The Qualitative Dissertation: A Guide for Students and Faculty

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Corwin Press, Apr 16, 1999 - Education - 273 pages
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
Part 1
2 QualitativeInterpretive Dissertations Illustrating
Part 2
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

6 DataGathering Questions Masquerading as Guiding
Case Example 5 1 Sections of a Proposal
Proposing the Study 116 6 Proposing the Study
3 Deliberative Versus Nondeliberative Stances
Generating Knowledge

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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.

About the author (1999)

Maria Piantanida is 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. Garman is 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.

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