Learning in the Field An Introduction to Qualitative Research

ISBN-10: 0761926518

ISBN-13: 9780761926511

Edition: 2nd 2003 (Revised)

List price: $63.95
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Description: The popular text that helped readers better understand and practice qualitative research has been completely updated and revised while retaining the features that made the first edition so useful.New to this edition:- Chapter 3 on the ethics and politics of qualitative research- Chapter 4 on choosing the locus of interest among the major qualitative research approaches- Chapter 10 expanded to provide detailed instructions for organizing, coding, interpreting, and analyzing data- Concept boxes highlight major themes and issues and summarize important principles- End-of-chapter study questions and activitiesTo help readers better visualize and grasp the concepts, issues and complexities of qualitative inquiry, the authors introduce each chapter with discussions among three `characters' - students whose research projects demonstrate the challenges and excitement of qualitative research. Woven into the chapters and the characters' stories are three themes that make up the tapestry of qualitative research: First, research is a learning process. Second, research can and should be useful. Finally, a researcher needs to have a clear vision of the audience and purpose of a study.

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Book details

List price: $63.95
Edition: 2nd
Copyright year: 2003
Publisher: SAGE Publications, Incorporated
Publication date: 1/3/2003
Binding: Paperback
Pages: 392
Size: 6.25" wide x 8.75" long x 0.75" tall
Weight: 1.188
Language: English

Gretchen B. Rossman is Professor of International Education at the Center for International Education at the University of Massachusetts Amherst. She received her PhD in education from the University of Pennsylvania with a specialization in higher education administration. She has served as a visiting professor at Harvard University's Graduate School of Education. Prior to coming to the University of Massachusetts, she was Senior Research Associate at Research for Better Schools in Philadelphia. With an international reputation as a qualitative methodologist, she has expertise in qualitative research design and methods, mixed-methods monitoring and evaluation, and inquiry in education. Over the past 25 years, she has coauthored nine books, authored or coauthored more than 40 articles, book chapters, and technical reports focused on methodological issues in qualitative research syntheses, validity in qualitative research, mixed-methods evaluation practice, and ethical research practice, as well as the analysis and evaluation of educational reform initiatives both in the United States and internationally.Professor Rossman has served as principal investigator (PI) or co-PI on several international projects in countries such as Azerbaijan, India, Malawi, and more, as well as external evaluator on several domestic projects, including a Department of Education-funded reform initiative, a National Science Foundation-funded middle-grades science initiative, and a number of projects implementing more inclusive practices for students with disabilities.She regularly presents papers at the annual meetings of the American Evaluation Association, the American Educational Research Association (AERA), and the Comparative and International Education Society. She recently completed a two-year term serving as program cochair (with Sharon Rallis) for the qualitative research section of AERA's Division on Research Methodology.

Jean McNiff is Professor of Educational Research at York St John University, UK. She is also a Visiting Professor at UiT the Arctic University of Norway, and at the Beijing Normal University and Ningxia Teachers' University, People's Republic of China.Jean took early retirement from her position as deputy head teacher of a large secondary school in Dorset, UK. She went into business for herself, and developed her writing. Her textbooks on action research and professional education are now used internationally on workplace-based professional education courses and on higher degree courses. Jean provides interdisciplinary consultancy work to institutions around the world where she gives lectures and conducts workshops on planning, doing and writing action research.Jean aims to contribute to personal and social betterment through educational research. She encourages everyone to make their stories public in the form of their personal and collaborative theories of practice; and she firmly believes that each individual is able to contribute to social and planetary wellbeing by explaining how they hold themselves accountable for what they do. In this way she links education with moral accountability. She tries to bring the university to everyday contexts, and everyday contexts into the university, for it is only by involving everyone, she feels, that the world will become a better place for us all.Visit Jean at www.jeanmcniff.com , or contact her at jeanmcniff@mac.comSharon F. Rallis is Dwight W. Allen Distinguished Professor of Education Policy and Reform at the University of Massachusetts at Amherst where she is also director of the Center for Education Policy. Previously, she was professor of education at the University of Connecticut; lecturer on education at Harvard; and associate professor of educational leadership at Peabody College, Vanderbilt University. Her doctorate is from the Harvard Graduate School of Education. She has co-authored ten books, including several on leadership: Principals of Dynamic Schools: Taking Charge of Change (with Ellen Goldring); Dynamic Teachers: Leaders of Change (with Gretchen Rossman); Leading Dynamic Schools: How to create and Implement Ethical Policies (with Gretchen Rossman and others); and Leading with Inquiry and Action: How Principals Improve Teaching and Learning (with Matthew Militello and Ellen Goldring). Her numerous articles, book chapters, edited volumes, and technical reports address issues of research and evaluation methodology, ethical practice in research and evaluation, education policy and leadership, and school reform. A past-president of the American Evaluation Association (2005), Rallis has been involved with education and evaluation for over three decades. She has been a teacher, counselor, principal, researcher, program evaluator, director of a major federal school reform initiative, and an elected school board member. Currently, her teaching includes courses on inquiry, program evaluation, qualitative methodology, and organizational theory. Her research has focused on the local implementation of programs driven by federal, state, or district policies. As external evaluator or principal investigator (PI), she has studied a variety of domestic and international policy and reform efforts, such as: alternative professional development for leaders; collaborations between agencies responsible for educating incarcerated or institutionalized youth; initiatives supporting inclusive education for children and youth with disabilities; local school governance and leadership; labor-management relations in school districts. Rallis' work with students on evaluation and qualitative methodology has taken her as far as Afghanistan and Palestine.

Qualitative Research as Learning
The Researcher as Learner
Planning the Research
Entering the Field
Gathering Data in the Field
Issues That Arise in the Field
Analyzing and Interpreting Data
Presenting the Learnings
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