Crotty (1998) stated that theories are instruments by which researchers design research questions. Denzin and Lincoln (2000) took it a step further to posit that theories provide a comprehensive guide for data selection and data interpretation.

Crotty (1998) stated that theories are instruments by which researchers design research questions. Denzin and Lincoln (2000) took it a step further to posit that theories provide a comprehensive guide for data selection and data interpretation.
They are used in qualitative research in order to provide different means of approaching problems and to allow researchers to highlight at best different perspectives of the same problem through either a conceptual or theoretical framework (Bradley, Curry, and Devers (2007).
Note that all theories are not appropriate to all studies and theories depend on what kind of data to be collected. In qualitative studies, appropriate theories are phenomenology, critical theory, grounded theory, interactionism, case study, narrative, etc. The relationship between theories and approach is that it opens the door for researchers to explore controversies, which lead to a framework selection (Mike and Huberman, 1994).
In a looser term, theories generate research design, which in turn generate approaches to test hypothesis and to collect and interpret data. This week, we will analyze an article that describes the theory-approach linkage. He also used a conceptual framework, which captures reports from various sources.
In the article in question, the author seeks data relationships in by sorting, categorizing, setting up a matrix, and reconciling different perspectives in order to argue that clinical practice must not be separated from constant and rigorous research (p.16). This study hints at a phenomenological study and describes the personal experiences of the author in the psychotherapeutic relationship – both from a teaching perspective and a client perspective.
I strongly believe this article explains the core relationship between theories and approaches best because I chose the author utilized the grounded theory and the multiple case study approaches to support his quest for emerging theories.
References
Bradley, H., E., Curry, A., L., & Devers, K., J. (2007). Qualitative Data Analysis for Health Services Research: Developing Taxonomy, Themes, and Theory. Health Services Research. 2007 August; 42(4): 1758–1772.
Clarkson, P. (1996). Researching the ‘therapeutic relationship’ in psychoanalysis, counseling psychology and psychotherapy—a qualitative inquiry. Counseling Psychology Quarterly, 9(2), 143–163
Crotty, M. (1998). Foundations of social research: meaning and perspective in the research process. London: Sage.
Denzin, N., K & Lincoln, Y., S. (2000). Handbook of qualitative research. 2nd ed. Thousand Oaks, CA
Miles, M. & Huberman, M. (1994). Qualitative Data and Analysis. 2nd Ed. SAGE Publications
Sinclair, M. (2007). A guide to understanding theoretical and conceptual frameworks. Evidence based Midwifery S (2): 39
Author: James Smith Date: Tuesday, July 24, 2012 12:50:37 PM EDT
Subject: Discussion – Week 3
Theory and Qualitative Approach
The dissertation topic includes a comparative multi-case study of United States Air Force (USAF) F-16 and Royal Australian Air Force (RAAF) F-18 training initial training techniques. However, an important component of evaluating the study will include investigating what learning styles are best suited for the current training approach. Poon Teng Fatt (2000), Katsioloudis and Fantz (2012) and Mayfield (2012) have conducted studies examining the relationship between student success when teachers adapt to the student’s learning style. The theory is that if the teacher is successful in tailoring instruction to a student’s individual learning style than the student will be more successful (Poon Teng Fatt, 2000). The articles are a mix of qualitative and quantitative research. The theory is well suited to be studied from a quantitative and qualitative perspective. Qualitative research is well suited for observing how a student participates and learns in a classroom while quantitative research is used to measure the academic performance of each student (Creswell, 2013).

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