Using Generic Inductive Approach in Qualitative Educational Research: A Case Study Analysis

Autor/in	Liu, Lisha
Titel	Using Generic Inductive Approach in Qualitative Educational Research: A Case Study Analysis
Quelle	In: Journal of Education and Learning, 5 (2016) 2, S.129-135 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Educational Research; Qualitative Research; Case Studies; Undergraduate Students; College English; Nonmajors; English (Second Language); Research Methodology; Data Collection; Data Analysis; Student Experience; Transitional Programs; Foreign Countries; Interviews; China + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Qualitative Forschung; Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Research method; Forschungsmethode; Data capture; Datensammlung; Auswertung; Studienerfahrung; Ausland; Interviewing; Interviewtechnik
Abstract	Qualitative research strategy has been widely adopted by educational researchers in order to improve the quality of their empirical studies. This paper aims to introduce a generic inductive approach, pragmatic and flexible in qualitative theoretical support, by describing its application in a study of non-English major undergraduates' English learning transition from school to university in China. Through an analysis of how this case study was conducted, the main features of the generic inductive approach are discussed in detail. Subsequently, some suggestions for its effective use are put forward so that this approach can help to provide meaningful interpretive power to make sense of the findings in educational research. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01