"I chose Catherine Marshall and Gretchen Rossman because of its accessibility and writing style. It is very reader friendly and mixes examples with interpretive commentary. I like this approach and my students seem to appreciate this style."
---Walter Heinecke, University of Virginia
The complexities and conundrums that are a part of the qualitative research enterprise demand a solid, well-planned research design. In this new edition of a best-seller, authors Catherine Marshall and Gretchen B. Rossman continue to provide clear and direct guidance for writing successful proposals that fit into the framework of qualitative research. With new material, including expanded coverage of focus groups, action research, and interviewing, Designing Qualitative Research, Third Editio n is full of vignettes that illustrate the methodological challenges facing the researcher. This text will continue to be an invaluable resource to teachers and students of research methods across the disciplines and a must for the library of those using qualitative approaches.
Includes bibliographical references and index.
Tabla de contenidos provista por Syndetics
Introduction
The "What" of the Study
Building the Conceptual Framework
The "How" of the Study
Building the Research Design
Data Collection Methods
Recording, Managing and Analyzing Data
Planning Time and Resources
Defending the Value and Logic of Qualitative Research
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CHOICE Review
Qualitative social science research has developed from a sideline domestic enterprise to a growth industry. Yet there is still a defensive cast among many practitioners. In response, advocates are now moving from the implicit to the explicit use of methods. They attempt to explain how to see the world both creatively as an artist, and systematically as a scientist, a very difficult task. This work is one of the new qualitative methodology how-to books. It concentrates most on how to draft research proposals, whether for planning one's research, applying for funds, or meeting PhD degree guidelines. This is an underdocumented area of qualitative research, and therefore the book is a useful service for students. The authors devote fewer pages to the actual data collection process and even fewer to analysis. They review several approaches to data collection, and describe the wide variety of qualitative techniques that are available. Although they do not advocate or develop any one approach, Marshall and Rossman are clearly sympathetic to the grounded theory school of Anselm Strauss (Qualitative Analysis for Social Scientists, (CH, Mar '88). The authors assume familiarity with the difficult methods of Anselm Strauss, rather than explain these methods. The book, however, is made readable by its very useful tables and charts, many of which are quite thought provoking. The authors also use short vignettes describing the decision-making points of original research to document their thesis. Graduate readership. J. W. Salaff University of Toronto
Notas de autor provistas por Syndetics
Catherine Marshall is the William Eaves Distinguished Professor Emerita of Educational Leadership and Policy at the University of North Carolina at Chapel Hill. After completing her PhD, she served on the faculty of the University of Pennsylvania and at Vanderbilt University before settling as professor at North Carolina. The ongoing goal of her teaching and research has been to use an interdisciplinary approach to analyze the cultures of schools, state policy cultures, gender issues, and social justice issues. She has published extensively on the politics of education, qualitative methodology, women''s access to careers, and socialization, language, and values in educational administration. Marshall''s honors include the Campbell Award for Lifetime Intellectual Contributions to the Field, given by the Politics of Education Association (2009); the University Council for Educational Administration''s Campbell Award for Lifetime Achievement and Contributions to Educational Administration (2008); the American Educational Research Association''s (AERA) Willystine Goodsell Award for her scholarship, activism, and community building on behalf of women and education (2004); and a Ford Foundation grant for Social Justice Leadership (2002). In the American Educational Association, she was elected to head the Politics and Policy Division, and she also created an AERA Special Interest Group called Leadership for Social Justice. Marshall is the author or editor of numerous other books. These include Activist Educators: Breaking Past Limits; Culture and Education Policy in the American States; The Assistant Principal: Leadership Choices and Challenges; The New Politics of Gender and Race; and Feminist Critical Policy Analysis. This book''s origin came early in her scholarly career, while conducting qualitative research on policy and teaching literally hundreds of doctoral students how to adopt and adapt the qualitative approach into workable proposals. She recognized a need and began to develop this book. Gretchen B. Rossman is Professor Emerita of International Education and 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 30+ years, she has coauthored 15 books, 2 of which are editions of major qualitative research texts ( Learning in the Field ,third edition, with Sharon F. Rallis, and the present seventh edition of Designing Qualitative Research , with Catherine Marshall and Gerardo L. Blanco--both widely used guides for qualitative inquiry). In addition, she has published a book titled The Research Journey: An Introduction to Inquiry (with Sharon Rallis). She has also authored or coauthored more than 50 articles, book chapters, and technical reports focused on methodological issues in qualitative research synthesis, mixed-methods evaluation, and ethical research practice, as well as the analysis and evaluation of educational reform efforts both in the United States and internationally. Professor Rossman has served as principal investigator (PI) or co-PI on several large U.S. Agency for International Development-funded projects (in Palestine, the Southern Sudan, Malawi, Tanzania, and India); as co-PI on a World Bank-funded multigrade schooling project (Senegal and Gambia); as lead trainer for a Save the Children-funded participatory monitoring and evaluation of professional training (Azerbaijan); and 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.
