Learning in the Field: An Introduction to Qualitative Research

Front Cover
SAGE, 2003 - Psychology - 369 pages
2 Reviews
The popular text that helped readers better understand and practice qualitative research has been completely updated and revised while retaining the features that made the first edition so useful.

New to this edition:

- Chapter 3 on the ethics and politics of qualitative research

- Chapter 4 on choosing the locus of interest among the major qualitative research approaches

- Chapter 10 expanded to provide detailed instructions for organizing, coding, interpreting, and analyzing data

- Concept boxes highlight major themes and issues and summarize important principles

- End-of-chapter study questions and activities

To help readers better visualize and grasp the concepts, issues and complexities of qualitative inquiry, the authors introduce each chapter with discussions among three `characters' - students whose research projects demonstrate the challenges and excitement of qualitative research. Woven into the chapters and the characters' stories are three themes that make up the tapestry of qualitative research: First, research is a learning process. Second, research can and should be useful. Finally, a researcher needs to have a clear vision of the audience and purpose of a study.

  

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Review: Learning in the Field: An Introduction to Qualitative Research

User Review  - J-Lynn - Goodreads

I highly recommend this book for novice researchers. It goes step by step through the process of designing, implementing, and analyzing qualitative research. Throughout the book, there are vignettes ... Read full review

Review: Learning in the Field: An Introduction to Qualitative Research

User Review  - Abby - Goodreads

this is actually an anthropology / ethnography book... uh, and i learned that i would never recommend it to anyone! well, maybe an undergraduate... every chapter started off with this goofy vignette ... Read full review

Contents

Common Characteristics
8
Principles of Good Practice
24
The Researcher as Learner
31
Perspective in Practice
48
Using the Principles of Good Practice
54
The Researcher as Competent and Ethical
61
Theories of Ethics
70
Politics
81
Activities for Your Community of Practice
200
Our Characters Data
207
Marias Data
220
Ruths Data
231
Activities for Your Community of Practice
242
How Do I Prepare to Gather Data?
250
How Do I Turn Sights Sounds and Objects Into Data?
256
How Do I Leave the Field?
263

Activities for Your Community of Practice
85
Using the Principles of Good Practice
107
Practical Considerations
114
Conceptual Framework
120
Design and Method
134
Activities for Your Community of Practice
141
Preparation
148
Approach and Negotiations
155
Using the Principles of Good Practice
165
Decisions About Gathering Data
174
Generic InDepth Interviewing
180
Specialized Forms of InDepth Interviewing
188
Observing People Actions and Events
194
Analysis Happens
271
Generic Analysis
278
Writing InProcess Analytic Memos
291
Strategies for Analyzing Field Notes From Observations
302
Our Characters Analyses
309
Ruths Analysis
316
Using the Principles of Good Practice
324
Presentation
332
Organizing the Report
343
Epilogue
351
About the Authors
369
Copyright

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About the author (2003)

Gretchen B. Rossman is Professor of International Education at 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 25 years, she has coauthored nine books, authored or coauthored more than 40 articles, book chapters, and technical reports focused on methodological issues in qualitative research syntheses, validity in qualitative research, mixed-methods evaluation practice, and ethical research practice, as well as the analysis and evaluation of educational reform initiatives both in the United States and internationally. Professor Rossman has served as principal investigator (PI) or co-PI on several international projects in countries such as Azerbaijan, India, Malawi, and more, as well 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. She regularly presents papers at the annual meetings of the American Evaluation Association, the American Educational Research Association (AERA), and the Comparative and International Education Society. She recently completed a two-year term serving as program cochair (with Sharon Rallis) for the qualitative research section of AERA's Division on Research Methodology.

Sharon F. Rallis is Dwight W. Allen Distinguished Professor of Education Policy and Reform at the University of Massachusetts at Amherst where she is also director of the Center for Education Policy. Previously, she was professor of education at the University of Connecticut; lecturer on education at Harvard; and associate professor of educational leadership at Peabody College, Vanderbilt University. Her doctorate is from the Harvard Graduate School of Education. She has co-authored ten books, including several on leadership: "Principals of Dynamic Schools: Taking Charge of Change "(with Ellen Goldring); "Dynamic Teachers: Leaders of Change "(with Gretchen Rossman); "Leading Dynamic Schools: How to create and Implement Ethical Policies "(with Gretchen Rossman and others); and "Leading with Inquiry and Action: How Principals Improve Teaching and Learning "(with Matthew Militello and Ellen Goldring). Her numerous articles, book chapters, edited volumes, and technical reports address issues of research and evaluation methodology, ethical practice in research and evaluation, education policy and leadership, and school reform.A past-president of the American Evaluation Association (2005), Rallis has been involved with education and evaluation for over three decades. She has been a teacher, counselor, principal, researcher, program evaluator, director of a major federal school reform initiative, and an elected school board member. Currently, her teaching includes courses on inquiry, program evaluation, qualitative methodology, and organizational theory. Her research has focused on the local implementation of programs driven by federal, state, or district policies. As external evaluator or principal investigator (PI), she has studied a variety of domestic and international policy and reform efforts, such as: alternative professional development for leaders; collaborations between agencies responsible for educating incarcerated or institutionalized youth; initiatives supporting inclusive education for children and youth with disabilities; local school governance and leadership; labor-management relations in school districts. Rallis work with students on evaluation and qualitative methodology has taken her as far as Afghanistan and Palestine.

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