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Key Elements of the Theory
The Theory Overview
The grounded theory is a methodological framework that is actively used for qualitative research in the social sciences. The grounded theory method seeks to provide a framework for understanding how a particular social environment component works. The aim is to create a theory that develops from, and so is linked to, the reality that the theory is meant to describe. The main feature of the grounded theory is that “one can start conducting empirical research without explicit hypotheses” (Bakker, 2019, p. 94). The key components of the approach include data collection, coding of obtained data, analysis, as well as theoretical categorization (Kaiser & Presmeg, 2019; Tie et al., 2019). This method involves the use of inductive reasoning, which contrasts with the more traditional deductive method. The research based on the grounded theory begins with the collection of qualitative data, which later forms the researcher’s understanding of the subject. Thus, research concepts arise from the data being analyzed, which later becomes the basis for a theory or hypothesis.
How Theory Supports the Proposed Research
Application to the Study
The qualitative study’s topic is the influence of multicultural professional development on adult basic education (ABE) educators’ perceptions and experiences. The research will help to understand how multicultural professional development influences ABE teachers’ expertise and knowledge. In this study, the grounded theory offers the most benefits. In particular, within the framework of the study, it is impossible to form an initial hypothesis; for this purpose, the described framework is used. The grounded theory approach will make it possible to collect and analyze existing data and, on their basis, identify key aspects of the impact of multicultural professional development on ABE teachers’ expertise and knowledge.
The Focus on Specific Group
The main reason for choosing the grounded theory approach is that although models are accessible in the literature, they were created and tested on samples and populations other than those of interest to the qualitative researcher. Furthermore, theories may exist, but they are insufficient since they do not address potentially relevant variables or categories of interest to the researcher (Timonen et al., 2018; Charmaz & Belgrave, 2018). Thus, the use of this technique will allow us to explore the topic of the study with a focus on the target population. It is also important that the findings of the research may be generalized for other studies in the future.
Potential Implications of the Research Outcomes
The Importance for Teachers
The main stakeholders of the study are ABE teachers and students, for whom the results will have practical application. First of all, through the study of multicultural professional development and its impact on knowledge and expertise, it is possible to identify the key aspects that shape the multicultural competence of teachers. This information can be used in the future to develop appropriate training strategies to improve the effectiveness of the cultural development of ABE teachers. It is also important that teachers within the framework of the study will be able to make their own strategies for multicultural teaching, which is also important for practical developments.
The Importance for Students
For students, especially those belonging to racial and ethnic minority groups, the results of the study also have practical implications. First and foremost, more effective teacher training will allow them to participate in a more culturally sensitive learning process, potentially improving their academic performance. It is also important that the results of the study can lead to improved social interaction within classes based on cultural diversity. These aspects generally lead to an improvement in the quality of education for representatives of ethnic and racial groups. Overall, the study can also be used to explore the future value of multicultural competencies within the educational process.
References
Bakker, J. I. (2019). Grounded theory methodology and grounded theory method: Introduction to the special issue. Sociological Focus, 52(2), 91-106.
Charmaz, K., & Belgrave, L. L. (2018). Thinking about data with grounded theory. Qualitative Inquiry, 25(8), 743-753.
Kaiser, G., & Presmeg, N. (2019). Compendium for early career researchers in mathematics education. Springer Open.
Tie, Y. C., Birks, M., & Francis, K. (2019). Grounded theory research: A design framework for novice researchers. SAGE Open Medicine, 7, 1-8.
Timonen, V., Foley, G., & Conlon, C. (2018). Challenges when using grounded theory: A pragmatic introduction to doing GT research. International Journal of Qualitative Methods, 17(1), 1-10.