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| Интерпретативна класическа обоснована теория× | Интерпретативно казусно изследване× | |
|---|---|---|
| Област | Качествени методи | Качествени методи |
| Семейство | Process / pipeline | Process / pipeline |
| Година на възникване≠ | 1967 (classic GT); interpretivist epistemological framing: mid-1990s onward | 1978–1995 (Stake's foundational works) |
| Създател≠ | Barney G. Glaser and Anselm L. Strauss (classic GT); interpretivist framing elaborated by Merilyn Annells and others | Robert E. Stake; extended by Bent Flyvbjerg |
| Тип≠ | Qualitative theory-building method | Qualitative research design |
| Основополагащ източник≠ | Glaser, B. G., & Strauss, A. L. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Aldine. ISBN: 978-0202302607 | Stake, R. E. (1995). The Art of Case Study Research. Sage. ISBN: 978-0803957671 |
| Други названия | interpretivist CGT, interpretivist classic GT, interpretive Glaserian grounded theory, interpretive emergent grounded theory | intrinsic case study, constructivist case study, qualitative case study, naturalistic case study |
| Свързани | 6 | 6 |
| Резюме≠ | Interpretive classic grounded theory applies Glaser and Strauss's original discovery-oriented grounded theory procedures under an explicitly interpretivist epistemology. It retains classic GT's commitment to theory emergence — avoiding forced conceptual frameworks — while acknowledging that the researcher's interpretive lens shapes what is noticed and how meaning is constructed from data. This stance distinguishes it from purely objectivist readings of Glaser's later solo work and from constructivist grounded theory in its degree of inductive openness. | Interpretive case study is a qualitative research design in which the researcher selects a bounded real-world case — a person, program, event, organization, or community — and seeks to understand it from the inside, through the meanings participants themselves construct. Unlike explanatory or descriptive case study, the interpretive variant foregrounds the researcher's active role in making sense of complex, context-laden data rather than testing hypotheses or cataloguing facts. |
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