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Qualitative Research: Bridging the Conceptual, Theoretical, and Methodological

by Sharon M Ravitch and Nicole Mittenfelner Carl SAGE Publications, Inc
Pub Date:
Pbk 600 pages
AU$139.00 NZ$141.74
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Focused on developing the conceptual, theoretical, and methodological knowledge needed to engage in rigorous and valid research, this introductory text provides practical explanations, exercises, and advice for how to conduct qualitative research - from design through implementation, analysis, and writing up research.

The book presents the field of qualitative research in a unique and meaningful way, and helps readers understand what the authors call 'criticality' in qualitative research by communicating its foundations and processes with clarity and simplicity while still capturing complexity. Packed with real-life examples of questions, issues, and situations that stem from the authors’ and their students’ research, the book humanizes the qualitative research endeavor, illustrates the types of scenarios that arise, and emphasizes the importance of actively considering paradigmatic values throughout every stage of the research process. In every chapter, the authors illustrate the qualitative research process as decidedly ideological, political, and subjective using themes of criticality, reflexivity, collaboration, and rigor.

Chapter One: Qualitative Research: An Opening Orientation
Chapter Overview And Goals
An Overview Of The Processes Of Qualitative Research
Situating Qualitative Research
Defining Qualitative Research
Key Components Of Qualitative Research
Horizontals In Qualitative Research
Approaches To Qualitative Research: An Overview
A Note on the Possibilities Of Qualitative Research
Questions for Reflection
Resources for Further Reading
Chapter Two: Using Conceptual Frameworks in Research
Chapter Overview and Goals
Defining and Understanding Conceptual Frameworks and Their Role in Research
Constructing and Developing a Conceptual Framework
Building Your Own Conceptual Framework
Questions for Reflection
Resources for Further Reading
Chapter Three: Critical Qualitative Research Design
Chapter Overview and Goals
Research Design in Qualitative Research
Overview of the Qualitative Research Design Process
Conceptualizing Critical Qualitative Research Design
Questions for Reflection
Resources for Further Reading
Chapter Four: Design and Reflexivity in Data Collection
Chapter Overview and Goals
Defining Qualitative Data Collection as Iterative
Data Collection and Research Design
Reflexivity and Researcher-Generated Data Sources
Sampling: Site and Participant Selection
Questions for Reflection
Resources for Further Reading
Chapter Five: Methods of Data Collection
Chapter Overview and Goals
Observation and Fieldnotes
Focus Groups
Documents and Archival Data
A Survey Approach and Questionnaires
Participatory Methods of Data Collection
Revisiting Design
Questions for Reflection
Resources for Further Reading
Chapter Six: Validity: Processes, Strategies, and Trustworthiness
Chapter Overview and Goals
Overview of Validity and Trustworthiness in Qualitative Research
Assessing Validity and Trustworthiness
Specific Strategies and Processes for Achieving Validity
Rigor and Validity in Qualitative Research
Questions for Reflection
Resources for Further Reading
Chapter Seven: An Integrative Approach to Data Analysis
Chapter Overview and Goals
Defining and Critically Approaching Qualitative Data Analysis
Analysis and Interpretation
Overview of Data Analysis Processes
An Integrative Approach to Qualitative Data Analysis
Questions for Reflection
Resources for Further Reading
Chapter Eight: Methods And Processes Of Data Analysis
Chapter Overview And Goals
Data Organization And Management
Immersive Engagement
Writing And Representation
Questions for Reflection
Resources for Further Reading
Chapter Nine: Writing And Representing Inquiry: The Research Report
Chapter Overview And Goals
The Craft Of Writing: Outlining, Drafting, And Revising
Writing A Final Report: Building On, Deepening, And Codifying Analysis
Critical Writing Considerations
Concluding Thoughts: The Ethics Of Research Writing
Questions for Reflection
Resources for Further Reading
Chapter Ten: Crafting Qualitative Research Proposals
Chapter Overview And Goals
Qualitative Research Proposals
Writing Quality Proposals
Adapting Research Proposals
Questions for Reflection
Resources for Further Reading
Chapter Eleven: Research Ethics And The Relational Quality Of Research
Chapter Overview And Goals
Relational Ethics: Taking A Relational Approach To Research
Deepening The Concept of Research Ethics: Beyond IRB and Informed Consent
Going Beyond “Negotiating Entréea And “Building Rapporta
Research Boundaries
Informed Consent, With An Emphasis On Informed
Transparency in Goals, Expectations, Processes, and Roles
Confidentiality and Anonymity
The Ethical Dimensions of the “Researcher as Instrumenta
Pushing Against the “Expert-Learner Binarya
Ethical Collaboration: “Reciprocal Transformation and Dialectics of Mutual Influencea
Balance Between Design Flexibility and Rigor: Responsive Research as Ethical Stance
Questions for Reflection
Resources for Further Reading
Epilogue: Revisiting Criticality, Reflexivity, Collaboration, and Rigor
Revisiting the Horizontals in Qualitative Research
Closing Thoughts: The Power and Potential of Qualitative Research
Questions for Reflection

and ldquo;The chapters are accessible and easy to read. They are also applicable and will better help guide students in how best to provide and support their work with theory and literature while presenting useful information on methodology and how to conduct and analyze qualitative research. and rdquo; Lydia Kyei-Blankson and ldquo;I believe this book would be a great resource to my doctoral students enrolled in my Introduction to Qualitative Research Design and Methodology course as well as those individuals working on their dissertation proposal development, data collection, data analysis and writing process. and rdquo; Ifeoma Amah
Sharon M. Ravitch, Ph.D. is a Senior Lecturer at the University of Pennsylvaniaas Graduate School of Education where she is Research Co-Director at the Center for the Study of Boysa and Girlsa Lives and a Founding Co-Director of Pennas Inter-American Educational Leadership Network. She serves as the Principal Investigator of Semillas Digitales (Digital Seeds) a multi-year applied development research initiative in Nicaragua ( Ravitchas research integrates across the fields of qualitative research, education, applied development, cultural anthropology, and human development and has four main strands: (1) Practitioner Research as a means to engendering sustainable professional and institutional development and innovation; (2) International applied development research that works from participatory and action research approaches (projects currently in the US, Nicaragua, and India); (3) Ethnographic and participatory evaluation research; and (4) Leader education and professional development. Ravitch has published three books: Reason and Rigor: How Conceptual Frameworks Guide Research (with Matthew Riggan, Sage Publications, 2012); School Counseling Principles: Diversity and Multiculturalism (American School Counselor Association Press, 2006) and Matters of Interpretation: Reciprocal Transformation in Therapeutic and Developmental Relationships with Youth (with Michael Nakkula, Jossey-Bass, 1998). Ravitch earned two masteras degrees from Harvard University in Human Development and Psychology and in Education and a doctorate from the University of Pennsylvania in an interdisciplinary program that combined anthropology, sociology, and education. Nicole Mittenfelner Carl is a doctoral candidate in the teaching, learning, and leadership division at the University of Pennsylvania Graduate School of Education (PennGSE). She is Director of Impact Assessment for the Center for the Study of Boysa and Girlsa Lives (CSBGL) and is conducting a multi-sited, multi-year participatory evaluation of the Centeras impact. Carl facilitates and teaches Youth Participatory Action Research and researches ways that schools can be more equitable and humane places as a part of her work with CSBGL. Carl is also a graduate research associate at PennGSE, where she is part of a research team that examines ways that teachers and parents can organize and act collectively as a means of educational problem-solving. Carl has conducted qualitative research for over a decade. She has published articles about new teachersa experiences with standardized curricula as well as about teacher activism and organizing. Her current research focus includes critical approaches to qualitative research, participatory action research, educational equity, urban education, and teacher education. Carl is a former middle school language arts and lead teacher in the School District of Philadelphia as well as a former mentor to and supervisor of first-year teachers. Carlas research interests stem from her experiences as an educator, and she focuses her work on ways that students, parents, and teachers can work together to address educational inequities.