The SAGE Dictionary of Qualitative Inquiry. Dieser Artikel ist nicht verfügbar.The SAGE Dictionary of Qualitative Inquiry

Intended as a guide to the terms and phrases that partially shape the origins, purpose, logic, meaning, and methods of the practices known as qualitative inquiry, this Third Edition has 70 additional terms as well as a Readers' Guide. Key references have been updated and several terms and phrases from previous editions have been reorganized and expanded. The dictionary entries are intended as a guide to the methodological and epistemological concepts and theoretical orientations of qualitative inquiry. Students and teachers will find this book a very useful resource for navigating various perspectives on qualitative inquiry and as a starting point for launching their own investigations into the issues covered in this guide.

Key Features of the Third Edition:

This edition offers more comprehensive coverage of qualitative inquiry.

• The text includes an abundance of new terms based on developments in the field.
• Key references help deepen readers knowledge of qualitative terminology.
• More in-depth coverage of methods terms helps users better acquaint themselves with the research options at their fingertips.
• This edition also contains approximately 70 new entries and a Readers' Guide.

Thomas A. Schwandt is Professor of Education in the Department of Educational Psychology in the College of Education at the University of Illinois Urbana-Champaign. He also holds appointments in the Unit for Criticism and Interpretive Theory and the Department of Education Policy, Organization, and Leadership. He has been a faculty member and a Fellow of the Poynter Center for Ethics and American Institutions at Indiana University, Bloomington and member of the faculty in medical education at the University of Illinois at Chicago. His papers on qualitative methodology, issues in the philosophy of interpretive social science, and evaluation theory have appeared in a variety journals and edited books.

He is the author of Evaluation Foundations Revisited:  Cultivating a Life of the Mind for Practice (Stanford University Press, 2015), Evaluation Practice Reconsidered (Peter Lang, 2002), and Evaluating Holistic Rehabilitation Praxis (Kommuneforlaget, Oslo, 2004); and co-author (with Kenneth Prewitt and Miron Straf) of Using Science as Evidence in Public Policy (National Academies Press, 2012) and (with Edward Halpern) of Linking Auditing and Meta-evaluation (Sage, 1988); co-editor (with Katherine Ryan) of Exploring Evaluator Role and Identity (Information Age Press, 2002), (with Peder Haug) of Evaluating Educational Reforms:  Scandinavian Perspectives (Information Age Press, 2003), and (with Bridget Somekh) Knowledge Production: The Work of Educational Research in Interesting Times (Routldege, 2007). He was the editor of the American Journal of Evaluation from 2010-2014.

In 2002, he received the Paul F. Lazarsfeld Award from the American Evaluation Association for his contributions to evaluation theory.