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In Theoretical Frameworks in Qualitative Research, the authors provide extensive and practical coverage of theory and its role in qualitative research, a review of the literature that currently exists on theoretical frameworks, a clear and concise definition of what a theoretical framework is and how one goes about finding one, and real-world examples of theoretical frameworks effectively employed by some of the world's leading qualitative researchers. The book will be invaluable to students and researchers who want to find detailed examples of their design options and who are still working through the various frameworks they could employ. The interdisciplinary nature of the framework examples used in the book (economics, politics, social theory, etc.) will also assist students in linking their own specific research questions to larger inquiry projects.

In Theoretical Frameworks in Qualitative Research, the authors provide extensive and practical coverage of theory and its role in qualitative research, a review of the literature that currently exists on theoretical frameworks, a clear and concise definition of what a theoretical framework is and how one goes about finding one, and real-world examples of theoretical frameworks effectively employed by some of the world's leading qualitative researchers. The book will be invaluable to students and researchers who want to find detailed examples of their design options and who are still working through the various frameworks they could employ. The interdisciplinary nature of the framework examples used in the book (economics, politics, social theory, etc.) will also assist students in linking their own specific research questions to larger inquiry projects.

Brown (educational leadership, U. of North Carolina, Chapel Hill) and Anfara (educational leadership, U. of Tennessee, Knoxville) examine education at the middle years level from the principal's perspective, spotlighting the principal's role in school reform and improvement based on the belief that schools should be responsive to the developmental needs of their students. Centered on a study of 98 principals in Pennsylvania, New Jersey, and North Carolina, seven chapters explore the strategies used by principals in their responsiveness to students, to faculty and staff, and to their schools and communities. For aspiring and practicing middle school principals, board members, teachers and parents. Annotation copyrighted by Book News, Inc., Portland, OR