1 .		A central element to a grounded theory design that sets it apart from other research approaches is: [Hint]   identification of an educational process.   identification of quantitative independent and dependent variables.   identification of instructional variables.   assessment of impact of teachers on students.
2 .		Forming initial categories and subcategories by all data sources about the topic you are studying is what your book refers to as: [Hint]   axial coding.   open coding.   dimensionalized coding.   selective coding.
3 .		Selecting one open category as the core phenomenon, then identifying how the other categories relate to this phenomenon, is what your book refers to as: [Hint]   constructivist coding.   axial coding.   dimensionalized coding.   selective coding.
4 .		Articulating a theory from the interrelationships of the categories in the axial coding model is what your text refers to as: [Hint]   constructivist coding.   open coding.   dimensionalized coding.   selective coding.
5 .		In grounded theory designs, emerging theory design differs from systematic design in that emerging theory design places more emphasis on: [Hint]   theory verification.   specific pre-set categories.   describing categories.   letting theory emerge from data.
6 .		According to Glaser, which of the following is NOT a central criterion for grounded theory designs? [Hint]   fit   work   relevance   category structure   modifiability
7 .		The main emphasis of the constructivist approach to grounded theory design is: [Hint]   on subjective meanings ascribed by participants.   random assignment to groups.   clear identification of categories before data collection begins.   clear identification of categories after data collection ends.
8 .		Axial coding : constructivist design :: [Hint]   Quantitative : qualitative   predetermined categories : values and beliefs of participants and researchers   a priori categorization of concepts : post-hoc categorization of concepts   summary narrative discussion : diagrams of relationships between concepts
9 .		A disadvantage of grounded theory design, particularly as described by Glaser and Strauss (1967) and Glaser (1992) is that: [Hint]   a narrative account of research is subject to multiple interpretations.   values and beliefs inherently flaw the objectivity of findings.   a premature commitment to categories adversely affects research process and findings.   data-collection procedures are not self-correcting.
10 .		The isolated aspects of a process (e.g., actions of people, interactions between people) are what grounded theorists call: [Hint]   categories.   codes.   core codes.   sampling units.
11 .		In vivo codes are: [Hint]   causal connections between categories (one category causes another category to occur).   categories that are connected to each other in hierarchical fashion (one category is a subset of another).   a sequence of activities performed by research participants.   labels for categories that are exact phrases from research participants.
12 .		In grounded theory design, saturation occurs when: [Hint]   a researcher collects data, immediately analyzes it, then bases a decision on that analysis.   a researcher determines additional data will not provide new information.   a researcher generates and connects categories by comparing incidents.   the frequency of one category in the study has reached its capacity.
13 .		Analyzing data through constant comparison procedures involves: [Hint]   using quantitative techniques on qualitative data.   using qualitative techniques on quantitative data   comparing incidents to other incidents, incidents to categories, and categories to other categories.   comparing incidents from one study to incidents from another, unrelated study.
14 .		Which is NOT a criterion for identifying the core category in grounded theory designs? [Hint]   Core category must be central with all other major categories related to it.   Core category must appear frequently in the data.   Data are not "forced" on to the core category.   Name of category must be specific to provide sufficient explanatory power.
15 .		Theoretical propositions in grounded theory research: [Hint]   are statements indicating the relationship among categories.   serve as a foundation to narrative in emerging designs.   serve as a foundation to narrative in constructivist designs.   use a strict category-assignment scheme.
16 .		The purpose of researchers' writing memos to themselves during grounded theory research is: [Hint]   to supplant category scheme in constructivist designs.   as a tool for ongoing dialogue.   to decide if a grounded theory design best addresses the research problem.   to seek approval of and access to research participants.
17 .		A grounded theory design may be the best approach to a particular research problem particularly if: [Hint]   individuals are trained in qualitative research.   the researcher is looking for a macro picture of educational settings rather than a micro-level analysis.   the research question is not in as much need of a rigorous and systematic approach.   data collection procedures don't involve interviews or observation.
18 .		What is the prototypical coding process in grounded theory designs? [Hint]   open coding, axial coding, selective coding   open coding, selective coding, axial coding   axial coding, open coding, selective coding   axial coding, selective coding, open coding
19 .		A process of returning to the data and looking for incidents and events to validate one's theory is known as: [Hint]   zigzag sampling.   core categorization.   non-random sampling.   event sampling.
20 .		How will a research report in the emerging or constructivist designs differ from a report in the systematic design? [Hint]   Systematic designs will be more flexible in structure.   Emerging and constructivist designs will be more flexible in structure.   Point of view is first person in constructivist and emerging designs.   Systematic approach more obviously incorporates beliefs of research participants into the text of the report.