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by Vincent A. Anfara (Editor), Norma T. Mertz (Editor)
The Second Edition of Theoretical Frameworks in Qualitative Research brings together some of today's leading qualitative researchers to discuss the frameworks behind their published qualitative studies. They share how they found and chose a theoretical framework, from what discipline the framework was drawn, what the framework posits, and how it influenced their study. Both novice and experienced qualitative researchers are able to learn first-hand from various contributors as they reflect on the process and decisions involved in completing their study. The book also provides background for beginning researchers about the nature of theoretical frameworks and their importance in qualitative research; about differences in perspective about the role of theoretical frameworks; and about how to find and use a theoretical framework.
Author Biography
Vincent A. Anfara, Jr. (1954-2013), PhD, University of New Orleans was professor of educational administration and supervision at the University of Tennessee, Knoxville, and chair of the Department of Educational Leadership and Policy Studies. Before entering the professoriate, he taught for 23 years in middle and high schools in Louisiana and New Mexico. He was past president of the American Educational Research Association′s Middle Level Education Research Special Interest Group, chair of the National Middle School Association′s (NMSA) Research Advisory Board, and a member of the National Forum to Accelerate Middle-Grades Reform. He authored over 80 articles published in journals including Educational Researcher, Middle School Journal, Research in Middle Level Education Annual, Education and Urban Society, The Journal of School Leadership, and the NASSP Bulletin.
Norma T. Mertz, EdD, Curriculum and Teaching, Teachers College, Columbia University, is professor of educational administration and policy studies at the University of Tennessee. Before becoming a University of Tennessee faculty member, she was an assistant professor at Eastern Michigan University and Hunter and Brooklyn Colleges where she prepared teachers to work in urban, inner-city schools in Michigan and New York City. After joining the University of Tennessee, she was an assistant director of the Race Desegregation Assistance Center and director of the Sex Desegregation Assistance Center. Her research, which centers on gender and leadership, equity in administration, mentoring, and organizational socialization, has been published in Educational Administration Quarterly, Urban Education, Journal of School Leadership, Planning and Changing, and Communications of the ACM.
