Reason & Rigor 2nd Edition Summary
Designed for novice as well as more experienced researchers, Reason & Rigor: How Conceptual Frameworks Guide Research by Sharon M. Ravitch and Matthew Riggan presents conceptual frameworks as a mechanism for aligning literature review, research design, and methodology. The book explores the conceptual framework—defined as both a process and a product—that helps to direct and ground researchers as they work through common research challenges.
Focusing on published studies on a range of topics and employing both quantitative and qualitative methods, Reason & Rigor: How Conceptual Frameworks Guide Research 2nd Edition features two new chapters and clearly communicates the processes of developing and defining conceptual frameworks.
About the Author
Sharon M. Ravitch is a professor of practice at the University of Pennsylvania’s Graduate School of Education. She engages in numerous applied research projects in India, serving as a visiting scholar at the Tata Institute of Social Sciences (TISS) in Mumbai and working as a co-researcher and key resource expert in policy advocacy, professional development, and community-based participatory research related to corporate social responsibility through TISS’s corporate social responsibility hub.
She is involved in the design and implementation of assessment and evaluation of statewide performance through mixed-methods research in the Ministry of Human Resource Development’s major policy initiative, Rashtriya Uchchatar Shiksha Abhiyan (RUSA), a countrywide reform initiative aimed to resurrect India’s state public university system. Ravitch is also an expert adviser at the Center for Academic Leadership and Education Management at TISS. The center provides professional development and policy advocacy support to school education leaders across India.
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.