Table of Contents

Overview
A Qualitative Shift in Allegiance by David M. Fetterman
Prior Crisis
It Was a Good Learning Experience: The Problems and Trials of Implementing and Evaluating a Parent Participation Program by David M. Logsdon, Nancy E. Taylor, and Irene H. Blum
Qualitative Classics
Ethnographic Educational Evaluation by David M. Fetterman
Not by Courts or Schools Alone: Evaluation of School Desegregation by Judith L. Hanna
Do Inquiry Paradigms Imply Inquiry Methodologies? by Egon G. Guba and Yvonna S. Lincoln
Paradigms and Pragmatism by Michael Q. Patton Educational Connoisseurship and Criticism: Their Form and Functions in Educational Evaluation by Elliot W. Eisner
New Developments
Mining Metaphors for Methods of Practice by Nick L. Smith
Phenomenography: Exploring Different Conceptions of Reality
Regrouping
Approaches to Qualitative Data Analysis: Intuitive, Procedural, and Intersubjective by William A. Firestone and Judith A. Dawson
Drawing Valid Meaning from Qualitative Data: Toward a Shared Craft by Matthew B. Miles and A. Michael Huberman
Reports
Mainstreaming: An Investigation into the Issues by Martha Hemwall
A National Ethnographic Evaluation: An Executive Summary of the Ethnographic Component of the Career Intern Program by David M. Fetterman
Conclusion
The Quiet Storm by David M. Fetterman
Bibliography
Index

About the Author

DAVID M. FETTERMAN is a member of the faculty in the School of Education at Stanford University and of the Stanford administration. He is the author of Ethnography in Education Evaluation and Education Evaluation: Ethnography in the Practice and Politics of Education Administration. He has received numerous evaluation awards and is an active member of educational research, evaluation, and ethnographic professional associations.