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Reason and Rigor How Conceptual Frameworks Guide Research

ISBN-10: 1412981255
ISBN-13: 9781412981255
Edition: 2012
List price: $42.99
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Book details

List price: $42.99
Copyright year: 2012
Publisher: SAGE Publications, Incorporated
Publication date: 11/3/2011
Binding: Paperback
Pages: 200
Size: 7.50" wide x 9.25" long x 0.50" tall
Weight: 0.990
Language: English

Sharon M. Ravitch, Ph.D., is a Senior Lecturer at the University of Pennsylvania?s Graduate School of Education. Ravitch?s research integrates across the fields of qualitative research, education, applied development, cultural anthropology, and human development and has three main strands: (1) Practitioner Research as a means to engendering professional and institutional development (2) International applied educational development research that works from a participatory approach (research projects are currently in Nicaragua, Haiti, India, and Ecuador); (3) Ethnography within and across disciplines. She has published three earlier books: Metodolog�a de la Investigaci�n Cualitativa (Qualitative Research Methods: A Reader); School Counseling Principles: Diversity and Multiculturalism; and Matters of Interpretation: Reciprocal Transformation in Therapeutic and Developmental Relationships with Youth (with Michael Nakkula). Ravitch is the newly appointed Senior International Advisor to the Haitian Ministry of Education for their Educational Reconstruction Plan. She is Research Co-Director at the Center for the Study of Boys? and Girls? Lives. She holds two master?s degrees from Harvard University and a doctorate from the University of Pennsylvania.

Matthew Riggan, Ph.D., is a Senior Researcher at the Consortium for Policy Research in Education at the University of Pennsylvania, and an Adjunct Assistant Professor in Penn�s Graduate School of Education. His current research focuses on formative assessment in elementary mathematics; assessing analytic and problem-solving skills for postsecondary readiness; systemic reform to support science, technology, engineering and mathematics (STEM) education; and factors supporting or undermining the scale-up of promising reforms in urban school districts. He teaches courses in qualitative research design, data collection, and analysis, and has worked extensively on developing qualitative and mixed methods approaches to program theory evaluation and analysis of video data. He holds a doctorate in Anthropology and Education from the University of Pennsylvania.

Foreword
Preface
About the Authors
Introduction
Conceptual Frameworks Explored and Defined
Defining and Situating Conceptual Frameworks: Concluding Thoughts
Why Conceptual Frameworks?
What (and Where) Is Theory?
The Many Levels of Theory: A Thought Experiment
Whose Theory Is It, and Where Does It Come From?
What Is a Literature Review, and What Is It for?
The Case for Conceptual Frameworks: Concluding Thoughts
Excavating Questions: Conceptual Frameworks and Research Design
"Excavating" Research Questions
About the Author
Background and Context: An Overview of the Work in Focus
Spillane, J. E (2002). "Local Theories of Teacher Change: The Pedagogy of District Policies and Programs"
The Argument
Conceptual Frameworks and Research Design
The Coevolution of Conceptual Frameworks and Research Design
Conceptual Frameworks and Research Design: Concluding Thoughts
The Role of the Conceptual Framework in Data Collection and Fieldwork
Who You Are, How You Think, and What You Study
About the Author
Background and Context: An Overview of the Work in Focus
Fine, M., & Sirin, S. R. (2007). "Theorizing Hyphenated Selves: Researching Youth Development in and Across Contentious Political Contexts"
The Argument
Hyphenated Selves as a Theoretical Framework
The Hyphen as Method: Positionality and Practice
Conceptual Frameworks and Fieldwork: Concluding Thoughts
Conceptual Frameworks and the Analysis of Data
Examining the Influence of an Ever-Emerging Conceptual Framework
About the Author
Background and Context: An Overview of the Work in Focus
Erickson, F. (1996). "Going for the Zone: The Social and Cognitive Ecology of Teacher-Student Interaction in Classroom Conversations"
The Argument
From Argument to Analysis
Transcription as Data Analysis
Evolving and Shifting Frameworks of Analysis
Conceptual Frameworks and Data Analysis: Concluding Thoughts
Expanding the Conversation, Extending the Argument: The Role of Conceptual Frameworks in Presenting, Explaining, and Contextualizing Findings
About the Author
Background and Context: An Overview of the Work in Focus
Being in Conversation With Theory: Influences on Thought and Action
Spencer, M., Dupree, D., & Hartmann, T. (1997). 'A Phenomenological Variant of Ecological Systems Theory (PVEST): A Self-Organizational Perspective in Context"
The Argument
Presenting and Discussing Findings
Using Findings to Contextualize and Extend the Argument
Learning From Surprises: How Findings
Reshape Conceptual Frameworks
Conclusion
The Conceptual Framework as Guide and Ballast
Developing a Conceptual Framework
Starting Points: Self and Audience
Making-and Breaking-Your Plans
The Conversation: From Listening to Speaking
Strategies and Exercises for Developing Conceptual Frameworks
Identifying Your Interests, Beliefs, and Motivations for Doing Research
Examination of the "Conversations Already Happening"
Ongoing Questions and Concerns About the Research
Concept Maps
Research Memos
Research Journal
Reason & Rigor
References
Author Index
Subject Index

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