Introducing empirically grounded types into the study of school choice

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Research & Method in Education Pub Date : 2022-10-17 DOI:10.1080/1743727X.2022.2134337

Anthony E. Healy

引用次数: 0

Abstract

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.

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将实证基础类型引入择校研究

本文提出基于类型分析法(GTAM)是一种系统而有效的定性研究类型学构建方法。GTAM在欧洲社会科学中兴起，以响应对定性类型学的图式化和更精确地解释定性类型的需要。GTAM适用于各种定性情况。本文通过对巴黎郊区择校的研究来说明GTAM的适用性。我主张将其纳入美国小学和中学选择的定性研究，因为它是一种可信的分析形式，可以为观察行为和信念如何影响选择提供新的视角。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Research & Method in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.70

自引率

5.00%

发文量

期刊介绍： The International Journal of Research & Method in Education is an interdisciplinary, peer-reviewed journal that draws contributions from a wide community of international researchers. Contributions are expected to develop and further international discourse in educational research with a particular focus on method and methodological issues. The journal welcomes papers engaging with methods from within a qualitative or quantitative framework, or from frameworks which cut across and or challenge this duality. Papers should not solely focus on the practice of education; there must be a contribution to methodology. International Journal of Research & Method in Education is committed to publishing scholarly research that discusses conceptual, theoretical and methodological issues, provides evidence, support for or informed critique of unusual or new methodologies within educational research and provides innovative, new perspectives and examinations of key research findings. The journal’s enthusiasm to foster debate is also recognised in a keenness to include engaged, thought-provoking response papers to previously published articles. The journal is also interested in papers that discuss issues in the teaching of research methods for educational researchers. Contributors to International Journal of Research & Method in Education should take care to communicate their findings or arguments in a succinct, accessible manner to an international readership of researchers, policy-makers and practitioners from a range of disciplines including but not limited to philosophy, sociology, economics, psychology, and history of education. The Co-Editors welcome suggested topics for future Special Issues. Initial ideas should be discussed by email with the Co-Editors before a formal proposal is submitted for consideration.