Grounded Theory and the Snark Syndrome: The Role of the International Organisations in Research in Gender in Education

Byrne E.M. (1989) Grounded Theory and the Snark Syndrome: The Role of the International Organisations in Research in Gender in Education. Evaluation & Research in Education, 3 3: 111-123. doi:10.1080/09500798909533264


Author Byrne E.M.
Title Grounded Theory and the Snark Syndrome: The Role of the International Organisations in Research in Gender in Education
Journal name Evaluation & Research in Education   Check publisher's open access policy
ISSN 1747-7514
Publication date 1989-01-01
Sub-type Article (original research)
DOI 10.1080/09500798909533264
Volume 3
Issue 3
Start page 111
End page 123
Total pages 13
Subject 3304 Education
Abstract Research into sex differences, sex-role stereotyping and gender issues in education has expanded rapidly with increased funding and greater respectability since International Women’s Year, 1975. Concurrently, we have seen a gradual move from quantitative to more qualitative research. This has both helped, and been helped by, the increased role of the international organisations, whose role in ensuring or providing improved data bases, and in helping to develop new grounded theory, is reviewed here.
Q-Index Code C1
Institutional Status Unknown

Document type: Journal Article
Sub-type: Article (original research)
Collection: Scopus Import - Archived
 
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Created: Tue, 06 Sep 2016, 10:29:31 EST by System User