Inclusive Learning and Educational Equity 5

 Constructivist Grounded Theory
In the context of (Critical) Participatory Action Research, a flexible approach to 
organizing and analyzing data is key. We decided to utilize Grounded Theory meth-
ods for this purpose, as those methods match our chosen approach (as will be shown 
in this subsection). However, it should be noted that we only apply Grounded 
Theory methods in the context of the corresponding design and analysis of our 
(Critical) Participatory Action Research project.
Considering these analytical steps, it is clear that (Constructivist) Grounded 
Theory and (Critical Participatory) Action Research are a perfect match, particu-
larly when considering the simultaneity of data collection and analysis. Our second 
Research Cycle was planned and implemented on this basis only (see Figs. 
11.2
and 
11.3
for details). Charmaz’ approach to Grounded Theory specifically meets the 
chosen approach of our project when she calls for observational data to be addition-
ally fed into the analysis of interview material because “what people say often dif-
fers from what they do” (Charmaz, 
2004
, 982). This clearly is of utmost importance 
when practitioner-researchers are searching for insights into their teaching practice: 
it may be easy to describe and explain inclusive teaching practices in a face-to-face 
interview, but this does not necessarily mean that such practices will be observable 
in daily work routines. Accordingly, both in-class observations as well as work-
shops with students were planned as emerging needs after the initial data collection 
and analysis in the first Action Research Cycle.
M. Proyer et al.

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According to Charmaz (
2003
, 
2004
, 
2014
), coding data via Constructivist 
Grounded Theory means to start with initial line-by-line coding to examine each 
line of data and to define actions or events therein. In doing so, we start to build 
ideas inductively and “are deterred by line-by-line coding from imposing extant 
theories or our own beliefs on the data” (Charmaz, 
2003
, 258). It also helps to