The grounded theory approach to qualitative research includes methods that lead to the development of educational or learning theories. This type of research is, as its name implies, grounded in direct observation. While conducting research in the grounded theory genre, the researcher uses an inductive approach comparing pieces of data to each other. Referred to as constant comparison, this includes taking interview, observation or other qualitative data and reviewing to come up with specific themes. Researchers will code the data to categorize and compare it, eventually refining it to a study specific theory that is firmly based in research.
Ethnographic qualitative research originated in in the anthropological field. Anthropologists and other similar social scientists use this approach for in-depth studies of a specific cultural group such as tribes of people in distinct geographic regions. Modern ethnographic research also is used with groups of individuals and/or organizations that make up a culture by way of work/business relationships, club membership or educational affiliation. Educational qualitative researchers may immerse themselves in a specific school or learning culture to explore and describe various aspects of the environment and members. Educational ethnographic research largely occurs in the field (i.e., educational environment) through participant observation. In participant observation the researcher observes the members of the educational culture and notes what occurs.
Action research in the educational setting uses the educators themselves as researchers. In this qualitative approach, a teacher or administrator will create the study, collect the data, conduct the analysis and write reports. This method has many uses, primarily including examining or exploring how educational systems work from an insider's point of view. This may include classroom practices, behavior management, questions on class curriculum/content, instruction, class and school culture or district level functioning. An individual educator can use action research to explore how his or her classroom policies and instructional practices impact the students, while a collaborative approach may help educational departments or even entire schools discover ways to improve continuity and unity of content and curriculum.
A case study explores one specific person or linked group of people such as a class, school or educational center. In this methodology, the researcher may observe or interview the participants. Additionally, supporting or related documents such as lesson plans, tests or written policies may become part of the case study analysis process. Although this type of educational qualitative research is highly useful in understanding the member(s) of the case itself, it is usually cannot be generalized to a larger population. For example, if the researcher is exploring how Smith Elementary's second grade class uses the new math activities in the district's curriculum, he or she will not be able to link this to general or national mathematics education and learning.