Chapter 1: Introduction to Conceptual Frameworks Conceptual Frameworks Explored and Defined Elements of a Conceptual Framework Organization of this Book Concluding Thoughts: Using Conceptual Frameworks Chapter 2: Why Conceptual Frameworks? What (and Where) is Theory? Whose Theory is It, and Where Does It Come From? What is a Literature Review, and What is It For? The Case for Conceptual Frameworks: Concluding Thoughts Chapter 3: Origins of a Conceptual Framework: The Birth of Grit Background and context: An overview of the work in focus The argument Origins: Conversations with the dead and the living Formulating the concept: From conversing to inquiring Forming and advancing the argument Chapter 4: Excavating Questions "Excavating" Research Questions About the Author Background and Context: An Overview of the Work in Focus The Argument Conceptual Frameworks and Research Design The Co-evolution of Conceptual Frameworks and Research Design Conceptual Frameworks and Research Design: Concluding Thoughts Reflection Questions Chapter 5: The Role of the Conceptual Framework in Data Collection and Fieldwork Who You Are, How You Think, and What You Study About the Author Background and Context: An Overview of the Work in Focus The Argument Hyphenated Selves as a Theoretical Framework The Hyphen as Method: Positionality and Practice Conceptual Frameworks and Fieldwork: Concluding Thoughts Chapter 6: Conceptual Frameworks and the Analysis of Data Examining the Influence of an Ever-Emerging Conceptual Framework About the Author Background and Context: An Overview of the Work in Focus The Argument From Argument to Analysis Transcription as Data Analysis Evolving and Shifting Frameworks of Analysis Conceptual Frameworks and Data Analysis: Concluding Thoughts Chapter 7: Expanding the Conversation, Extending the Argument: The Role of Conceptual Frameworks in Presenting, Explaining, and Contextualizing Findings About the Author Background and Context: AN OVERVIEW OF THE WORK IN FOCUS Being in Conversation With Theory: Influences on Thought and Action The Argument Conclusion Chapter 8: Reflections on the Making and Re-making of a Conceptual Framework - William K. Dunworth Developing a Conceptual Framework Challenges in the field Revisiting Conceptual Frameworks: Turning Artifacts into Processes "Everything is data": Returning to the field Revising the conceptual framework and integrating findings Chapter 9: The Conceptual Framework as Guide and Ballast Developing a Conceptual Framework Starting Points: Self and Audience Making-and Breaking-Your Plans The Conversation: From Listening to Speaking Strategies and Exercises for Developing Conceptual Frameworks Identifying Your Interests, Beliefs, and Motivations for Doing Research Examination of the "Conversations Already Happening" Ongoing Questions and Concerns about the Research Concept Maps Research Memos Research Journal Reason and Rigor
Sharon M. Ravitch, Ph.D. is a Senior Lecturer at the University of Pennsylvania's Graduate School of Education where she is Research Co-Director at the Center for the Study of Boys' and Girls' Lives and a Founding Co-Director of Penn's 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 (http://www2.gse.upenn.edu/nicaragua/). Ravitch's 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 master's 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. Matthew Riggan, Ph.D., is a Senior Researcher at the Consortium for Policy Research in Education at the University of Pennsylvania, and an Adjunct Assistant Professor in Penn's Graduate School of Education. His current research focuses on formative assessment in elementary mathematics; assessing analytic and problem-solving skills for postsecondary readiness; systemic reform to support science, technology, engineering and mathematics (STEM) education; and factors supporting or undermining the scale-up of promising reforms in urban school districts. He teaches courses in qualitative research design, data collection, and analysis, and has worked extensively on developing qualitative and mixed methods approaches to program theory evaluation and analysis of video data. He holds a doctorate in Anthropology and Education from the University of Pennsylvania.
"[The Second Edition] does a better job than any
other text I've read of demystifying research by emphasizing the
process rather than the strategies." -- Jane Lohmann
"[This book] is a very good examination of the ways conceptual frameworks play themselves out in different contexts examining the different aspects of the conceptual frameworks as they appear in literature that has been published (including the dissertation)." -- Julie Slayton
"[This text] provides an excellent overview of the use of conceptual frameworks to guide research." -- Christine E. Blake