Introducing Empirically Grounded Types into the Study of School Choice

Autor/in	Healy, Anthony
Titel	Introducing Empirically Grounded Types into the Study of School Choice
Quelle	In: International Journal of Research & Method in Education, 46 (2023) 5, S.449-459 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Healy, Anthony)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
DOI	10.1080/1743727X.2022.2134337
Schlagwörter	School Choice; Classification; Suburban Schools; Foreign Countries; Qualitative Research; Decision Making; Race; Anxiety; Parent Attitudes; Immigrants; Diversity; Ethnic Groups; Middle Class; Secondary Schools; Research Methodology; France (Paris) + Suchen Sie Ihr Suchwort? Choice of school; Schulwahl; Classification system; Klassifikation; Klassifikationssystem; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Ausland; Qualitative Forschung; Decision-making; Entscheidungsfindung; Rasse; Abstammung; Angst; Elternverhalten; Immigrant; Immigrantin; Immigranten; Ethnie; Mittelschicht; Sekundarschule; Research method; Forschungsmethode
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01