The Qualitative Dissertation
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The Qualitative Dissertation

A Guide for Students and Faculty

Second Edition

Foreword by Frances Schoonmaker



© 2009 | 328 pages | Corwin
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"The authors coach students through processes of conceptualizing the dissertation and treating it as an integral dimension of the journey of living. They enable students to develop the dissertation into a line of inquiry that evolves and enriches a career in academe or practical leadership."
—William H. Schubert, Professor of Education, Director of Graduate Studies
University of Illinois at Chicago

Make reflection an integral part of your dissertation journey!

Most dissertation guides offer a basic recipe for the research and writing process. Like those books, this resource provides all the necessary steps for crafting and conducting a qualitative dissertation, but it also adds one key ingredient: reflection.

This book guides students through the issues and questions that may arise as they conduct qualitative research, taking a reflective, experiential approach to turn student-researchers into instruments of inquiry. The authors show readers how to integrate themselves into the research and writing process by using their own beliefs, experiences, interests, and strengths. Updated with new examples and cases, this comprehensive resource guides readers through the process of:

  • Preparing for the dissertation journey
  • Rethinking the concepts of method and data
  • Working through the proposal process
  • Defending the dissertation
  • Living life after the dissertation

This essential guide helps student-researchers learn both the practical aspects of writing a qualitative dissertation as well as the mental and emotional preparation required for success.

Foreword by Frances Schoonmaker
Preface to the Second Edition
Acknowledgments
About the Authors
Part I. Facing the Dissertation Journey
1. Coming to Study
2. On the Deliberative Nature of the Dissertation
3. Meanings of the Dissertation
4. Facing the Dissertation
Part II. Preparing for the Dissertation Journey
5. Orienting Oneself to Interpretive Inquiry
6. Situating Oneself in the Inquiry
7. Rethinking the Concept of Method
8. Rethinking the Concept of Data
9. Moving From the Experiential to the Theoretic
Part III. Entering Into and Living Through the Dissertation Journey
10. Developing Ideas for the Dissertation Proposal
11. Crafting an Interpretive Dissertation Proposal
12. Proposing the Dissertation Study
13. Living With the Study
14. Entering Into Public Discourse: The Dissertation Meeting
15. Life After the Dissertation
Afterword
Part IV. Case Examples of Interpretive Dissertations
Case Example 1. Problematizing Educational Inclusion: A Practice-Based Heuristic Inquiry
Case Example 2. Pictures in Our Minds: A Narrative Study of the Incorporation of Creative Dramatics as Pedagogy in Elementary Classroom Content Areas
Case Example 3. A Narrative Study of Three Levels of Reflection in a College Composition Class: Teacher Journal, Student Portfolios, Teacher-Student Discourse
Case Example 4. Promises Made, Promises Broken: A Literary Criticism of the Pennsylvania Lead Teacher Experience
Case Example 5. Our Changing Town, Our Changing School: Is Common Ground Possible?
Case Example 6. A Special Program for Gifted Female Adolescents: A Conceptual Case Study for Planning Curriculum
References
Index

Sample Materials & Chapters

Preface

Chapter 1


"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
University of San Diego

"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
University of Illinois at Chicago

"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
Centre for Research in Education, Equity and Work, University of South Australia

"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
University of Nottingham, United Kingdom

Excellent book

Dr Peter Gossman
Education, Glyndwr University
January 10, 2014
Key features
  • Emphasis on self as instrument of inquiry reflects the perspective that research is a process of meaning-making embodied within the self of the researcher
  • "Reflective interludes" in each chapter pose questions meant to encourage readers to relate key concepts to their lives and sense of self as researchers
  • Short examples of student work illustrate the concepts in each chapter 
  • Six longer case examples of student work in Part IV illustrate concepts and issues
  • Boxed "sample reference lists" serve as starting points for further reading on specific aspects of qualitative research

The second edition of The Qualitative Dissertation is a major revision of the book with the addition of new material, substantial reorganization of information, and the incorporation of new features.

The concept of "cycles of deliberation" served as the organizing principle of the first edition. While the recursive nature of interpretive inquiry remains an important message of the book, greater emphasis has been given to the concept of "self as instrument of inquiry" and the centrality of constructing texts in interpretive inquiry. Information has been added to clarify the nature of knowledge claims generated through interpretive studies. Additionally, more emphasis is placed on encouraging doctoral students to relate concepts of qualitative research to their own experience, beliefs, talents, and sensibilities. This has led to several new features in individual chapters as well as some reorganization of the book.

The contents of the book have been organized into four sections. The first three highlight phases of the dissertation journey—facing the journey, preparing for the journey, and living through the journey. Case Examples of interpretive dissertations have been removed from individual chapters and consolidated into a fourth section for easier reference. A key to the Case Examples is also included on the inside of the front cover. Many chapters have been given new titles to clarify the conceptual content being presented. In addition, the content of the book has been divided into shorter chapters to make complex concepts more accessible.

New features within chapters include a preliminary listing of key concepts to be discussed. The reference list has been updated and sidebars have been added in many chapters to help readers locate references of relevance to particular topics. A key feature is the addition of "Reflective Interludes" which prompt readers to think carefully about their own assumptions about, conceptions of, and capacities for interpretive dissertation research. Textboxes highlighting criteria for judging the merits of interpretive dissertations have been added. The Index has been greatly expanded and refined.


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