E-Book, Englisch, 236 Seiten, Format (B × H): 165 mm x 235 mm
A Grounded Theory Study on the Case of Austria / Eine Grounded Theory Studie am Beispiel Österreich
E-Book, Englisch, 236 Seiten, Format (B × H): 165 mm x 235 mm
ISBN: 978-3-7815-5866-3
Verlag: Verlag Julius Klinkhardt GmbH & Co. KG
Format: PDF
Kopierschutz: 1 - PDF Watermark
mit Migrationshintergrund mit sonderpädagogischem Förderbedarf,
wobei in der Studie SchülerInnen mit türkischem Hintergrund
in Österreich im Mittelpunkt stehen. Es wird versucht, Raum für die
Zusammenführung von Erfahrungen aus erster Hand zu schaffen,
um die Komplexität des Überweisungsprozesses anzugehen und ein
Verständnis zu entwickeln, das über die Vereinfachung und lineare
Erklärungen für die Überrepräsentation von SchülerInnen mit Migrationshintergrund
in nicht-vielversprechenden Schulen hinausgeht.
Autoren/Hrsg.
Weitere Infos & Material
Table of Contents
Foreword 13
1 Introduction 15
1.1 This Study 15
1.2 Background of the Study 15
1.3 Relevance of the Study 16
1.3.1 Relevance to Special Education 16
1.3.2 Relevance to Inclusion 17
1.3.3 Relevance to Austria 18
1.3.4 Relevance to Research 19
1.3.5 Relevance to Challenges 19
1.3.6 Relevance to Methodology 21
1.4 Purpose of the Study 21
1.5 Significance of the Study 22
1.6 Definitions of Terms 23
2 Guiding Interests 25
2.1 Culture, Cultural Diversity and Multiculturalism 25
2.2 Multicultural Education 26
2.3 Culturally Responsive Teaching 27
2.4 Teacher Education for Diversity 28
2.5 Migration and Integration 29
2.6 Immigrants and Education 29
2.7 Educational Equity 30
3 Context 33
3.1 Diversity in Austria 33
3.1.1 Religious Diversity 35
3.1.2 Immigrants in Austria 35
3.2 Education in Austria 36
3.2.1 Historical Background of Education 36
3.2.2 School System in Austria 38
3.2.3 Diversity in Schools 39
3.2.4 Intercultural Learning Principle 40
3.2.5 Educational Statistics 41
3.2.6 Students with a Turkish Background 42
3.2.7 Integration and Education 43
3.3 Special Education in Austria 43
3.3.1 Historical Background of Special Education in Austria 44
3.3.2 Current Special Education in Austria 44
3.3.3 Disability Policy for Inclusion 47
3.3.4 Referral to Special Education 47
3.3.5 School Inspectors and School Psychologists in Austria 48
3.4 Teacher Training in Austria 49
3.4.1 Teacher Training for Special Education 50
4 Methodology and Epistemology 51
4.1 Restatement of Purpose 51
4.2 Qualitative Methodology 51
4.2.1 Assumptions of Qualitative Research 52
4.3 Grounded Theory Research 52
4.3.1 Classic Grounded Theory 54
4.3.2 Straussian Grounded Theory 54
4.3.3 Constructivist Grounded Theory 55
4.3.4 Generalizations in Grounded Theory 59
4.3.5 Abstraction from Time and Space with Grounded Theory 59
4.3.6 Grounded Theory in Educational Research 59
4.4 Research Design and Research Questions 60
4.5 Methodology and Methods 61
4.5.1 Reflexivity 61
4.5.2 Researcher Position 62
4.5.3 Theoretical Sensitivity 63
4.5.4 The Use of Literature in Grounded Theory 65
5 Data and Data Collection 67
5.1 Data and Data Collection in Grounded Theory 67
5.2 Research Site 67
5.3 Otherness versus Nativity 68
5.4 Research Settings 68
5.5 Research Speech 69
5.6 Population and Sampling 70
5.6.1 Criteria for Participation 70
5.6.2 Sampling 71
5.7 Participants 73
5.8 Instrument 75
5.8.1 Intensive Interviews 75
5.9 Data Collection Process 77
5.9.1 Conducting Intensive Interviews 77
5.9.2 Individual Interviews 80
5.9.3 Focus Group Meeting 80
5.10 Importance of Narration 81
5.11 Asking Questions 83
5.11.1 Closed Questions 83
5.11.2 Open Questions 83
5.12 Writing 84
5.12.1 Field Notes 84
5.12.2 Memos 85
5.13 Documents 86
5.14 Language 87
5.15 Collected Data 88
5.16 Ethical Consideration 88
5.17 Problems Encountered in the Data Collection Phase 89
6 Data Analysis and Quality Check 91
6.1 Analysis in Grounded Theory 91
6.2 Data Management and Analysis 92
6.3 Grounded Theory Coding 92
6.3.1 Initial Coding 93
6.3.2 Constant Comparison 95
6.3.3 Focused Coding 95
6.3.4 Theoretical Sampling 98
6.3.5 Categories 99
6.3.6 Theoretical Coding 101
6.3.7 Outliers 103
6.3.8 In Vivos 103
6.3.9 Theoretical Saturation 103
6.3.10 Theoretical Sorting, Diagramming, Integrating 104
6.3.11 Generating a Theory 104
6.4 Research Question Revisited 106
6.5 Research Design Revisited 106
6.6 Quality of the Study 107
6.7 Presentation of the Research Findings 110
7 Categories from Different Perspectives 113
7.1 Research Questions 113
7.2 Collected Data 113
7.3 Participants 114
7.3.1 Parents 114
7.3.2 Teachers 114
7.3.3 Psychologists 114
7.3.4 School Directors and School Inspector 115
7.4 Initial Codes 116
7.5 Categorizing Process 116
7.6 Memoing 117
7.7 Theoretical Codes 118
7.8 Categories 118
7.9 Parents’ Categories 119
7.9.1 Rejecting Special Education 120
7.9.2 Taking over the Responsibility 123
7.9.3 In a Battlefield 126
7.9.4 Disassociation 128
7.9.5 Summary for Meaning of the Special Education Referral for Parents 132
7.10 Teachers’ Categories 132
7.10.1 An Obscure Journey 133
7.10.2 Regretful Accomplice 137
7.10.3 Passing the Ball 140
7.10.4 Conditional Trust 143
7.10.5 Summary for the Meaning of Special Education Referral for Teachers 144
7.11 Psychologists’ Categories 145
7.11.1 There to Test 145
7.11.2 Summary for the Meaning of Special Education Referral for Psychologists 147
7.12 School Inspector and Directors’ Categories 147
7.12.1 Proving Prominence 147
7.12.2 Prominent but Neutral 149
7.12.3 Summary for the Meaning of Special Education Referral for Directors 150
8 Defining the Core Category 151
8.1 Core Category 151
8.2 The Core Category ‘Disassociation’ 151
8.2.1 Ways of Disassociation 152
8.2.2 Disassociation and Parents 153
8.2.3 Disassociation and Teachers 154
8.2.4 Disassociation and School Psychologists 155
8.2.5 Disassociation and School Directors and Inspector 156
8.3 Process of Disassociation 157
9 Theory Generation 159
9.1 Brief Revisit to Research Process 159
9.2 From Categories to Theory 159
9.3 Core Category ‘Disassociation’ 161
9.4 Relating Participant Groups 162
9.4.1 Reciprocity 162
9.4.2 Involvement of the Parents and Externals 163
9.4.3 Suspicion in the Process 165
9.4.4 Ambiguity 166
9.5 Developing a Theory 167
9.6 Theory ‘Building on Mutual Distrust’ 168
9.6.1 Distrust by Parents 168
9.6.2 Distrust by Teachers 169
9.6.3 Distrust by School Directors and the Inspector 170
9.6.4 Distrust by School Psychologists 170
9.6.5 Place of Mutual Distrust 171
9.6.6 Extended Mutual Distrust 172
9.6.7 Theory ‘Building on Mutual Distrust’ 175
9.6.8 Summary 177
10 Discussion 179
10.1 Educational Equity 179
10.2 Special Education and Immigrants 180
10.3 Language and Employment 181
10.4 Embeddedness in Social Group 183
10.5 Family Involvement 185
10.6 Power in School 187
10.7 Trust in School 189
10.8 Institutional Discrimination 190
10.9 Cultural Responsiveness 191
10.10 Gender and Religion 192
11 Conclusion 193
11.1 Review of the Study 193
11.2 Review of the Findings 194
11.3 Conclusion of the Study 196
11.4 Implications of the Study 197
11.5 Critical Reflections 198
Directories 201