The Qualitative Dissertation: A Guide for Students and Faculty
This guide is for students working on dissertations that are based on qualitative research. The guide attempts to frame the dissertation process as a set of iterative cycles of deliberation which include facing the dissertation, moving into the dissertation, crafting the research proposal, proposing the study, living with the study, entering into public discourse, and adjusting to life after the dissertation. The first section consists of 10 chapters focusing on these cycles. The second section is comprised of five "think pieces," more informal and conversational conceptions (and misconceptions) of deliberation in relation to theoretical perspectives on "discourse." These pieces are titled: "What Do We Mean by Deliberation?""Dissertation Study Groups: Cultivating a Community for Discursive Deliberation"; "Knowledge Claims and the Issue of Legitimacy in Educational Research"; "Tuning In to Discourses on Qualitative Inquiry"; and "Text/Interpretation". Throughout the book, insets provide many case examples. (Contains approximately 250 references.) (DB)
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Facing the Dissertation
3 Early Writing That Expresses Competing Possibilities
Moving Into the Dissertation
4 Trying Out Potential Ideas for a Study
2 QualitativeInterpretive Dissertations Illustrating
1 Dissertation Titles
Developing a Capacity
6 Ethical Dilemmas and the Need for Ethical Sensibility
Getting to Portrayals
2 Emerging Trends in Digitalizing Nonverbal Data
Case Example 8 2 Resonating With the StuffSelf as Instrument
The Dissertation Meeting
Life After Dissertation
1 Where Is That Dr Richards Anyway? Or Not a Doctor
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approach asked aspects Authors become begin candidate Chapter claims classroom committee committee members completed conceptual context continued conversation course crafting create creative critical cycle deliberation deliberative describe develop discourse discussion dissertation doctoral document drama educational emerge engaged example Exemplar experience faculty feel field final focus formal genre give guiding ideas immersion important initial inquiry insights intent interest interpretive interviews issues Kathy knowledge learning literature living logic meaning meeting method mode move narrative nature notion one's participants particular perspective phenomenon piece portfolios portrayal possible potential practice present procedures professional proposal qualitative research questions readers record reflection role seems sense serve specific story study group stuff teacher teaching thinking thought tion topic tradition understanding various writing
Page 260 - York, and cosponsored sessions at the convention of the International Reading Association and the National Council of Teachers of English, among others.
Page 249 - It is a phenomenon general enough and distinctive enough to suggest that what we are seeing is not just another redrawing of the cultural map — the moving of a few disputed borders, the marking of some more picturesque mountain lakes — but an alteration of the principles of mapping. Something is happening to the way we think about the way we think.