Annotated Bibliography of Resources for Educational Reform, Coherent Teaching Practice, and Improved Student Learning

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  • Glesne, C., & Peshkin. (1992). Becoming qualitative researchers: An introduction. White Plains, NY: Longman.

This work is an introductory text for university courses on qualitative research. Qualitative inquiry requires a significant paradigm shift for most people as they begin this kind of work. In the introduction to the book, the authors describe qualitative research courses as collaborative learning experiences characterized by camaraderie, anxiety, humor, diversity, and the need for time. The book describes the research process from beginning to end. It starts with a discussion of prestudy tasks such as deciding on a topic, site, timeline, access requirements, and researcher role. Research activities such as participant observation, taking fieldnotes, and interviewing are examined in some detail. For example, details on the nature of questions, the need for rapport, and probing strategies are provided in the section on interviewing. Chapters on rapport, subjectivity, and ethical considerations provide insights on these areas that are somewhat unique to qualitative work. Two chapters, "Finding Your Story" and "Writing Your Story" concern data analysis and writing up the research. Throughout the book, the voices and experiences of typical graduate students are included as examples. Current critical issues are discussed, such as power and control in relation to knowledge, the role of history and culture in shaping the researcher's perspective, and the interrelationship of researcher and researched.

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