the future of the art. On the other hand, it is claimed that databases have no significant effect on writing. Computer-assisted journalism is a more general term describing the use of a wide variety of software like spreadsheets, word processors, databases and so on. ( Koch 1991 ). In textbooks of journalism the potential benefits of online searching for reporters and editors are hardly being mentioned. It has not been demonstrated how or in which way databases are to revolutionise journalistic work. Similarly, little is known about specific benefits and problems which systematically result from using databases for reporting.

88. What Happens When Students Read Multiple Source Documents In History?
    by Steven A. Stahl, Cynthia R. Hynd, Bruce K. Britton, Mary M. McNish, and Dennis Bosquet.  
    http://curry.edschool.virginia.edu/go/clic/nrrc/hist_r45.html
    
    Extractions: Educational Psychologist (Wineburg, 1994). Currently, the single text approach to history learning and the model of learning upon which it is based are being challenged by both constructivist views of knowledge acquisition (Seixas, 1993) and more traditional views of history (Ravitch, 1992). This report examines an alternative approach to learning about historical events, using multiple original source materials, and the processes used by students as they negotiate this new approach. The view of the textbook-based teacher can be caricatured as a "transmission" model of learning: the information to be learned is contained in one vessel, the textbook, and is "transmitted" to another vessel, the student's memory, via the teacher's lecture. Traditionally, many teachers have treated content area knowledge as Hirsch (1987) did, as a "basket of facts" that must be gathered from text and lecture. These facts are stored in memory, just as one adds information to a computer database. As one history teacher put it, "History is the basic facts of what happened. What did happen. You don't ask how it happened. You just ask, 'What are the events?'" (Wineburg, 1991b, p. 513).

89. Bryant
    by Antony Bryant in Forum Qualitative Social Research online journal.  
    http://www.qualitative-research.net/fqs-texte/1-03/1-03bryant-e.htm

90. Choosing Qualitative Research: A Primer For Technology Education Researchers - M
    A primer for technology education researchers. By Marie C. Hoepfl.  
    http://scholar.lib.vt.edu/ejournals/JTE/v9n1/hoepfl.html

91. ATLAS.ti: Qualitative Analyse Und Datenauswertung – ATLAS.ti Software
    Win Software developed by Thomas Muhr for grounded theory, anthropology and sociological studies.  
    http://www.atlasti.de/
    
    Extractions: die Vergleichen ATLAS.ti mit anderen Produkten und urteilen Sie selbst: Fakt #15: Maximale Sicherheit Ihrer Daten und Projekte: Ein eigenes Authorship- und Data Access-Modell halten z.B. vertrauliche Daten von einzelnen Teamkollegen unter Verschluss. Copy Bundle erzeugt komplette Backups ganzer Projekte mit nur einem Klick. Mehr Fakten Die neueste Ausgabe von INSIDE ATLAS.ti bringt wie immer eine ausgewogene Mischung aus Information und nützlichen Tips zur Arbeit mit ATLAS.ti. Diesmal besonders im Fokus: PDF. Neueste Ausgabe lesen Newsletter abonnieren Was zeichnet ATLAS.ti als eine der stärksten QDA-Lösungen aus? Vieles, glauben wir. Hier nur einige der Gründe, warum wir überzeugt sind, dass ATLAS.ti für Sie und Ihre Projekte die besten Lösungen bietet. Mehr dazu Qualitative Analyse und Datenauswertung – ATLAS.ti Software

92. BERGHAHN JOURNALS
    Bilingual Dutch journal which propagates traditions of detailed description and grounded theory, advocating the simultaneity of ethnography, processual analysis, local insights, and global vision. Includes tables of contents for recent issues.  
    http://www.berghahnbooks.com/journals/focaal/

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