Theoretical Frameworks in Qualitative Research

ISBN-10: 1412914167

ISBN-13: 9781412914161

Edition: 2006

List price: $62.00
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Description:

Providing practical coverage of theory & its role in qualitative research, this book offers a concise definition of what a theoretical framework is & how one goes about finding one.
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Book details

List price: $62.00
Copyright year: 2006
Publisher: SAGE Publications, Incorporated
Publication date: 3/24/2006
Binding: Paperback
Pages: 240
Size: 6.25" wide x 9.00" long x 0.50" tall
Weight: 0.968

Vincent A. Anfara, Jr. is Associate Professor of Educational Administration and Policy Studies at The University of Tennessee. He received his Ph.D. in Educational Administration from the University of New Orleans in 1995. Before entering the professoriate he taught for 23 years in both middle and high schools in Louisiana and New Mexico. His research interests include middle school reform, leadership in middle schools, issues related to student achievement, and qualitative research methods. He is Past-President of AERA's Middle Level Education Research Special Interest Group, the Chair of the National Middle School Association's (NMSA) Research Committee, and a board member of the Tennessee Association of Middle Schools (TAMS). His research has been published in Educational Researcher, Education and Urban Society, School Leadership, Leadership and Policy in Schools, and the NASSP Bulletin. His most recent book, From the Desk of the Middle School Principal: Leadership Responsive to the Needs of Young Adolescents (2002), was published by Scarecrow Press. He is the series editor of The Handbook of Research in Middle Level Education.

Norma T. Mertz is Professor of Educational Administration and Policy Studies at The University of Tennessee. She received her Ed.D. in Curriculum and Teaching from Teachers College, Columbia University, with a collateral in anthropology and education. Before becoming a faculty member in educational administration at The University of Tennessee she taught language arts and social studies in every grade from 7th through 12th; prepared teachers to work in urban, inner city-schools in Michigan and New York City as an assistant professor at Eastern Michigan University and Hunter and Brooklyn Colleges; and was an assistant director of the Race Desegregation Assistance Center and Director of the Sex Equity Assistance Center before joining the faculty of educational administration. Her research has been published in Educational Administration Quarterly, Urban Education, Journal of School Leadership, Planning and Changing, and Communications of the ACM, and represents both qualitative and quantitative research designs.

Introduction
Seeking Understanding of School Culture: Using Theory as a Framework for Observation and Analysis
Transformational Learning and HIV-Positive Young Adults
Struggling with Theory: A Beginning Scholar's Experience with Mazzoni's Arena Models
Liminality and the Study of a Changing Academic Landscape
Organizational Identity and Identification during a Departmental Reorganization
Chaos and Complexity as a Framework for Understanding Social Workers at Midlife
A Look through the Kubler-Ross Theoretical Lens
Mary Douglas's Typology of Grid and Group
Adapting Bourdieu's Field Theory to Explain Decision-Making Processes in Educational Psychology
On Politics and Theory: Using an Explicitly Activist Theory to Frame Educational Research
Conclusion
The Editors
The Contributors
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