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__ Grounded Theory Study __ Derives from collected data a theory that is “grounded” in the data, but therefore localized, dealing with a specific situation like how students handle multiple responsibilities or what constitutes an effective lesson plan. The method involves comparing collected units of data against one another until categories, properties, and hypotheses that state relations between these categories and properties emerge. These hypotheses are tentative and suggestive, not tested in the study. This writing aims to reveal and critique the social, cultural, and psychological assumptions regarding present day contexts with the goal of empowering individuals and enabling change. It challenges current power distributions and the status quo, as opposed to merely revealing meaning. Research questions may address race, gender, and class influences, how current power structures may serve some groups’ interests and oppress others, and how truth and knowledge are constructed. This analysis is critical for methods like participatory action research which uses such critique as the basis for collective action.
 * Example: ** Ten school counselors were given structured interviews to help determine how their professional identity is formed. This data was coded first to form concepts and then to form connections between concepts. A core concept emerged and its process and implications were discussed. School counselors’ professional interactions were identified as defining experiences in their identity formation.Brott, P. E. & Myers, J. E. (1999). Development of professional school counselor identity: A grounded theory. Professional School Counseling, 2, 339-348.
 * Example: ** Student perceptions of the residential environment educational program from a conservation school were collected from 2779 students at 31 schools. A grounded theory approach was used to discover which areas were most interesting, most confusing, and most meaningful.Smith-Sebasto, N. J. & Walker, L. M. (2005). Toward a grounded theory for residential environmental education: A case study of the New Jersey School for Conservation. Journal of Environmental Education 37(1), 37-42.
 * __ Critical Qualitative Research __**
 * Example: ** A critical examination of the consumer education texts used in adult literacy programs revealed content that was disrespectful of adult learners and their previous experience as consumers, promoted certain ideologies regarding consumerism, and defended the status quo by placing blame for economic troubles on individual inadequacies, ignoring societal inequities.Sandlin, J. A. (2000). The politics of consumer education materials used in adult literacy classrooms. Adult Education Quarterly, 50(4), 289-307.