Using Grounded Action Methodology for Student Intervention—Driven Succeeding: A Grounded Action Study in Adult Education

Abstract

A grounded action (GA) study was conducted investigating the area of adults attempting to achieve high school-level competencies. Using GLASERian grounded theory (GT) methodology, over 50 Adult Basic Education (ABE) and General Equivalency Diploma (GED) adult students were interviewed and observed within the classroom. Serving as the explanatory theory, a GT of driven succeeding emerged as the "core variable," which included the following five stages: embarking, visioning, investing, clicking, and ripening. An overview of the explanatory theory is presented along with examples of how the grounded action operational theory and intervention strategies (SIMMONS & GREGORY, 2003) were implemented in OLSON's educational practice. GA is found to be a useful tool for predicting student behavior, providing sustainable and meaningful intervention, and in providing a systemic impact on curriculum design and the facilitation and administration of adult learning. URN: urn:nbn:de:0114-fqs080193