Cited by 668Qualitative Research Methods and ApplicationsEducational Research and MethodsSociology and Education Studies

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Informed Grounded Theory

Open access
Thornberg, Robert·2012·Scandinavian Journal of Educational Research

Abstract

There is a widespread idea that in grounded theory (GT) research, the researcher has to delay the literature review until the end of the analysis to avoid contamination – a dictum that might turn educational researchers away from GT. Nevertheless, in this article the author (a) problematizes the dictum of delaying a literature review in classic grounded theory, (b) presents arguments for using extant literature in the substantive field within a constructivist grounded theory, and (c) suggests data sensitizing principles in using literature, which are: theoretical agnosticism, theoretical pluralism, theoretical sampling of literature, staying grounded, theoretical playfulness, memoing extant knowledge associations, and constant reflexivity.

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Metadata

Authors
Thornberg, R.
Affiliations
Linköping University (SE)
Corresponding author
Thornberg, Robert
Venue
Scandinavian Journal of Educational Research
Published
2012-06
Volume
56
Issue
3
Pages
243-259
ISSN
  • 0031-3831 (ISSN-L)
  • 1470-1170
OpenAlex
W2165289403
Cited by
668
References
84
Citations by year
2026: 54 · 2025: 57 · 2024: 52 · 2023: 70 · 2022: 59 · 2021: 61 · 2020: 69 · 2019: 50 · 2018: 41 · 2017: 44 · 2016: 33 · 2015: 40 · 2014: 28 · 2013: 7 · 2012: 2
FWCI
56.41
Type
journal article
Language
en
Open access
Licence
other-oa
Locations
  • Scandinavian Journal of Educational Research (publishedVersion)
  • KTH Publication Database DiVA (KTH Royal Institute of Technology) (submittedVersion, other-oa)
Topics
  • Social Sciences › Education › Qualitative Research Methods and Applications
  • Social Sciences › Education › Educational Research and Methods
  • Social Sciences › Sociology and Political Science › Sociology and Education Studies
Keywords
grounded theory, constructivist grounded theory, theoretical pluralism, theoretical sampling, reflexivity, educational research methodology

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