Qualitative Dissertation A Guide for Students and Faculty

ISBN-10: 1412951089

ISBN-13: 9781412951081

Edition: 2nd 2009 (Student Manual, Study Guide, etc.)

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Description: Written primarily for doctoral students in education and related fields, the purpose of this book is to assist practitioner-scholars in crafting and conducting a qualitative dissertation by using practical issues to help them understand what it means to do a dissertation and what it means to do qualitative research. Rather than an instruction manual on qualitative research methods or a recipe, formula, or template for preparing dissertation-related documents (e.g., proposal, final report), this book guides students through the issues and questions that arise as students struggle to learn about qualitative dissertation research. Comprehensive, it guides the student through the process of preparing for the dissertation journey, rethinking the concepts of method and data, working through the proposal process, defending the dissertation, and living life after the dissertation.

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Book details

List price: $96.00
Edition: 2nd
Copyright year: 2009
Publisher: Corwin Press
Publication date: 3/1/2009
Binding: Paperback
Pages: 328
Size: 7.25" wide x 10.25" long x 0.75" tall
Weight: 1.650
Language: English

Noreen B. Garman is a professor in the Administrative and Policy Studies Department at the University of Pittsburgh School of Education. Previously she directed the University's Institute for International Studies in Education and the Social and Comparative Analysis in Education Program. A former high school English teacher and recent Fulbright scholar, Garman has published journal articles and chapters in the fields of clinical supervision, curriculum studies, and qualitative research. From 1994 to 1997, she directed programs for teacher education planning and development in Bosnia and Her�zegovina. She has served on more than 70 dissertation committees during her career, and in 1994, she received an award from the American Educational Research Association, "For Mentoring Women and Activism in Women's Issues." In 2007 she received the Provost's Award for Excellence in Mentoring.

Maria Piantanida is an adjunct associate professor in the School of Edu�cation at the University of Pittsburgh and Carlow University. As a curriculum consultant, she has worked with a variety of programs for health and human services professionals. For her efforts to catalyze research among hospital-based educators, she re�ceived the 1989 Distinguished Author Award and the 1987 Distinguished Achievement Award from the American Society for Healthcare Education and Training. In 2007 she received the Distinguished Adjunct Faculty Award from Carlow University.

Foreword
Preface to the Second Edition
Acknowledgments
About the Authors
Facing the Dissertation Journey
Coming to Study
On the Deliberative Nature of the Dissertation
Meanings of the Dissertation
Facing the Dissertation
Preparing for the Dissertation Journey
Orienting Oneself to Interpretive Inquiry
Situating Oneself in the Inquiry
Rethinking the Concept of Method
Rethinking the Concept of Data
Moving From the Experiential to the Theoretic
Entering Into and Living Through the Dissertation Journey
Developing Ideas for the Dissertation Proposal
Crafting an Interpretive Dissertation Proposal
Proposing the Dissertation Study
Living With the Study
Entering Into Public Discourse: The Dissertation Meeting
Life After the Dissertation
Afterword
Case Examples of Interpretive Dissertations
Problematizing Educational Inclusion: A Practice-Based Heuristic Inquiry
Pictures in Our Minds: A Narrative Study of the Incorporation of Creative Dramatics as Pedagogy in Elementary Classroom Content Areas
A Narrative Study of Three Levels of Reflection in a College Composition Class: Teacher Journal, Student Portfolios, Teacher-Student Discourse
Promises Made, Promises Broken: A Literary Criticism of the Pennsylvania Lead Teacher Experience
Our Changing Town, Our Changing School: Is Common Ground Possible?
A Special Program for Gifted Female Adolescents: A Conceptual Case Study for Planning Curriculum
References
Index
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