An Introduction to Qualitative Research

Gretchen B. Rossman is Professor Emerita of International Education and the Center for International Education at the University of Massachusetts Amherst. She received her PhD in education from the University of Pennsylvania, with a specialization in higher-education administration. She has served as a visiting professor at Harvard University’s Graduate School of Education. Prior to coming to the University of Massachusetts, she was senior research associate at Research for Better Schools in Philadelphia. With an international reputation as a qualitative methodologist, she has expertise in qualitative research design and methods, mixed-methods monitoring and evaluation, and inquiry in education. Over the past 30+ years, she has coauthored 15 books, 2 of which are editions of major qualitative research texts (Learning in the Field, third edition, with Sharon F. Rallis, and the present seventh edition of Designing Qualitative Research, with Catherine Marshall and Gerardo L. Blanco—both widely used guides for qualitative inquiry). In addition, she has published a book titled The Research Journey: An Introduction to Inquiry (with Sharon Rallis). She has also authored or coauthored more than 50 articles, book chapters, and technical reports focused on methodological issues in qualitative research synthesis, mixed-methods evaluation, and ethical research practice, as well as the analysis and evaluation of educational reform efforts both in the United States and internationally.Professor Rossman has served as principal investigator (PI) or co-PI on several large U.S. Agency for International Development–funded projects (in Palestine, the Southern Sudan, Malawi, Tanzania, and India); as co-PI on a World Bank–funded multigrade schooling project (Senegal and Gambia); as lead trainer for a Save the Children–funded participatory monitoring and evaluation of professional training (Azerbaijan); and as external evaluator on several domestic projects, including a Department of Education–funded reform initiative, a National Science Foundation–funded middle-grades science initiative, and a number of projects implementing more inclusive practices for students with disabilities.Sharon F. Rallis is Dwight W. Allen Distinguished Professor of Education Policy and Reform at the University of Massachusetts at Amherst. Previously, she was professor of education at the University of Connecticut; lecturer on education at Harvard; and associate professor of educational leadership at Peabody College, Vanderbilt University. Her doctorate is from the Harvard Graduate School of Education. She has coauthored numerous books, including several on leadership: Principals of Dynamic Schools: Taking Charge of Change (with Ellen Goldring); Dynamic Teachers: Leaders of Change (with Gretchen Rossman); Leading Dynamic Schools: How to Create and Implement Ethical Policies (with Gretchen Rossman and others); and Leading With Inquiry and Action: How Principals Improve Teaching and Learning (with Matthew Militello and Ellen Goldring). Her numerous articles, book chapters, edited volumes, and technical reports address issues of 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 (2005) and current editor of the American Journal of Evaluation, Professor Rallis has been involved with education and evaluation for more than three decades. She has been a teacher, counselor, principal, researcher, program evaluator, director of a major federal school reform initiative, and an elected school board member. Currently, her teaching includes courses on inquiry, program evaluation, qualitative methodology, and organizational theory. Her research has focused on the local implementation of programs driven by federal, state, or district policies. As external evaluator or principal investigator (PI), she has studied a variety of domestic and international policy and reform efforts, such as alternative professional development for leaders; collaborations between agencies responsible for educating incarcerated or institutionalized youth; initiatives supporting inclusive education for children and youth with disabilities; local school governance and leadership; labor-management relations in school districts; and leadership development. Her work with students on evaluation and qualitative methodology has taken her as far as Afghanistan, Turkey, and Palestine.

• 1. Qualitative Research as LearningDoing Qualitative Research: Tales of Three CharactersDefining Qualitative ResearchCommon CharacteristicsTypical Purposes and Overall ApproachesThe Characters′ ChoicesWays of Using ResearchDispositions and SkillsOverview of the BookActivities for Your Community of PracticeFurther Reading2. The Researcher as LearnerWhat is Learning?The Reflexivity of Qualitative ResearchParadigmsPerspective in PracticeDispositions and SkillsActivities for Your Community of PracticeFurther Reading3. The Researcher as Competent and EthicalWhat Does Trustworthiness Matter?What Makes a Trustworthy Study?Systematic PracticeEthical PracticeDispositions and SkillsActivities for Your Community of PracticeFurther Reading4. Major Qualitative Research GenresChoosing the Locus of InterestEthnographic GenresPhenomenological GenresSociolinguist GenresCase StudiesDispositions and SkillsActivities for Your Community of PracticeFurther Reading5. Conceptualizing and Planning the ResearchPractical ConsiderationsWhat is a Research Proposal?Conceptual FrameworkDesign and MethodsDispositions and SkillsActivities for Your Community of PracticeFurther Reading6. Entering the FieldPreparationIntended InvolvementApproach and NegotiationsExpectations and RelationshipsDispositions and SkillsActivities for Your Community of PracticeFurther Reading7. Gathering Data in the FieldDecisions About Gathering DataSystematic InquiryGeneric In-Depth InterviewingSpecialized In-Depth InterviewingSpecial ConsiderationsObserving People, Actions, and EventsStudying Material CultureDispositions and SkillsActivities for Your Community of PracticeFurther Reading8. Issues That Arise in the FieldHow Do I Prepare to Gather Data?How Can I Get Comfortable in the Field?What are the Data?How Do I Turn Sights, Sounds, and Objects Into Data?Two Languages: Which Do I Use?How Can I Change My Research Plan?What Do I Reflect On?How Do I Leave the Field?Dispositions and SkillsActivities for Your Community of PracticeFurther Reading9. Our Character′s DataAnthony′s DataMarla′s DataRuth′s DataActivities for Your Community of Practice10. Analyzing and Interpreting DataAnalysis HappensGeneric AnalysisWriting In-Process Analytic MemosStrategies for Analyzing Interview DataStrategies for Analyzing Field Notes From ObservationsStrategies for Analyzing Material CultureDispositions and SkillsActivities for Your Community of PracticeFurther Reading11. Our Characters′ AnalysesAnthony′s AnalysisRuth′s AnalysisMarla′s AnalysisDispositions and SkillsActivities for Your Community of Practice12. Presenting the LearningsPresentationVoiceAn ExampleOrganizing the ReportUsing the Dispositions and Skills to Generate Useful KnowledgeActivities for Your Community of PracticeFurther Reading

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