Grounded Theory and Educational Ethnography: A Methodological Analysis and Critique.

This paper analyzes and evaluates the methodological approach developed by B. G. Glaser and A. L. Strauss in THE DISCOVERY OF GROUNDED THEORY (Chicago: Aldine, 1967). Smith and Pohland's major intent is to raise Glaser and Strauss' most significant concepts and issues, analyze them in the context of seven of their own studies, and in conclusion lead to a formal methodological strategy for their current project, a study of the utilization of Computer Assisted Instruction in Eastern Kentucky. Introductory sections describe the process of generating "grounded theory" (which unlike the preeminent logico-deductive process is "an initial, systematic discovery of the theory from the data of social research") and explain Smith and Pohland's greater emphasis on developing a thorough descriptive account or narrative in their conception and use of nonparticipant observer methodology. The major sections of the paper are (1) "Theoretical Sampling in the Development of Grounded Theory" which includes discussion of "theoretical saturation,""slices of data,""comparative analysis of groups,""theoretical sensitivity and insight"; and (2) "The Discovery-Verificational Continuum Reanalyzed" which defines the "constant comparative method of qualitative analysis," analyzes each step in light of five field work examples, and isolates major differences in approach. A concluding section discusses application of grounded theory. (JS)