The Challenge
The Substance of the Study
Framing the Research Question
How to Conduct the Study
Designing the Research
Managing Time and Resources
Defending the Value and Logic of Qualitative Research
Catherine Marshall is the William Eaves Distinguished Professor
Emerita of Educational Leadership and Policy at the University of
North Carolina at Chapel Hill. After completing her PhD, she served
on the faculty of the University of Pennsylvania and at Vanderbilt
University before settling as professor at North Carolina. The
ongoing goal of her teaching and research has been to use an
interdisciplinary approach to analyze the cultures of schools,
state policy cultures, gender issues, and social justice issues.
She has published extensively on the politics of education,
qualitative methodology, women’s access to careers, and
socialization, language, and values in educational
administration.
Marshall’s honors include the Campbell Award for Lifetime
Intellectual Contributions to the Field, given by the Politics of
Education Association (2009); the University Council for
Educational Administration’s Campbell Award for Lifetime
Achievement and Contributions to Educational Administration (2008);
the American Educational Research Association’s (AERA) Willystine
Goodsell Award for her scholarship, activism, and community
building on behalf of women and education (2004); and a Ford
Foundation grant for Social Justice Leadership (2002). In the
American Educational Association, she was elected to head the
Politics and Policy Division, and she also created an AERA Special
Interest Group called Leadership for Social Justice.
Marshall is the author or editor of numerous other books. These
include Activist Educators: Breaking Past Limits; Culture and
Education Policy in the American States; The Assistant Principal:
Leadership Choices and Challenges; The New Politics of Gender and
Race; and Feminist Critical Policy Analysis. This book’s origin
came early in her scholarly career, while conducting qualitative
research on policy and teaching literally hundreds of doctoral
students how to adopt and adapt the qualitative approach into
workable proposals. She recognized a need and began to develop this
book.
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.
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