A theory is a particular type of interpretive framework. Qualitative data analysis involves a number of systematic procedures and techniques for developing and testing theories. The original proponents of Grounded Theory (GT) promoted it as a research method in which the theory is developed from the data in contrast to a theory-driven deductive analysis process. GT uses different coding processes (open coding, axial coding and selective coding) to develop abstract categories and then seeks to elucidate the relationships between these categories. GT provides a method for investigating previously unrehearsed areas in which theory generation is more important than theory verification. The original grounded theorists argued against reading literature concerning other theories before performing data collection and data analysis because this could ‘contaminate’ the analysis with ideas and concepts that may not be appropriate to the field being investigated (Glaser & Strauss, 1967). GT has been criticised for this pure emergent procedure (Ezzy, 2002; Goldkhul & Cronholm, 2003; Lind & Goldkuhl, 2005, Mansour, 2007). An alternative to the original objectivist approach to GT is a constructivist approach in which existing theory is developed using GT methodology (Charmaz, 2006). Golkhul and Cronholm (2003) argue that it is important to relate the evolving theory to related research during the generation process which can improve the theory. Research questions: What are the main criticisms of Grounded Theory? To what extent are Grounded Theory and Multi-Grounded Theory suited to educational research?

Research methodology: Critical-content analyses of the main literature of grounded theory (constructivist-objectivist grounded theory) including: Glaser, B. G. (1978). Theoretical sensitivity: Advances in the methodology of grounded theory; Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research; Charmaz, K. (2006). Constructing Grounded Theory: A Practical Guide through Qualitative Analysis.

This paper challenges the use of a simplistic inductive theory building approach by grounded theory which assumes that that the researcher is ‘a tabula rasa’. In its place it suggests an approach using Multi-Grounded Theory (MGT) which Goldkhul and Cronholm (2003) define as being an empirically, theoretically and internally grounded theory. The value of a MGT approach is exemplified by presenting an account of how this approach was used to build theoretical understanding of the factors which influence the teaching of science in Egyptian schools (Mansour, in press).