Pioneering in the comparison of standard language teaching in Europe, the International Mother tongue Education Network (IMEN) in the last twenty-five years stimulated experts from more than fifteen European countries to participate in a range of research projects in this field of qualitative educational analyses.
With nearly two-thirds of the contributors and 16 of 44 chapter topics new to this third edition, this handbook on qualitative research methodologies in the humanities and the social and policy sciences has been updated in an effort to remain relevant to the current state of research. Denzin (communications, U. of Illinois-Urbana Champaign) and Lincoln (higher education, Texas A&M U.) organize the papers into sections on locating the field; paradigm and perspectives in contention; strategies of inquiry; methods of collecting and analyzing empirical materials; the art and practices of interpretation, evaluation, and presentation; and the future of qualitative research.
This volume is designed to accomplish three primary purposes: (1) illustrate a variety of qualitative methods that researchers have used to study teaching and teacher education; (2) assess the affordances and constraints of these methods and the ways that they focus and shape explorations of teaching; and (3) illuminate representative questions and findings associated with each method described.
The book is organized around three issues that impact research in qualitative paradigms: perspective, methodology, and representation. The first section, "Perspective: Whom Should I Ask?," explores what can be learned by assessing teaching from different perspectives (teachers, teacher educators, students, parents), emphasizing that the perspective of the respondent influences what we can learn and shapes both our questions and our potential findings. The second section "Methodology: How Do I Look?," addresses some of the qualitative research strategies that have been used to study teaching, including historical accounts, photos, drawings, and video. The third section, "Representation: How Do I Show What I Saw?," explores the affordances and constraints of narratives, practical arguments, video ethnography, portfolios, and theater as methods for representing research findings.
Takes readers through the process of writing the qualitative dissertation. Shares the author's and many correspondents' understandings of and reflections on how it feels and what it means to do qualitative research for the doctoral dissertation.
How do you write a good qualitative dissertation? This book offers advice about and examples of the primary tasks and hidden complications in writing a qualitative dissertation. The long process of bringing a dissertation to completion involves making many choices-substantive, organizational, and interpersonal. This guidebook takes you through the process-from the first formulation of the topic and selection of a committee to development of an argument and, finally, preparation for the defense.
