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Textbook Name: Std-12 Samajshastra_Sociology- Gujarati Medium Textbook
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Class: Standard - 12
Published by: Gujarat State Board of School Textbooks (GSSTB)
Download Mode and Format: Online Mode and PDF Format File
Official Website: gujarat-education.gov.in/textbook/
Std-12 Samajshastra_Sociology pdf
Glaser and Strauss claim that one of the requisite properties of grounded theory is that it be “sufficiently general to be applicable to a multitude of diverse situations within the substantive area” (p. 237). The grounded theory approach described by Glaser and Strauss represents a somewhat extreme form of naturalistic inquiry.
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It is not necessary to insist that the product of qualitative inquiry be a theory that will apply to a “multitude of diverse situations.” Examples of a more flexible approach to qualitative inquiry can be gained from a number of sources. For example, both Patton (1990) and Guba (1978) state, in the same words, that “naturalistic inquiry is always a matter of degree” of the extent to which the researcher influences responses and imposes categories on the data.
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The more “pure” the naturalistic inquiry, the less reduction of data into categories. Figure 1 illustrates one interpretation of the relationship between description, verification, and generation of theory—or, in this case, the development of what Cronbach (1975) calls “working hypotheses,” which suggests a more tractable form of analysis than the word “theory.” According to this interpretation, a researcher may move between points on the description/ verification continuum during analysis, but the final product will fall on one particular point, depending on the degree to which it is naturalistic.
GSSTB Textbook STD 12 Sociology Gujarati Medium PDF
Those who are in a position to judge or use the findings of a qualitative inquiry must play a different type of role than people who review quantitative research. This is because “there are no operationally defined truth tests to apply to qualitative research” (Eisner, 1991, p. 53). Instead, researcher and readers “share a joint responsibility” for establishing the value of the qualitative research product (Glaser and Strauss, 1967, p. 232). “Pragmatic validation [of qualitative research] means that the perspective presented is judged by its relevance to and use by those to whom it is presented: their perspective and actions joined to the [researcher’s] perspective and actions” (Patton, 1990, p. 485).
