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.

• 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

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.

• 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

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.

• 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