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Author:   Raji Swaminathan (University of Wisconsin–Milwaukee, United States) ,  Thalia M. Mulvihill (Ball State University, United States)
Publisher:   Guilford Publications
Imprint:   Guilford Press
Weight:   0.322kg
ISBN:  

9781462536702

ISBN 10:   1462536700
Pages:   216
Publication Date:   28 November 2018
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Out of stock  
The supplier is temporarily out of stock of this item. It will be ordered for you on backorder and shipped when it becomes available.

Table of Contents

□□1□.□ □W□h□a□t□ □D□o□e□s□ □I□t□ □M□e□a□n□ □t□o□ □T□e□a□c□h□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□?□□ □-□ □W□h□y□ □I□s□ □I□t□ □I□m□p□e□r□a□t□i□v□e□ □T□h□a□t□ □W□e□ □B□u□i□l□d□ □a□ □P□e□d□a□g□o□g□i□c□a□l□ □C□u□l□t□u□r□e□ □A□r□o□u□n□d□ □P□r□e□p□a□r□i□n□g□ □t□h□e□ □N□e□x□t□ □G□e□n□e□r□a□t□i□o□n□ □o□f□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□e□r□s□?□□ □-□ □W□h□a□t□ □D□o□e□s□ □I□t□ □M□e□a□n□ □t□o□ □&□l□d□q□u□o□;□T□e□a□c□h□&□r□d□q□u□o□;□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□?□□ □-□ □I□n□t□r□o□d□u□c□t□i□o□n□ □t□o□ □t□h□e□ □D□e□b□a□t□e□s□,□ □D□i□s□c□o□u□r□s□e□s□,□ □a□n□d□ □C□o□m□p□l□e□x□i□t□i□e□s□ □I□n□h□e□r□e□n□t□ □i□n□ □T□e□a□c□h□i□n□g□ □R□e□s□e□a□r□c□h□□ □-□ □D□i□f□f□e□r□e□n□t□ □F□i□e□l□d□s□ □a□n□d□ □t□h□e□ □I□s□s□u□e□s□ □i□n□ □C□o□m□m□o□n□ □f□o□r□ □T□e□a□c□h□i□n□g□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□□ □-□ □I□n□s□t□i□t□u□t□i□o□n□a□l□ □A□r□r□a□n□g□e□m□e□n□t□s□ □a□n□d□ □P□o□l□i□t□i□c□s□□ □-□ □C□h□a□p□t□e□r□ □S□u□m□m□a□r□y□□ □2□.□ □S□o□ □Y□o□u□&□r□s□q□u□o□;□v□e□ □B□e□e□n□ □A□s□k□e□d□ □t□o□ □T□e□a□c□h□ □a□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□ □C□o□u□r□s□e□:□ □S□o□c□i□a□l□i□z□a□t□i□o□n□ □a□n□d□ □t□h□e□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□e□r□□ □-□ □C□o□u□r□s□e□ □D□e□s□i□g□n□ □P□r□i□n□c□i□p□l□e□s□,□ □P□r□o□c□e□s□s□e□s□,□ □a□n□d□ □T□a□x□o□n□o□m□i□e□s□□ □-□ □D□e□s□i□g□n□ □P□r□i□n□c□i□p□l□e□s□ □o□f□ □C□o□u□r□s□e□s□ □a□n□d□ □U□n□d□e□r□s□t□a□n□d□i□n□g□ □t□h□e□ □L□e□a□r□n□e□r□□ □-□ □A□p□p□r□o□a□c□h□e□s□ □t□o□ □T□e□a□c□h□i□n□g□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□□ □-□ □S□h□o□u□l□d□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□ □B□e□ □T□a□u□g□h□t□ □w□i□t□h□i□n□ □S□i□n□g□l□e□ □D□i□s□c□i□p□l□i□n□e□s□ □o□r□ □S□h□o□u□l□d□ □a□ □C□r□o□s□s□-□D□i□s□c□i□p□l□i□n□a□r□y□ □A□p□p□r□o□a□c□h□ □B□e□ □A□d□v□o□c□a□t□e□d□?□□ □-□ □W□h□y□ □T□e□a□c□h□ □C□r□i□t□i□c□a□l□l□y□?□ □W□h□a□t□ □O□t□h□e□r□ □A□p□p□r□o□a□c□h□e□s□ □A□r□e□ □P□o□s□s□i□b□l□e□?□□ □-□ □G□e□n□e□r□a□l□ □C□o□u□r□s□e□ □D□e□s□i□g□n□ □P□r□i□n□c□i□p□l□e□s□□ □-□ □K□n□o□w□i□n□g□ □t□h□e□ □L□e□a□r□n□e□r□:□ □C□o□u□n□t□e□r□i□n□g□ □a□n□d□ □W□o□r□k□i□n□g□ □w□i□t□h□ □t□h□e□ □R□e□s□i□s□t□a□n□t□ □L□e□a□r□n□e□r□□ □-□ □I□n□v□i□t□i□n□g□ □S□t□u□d□e□n□t□s□ □i□n□t□o□ □a□ □C□o□m□m□u□n□i□t□y□ □o□f□ □L□e□a□r□n□i□n□g□□ □-□ □R□e□f□l□e□c□t□i□o□n□ □o□r□ □R□e□f□l□e□c□t□i□v□e□ □P□r□a□c□t□i□c□e□s□□ □F□A□C□U□L□T□Y□ □R□E□F□L□E□C□T□I□V□E□ □J□O□U□R□N□A□L□ □E□X□E□R□C□I□S□E□ □2□.□1□.□ □P□r□i□o□r□ □t□o□ □T□e□a□c□h□i□n□g□ □t□h□e□ □C□o□u□r□s□e□□ □F□A□C□U□L□T□Y□ □R□E□F□L□E□C□T□I□V□E□ □J□O□U□R□N□A□L□ □E□X□E□R□C□I□S□E□ □2□.□2□.□ □P□l□a□n□n□i□n□g□ □t□o□ □T□e□a□c□h□□ □F□A□C□U□L□T□Y□ □R□E□F□L□E□C□T□I□V□E□ □J□O□U□R□N□A□L□ □E□X□E□R□C□I□S□E□ □2□.□3□.□ □T□h□i□n□k□i□n□g□ □a□b□o□u□t□ □T□e□a□c□h□i□n□g□□ □-□ □C□h□a□p□t□e□r□ □S□u□m□m□a□r□y□□ □S□a□m□p□l□e□ □S□y□l□l□a□b□i□ □T□e□m□p□l□a□t□e□s□ □(□F□a□c□e□-□t□o□-□F□a□c□e□,□ □W□o□r□k□s□h□o□p□ □a□n□d□ □S□t□u□d□i□o□ □B□a□s□e□d□,□ □O□n□l□i□n□e□)□□ □E□X□A□M□P□L□E□ □1□.□ □S□o□m□e□ □e□l□e□m□e□n□t□s□ □i□n□c□l□u□d□e□d□ □i□n□ □a□ □s□y□l□l□a□b□u□s□ □f□o□r□ □a□ □f□a□c□e□ □t□o□-□ □f□a□c□e□,□ □t□h□e□o□r□y□-□d□r□i□v□e□n□ □a□p□p□r□o□a□c□h□ □t□o□ □a□n□ □i□n□t□r□o□d□u□c□t□i□o□n□ □t□o□ □q□u□a□l□i□t□a□t□i□v□e□ □i□n□q□u□i□r□y□□ □E□X□A□M□P□L□E□ □2□.□ □S□o□m□e□ □e□l□e□m□e□n□t□s□ □i□n□c□l□u□d□e□d□ □i□n□ □a□ □s□y□l□l□a□b□u□s□ □u□s□i□n□g□ □w□o□r□k□s□h□o□p□ □a□n□d□ □s□t□u□d□i□o□ □p□e□d□a□g□o□g□i□e□s□ □f□o□r□ □a□ □f□a□c□e□-□t□o□-□f□a□c□e□ □g□r□a□d□u□a□t□e□ □s□e□m□i□n□a□r□ □o□n□ □e□t□h□n□o□g□r□a□p□h□y□ □a□n□d□ □e□d□u□c□a□t□i□o□n□□ □E□X□A□M□P□L□E□ □3□.□ □S□o□m□e□ □e□l□e□m□e□n□t□s□ □i□n□c□l□u□d□e□d□ □i□n□ □a□ □s□y□l□l□a□b□u□s□ □f□o□r□ □a□n□ □o□n□l□i□n□e□ □i□n□t□r□o□d□u□c□t□i□o□n□ □t□o□ □a□ □q□u□a□l□i□t□a□t□i□v□e□ □i□n□q□u□i□r□y□ □c□o□u□r□s□e□□ □3□.□ □I□t□&□r□s□q□u□o□;□s□ □N□e□v□e□r□ □T□o□o□ □E□a□r□l□y□ □t□o□ □S□t□a□r□t□ □&□l□d□q□u□o□;□T□h□i□n□k□i□n□g□ □Q□u□a□l□i□t□a□t□i□v□e□l□y□□ □-□ □U□s□i□n□g□ □a□ □H□o□l□i□s□t□i□c□ □A□p□p□r□o□a□c□h□ □t□o□ □T□h□i□n□k□i□n□g□ □P□e□d□a□g□o□g□i□c□a□l□l□y□ □a□b□o□u□t□ □T□e□a□c□h□i□n□g□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□□ □-□ □W□h□a□t□ □I□s□ □a□ □H□o□l□i□s□t□i□c□ □P□e□d□a□g□o□g□y□?□ □A□n□d□ □W□h□y□ □I□s□ □I□t□ □N□e□e□d□e□d□?□□ □-□ □K□e□y□ □C□h□a□r□a□c□t□e□r□i□s□t□i□c□s□ □o□f□ □H□o□l□i□s□t□i□c□ □P□e□d□a□g□o□g□y□ □f□o□r□ □T□e□a□c□h□i□n□g□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□□ □-□ □W□h□a□t□ □D□o□e□s□ □I□t□ □M□e□a□n□ □t□o□ □T□h□i□n□k□ □Q□u□a□l□i□t□a□t□i□v□e□l□y□?□□ □-□ □T□e□a□c□h□i□n□g□ □Q□u□a□l□i□t□a□t□i□v□e□ □T□h□i□n□k□i□n□g□ □t□h□r□o□u□g□h□ □E□x□p□e□r□i□e□n□t□i□a□l□ □L□e□a□r□n□i□n□g□□ □C□L□A□S□S□R□O□O□M□ □E□X□E□R□C□I□S□E□ □3□.□1□.□ □G□r□o□c□e□r□y□ □S□t□o□r□e□□ □C□L□A□S□S□R□O□O□M□ □E□X□E□R□C□I□S□E□ □3□.□2□.□ □T□h□e□ □O□u□t□s□i□d□e□r□□ □-□ □T□e□a□c□h□i□n□g□ □Q□u□a□l□i□t□a□t□i□v□e□ □T□h□i□n□k□i□n□g□ □t□h□r□o□u□g□h□ □D□i□a□l□o□g□u□e□□ □C□L□A□S□S□R□O□O□M□ □E□X□E□R□C□I□S□E□ □3□.□3□.□ □2□0□ □Q□u□e□s□t□i□o□n□s□□ □-□ □F□a□c□i□l□i□t□a□t□i□n□g□ □S□t□u□d□e□n□t□s□ □t□o□ □A□s□k□ □Q□u□a□l□i□t□a□t□i□v□e□ □Q□u□e□s□t□i□o□n□s□□ □-□ □E□x□a□m□p□l□e□ □o□f□ □Q□u□a□l□i□t□a□t□i□v□e□ □T□h□i□n□k□i□n□g□ □L□e□a□d□i□n□g□ □t□o□ □R□e□s□e□a□r□c□h□ □f□r□o□m□ □S□i□d□e□w□a□l□k□□ □-□ □E□x□a□m□p□l□e□ □o□f□ □Q□u□a□l□i□t□a□t□i□v□e□ □T□h□i□n□k□i□n□g□ □L□e□a□d□i□n□g□ □t□o□ □R□e□s□e□a□r□c□h□ □f□r□o□m□ □B□a□d□ □B□o□y□s□□ □-□ □R□e□f□l□e□x□i□v□e□ □T□h□i□n□k□i□n□g□ □f□o□r□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□ □T□o□p□i□c□s□□ □C□L□A□S□S□R□O□O□M□ □E□X□E□R□C□I□S□E□ □3□.□4□.□ □B□r□a□i□n□s□t□o□r□m□i□n□g□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□ □T□o□p□i□c□s□□ □-□ □H□o□w□ □t□o□ □A□s□k□ □a□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□ □Q□u□e□s□t□i□o□n□□ □C□L□A□S□S□R□O□O□M□ □E□X□E□R□C□I□S□E□ □3□.□5□.□ □R□e□s□e□a□r□c□h□ □T□o□p□i□c□ □a□n□d□ □I□ □(□E□y□e□)□□ □-□ □C□h□a□p□t□e□r□ □S□u□m□m□a□r□y□□ □4□.□ □W□h□a□t□ □D□o□ □Y□o□u□ □M□e□a□n□ □T□h□a□t□ □B□e□i□n□g□ □&□l□d□q□u□o□;□B□i□a□s□e□d□&□r□d□q□u□o□;□ □I□s□n□&□r□s□q□u□o□;□t□ □W□r□o□n□g□?□:□ □R□e□f□l□e□x□i□v□e□ □E□x□e□r□c□i□s□e□s□ □t□o□ □P□r□o□m□o□t□e□ □A□w□a□r□e□n□e□s□s□ □a□n□d□ □D□i□s□c□u□s□s□i□o□n□ □o□f□ □&□l□d□q□u□o□;□P□o□s□i□t□i□o□n□a□l□i□t□y□&□r□d□q□u□o□;□ □i□n□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□□ □-□ □D□i□s□c□u□s□s□i□n□g□ □a□n□d□ □T□a□c□k□l□i□n□g□ □t□h□e□ □Q□u□e□s□t□i□o□n□s□ □o□f□ □B□i□a□s□□ □-□ □W□h□a□t□ □I□s□ □B□i□a□s□ □i□n□ □C□r□i□t□i□c□a□l□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□?□□ □-□ □W□h□a□t□ □I□s□ □P□o□s□i□t□i□o□n□a□l□i□t□y□ □a□n□d□ □H□o□w□ □D□o□e□s□ □I□t□ □I□n□f□l□u□e□n□c□e□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□ □P□r□o□j□e□c□t□s□?□□ □-□ □H□i□e□r□a□r□c□h□i□c□a□l□ □P□o□s□i□t□i□o□n□i□n□g□s□ □a□n□d□ □t□h□e□ □&□l□d□q□u□o□;□O□t□h□e□r□&□r□d□q□u□o□;□ □i□n□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□□ □-□ □T□h□e□ □R□o□l□e□ □o□f□ □t□h□e□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□e□r□□ □-□ □E□t□h□i□c□a□l□ □C□o□n□s□i□d□e□r□a□t□i□o□n□s□□ □-□ □O□u□t□s□i□d□e□r□,□ □I□n□s□i□d□e□r□,□ □F□r□i□e□n□d□,□ □P□e□e□r□,□ □C□o□m□p□a□n□i□o□n□□ □C□L□A□S□S□R□O□O□M□ □E□X□E□R□C□I□S□E□ □4□.□1□.□ □T□e□a□c□h□i□n□g□ □R□e□f□l□e□x□i□v□i□t□y□□ □-□ □I□d□e□n□t□i□t□y□ □a□n□d□ □t□h□e□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□e□r□□ □C□L□A□S□S□R□O□O□M□ □E□X□E□R□C□I□S□E□ □4□.□2□.□ □U□n□d□e□r□s□t□a□n□d□i□n□g□ □Y□o□u□r□ □P□o□s□i□t□i□o□n□a□l□i□t□y□□ □-□ □C□h□a□p□t□e□r□ □S□u□m□m□a□r□y□□ □5□.□ □C□r□a□f□t□i□n□g□ □a□ □R□e□s□e□a□r□c□h□ □P□r□o□b□l□e□m□:□ □T□h□e□ □&□l□d□q□u□o□;□S□o□ □W□h□a□t□?□&□r□d□q□u□o□;□ □Q□u□e□s□t□i□o□n□□ □-□ □T□h□e□ □&□l□d□q□u□o□;□S□o□ □W□h□a□t□?□&□r□d□q□u□o□;□ □Q□u□e□s□t□i□o□n□□ □-□ □S□t□u□d□e□n□t□s□&□r□s□q□u□o□;□ □R□e□s□p□o□n□s□e□s□ □t□o□ □R□e□s□e□a□r□c□h□ □M□e□t□h□o□d□s□ □C□o□u□r□s□e□s□

Reviews

I love the exercises and activities, and believe they will enhance students' understandings of qualitative research. They will be very useful for my class. --Dorian L. McCoy, PhD, Department of Educational Leadership and Policy Studies, University of Tennessee, Knoxville Invaluable for those new to teaching qualitative research, as well as veteran faculty who are reflective practitioners who care about deeper learning for their students. I will absolutely recommend this book to instructors planning their qualitative research courses. --Wendy G. Troxel, EdD, Director, NACADA Center for Research, Kansas State University The book encourages instructors to teach qualitative research in a way that engages students and socializes them to be critical and reflexive researchers. It is rich in field activities and discussion topics that will undoubtedly be used by novice and seasoned instructors alike. Each activity is sufficiently described and structured so that students will not flounder. Beyond advancing qualitative thinking in all of its dimensions, these activities will also help to build a classroom peer culture built on trust. --Robin L. Jarrett, PhD, Department of Human Development and Family Studies, University of Illinois at Urbana-Champaign

I love the exercises and activities, and believe they will enhance students' understandings of qualitative research. They will be very useful for my class. --Dorian L. McCoy, PhD, Department of Educational Leadership and Policy Studies, University of Tennessee, Knoxville Invaluable for those new to teaching qualitative research, as well as veteran faculty who are reflective practitioners who care about deeper learning for their students. I will absolutely recommend this book to instructors planning their qualitative research courses. --Wendy G. Troxel, EdD, Director, NACADA Center for Research, Kansas State University The book encourages instructors to teach qualitative research in a way that engages students and socializes them to be critical and reflexive researchers. It is rich in field activities and discussion topics that will undoubtedly be used by novice and seasoned instructors alike. Each activity is sufficiently described and structured so that students will not flounder. Beyond advancing qualitative thinking in all of its dimensions, these activities will also help to build a classroom peer culture built on trust. --Robin L. Jarrett, PhD, Department of Human Development and Family Studies, University of Illinois at Urbana-Champaign

The book encourages instructors to teach qualitative research in a way that engages students and socializes them to be critical and reflexive researchers. It is rich in field activities and discussion topics that will undoubtedly be used by novice and seasoned instructors alike. Each activity is sufficiently described and structured so that students will not flounder. Beyond advancing qualitative thinking in all of its dimensions, these activities will also help to build a classroom peer culture built on trust. --Robin L. Jarrett, PhD, Department of Human Development and Family Studies, University of Illinois at Urbana-Champaign Invaluable for those new to teaching qualitative research, as well as veteran faculty who are reflective practitioners who care about deeper learning for their students. I will absolutely recommend this book to instructors planning their qualitative research courses. --Wendy G. Troxel, EdD, Director, NACADA Center for Research, Kansas State University An excellent resource for instructors at all levels. The book is chock-full of examples and experiential exercises designed to promote the development of essential skills at every stage of the research process, from development of the research question to publishing the findings. This thorough and thoughtful treatment of how to encourage burgeoning researchers to think qualitatively is sure to become a classic. --Renee Spencer, EdD, LICSW, Professor and Associate Dean for Research, Boston University School of Social Work I love the exercises and activities, and believe they will enhance students' understandings of qualitative research. They will be very useful for my class. --Dorian L. McCoy, PhD, Department of Educational Leadership and Policy Studies, University of Tennessee, Knoxville-Swaminathan and Mulvihill have written [this] book in an accessible way, which is most helpful, while giving nods to the deep and complicated theories that form the bedrock of qualitative methodology....The authors begin their discussion in a consideration of the kinds of approaches that a teacher can take. This section was one of the most valuable findings in the book because it highlights a notion that some may take for granted--our assumptions and epistemologies surface in our classroom processing and dialogues....[This] book is the kind of resource I would expect to see in an instructor's office, but this is also a text that can be considered for upper-level doctoral work with students who wish to become teachers themselves. Step-by-step workshops are included so that teachers can begin to help students practice a variety of methods--while the possibility exists that students can read the book and follow the steps as well. In this way, the book can act as a kind of teacher's manual, but has wider uses....What Teaching Qualitative Research offers most readily and readably is a pedagogical approach that is absent from other volumes. By taking this track, Swaminathan and Mulvihill have begun to fill the need for texts that can enhance doing and learning qualitative approaches within the boundaries of a classroom.--The Qualitative Report, 12/2/2019

""The book encourages instructors to teach qualitative research in a way that engages students and socializes them to be critical and reflexive researchers. It is rich in field activities and discussion topics that will undoubtedly be used by novice and seasoned instructors alike. Each activity is sufficiently described and structured so that students will not flounder. Beyond advancing qualitative thinking in all of its dimensions, these activities will also help to build a classroom peer culture built on trust.""--Robin L. Jarrett, PhD, Department of Human Development and Family Studies, University of Illinois at Urbana–Champaign ""Invaluable for those new to teaching qualitative research, as well as veteran faculty who are reflective practitioners who care about deeper learning for their students. I will absolutely recommend this book to instructors planning their qualitative research courses.""--Wendy G. Troxel, EdD, Director, NACADA Center for Research, Kansas State University ""An excellent resource for instructors at all levels. The book is chock-full of examples and experiential exercises designed to promote the development of essential skills at every stage of the research process, from development of the research question to publishing the findings. This thorough and thoughtful treatment of how to encourage burgeoning researchers to think qualitatively is sure to become a classic.""--Renée Spencer, EdD, LICSW, Professor and Associate Dean for Research, Boston University School of Social Work ""I love the exercises and activities, and believe they will enhance students’ understandings of qualitative research. They will be very useful for my class.""--Dorian L. McCoy, PhD, Department of Educational Leadership and Policy Studies, University of Tennessee, Knoxville -Swaminathan and Mulvihill have written [this] book in an accessible way, which is most helpful, while giving nods to the deep and complicated theories that form the bedrock of qualitative methodology….The authors begin their discussion in a consideration of the kinds of approaches that a teacher can take. This section was one of the most valuable findings in the book because it highlights a notion that some may take for granted--our assumptions and epistemologies surface in our classroom processing and dialogues….[This] book is the kind of resource I would expect to see in an instructor's office, but this is also a text that can be considered for upper-level doctoral work with students who wish to become teachers themselves. Step-by-step workshops are included so that teachers can begin to help students practice a variety of methods--while the possibility exists that students can read the book and follow the steps as well. In this way, the book can act as a kind of teacher's manual, but has wider uses….What Teaching Qualitative Research offers most readily and readably is a pedagogical approach that is absent from other volumes. By taking this track, Swaminathan and Mulvihill have begun to fill the need for texts that can enhance doing and learning qualitative approaches within the boundaries of a classroom.--The Qualitative Report, 12/2/2019 ""The book encourages instructors to teach qualitative research in a way that engages students and socializes them to be critical and reflexive researchers. It is rich in field activities and discussion topics that will undoubtedly be used by novice and seasoned instructors alike. Each activity is sufficiently described and structured so that students will not flounder. Beyond advancing qualitative thinking in all of its dimensions, these activities will also help to build a classroom peer culture built on trust.""--Robin L. Jarrett, PhD, Department of Human Development and Family Studies, University of Illinois at Urbana–Champaign ""Invaluable for those new to teaching qualitative research, as well as veteran faculty who are reflective practitioners who care about deeper learning for their students. I will absolutely recommend this book to instructors planning their qualitative research courses.""--Wendy G. Troxel, EdD, Director, NACADA Center for Research, Kansas State University ""An excellent resource for instructors at all levels. The book is chock-full of examples and experiential exercises designed to promote the development of essential skills at every stage of the research process, from development of the research question to publishing the findings. This thorough and thoughtful treatment of how to encourage burgeoning researchers to think qualitatively is sure to become a classic.""--Renée Spencer, EdD, LICSW, Professor and Associate Dean for Research, Boston University School of Social Work ""I love the exercises and activities, and believe they will enhance students’ understandings of qualitative research. They will be very useful for my class.""--Dorian L. McCoy, PhD, Department of Educational Leadership and Policy Studies, University of Tennessee, Knoxville -Swaminathan and Mulvihill have written [this] book in an accessible way, which is most helpful, while giving nods to the deep and complicated theories that form the bedrock of qualitative methodology….The authors begin their discussion in a consideration of the kinds of approaches that a teacher can take. This section was one of the most valuable findings in the book because it highlights a notion that some may take for granted--our assumptions and epistemologies surface in our classroom processing and dialogues….[This] book is the kind of resource I would expect to see in an instructor's office, but this is also a text that can be considered for upper-level doctoral work with students who wish to become teachers themselves. Step-by-step workshops are included so that teachers can begin to help students practice a variety of methods--while the possibility exists that students can read the book and follow the steps as well. In this way, the book can act as a kind of teacher's manual, but has wider uses….What Teaching Qualitative Research offers most readily and readably is a pedagogical approach that is absent from other volumes. By taking this track, Swaminathan and Mulvihill have begun to fill the need for texts that can enhance doing and learning qualitative approaches within the boundaries of a classroom.--The Qualitative Report, 12/2/2019

Author Information

Raji Swaminathan, PhD, is Associate Professor in the Department of Educational Policy and Community Studies in the School of Education at the University of Wisconsin–Milwaukee. She has served as Director of Doctoral Studies and Chair of the Department and is a recipient of the university’s Faculty Teaching Award. Dr. Swaminathan has authored or edited three previous books, two on qualitative research methods and one on the narratives of immigrant women. She is interested in and works in the areas of qualitative research, youth resilience, urban and alternative schools, creative pedagogies, and school leadership within qualitative research. Thalia M. Mulvihill, PhD, is Professor of Higher Education and Social Foundations and Acting Assistant Provost at Ball State University. She has served as Director of two doctoral programs, as well as Director of the Certificate Program in Qualitative Research and Education and the Certificate Program in College and University Teaching. Dr. Mulvihill is coeditor of The Teacher Educator and author or editor of four previous books related to qualitative research and innovative pedagogies. A recipient of numerous teaching, research, and mentoring awards, she is engaged in the study of historical and sociological issues in the field of higher education, innovative pedagogies, educational leadership, and qualitative inquiry.

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