Dictionary of Qualitative Inquiry

Front Cover
SAGE Publications, Mar 30, 2001 - Social Science - 320 pages

Intended as a guide to the terms and phrases that partially shape the nature, purpose, logic, meaning, and methods of the practices called qualitative inquiry, this new edition has 110 additional new terms as well as new key references for every entry. These key references help acquaint readers with the complexity of the issues behind the concepts examined in the book. In addition, most of the entries have been expanded and clarified to enhance readers' comprehension of the concepts. Taken in their entirety, the entries are less a technical guide to qualitative methods and more of a guide to concepts and theoretical orientations in qualitative studies. Students and researchers will find this book a marvelous vessel for navigating the various streams of qualitative studies and as a starting point for launching their own investigations into methodological issues.

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Contents

Behaviorism
14
ComputerAssisted Data Analysis
27
Crisis of Representation
41
Cultural Relativism
48
Dramaturgy
61
Epistemic Criterion
70
Existentialism
83
Field Journal
96
Lawlike Generalization
146
Metaethnography
157
Narrative Explanation
170
Observation
179
Philosophical Hermeneutics
193
Prejudice
210
Propositional Knowledge
211
Relativism
225

Geisteswissenschaften
104
Historicism
117
Intentionalism
130
Interest
132
Social Constructionism
237
Textual Analysis Methods of
250
Copyright

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About the author (2001)

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 Program Evaluation:  The Productive Mindset (Stanford University Press, 2013), 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. 

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