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"The authors coach students through processes of conceptualizing the dissertation and treating it as an integral dimension of the journey of living. They enable students to develop the dissertation into a line of inquiry that evolves and enriches a career in academe or practical leadership." --William H. Schubert, Professor of Education, Director of Graduate StudiesUniversity of Illinois at Chicago

Make reflection an integral part of your dissertation journey!

Most dissertation guides offer a basic recipe for the research and writing process. Like those books, this resource provides all the necessary steps for crafting and conducting a qualitative dissertation, but it also adds one key ingredient: reflection.

This book guides students through the issues and questions that may arise as they conduct qualitative research, taking a reflective, experiential approach to turn student-researchers into instruments of inquiry. The authors show readers how to integrate themselves into the research and writing process by using their own beliefs, experiences, interests, and strengths. Updated with new examples and cases, this comprehensive resource guides readers through the process of:

Preparing for the dissertation journey Rethinking the concepts of method and data Working through the proposal process Defending the dissertation Living life after the dissertation

This essential guide helps student-researchers learn both the practical aspects of writing a qualitative dissertation as well as the mental and emotional preparation required for success.

Tabla de contenidos provista por Syndetics

• Foreword
• Preface to the Second Edition
• Acknowledgments
• About the Authors
• Part I Facing the Dissertation Journey
• 1 Coming to Study
• 2 On the Deliberative Nature of the Dissertation
• 3 Meanings of the Dissertation
• 4 Facing the Dissertation
• Part II Preparing for the Dissertation Journey
• 5 Orienting Oneself to Interpretive Inquiry
• 6 Situating Oneself in the Inquiry
• 7 Rethinking the Concept of Method
• 8 Rethinking the Concept of Data
• 9 Moving From the Experiential to the Theoretic
• Part III Entering Into and Living Through the Dissertation Journey
• 10 Developing Ideas for the Dissertation Proposal
• 11 Crafting an Interpretive Dissertation Proposal
• 12 Proposing the Dissertation Study
• 13 Living With the Study
• 14 Entering Into Public Discourse: The Dissertation Meeting
• 15 Life After the Dissertation
• Afterword
• Part IV Case Examples of Interpretive Dissertations
• Case Example 1 Problematizing Educational Inclusion: A Practice-Based Heuristic Inquiry
• Case Example 2 Pictures in Our Minds: A Narrative Study of the Incorporation of Creative Dramatics as Pedagogy in Elementary Classroom Content Areas
• Case Example 3 A Narrative Study of Three Levels of Reflection in a College Composition Class: Teacher Journal, Student Portfolios, Teacher-Student Discourse
• Case Example 4 Promises Made, Promises Broken: A Literary Criticism of the Pennsylvania Lead Teacher Experience
• Case Example 5 Our Changing Town, Our Changing School: Is Common Ground Possible?
• Case Example 6 A Special Program for Gifted Female Adolescents: A Conceptual Case Study for Planning Curriculum
• References
• Index

Notas de autor provistas por Syndetics

Maria Piantanidais 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.

Noreen B. Garmanis 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.