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Intended as a guide to the terms and phrases that partially shape the origins, purpose, logic, meaning, and methods of the practices known as qualitative inquiry, thisThird Editionhas 70 additional terms as well as a Readers′ Guide. Key references have been updated and several terms and phrases from previous editions have been reorganized and expanded. The dictionary entries are intended as a guide to the methodological and epistemological concepts and theoretical orientations of qualitative inquiry. Students and teachers will find this book a very useful resource for navigating various perspectives on qualitative inquiry and as a starting point for launching their own investigations into the issues covered in this guide.Key Features of the Third Edition:

This edition offers more comprehensive coverage of qualitative inquiry.

The text includes an abundance of new terms based on developments in the field. Key references help deepen readers knowledge of qualitative terminology. More in-depth coverage of methods terms helps users better acquaint themselves with the research options at their fingertips. This edition also contains approximately 70 new entries and a Readers′ Guide.

Tabla de contenidos provista por Syndetics

• Introduction
• Conventions
• Dictionary

Reseñas proporcionadas por Syndetics

CHOICE Review

First published in 2001 (CH, Oct'01, 39-0692), this fourth edition (with approximately 20 new entries) continues to provide researchers working in the qualitative-methods paradigm clear, concise definitions of key terms and phrases, including theories, techniques, and philosophical constructs. Alphabetically arranged entries enhanced by inclusion of see-also references help users understand the interconnectedness of pertinent concepts; boldface italics indicate words or phrases appearing as main entries. References to scholarly books and articles accompany most entries; this value-added feature in a specialized dictionary guides readers to critical essays and research studies in which concepts or techniques are applied in practice. For example, the entry for content analysis includes a general definition followed by an explanation of the meaning of various forms, such as discourse analysis and narrative analysis. A definition of grounded theory is included, although it might have deserved its own entry given its prominence in the qualitative-research toolkit. Expanded entries reflect the state of contemporary inquiry, which continues to evolve in complexity as methods of qualitative data gathering and interpretation are applied in more sophisticated ways. Front matter features a detailed table of terms included and a reader's guide that arranges them under broad categories. The work is a standard for students and novice researchers exploring the parameters of qualitative research. Summing Up: Highly recommended. All academic audiences; professionals/practitioners. --Robert V. Labaree, University of Southern California

Notas de autor provistas por Syndetics

Thomas A. Schwandt is Professor of Education in the Department of Educational Psychology in the College of Education at the University of Illinois Urbana-Champaign. He also holds appointments in the Unit for Criticism and Interpretive Theory and the Department of Education Policy, Organization, and Leadership. He has been a faculty member and a Fellow of the Poynter Center for Ethics and American Institutions at Indiana University, Bloomington and member of the faculty in medical education at the University of Illinois at Chicago. His papers on qualitative methodology, issues in the philosophy of interpretive social science, and evaluation theory have appeared in a variety journals and edited books. He is the author of Evaluation Foundations Revisited: Cultivating a Life of the Mind for Practice (Stanford University Press, 2015) , Evaluation Practice Reconsidered (Peter Lang, 2002), and Evaluating Holistic Rehabilitation Praxis (Kommuneforlaget, Oslo, 2004); and co-author (with Kenneth Prewitt and Miron Straf) of Using Science as Evidence in Public Policy (National Academies Press, 2012) and (with Edward Halpern) of Linking Auditing and Meta-evaluation (Sage, 1988); co-editor (with Katherine Ryan) of Exploring Evaluator Role and Identity (Information Age Press, 2002), (with Peder Haug) of Evaluating Educational Reforms: Scandinavian Perspectives (Information Age Press, 2003), and (with Bridget Somekh) Knowledge Production: The Work of Educational Research in Interesting Times (Routldege, 2007). He was the editor of the American Journal of Evaluation from 2010-2014.

In 2002, he received the Paul F. Lazarsfeld Award from the American Evaluation Association for his contributions to evaluation theory.