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Does the ‘Grounded Theory’ Approach offer a Guiding Paradigm for Teacher Research?
12 references·4 citing·41 second hop
Does the ‘Grounded Theory’ Approach offer a Guiding Paradigm for Teacher Research? (1989)Does the ‘Grounded Theory’ Approach offer…Wider den Methodenzwang (2024)Wider den MethodenzwangThe Reflective Practitioner (2022)The Reflective PractitionerThe Discovery of Grounded Theory (2017)The Discovery of Grounded The…The Discovery of Grounded Theory (2017)The Discovery of Grounded The…Reflective Practitioner (2014)Reflective PractitionerField methods in the study of education (1985)Field methods in the study of…Wider den Methodenzwang (1983)Wider den MethodenzwangFalsifikation und die Methodologie wissenschaftlicher Forschungsprogramme (1982)Falsifikation und die Methodo…CHANGING PATTERNS OF RECONSTRUCTION (1977)CHANGING PATTERNS OF RECONSTR…Beyond the two disciplines of scientific psychology. (1975)Beyond the two disciplines of…Kritik und Erkenntnisfortschritt (1974)Kritik und Erkenntnisfortschr…Die Struktur wissenschaftlicher Revolutionen (1973)Die Struktur wissenschaftlich…Enhancing Performance-Based Regulation: Lessons from New Zealand's Building Control System (2010)Enhancing Performance-Based R…Action research and reflective practice: towards a holistic view (2000)Action research and reflectiv…Creating the Conditions for Classroom and Teacher Development (1998)Creating the Conditions for C…Reflection in teacher education: Towards definition and implementation (1995)Reflection in teacher educati…The reflective practitioner: How professionals think in action (1984)The Reflective Practitioner: How Professionals Think in Action (1985)Knowledge and Teaching:Foundations of the New Reform (1987)Promoting reflection in professional courses: The challenge of context (1998)Reflection and reflective practice in health professions education: a systematic review (2007)Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning (2009)Construct validity in psychological tests. (1955)Minnesota studies in the philosophy of science (1956)Mixing Qualitative and Quantitative Methods: Triangulation in Action (1979)Criteria for assessing the trustworthiness of naturalistic inquiries (1981)1. Toward a Theory of Culturally Relevant Pedagogy (1995)The Interpretation of Cultures (2017)How we think. (1910)Experience and Education (1986)Developing reflective practice in student teachers: collaboration and critical partnerships (2005)Reflective Practice as a Means for Preparing to Teach Outdoors in an Ecological Garden (2009)Using Video to Develop Skills in Reflection in Teacher Education Students (2014)Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions (1987)Fostering Critical Reflection in Adulthood: A Guide to Transformative and Emancipatory Learning (1990)Learning by doing : a guide to teaching and learning methods (1998)Knowing in Practice: Enacting a Collective Capability in Distributed Organizing (2002)Perspective—Tacit Knowledge and Knowledge Conversion: Controversy and Advancement in Organizational Knowledge Creation Theory (2009)Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature (2011)Der wissenschaftstheoretische Realismus und die Autorität der Wissenschaften (1978)Science in a Free Society (1978)Erkenntnis für freie Menschen (1981)The Discovery of Grounded Theory; Strategies for Qualitative Research (1968)Qualitative Analysis for Social Scientists (1987)Basics of Qualitative Research (1992)Die Wissenschaft in der Gesellschaft (1992)Introduction: Theory, Interdisciplinarity and Critical Discourse Analysis (2003)Allgemeine Technologie : eine Systemtheorie der Technik (2009)Information science: The study of postmodern knowledge usage (1993)Studien zum autoritären Charakter (2001)Heterodox United vs. Mainstream City? Sketching a Framework for Interested Pluralism in Economics (2012)A Dynamic Theory of Organizational Knowledge Creation (1994)Psychological Safety and Learning Behavior in Work Teams (1999)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Grounded theory research: Procedures, canons, and evaluative criteria (1990)PSYCHOLOGICAL CONDITIONS OF PERSONAL ENGAGEMENT AND DISENGAGEMENT AT WORK. (1990)Using the framework method for the analysis of qualitative data in multi-disciplinary health research (2013)
this work references cited by second hop

References

  • 2017The Discovery of Grounded Theory26,287 cited
  • 2017The Discovery of Grounded Theory8,386 cited
  • 2014Reflective Practitioner8,328 cited
  • 1975Beyond the two disciplines of scientific psychology.2,096 cited
  • 1973Die Struktur wissenschaftlicher Revolutionen1,803 cited
  • 2022The Reflective Practitioner368 cited
  • 2024Wider den Methodenzwang232 cited
  • 1983Wider den Methodenzwang232 cited
  • 1985Field methods in the study of education223 cited
  • 1974Kritik und Erkenntnisfortschritt183 cited
  • 1982Falsifikation und die Methodologie wissenschaftlicher Forschungsprogramme131 cited
  • 1977CHANGING PATTERNS OF RECONSTRUCTION102 cited

Cited by

  • 1995Reflection in teacher education: Towards definition and implementation2,509 cited
  • 2000Action research and reflective practice: towards a holistic view472 cited
  • 1998Creating the Conditions for Classroom and Teacher Development46 cited
  • 2010Enhancing Performance-Based Regulation: Lessons from New Zealand's Building Control System25 cited

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