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The Qualitative Dissertation: A Guide for Students and Faculty

The Qualitative Dissertation: A Guide for Students and Faculty

by Maria Piantanida (Editor), Dr . Noreen B . Garman (Editor)

  • Used

    Paperback 2009

    $5.23
Synopsis

Written primarily for doctoral students in education and related fields, the purpose of this book is to assist practitioner-scholars in crafting and conducting a qualitative dissertation by using practical issues to help them understand what it means to do a dissertation and what it means to do qualitative research. Rather than an instruction manual on qualitative research methods or a recipe, formula, or template for preparing dissertation-related documents (e.g., proposal, final report), this book guides students through the issues and questions that arise as students struggle to learn about qualitative dissertation research. Comprehensive, it guides the student through the process of preparing for the dissertation journey, rethinking the concepts of method and data, working through the proposal process, defending the dissertation, and living life after the dissertation.

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More Information

Format: Paperback
 Pages: 328
 Edition: Second Edition
 Publisher: Corwin Press
Published: 03 Jun 2009
ISBN 10: 1412951089
ISBN 13: 9781412951081

Media Reviews
The book is chock full of very practical advice and strategies for doing qualitative dissertation studies. But, unlike any other research methods text I know, it also exudes concern and support for those embarking on the research journey. The authors metaphorically hold the reader's hand as they tell the reader how to produce a coherent, comprehensive, and rigorous document. Bravo! -- Robert Donmoyer, Professor of Leadership Studies
The authors coach students through processes of conceptualizing the dissertation, treating it as an integral dimension of the journey of living. Moreover, they enable students to develop the dissertation into a line of inquiry that evolves and enriches a career in academe or practical leadership. Those who teach qualitative courses will find this book a guide that organizes and enriches their own strengths in guiding students through the qualitative dissertation experience. -- William H. Schubert, Professor of Education, University Scholar, Director of Graduate Studies
While a number of books have appeared in the last few years to help students know about approaches to a qualitative dissertation in the social sciences and particularly in education, this book seeks to help staff and students know these processes in a different way: to know them as lived experiences. This text conveys what doing a dissertation in search of deep rather than surface learning is actually like, what it takes, and what it leads to. -- Peter Willis, Senior Lecturer of Adult, Vocational, and Workplace Learning
Piantanida and Garman provide an invaluable set of intellectual, experiental, and practical resources for both students and advisers to use to think about the complex tangle of doctoral text and identity work. They avoid formulaic prescriptions and offer instead an engaging and eminently readable guide to the interrelated processes of forming a scholarly self and a clearly situated and focused inquiry. -- Pat Thomson, Professor of Education
Author Bio
Maria Piantanida is an adjunct associate professor in the School of Education 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 received 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 Herzegovina. 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.