Overview

Designed to foster ""inquiry-mindedness,"" this book prepares graduate students to develop a conceptual framework and conduct inquiry projects that are linked to ongoing conversations in a field. The authors examine different ways of knowing and show how to identify a research question; build arguments and support them with evidence; make informed design decisions; engage in reflective, ethical practices; and produce a written proposal or report. Each chapter opens with a set of critical questions, followed by a dialogue among five fictional graduate students exploring questions and concerns about their own inquiry projects; these issues are revisited throughout the chapter. Other useful features include end-of-chapter learning activities for individual or group use. Useful pedagogical features include: *Framing questions for exploration and reflection. *Chapter-opening dialogues that bring in perspectives from multiple disciplines. *Example boxes with detailed cases and questions for the reader. *End-of-chapter activities and experiential exercises that guide readers to develop their own inquiry projects. *Suggestions for further reading.

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9781462505128

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Reviews

Wow! I was impressed by the quality of the content, the readability and flow, and the apt use of the journey metaphor. This book will serve as a key resource for education and other social science graduate students conducting research projects or for professionals writing research grant proposals for funding. Through dialogue, example, activity, and exploration, the authors illustrate that research can be engaging and fun. Each chapter has one or more reflective activities that guide readers to apply the principles presented, work collaboratively in learning groups, develop a conceptual framework for a project, and learn to generate knowledge through systematic inquiry. The activities help students navigate the entire inquiry process, from problem selection to written report. I will recommend this book to my doctoral students at the dissertation stage. The chapter on conceptual frameworks is priceless. --Eleni Coukos Elder, EdD, Department of Educational Administration, Tennessee Stat

This book offers a practical overview of basic skills required for the budding researcher in the social sciences. A major theme is promoting the development of an open, inquisitive, reflective stance that enables the researcher to take in new information and generate knowledge. Each chapter offers succinct information and examples and poses questions suitable for seminar discussion. In the research design chapter, weaving a fictional student's thinking about her project into the discussion to illustrate key points is quite effective. This book promises to be a useful supplement for research design and methods courses. - Arlene Bowers Andrews, Carolina Distinguished Professor, College of Social Work, University of South Carolina, USA Wow! I was impressed by the quality of the content, the readability and flow, and the apt use of the journey metaphor. This book will serve as a key resource for education and other social science graduate students conducting research projects or for professionals writing research grant proposals for funding. Through dialogue, example, activity, and exploration, the authors illustrate that research can be engaging and fun. Each chapter has one or more reflective activities that guide readers to apply the principles presented, work collaboratively in learning groups, develop a conceptual framework for a project, and learn to generate knowledge through systematic inquiry. The activities help students navigate the entire inquiry process, from problem selection to written report. I will recommend this book to my doctoral students at the dissertation stage. The chapter on conceptual frameworks is priceless. - Eleni Coukos Elder, Tennessee State University, USA The best among a new generation of texts that helps the student learn to think like a scholar and researcher. In a single, readable volume, Rallis and Rossman distill key ideas and conceptual frameworks that currently require several textbooks and readings in my classes. They do so without getting entangled in arcane or overly technical arguments. The vignettes, examples, and exercises will help advanced graduate students and junior researchers to apply the concepts across the social and behavioral sciences, in both applied and pure fields of inquiry. - David N. Boote, University of Central Florida, USA The book does an excellent job -- especially through the exercises -- of unblocking the thinking and writing of terrified graduate students. - Sande Milton, College of Education, Florida State University, USA

Author Information

 Sharon F. Rallis is Dwight W. Allen Distinguished Professor of Education Policy and Reform at the University of Massachusetts Amherst, where she is also Director of the Center for Education Policy. Dr. Rallis has coauthored 10 books, including several on leadership. Her interests include 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, Dr. Rallis has been involved with education and evaluation for over three decades as a teacher, counselor, principal, researcher, program evaluator, director of a major federal school reform initiative, and an elected school board member.  Gretchen B. Rossman is Chair of the Department of Educational Policy, Research and Administration and Professor of International Education at the Center for International Education at the University of Massachusetts Amherst. Her work focuses on qualitative research design and methods, mixed methods monitoring and evaluation, and inquiry in education, including the analysis and evaluation of educational reform initiatives both in the United States and internationally. She has coauthored nine books, including the major qualitative research texts Learning in the Field (with Sharon F. Rallis) and Designing Qualitative Research (with Catherine Marshall). Â

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