The Sage Dictionary of Qualitative Inquiry

This Fourth Edition of Thomas A. Schwandt's one-of-a-kind guide to the terms and phrases that help shape the origins, purpose, logic, meaning, and methods of the practices known as qualitative inquiry features 20 additional terms as well as a restructured Reader's Guide. Key references have been updated and select terms and phrases from previous editions have been reorganized and greatly expanded. Together, the dictionary entries provide a guide to the methodological and epistemological concepts and theoretical orientations of qualitative inquiry. This unique resource is ideal for readers who are navigating various perspectives on qualitative inquiry, working on a qualitative dissertation, or are launching their own investigations into the issues covered.

Author: Thomas A. Schwandt
Publisher: Sage Publications, Inc
Published: 01/02/2015
Pages: 368
Binding Type: Paperback
Weight: 1.10lbs
Size: 8.90h x 6.00w x 0.90d
ISBN: 9781452217451

Review Citation(s):
Choice 07/01/2015

About the Author

Thomas A. Schwandt is professor of education in the Department of Educational Psychology in the College of Education at the University of Illinois at Urbana-Champaign. He also holds appointments in the Unit for Criticism and Interpretive Theory and the Department of Education Policy, Organization, and Leadership. Schwandt has been a faculty member and a fellow of the Poynter Center for Ethics and American Institutions at Indiana University, Bloomington, and a member of the faculty in medical education at the University of Illinois at Chicago. His scholarship focuses on the theory and methodologies of qualitative inquiry, as well as the theory and practice of program evaluation with particular interests in evidence-based policy and practice, data-driven decision making, and evaluating the quality of evaluation research. His most recent books are In Pursuit of Professional Evaluation: A Life of the Mind for Practice (forthcoming from Stanford University Press) and Using Science as Evidence in Public Policy (with K. Prewitt and M. Straf, National Academies Press, 2012). He is a fellow of the American Educational Research Association, editor emeritus of the American Journal of Evaluation, and the 2002 recipient of the Paul F. Lazarsfeld Award from the American Evaluation Association for contributions to evaluation theory. 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.