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	Klasyczna teoria ugruntowana z perspektywy interpretatywnej	Teoria ugruntowana w interpretacyjnym konstruktywizmie
Dziedzina	Metody jakościowe	Metody jakościowe
Rodzina	Process / pipeline	Process / pipeline
Rok powstania	1967 (classic GT); interpretivist epistemological framing: mid-1990s onward	2000–2006
Twórca	Barney G. Glaser and Anselm L. Strauss (classic GT); interpretivist framing elaborated by Merilyn Annells and others	Kathy Charmaz
Typ	Qualitative theory-building method	Qualitative research design and analytic approach
Źródło pierwotne	Glaser, B. G., & Strauss, A. L. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Aldine. ISBN: 978-0202302607	Charmaz, K. (2014). Constructing Grounded Theory (2nd ed.). Sage. ISBN: 978-0857029140
Inne nazwy	interpretivist CGT, interpretivist classic GT, interpretive Glaserian grounded theory, interpretive emergent grounded theory	constructivist GT, interpretive CGT, Charmaz grounded theory, constructivist grounded theory
Pokrewne	6	6
Podsumowanie	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 constructivist grounded theory is a qualitative research design in which the researcher and participants are understood as jointly constructing meaning, and theory is built inductively from data through systematic comparative analysis. Developed by Kathy Charmaz as a departure from the positivist assumptions of classic grounded theory, this approach situates both the researcher and participants as active interpreters whose social positions, values, and interactions shape the categories and theory that emerge from the study.