Literaturnachweis - Detailanzeige
Autor/in | Healy, Anthony |
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Titel | Introducing Empirically Grounded Types into the Study of School Choice |
Quelle | In: International Journal of Research & Method in Education, 46 (2023) 5, S.449-459 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Healy, Anthony) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1743-727X |
DOI | 10.1080/1743727X.2022.2134337 |
Schlagwörter | School Choice; Classification; Suburban Schools; Foreign Countries; Qualitative Research; Decision Making; Race; Anxiety; Parent Attitudes; Immigrants; Diversity; Ethnic Groups; Middle Class; Secondary Schools; Research Methodology; France (Paris) Choice of school; Schulwahl; Classification system; Klassifikation; Klassifikationssystem; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Ausland; Qualitative Forschung; Decision-making; Entscheidungsfindung; Rasse; Abstammung; Angst; Elternverhalten; Immigrant; Immigrantin; Immigranten; Ethnie; Mittelschicht; Sekundarschule; Research method; Forschungsmethode |
Abstract | I propose that the grounded types analytical method (GTAM) is a systematic and useful means of typology construction for qualitative studies. GTAM arose within European social sciences in response to a need to schematize qualitative typology and to explicate qualitative types more precisely. GTAM is applicable to a variety of qualitative situations. I illustrate in this paper GTAM's applicability through my study of school choice in the Paris suburbs. I argue then for its inclusion in the qualitative study of U.S. primary and secondary school choice because it is a credible form of analysis that would provide a new lens for viewing how behaviours and beliefs enter into choices. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |