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Relevant bibliographies by topics / Child development Grounded theory

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Academic literature on the topic 'Child development Grounded theory'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Child development Grounded theory"

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Kelly, Katherine P., Kathleen A. Knafl, Susan Keller, and Pamela S. Hinds. "Thematic expansion: A new strategy for theory development." Western Journal of Nursing Research 43, no. 10 (February 3, 2021): 962–71. http://dx.doi.org/10.1177/0193945920984795.

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We developed and applied metasynthesis methods to expand previously reported thematic descriptions of parents’ internal definition of “being a good parent to my seriously ill child” as part of a larger study to examine parenting of children with serious illness. Our systematic approach included: literature search, purposeful selection of grounded theories regarding parenting a seriously ill child, study summaries, mapping evidence of good parent themes onto structural elements of grounded theory, cross-study comparisons, and theoretical memoing to summarize analytic insights. Twenty-five grounded theory studies from 32 reviewed reports reflected multiple conditions (n=5), countries (n=10) and family members (n=386 families). We report a worked example of the processes used to extend the original good parent themes and detail our processes through one good parent theme. The methods we describe are a promising approach to extend thematic analysis findings and advance thematic expansions toward development of more formal theoretical syntheses.

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Žukauskienė, Lilia, and Rasa Skališienė. "FACTORS DETERMINING VULNERABILITY ON ONLINE SOCIAL NETWORKS AMONG TEENAGE GIRLS ATTENDING A CHILD DAY CARE CENTRE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 25, 2018): 442–58. http://dx.doi.org/10.17770/sie2018vol1.3119.

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The article presents the results of the qualitative research which provide a deeper understanding of the factors determining vulnerability on online social networks among teenage girls attending a Child Day Care Centre. The research has involved the specialists from Child Day Care Centres of different towns and districts of Lithuania. A version of a systematic grounded theory (Strauss & Corbin, 1990) has been applied to conduct the research; it has helped to construct the phenomenon – Insight into threats on online social networks: “One step and everything can end up badly”. By applying the paradigmatic model of “cause and effect” of the systematic grounded theory, reasons for the development of this phenomenon, contextual and intervening factors, strategies of actions/interactions applied by the specialists as well as the manifested consequences have been distinguished.

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McMillen, Jennifer D., Shayna D. Swick, Lauren M. Frazier, Matthew Bishop, and L. Suzanne Goodell. "Teachers’ perceptions of sustainable integration of garden education into Head Start classrooms: A grounded theory approach." Journal of Early Childhood Research 17, no. 4 (June 18, 2019): 392–407. http://dx.doi.org/10.1177/1476718x19856378.

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The perceived benefits of outdoor learning have influenced recommendations and policies alike in early childhood education, yet one component (garden education) in Head Start preschools is inconsistent and researchers do not yet know why. The purposes of this qualitative interview study were to explore preschool teachers’ experiences and perceptions of incorporating garden education into a preschool curriculum for children from low-income families and to develop a grounded theory-based conceptual model to explain the findings. Causal conditions included being comfortable in nature, having administrative support, focusing on safety, and reacting to weather. The intervening conditions were teacher knowledge and skills, program structure, resources and physical supplies, and human resources. The strategies for implementing sustainable use of preschool gardens were employing child-directed practices, applying multi-curricular techniques, incorporating health education, and engaging the community. The consequences identified for using preschool gardens were impacting whole child learning, influencing health, and exposing children to nature. Holistic integration of the results into the current literature suggested several opportunities for pre-service teacher education, professional development, and assessment tool development and validation.

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Cater, John James, and Robert T. Justis. "The Development of Successors From Followers to Leaders in Small Family Firms." Family Business Review 22, no. 2 (February 26, 2009): 109–24. http://dx.doi.org/10.1177/0894486508327822.

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The purpose of this exploratory study was to better understand the development of successors in the small family business, including their approach to the leadership of the firm. It examined variables (and their relationships) that help to explain family business successor leadership. A case study approach was followed, using grounded theory analysis of qualitative interviews of the top managers of six family businesses. It provided six propositions for future research—namely, concerning positive parent—child relationships, acquiring knowledge, long-term orientation, cooperation, successor roles, and risk orientation.

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Tompkins, Catherine J. "SURVIVING THE COMPLEXITY: USING GROUNDED THEORY TO UNDERSTAND KINSHIP CAREGIVING." Innovation in Aging 3, Supplement_1 (November 2019): S803—S804. http://dx.doi.org/10.1093/geroni/igz038.2956.

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Abstract The role of a caregiver often goes beyond the task of caring for someone who is dependent in managing activities of daily living. Children are dependent on others to care for them due solely to their age and maturity; others are dependent due to chronic ailments or short-term disabilities. Regardless of why someone is dependent, the caregiving relationship is complex. This paper focuses on a grounded theory, developed and applied to understand the complexities of kinship caregiving. The literature continues to support the identified needs of kinship caregivers (Tompkins, 2015; Lee, Clarkson-Hendrix, & Lee, 2016). To understand the unique needs of kinship families, the following grand tour question was asked: What is it like for you to live within a kinship caregiving household? The theory was developed over several years based on observational data and 15 interviews with grandparent caregivers and at least one of the grandchildren they were raising. The theory, Surviving the Complexity, is a survival process of taking on the caregiving role and doing one’s best in spite of multiple obstacles. Surviving the complexity consists of three stages: rescuing, taking-on and role reversal. The theory identifies and explains emotional, relationship and situational complexity within kinship families. Hope and denial are factors of emotional complexity: “It’s not that she (my daughter) does not love him (the child), she is just unable to right now. She will get better.” Theory development and further application of the theory will be discussed.

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Henderson, Tammy L. "Grandparent Visitation Rights." Journal of Family Issues 26, no. 5 (July 2005): 638–64. http://dx.doi.org/10.1177/0192513x04272740.

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The purpose of the study was to review grandparent visitation cases to determine how justices interpreted the best interests of the child standard. Using grounded theory methods, the author conducted a study on 46 grandparent visitation cases. Based on the critical review of these cases, three themes emerged: parental rights, children’s rights, and child development. These themes help to explain how courts influence the social construction of power within families. The author closes the study with implications and suggestions for future research.

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Olsen, Lise L., John L. Oliffe, Mariana Brussoni, and Genevieve Creighton. "Fathers’ Views on Their Financial Situations, Father–Child Activities, and Preventing Child Injuries." American Journal of Men's Health 9, no. 1 (December 10, 2013): 15–25. http://dx.doi.org/10.1177/1557988313515699.

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Unintentional injuries are a leading public health problem for children, particularly among those living at lower socioeconomic levels. Parents play an important preventive role, and the aim of this study was to examine fathers’ views on the role of their family financial situation in preventing children’s injuries. In-depth interviews were conducted with 15 fathers of children 2 to 7 years living in western Canada. Questions solicited fathers’ views about their financial situation and their child injury prevention efforts. Data analysis was underpinned by masculinity theory and guided by constant comparative grounded theory methods. Findings included that fathers living with fewer financial limitations emphasized use of safety equipment and aligned themselves with provider and protector masculine ideals. Fathers with moderate financial constraint described more child-centered safety efforts and efforts to manage finances. Those facing greatest constraint demonstrated aspects of marginalized masculinities, whereby they acknowledged their economic provider limitations while strongly aligning with the protector role. These findings hold relevance for development of interventions aimed at reducing child injury risk inequities. Taking into account how masculinities may shape their beliefs and practices can inform design of father-centered interventions for men living at different points on the socioeconomic spectrum.

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Grimm, Marshall Xavier, Elizabeth Dorrance Hall, Charles Ryan Dunn, and Travis Edward Dorsch. "Parent-child communication in sport: Bridging the gap between theory and research." Journal of Amateur Sport 3, no. 3 (November 28, 2017): 1–19. http://dx.doi.org/10.17161/jas.v3i3.6513.

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Parent-child communication is integral to the acquisition of positive developmental outcomes from sport. This position paper offers useful interdisciplinary frameworks and theories for future researchers as they investigate questions pertaining to parentchild communication in organized youth sport. We propose such work is enhanced when grounded in family, human development, and interpersonal communication theory and literature. Specifically, theoretical frameworks from these areas assist researchers in determining salient research questions, choosing appropriate methodologies, and most importantly in the interpretation of findings. As researchers attempt to further understand parental influence in sport, the role of specific family processes like communication will shed light on the potential mechanisms that drive youth’s developmental outcomes. This knowledge will likely lead to better outcomes for youth participating in sport, and better relationships among family members in and out of the sport context. By gaining greater understanding of this phenomenon, researchers will have a more complete set of tools to educate parents, administrators, and coaches in an evidence-based way.

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Ball, Jessica, and Alan Pence. "A Postmodernist Approach to Culturally Grounded Training in Early Childhood Care and Development." Australasian Journal of Early Childhood 25, no. 1 (March 2000): 21–25. http://dx.doi.org/10.1177/183693910002500106.

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This article describes a unique approach to involving cultural communities in elaborating curricula for training early childhood educators. This ‘Generative Curriculum Model (GCM) has been demonstrated in partnership programs between the authors and seven Canadian aboriginal communities. Indigenous experiences and culturally-valued knowledge are articulated by tribal Elders and considered alongside mainstream research and theory about child development and care. Ongoing evaluation research has documented the success of this model in facilitating completion of post-secondary training and career development among aboriginal students. The training resonates with the students’ own culture, and community members are involved throughout the training in dialogue and planned actions for delivering services for children and their families based on their own cultural constructions of childhood and effective care. The process and impacts of this training model in seven aboriginal communities in Canada are discussed in postmodernist terms. The legitimacy and potential utility of indigenous knowledge are acknowledged and multiple perspectives are brought to bear in elaborating effective praxis in community-driven early childhood care and education.

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Cheung, Winnie, Jeanette Davey, Winsome St John, Carmen Bydeveldt, and Shareen Forsingdal. "Health literacy of mothers accessing child development services: a model of information use." Australian Journal of Primary Health 22, no. 6 (2016): 497. http://dx.doi.org/10.1071/py15021.

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This study aimed to explore how mothers use information in home therapy programs within child development services. A grounded theory study using semistructured interviews was conducted with 14 mothers of children aged 3–6 years accessing occupational therapy, physiotherapy and speech pathology services for developmental needs. A conceptual model of mothers’ information use was developed. Findings showed that the mothers went through a cyclical process of information use and decision making: acquisition (collaboration, learning preferences), appraisal (understanding, relevance), application (capacity, resourcefulness) and review (evaluation, modification), with contextual factors including information characteristics, environment, personal characteristics and relationships. Mothers who used information effectively had a sense of confidence, control and mastery, and were empowered to apply information to make decisions and adapt their child’s home therapy. This study adds to knowledge about health literacy, specifically how mothers interpret and use health-related information at home. Findings will enable health professionals to address families’ unique health literacy needs and empower them to support their child’s optimal development, functioning and participation at their stage of life.

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Dissertations / Theses on the topic "Child development Grounded theory"

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Rinks, Sharon E. "Preschool therapeutic playgroup process a grounded theory analysis /." View full text, 2005.

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Frank, Molly S. "A Grounded Theory Analysis of Teachers' Perceptions of No Child Left Behind and Partnership Strategies with Youth Development Organizations." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391586454.

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Ermann, Katja. "Mothering the Aggressive Child." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1554293326210054.

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Shadik, Jennifer. "Fathering and Child Maltreatment: A Grounded Theory Study." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3494.

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Literature related to fathers and child physical abuse and neglect is lacking (Guterman & Lee, 2005; Lee, Bellamy, & Guterman, 2009). The purpose of this study was to better understand several pertinent aspects of fathering related to maltreatment. Three research questions were examined: 1.What are the attitudes, behaviors and contexts of fathers who have abused or neglected a child that relate to maltreatment? 2. What are the resources and capacities of these fathers which could be capitalized on? 3. How does goodness-of-fit or a poor fit between the father and child impact the parenting relationships of these fathers? Fifteen fathers in a parenting program for parents who are at high risk or who have abused or neglected a child participated in the study. In order to answer these questions, a traditional grounded theory methodology was used. Data analysis consisted of thematic analysis and constant comparative analysis. Based on data collected, a substantive theory entitled Fathering in a Context of Challenge and Complexity was developed. Results suggest that these fathers experience many challenges, but also have important strengths. Becoming a father was an important turning point for many of the fathers in this study. Fathers’ relationships with his children’s mothers, the need for social support, and the theme of change were all relevant. Implications for practice, policy, and research are discussed.

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Kettle, Martin. "A balancing act : a grounded theory of child protection social work." Thesis, Glasgow Caledonian University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.601632.

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The contribution of social workers to the protection of children is of vital importance, and yet their perspective remains under-researched. The purpose of this study was to enter the world of the social worker working in child protection, wondering how they engage in the processes of child protection work, what their concerns are and bow they act to resolve them. The objectives for this research were as follows: • An exploration of the perspectives of social workers working in child protection. • Development of specific recommendations for practice in the organisation and beyond, and for future research The study adopted a constructivist grounded theory methodology informed by a symbolic interactionist theoretical framework. Data was gathered from 22 in- depth interviews with social workers working in child protection, with saturation being achieved of the core category of balancing. Using the constant comparison method, the concerns of participants were identified as coalescing around the core category of balancing. That category was identified as having five dimensions, namely: balancing the interests of children and adults; balancing getting too close to families and not getting close enough: balancing the past, present and future; getting the balance right between investigation and relationship; and balancing the use of power over families with using power together with families. Two further important categories were identified, namely interprofessional transactions and the mechanism of the tipping point. This thesis has demonstrated the complexity of the task for child protection social workers, and has shown that social workers need to maintain all the different aspects of balancing concurrently, as the consequences of failing to maintain those balances may, in some circumstances, be poor outcomes for children and young people. The implications for practice, management and education are explored, with the emphasis being on seeking a more nuanced exploration of this complex area.

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Li, Yifei. "A Grounded Theory of Chinese College Students' Self-Authorship Development." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu15555034262482.

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Neill, Sarah. "Family management of acute childhood illness at home : a grounded theory study." Thesis, King's College London (University of London), 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.684865.

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Trotman, Jemmott Ena. "A grounded theory to understanding police officers' and child care officers' responses to child sexual abuse in Barbados." Thesis, University of Huddersfield, 2012. http://eprints.hud.ac.uk/id/eprint/17503/.

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The complexities inherent in managing child sexual abuse stem from the intersection of micro factors (e.g., personal values, histories of learning and trauma in some cases), exo level factors (such as agency mandates and professional codes) and macro factors (e.g., socio-economic and societal attitudes). Professionals in Barbados who deal with gender-based violence (including sexual exploitation) have a key role to play in addressing this problem. The ways in which they respond, through their criminal investigations, child protection assessments and interventions, are critical in assisting with the amelioration of the effects of CSA and reducing its prevalence. This study furthers our understanding and expands knowledge on the subject by examining professional behaviours in responding to child sexual abuse. Factors such as professional identity and codes of ethics, together with institutional regulations and cultural mores, determine how professionals are likely to respond. A grounded theory approach was employed, in an interpretative constructionist manner, to explore the responses of twenty one (21) participants, comprising ten police officers, eight child care officers and focus group members comprising three new participants and four others previously interviewed individually. Two theoretical paradigms were employed as conceptual lenses to assist data exploration and analysis of emerged meanings. These were the socio-cultural theory of ‘community of practice’, and the feminist perspective, which helped to inform how gender and power might impact on responses. Sitting alongside these approaches is the ecological systems theory, which I have used to ensure that the problem (child sexual abuse) has been located within its wider socio-cultural context. The grounded theory to emerge from the study is that professional responses to CSA result in, and from, multisystem actions within hierarchies of power and status, which validate particular narratives of abuse and minimise others. Professionals are embedded within these systems and, therefore, often find it difficult to respond to CSA in ways that address root causes and provide justice to its victims. The study highlights the need for the training of police officers and social workers to facilitate a greater level of reflection on issues such as power and gender inequality, and to create opportunities for collaborative practice.

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Henwood, Suzanne M. "Continuing professional development in diagnostic radiography : a grounded theory study." Thesis, London South Bank University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288095.

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Kinsey, Lee. "Sexual Identity Development: Findings From an Exploratory Grounded Theory Study." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804926/.

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Counselors and other mental health professionals lack training on healthy sexuality and sexual identity development (SID). To begin to construct a comprehensive model of SID that can be used in counseling and counselor education, I conducted an exploratory study utilizing a grounded theory approach to collect and analyze SID stories from a purposive sample of eight adults from the Dallas-Fort Worth, Texas area: four male and four female; seven White Caucasian-American and one Asian American; and self-identified as two gay, one lesbian, three heterosexual, and two sexually fluid. Participants elucidated a process model of the sexual-self that incorporated biological, psychological, social, cultural, and spiritual factors. Emergent themes included discovering, distinguishing, placing boundaries around, differentiating, and integrating the sexual-self. This preliminary model advanced a more holistic understanding of SID that counselors and other mental health professionals, educators, and researchers may find useful within their respective disciplines.

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Books on the topic "Child development Grounded theory"

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Practical sustainability: From grounded theory to emerging strategies. New York: Palgrave Macmillan, 2011.

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Joanne, Householder, ed. Infant development: From theory to practice. Belmont, Calif: Wadsworth Pub. Co., 1986.

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Malcolm, Hughes, ed. Child development: Theory and practice 0-11. New York: Pearson Longman, 2009.

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Understanding child development: Linking theory and practice. 2nd ed. London: Hodder Education, 2010.

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Hugh, Lytton, ed. Social development: History, theory, and research. New York: Springer-Verlag, 1988.

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Zigler, Edward. Child development and social policy: Theory and applications. Boston: McGraw-Hill, 2000.

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Sylvia, Opper, ed. Piaget's theory of intellectual development. 3rd ed. Englewood Cliffs, N.J: Prentice-Hall, 1988.

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Panda, Sabita. Preschool children: Theory, research, and promise. Bhubaneswar: Paragon Publishers, 1992.

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Culture and the development of children's action: A theory of human development. 2nd ed. New York: John Wiley & Sons, 1997.

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Tanaka, Shinsuke. Development and education in childhood: The constructive theory on subject-object interactivity in human development. 2nd ed. Kyoto: Kyoto University Academic Press, 1998.

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Book chapters on the topic "Child development Grounded theory"

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Allnutt, Louise. "Finding a place of one’s own: a grounded theory approach to reviewing the developmental impact of child psychotherapy with a looked-after 2-year-old child." In New Discoveries In Child Psychotherapy, 63–83. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Tavistock clinic series: Routledge, 2019. http://dx.doi.org/10.4324/9780429282294-3.

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Bouquet, Cyril. "Grounded Theory Development." In Building Global Mindsets, 27–61. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230522558_3.

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Chandra, Yanto, and Liang Shang. "Grounded Theory Development." In Qualitative Research Using R: A Systematic Approach, 137–44. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3170-1_11.

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Colton, Matthew, Robert Sanders, and Margaret Williams. "Child development theory." In An introduction to working with children, 20–52. London: Macmillan Education UK, 2001. http://dx.doi.org/10.1007/978-1-349-91274-2_2.

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He, Kekang. "Child Language Development." In Semantic Perception Theory, 1–11. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-1104-2_1.

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Rustin, Michael. "Grounded theory in psychoanalysis and child psychotherapy." In Researching the Unconscious, 156–76. New York City : Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429020339-11.

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Rustin, Michael. "Grounded theory in child psychotherapy: an example." In Researching the Unconscious, 177–217. New York City : Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429020339-12.

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Jansen, Joy. "Piaget’s Cognitive Development Theory." In Encyclopedia of Child Behavior and Development, 1104–6. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2164.

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Moore, Melisa. "Vygotsky’s Cognitive Development Theory." In Encyclopedia of Child Behavior and Development, 1549–50. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_3054.

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Patel, Purvita A. "Bioecological Theory of Development." In Encyclopedia of Child Behavior and Development, 247–49. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_438.

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Conference papers on the topic "Child development Grounded theory"

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PRANSKŪNIENĖ, Rasa. "GROUNDED THEORY METHODOLOGY IN THE CONTEXT OF SOCIAL INNOVATIONS FOR RURAL DEVELOPMENT RESEARCH." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.251.

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Although the Grounded Theory (GT) methodology has been developed for over 50 years and is one of the most popular methodologies in the world, it is not often used in rural development research. In order to update the possibilities of applying GT in rural development research, this article is based on the analysis of scientific literature and presents the evolution of the development of GT methodology and the possibilities of its application in rural development research. The classic GT strategy is discussed in more detail, as methodology which provides the possibility to researcher to look at the phenomenon from inside without formulating the hypothesis, i.e., to “emerge” the theory, which reveals the main concern and explains how it is resolved, by conceptualizing the authentic experiences of research participants. The article aims to explain that classic GT is a “full package” approach, discusses its coding process; reveales the principles of the emerging classic GT. The GT methodology is discussed as the paradigm that can help researchers discover new insights and develop new theories, explaining the processes of social innovations for rural development.

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Serrano, Elcid A., and Raymund C. Sison. "Toward a Grounded Theory of Game Development Work in the Philippines." In SIGMIS-CPR '18: 2018 Computers and People Research Conference. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3209626.3209633.

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Geyer, Sylvia, and Barbara Krumay. "Development of a Social Media Maturity Model -- A Grounded Theory Approach." In 2015 48th Hawaii International Conference on System Sciences (HICSS). IEEE, 2015. http://dx.doi.org/10.1109/hicss.2015.224.

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Zakaria, Noor Azura, Suhaimi Ibrahim, and Mohd Naz'ri Mahrin. "Using Grounded Theory Approach to Identify Value-Based Factors in Software Development." In 2016 6th International Conference on Information and Communication Technology for The Muslim World (ICT4M). IEEE, 2016. http://dx.doi.org/10.1109/ict4m.2016.050.

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Potra, Sabina Alina, Adrian Pavel Pugna, Mădălin-Dorin Pop, and Luisa Dungan. "ROMANIAN UNIVERSITY HYBRID EDUCATIONAL SYSTEM: A GROUNDED THEORY APPROACH OF 1ST YEAR STUDENTS EXPERIENCE." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.2176.

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Xiaoli, Chen, and Zhangli. "A Model About Visitor Perception of Leisure Farm in Shanghai: A Grounded Theory Study." In 5th International Conference on Social Sciences and Economic Development (ICSSED 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200331.068.

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Meireles, André, Rainara M. Carvalho, Thiago Rique, Marizangela B. P. Cavalcante, Mirko Perkusich, Hyggo Almeida, and Angelo Perkusich. "Towards a Grounded Theory for a Development Process Model for Machine Learning Based Systems." In Workshop Brasileiro de Engenharia de Software Inteligente. Sociedade Brasileira de Computação, 2021. http://dx.doi.org/10.5753/ise.2021.17278.

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The software industry has experienced the integration of artificial intelligence capabilities into applications, facing new challenges regarding software development. Despite research and industry contributions providing lessons learned and best practices, no study proposed a reference process for developing this type of software, and practitioners still struggle to establish a working process. Through a Grounded Theory study involving practitioners with experience in machine learning (ML) projects, this paper presents an emerging theory of how ML-based systems are developed. The reported results comprise key elements of a reference development process with its respective phases and activities.

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Kapanen, Antti, David Edgar, and Soeren Dressler. "A GROUNDED THEORY STUDY OF THE JOB-SEEKING EXPERIENCES OF FOREIGN GRADUATES ON THE GERMAN JOB MARKET." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.2237.

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KASPERIŪNIENĖ, Judita, and Sigitas DAUKILAS. "RECEIVING THROUGH GIVING: SCIENTIFIC MEMOS OF WEB BASED LEARNING." In Rural Development 2015. Aleksandras Stulginskis University, 2015. http://dx.doi.org/10.15544/rd.2015.104.

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In this article the author has offered constructivist grounded theory scientific memos of professors and their students self-regulated learning in social networks. Memos were written following posthuman philosophical tradition seeking to clarify the processes emerging when human web residents having meaningful and valuable real-world experiences navigated in virtual settings. One-to-one semi-structured interviews were conducted with 5 professors and instructors and 12 their students from four different universities in two main Lithuanian towns. The grounded theory data still lack saturation and at this stage the substantive grounded theory named Receiving through giving showed the complicated process of collective sharing. Empirical data indicated the vibratory flow of sharing: the respondents demand to receive from the experts and withdrawal while presenting personal knowledge and skills. The oscillation of motivation for sharing depended on the strength of net activities. The differences in sharing nature were observed: professors and instructors protected their data and purposively managed the networked time, while students expressed openness and knowledge grab from various channels with low selection. The author treated social network as a thing controlled by the respondents and as a companion species influencing its occupier’s goals and desires, raising the questions about the researcher’s role either as an observer or active participant of the net processes.

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Vasconez, Sofia, and Diana Vasconez. "INDUCING LEARNING AND ACTIVATING MULTIPLE PROCESSES: FINDINGS FROM A GROUNDED THEORY STUDY ABOUT THE AUTONOMOUS FOREIGN LANGUAGE LEARNING DEVELOPMENTAL PROCESS." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1792.

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