Browsing by Subject "Grounded Theory"

Now showing 1 - 5 of 5
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    Co-parenting Conversation Process: A Qualitative Study of Singaporean Parents
    (2015-08) Sim, Charles
    Although co-parenting in two-parent families has been an increasingly important area of research, little is known about the co-parenting conversation as a crucial aspect of co-parenting. This study used grounded theory methodology to explore how Chinese Singaporean parents perceive their co-parenting conversations in light of the influence of their families-of-origin. Interviews were conducted with mothers and fathers in sixteen families. Findings revealed a central category, Conversations along the Co-parenting Journey, and two main categories, conversations that connect and collaborate in co-parenting, and conversations on family heritage and practices. A substantive theory of co-parenting conversation process was generated from the synthesis of the findings. This study serves as the foundation for future research in co-parenting conversation, and its implications for clinicians and researchers are presented and discussed.
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    Dynasting across cultures: A grounded theory of Malaysian Chinese family firms.
    (2010-06) Loy, Teik-Cheok Johnben
    The purpose of this study was to develop a substantive grounded theory of Malaysian Chinese family firms. Using classic grounded theory methodology, this study sought to identify the emergent main concern of the participants as well as the latent pattern underlying their behavior in working to resolve or address the main concern. Through constant comparative analysis of data gathered from interviews, participant observations, informal conversations, and relevant literature, I discovered the emergent main concern for Malaysian Chinese family businesses to be dynasting and the pattern of behavior for resolving that concern to be dynasting across cultures. Malaysian Chinese family businesses are theorized as mainly concerned with dynasting, that is, building, maintaining, and growing the power and resources of the business within the family lineage. In their substantive context, traditional Malaysian Chinese founders and westernized successors are hypothesized to be engaged in basic social structural and psychological processes of dynasting across cultures, where they struggle to transition from traditional Chinese to hybrid cultural and modernized forms of family business from one generation to the next. An analysis of extant literature revealed that the emergent theory contributes to family business theorizing in a novel way, and the study itself addresses the lack of literature on rigorous and scholarly theorizing about family businesses outside Western contexts. Implications of the theory and the study for research and practice are discussed.
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    Miracle Survivors (Pisatsikamotaan): an indigenous theory on educational persistence grounded in the stories of Tribal College Students.
    (2009-04) HeavyRunner, Iris
    For the last two hundred years, higher education for American Indians has been an Anglo institution involving compulsory Western methods of learning, reoccurring attempts to eradicate tribal culture, and high departure rates for American Indian students at mainstream institutions. In direct response to this history, American Indian leaders drew upon the philosophical framework of the “self-determination” movement of the 1960s to rethink the role of higher education. These leaders recognized the importance of post-secondary education and fostered among themselves the awareness that American Indian colleges could strengthen reservation economies and tribal culture without forcing the students to accept acculturation. In 1968, the Navajo Nation created the first tribally controlled community college - now called Dine’ College in Tsaile, Arizona. The Carnegie Foundation for the Advancement of Teaching reported in 1997, “[w]ithout question, the most significant development in American Indian communities, since World War II, is the creation of tribally controlled colleges.” The purpose of this study was to develop an Indigenous theory on educational persistence for American Indian students. This indigenous theory emerged from the stories of tribal college students, faculty, and staff. This qualitative study is twopronged: (1) what constitutes educational persistence in a tribal college setting and (2) how students believe they came to “persist” in the tribal college.
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    A model for suppport: meeting the needs of English language learners in a small community.
    (2009-07) Tahtinen, Sarah Ellen
    As the population of language minority families significantly increases in our nation (National Center for Educational Statistics, 2002), schools are trying to meet the needs of a growing number of students with limited English skills. This qualitative research study examined the types of academic, social, and linguistic support currently available to immigrant school-aged children and their families as they enter into a small mid-western community in the United States. The forty-nine participants in this study included immigrant parents, school staff, and community members, who shared insight into the types of support most needed and helpful for newcomer students and their families. Using grounded theory methods of research, three major themes emerged and were used to create a model for support. Each of the three levels of support includes a précis of ideas for assisting schools, communities and families, as they develop ways to support newcomer students in their academic, linguistic, and socio-cultural development. Major findings of this study include: a.) the need for increased communication and access to services, b.) the need for more opportunities to learn English, and c.) the importance of maintaining native language skills and culture as an asset to the community.
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    Online peer collaboration: teachers supporting each other’s instructional use of CBM data.
    (2009-08) Pierce, Rebecca
    The purpose of this study was to examine how teachers supported each other's instructional use of CBM data as they collaborated in an online environment. A grounded-theory approach was used to analyze archived dyadic conversations of 35 special educators and 4 reading teachers who used a web-based forum to share CBM graphs and discuss the instructional needs of students with low reading skills. The generated theory, Theory of Collaborative Support, proposes that teachers support each other by offering both constructive support and solidarity, and that a lack of response reduces both types of offers. The theory, its themes and categories, and influential factors are discussed. Future research should systematically test the theory and the effect collaborative support has on instructional use of CBM data.