Grounded theory and Constructivist Grounded Theory in educational research

This chapter examines published Grounded Theory (GT) and Constructivist Grounded Theory (CGT) research in education. Following the introduction, we offer summary commentary on the practice of GT and CGT in educational research based on our review of relevant publications, pointing to trends in and some problematic usage of GT and CGT over time. Next, we briefly identify selected GT and CGT studies and their specific focus in terms of substantive topics across the educational landscape, including in early childhood education, schooling, and higher and adult education. Section 2.4 considers how these studies have engaged with core CGT methodological processes, including critical reflexivity about research positionality, co-construction through the involvement of participants, the iterative approach and theoretical sampling, and approaches to coding and memoing. Finally, Section 2.5 concludes the chapter.