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      Evaluating Rigor in Qualitative Methodology and Research Dissemination

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      Remedial and Special Education
      SAGE Publications

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          Abstract

          Despite previous and successful attempts to outline general criteria for rigor, researchers in special education have debated the application of rigor criteria, the significance or importance of small n research, the purpose of interpretivist approaches, and the generalizability of qualitative empirical results. Adding to these complications, the breadth of qualitative research methods makes a single set of universally applicable criteria difficult to identify and use. Based on input from qualitative researchers across the social sciences, we augment and expand the oft-cited criteria for rigor established in special education, thus broadening the potential application and contribution of qualitative research in the areas of disability and education. We identify exemplars from special education research and use these to illustrate ways qualitative research can push the field to strengthen the theoretical foundations of empirical work, as well as to acknowledge more forthrightly the roles of the researcher in the research endeavor.

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          Most cited references57

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          The Discovery of Grounded Theory

          <p>Most writing on sociological method has been concerned with how accurate facts can be obtained and how theory can thereby be more rigorously tested. In The Discovery of Grounded Theory, Barney Glaser and Anselm Strauss address the equally Important enterprise of how the discovery of theory from data--systematically obtained and analyzed in social research--can be furthered. The discovery of theory from data--grounded theory--is a major task confronting sociology, for such a theory fits empirical situations, and is understandable to sociologists and laymen alike. Most important, it provides relevant predictions, explanations, interpretations, and applications.</p><p>In Part I of the book, Generation Theory by Comparative Analysis, the authors present a strategy whereby sociologists can facilitate the discovery of grounded theory, both substantive and formal. This strategy involves the systematic choice and study of several comparison groups. In Part II, The Flexible Use of Data, the generation of theory from qualitative, especially documentary, and quantitative data Is considered. In Part III, Implications of Grounded Theory, Glaser and Strauss examine the credibility of grounded theory.</p><p>The Discovery of Grounded Theory is directed toward improving social scientists' capacity for generating theory that will be relevant to their research. While aimed primarily at sociologists, it will be useful to anyone Interested In studying social phenomena--political, educational, economic, industrial-- especially If their studies are based on qualitative data.</p></p>
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            Determining Validity in Qualitative Inquiry

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              The Logic of Practice

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                Author and article information

                Journal
                Remedial and Special Education
                Remedial and Special Education
                SAGE Publications
                0741-9325
                1538-4756
                September 2014
                March 31 2014
                September 2014
                : 35
                : 5
                : 267-274
                Affiliations
                [1 ]The University of Wisconsin–Madison, USA
                Article
                10.1177/0741932514528100
                6742ce84-e1ad-4c77-8b9f-1585c2f5e911
                © 2014

                http://journals.sagepub.com/page/policies/text-and-data-mining-license

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