Recipient of the 1994 Critics? Choice Award from the American Educational Studies Association "Wolcott offers a. . . cornucopia of advice. . . . Wolcott shares suggestions gleaned from his professiona...
Recipient of the 1994 Critics? Choice Award from the American Educational Studies Association "Wolcott offers a. . . cornucopia of advice. . . . Wolcott shares suggestions gleaned from his professional life. . . there is much that is useful to program evaluators and to students of program evaluation. . . . Wolcott offers an important. . . supplementary reading to a course on evaluation methods." --Linda Mabry in Evaluation and Program Planning "This book would be an excellent purchase for those either contemplating a qualitative research project, or who are currently sitting on a pile of data with which they don?t know what to do." --Journal of Psychology and Christianity "This book would be useful reading for researchers at various levels of sophistication and various stages in their careers. As an educator, I found the insights relevant to the teaching of qualitative research in general. As a researcher, I felt engaged by the discussions and found them relevant to research-in-process decisions. I would also recommend this book to researchers at the beginning of their careers who could benefit from reflecting on many of the questions raised." --Barbara Bowers, Nursing Research "The book offers communication researchers some of the best recent work on qualitative inquiry in the human disciplines. . . . Published by Sage, the leading publisher of qualitative research in the social sciences today. . . . Harry F. Wolcott is a master ethnographer, and for over three decades he has charted an interpretive, postpositivist approach to the anthropology of educational practices. In this collection, which rereads a number of his classic articles, he finally breaks from this tradition and openly embraces a fully post-foundational approach to validity and textual authority. . . . This book should be on the shelf of every qualitative researcher. . . . This work brings the communication scholar up-to-date on where qualitative methods are in current sociological and educational discourse." --Norman K. Denzin in Journal of Communication "When I received Transforming Qualitative Research I immediately perused the book and was excited and enthusiastic about Wolcott?s focus on those aspects of qualitative research that are the most vexing for novices such as doctoral students, as well as experienced individuals. The chapters of the book are so well written and replete with colorful analogies and metaphors that the reader glides through the pages easily and attentively. . . . The final chapters of his new book discussing the teaching of qualitative research and the role of the instructor are extremely valuable. In my opinion, Transforming Qualitative Data will shortly become a classic in our field." --Edith W. King, University of Denver "Harry F. Wolcott?s new book is stunning--a penultimate statement capping a brilliant career. The text weaves between the old and the new, repositioning Wolcott?s classic interpretive works, now read against the new postmodern turn in ethnography. A must work for all qualitative scholars." --Norman Denzin, University of Illinois, Urbana-Champaign "This is more than a ''how-to book.'' Wolcott conceptualizes, contextualizes, and qualifies qualitative research in a way that only a humane, mature, and reflective professional could. Educators, social scientists of all persuasions, and even the ''educated lay person'' can benefit from a reading of it." --George Spindler, Stanford University "Wolcott is one of the most refreshing writers in the behavioral sciences today. With his chara
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