It has become commonplace to think that globalization has produced a race to the bottom in terms of labor standards and quality of life: the cheaper the labor and the lower the benefits afforded workers, the more competitively a country can participate on the global stage. But in this book the distinguished economic historian Michael Huberman demonstrates that globalization has in fact been very good for workers' quality of life, and that improved labor conditions have promoted globalization.

School improvement, like motherhood, has many advocates. Everyone is for it, without having to campaign actively on its behalf. And just as the 100% of people who have had mothers think they know how mothering could be done better, so the (nearly) 100% of people who have been pupils in schools, or have even taught in or managed them, think they know how schools can be im proved. More precisely, they are sure that schools ought to be improved. The trouble is that they propose a staggering, conflicting range of methods of improving the schools, from;'back to the woodshed" to teacher merit pay, a stiffer curriculum, a stronger tax base, reorganization, a more humane climate, "teacher-proof" innovations, community involvement-the list is nearly end less. Furthermore, the issues are not merely technical, but normative and po litical. The term improvement is itself problematic. One person's version of improvement is another's version of wastefulness or even of worsening the schools. Furthermore, the versions that win out in any particular school are not Improvement sometimes turns out to be merely a necessarily technically "best. " code word for the directives that administrators have successfully put into place, or for the agreements that teachers have lobbied into being. How much do we really know about school improvement? The available research literature is quite substantial, but not as helpful as it might be."

School improvement, like motherhood, has many advocates. Everyone is for it, without having to campaign actively on its behalf. And just as the 100% of people who have had mothers think they know how mothering could be done better, so the (nearly) 100% of people who have been pupils in schools, or have even taught in or managed them, think they know how schools can be im proved. More precisely, they are sure that schools ought to be improved. The trouble is that they propose a staggering, conflicting range of methods of improving the schools, from;'back to the woodshed" to teacher merit pay, a stiffer curriculum, a stronger tax base, reorganization, a more humane climate, "teacher-proof" innovations, community involvement-the list is nearly end less. Furthermore, the issues are not merely technical, but normative and po litical. The term improvement is itself problematic. One person's version of improvement is another's version of wastefulness or even of worsening the schools. Furthermore, the versions that win out in any particular school are not Improvement sometimes turns out to be merely a necessarily technically "best. " code word for the directives that administrators have successfully put into place, or for the agreements that teachers have lobbied into being. How much do we really know about school improvement? The available research literature is quite substantial, but not as helpful as it might be."

"This comprehensive, practical, user-friendly book provides a wealth of data analysis strategies that are essential for any qualitative research. It is a must-have tool book for moving from data analysis to writing for publication!" -Guofang Li, University of British Columbia, Canada Miles, Huberman, and Saldana's Qualitative Data Analysis: A Methods Sourcebook is the authoritative text for analyzing and displaying qualitative research data. The Fourth Edition maintains the analytic rigor of previous editions while showcasing a variety of new visual display models for qualitative inquiry. Graphics are added to the now-classic matrix and network illustrations of the original co-authors. Five chapters have been substantially revised, and the appendix's annotated bibliography includes new titles in research methods. Graduate students and established scholars from all disciplines will find this resource an innovative compendium of ideas for the representation and presentation of qualitative data. As the authors demonstrate, when researchers "think display," their analyses of social life capture the complex and vivid processes of the people and institutions studied.

At the outset of the industrial revolution the Lancashire labour market was a model of thoroughgoing competition. Wages adjusted quickly and smoothly to changes in the demand for and supply of labour. Within two generations, however, workers and firms had retreated from the market. Instead of busting wages, firms paid fixed rates; instead of breaking ties on short notice, workers sought longer-term associations. Social norms - doing the right thing - protected and preserved the fresh labour market arrangements. This book explains the causes and effects of changes in the labour market in the context of developments in labour economics and fresh research in social and economic history.

"Burnout" was first investigated in the 1970s as a crisis of overextended and disillusioned social service workers. However, as the nature of these workers' jobs has changed, so has the nature of the syndrome. The current experience of burnout is lived out in a more challenging social context, with social service workers struggling harder for social credibility and job security. For instance, because of greater demands on their time and energy, teachers are being pressed to do more work with fewer resources, while receiving fewer rewards and less recognition of their efforts. The objective of this volume is to provide new perspectives and a deeper understanding of the nature, conditions, and consequences of burnout, most notably in the teaching profession. To do this, the contributors review the most recent research in the field, and describe research and action agendas designed to combat the incidence of burnout in the workplace. Researchers and professionals in the fields of education and social psychology will be particularly interested in what this volume has to offer.

At the outset of the industrial revolution the Lancashire labour market was a model of thoroughgoing competition. Wages adjusted quickly and smoothly to changes in the demand for and supply of labour. Within two generations, however, workers and firms had retreated from the market. Instead of busting wages, firms paid fixed rates; instead of breaking ties on short notice, workers sought longer-term associations. Social norms - doing the right thing - protected and preserved the fresh labour market arrangements. This book explains the causes and effects of changes in the labour market in the context of developments in labour economics and fresh research in social and economic history.

"Burnout" was first investigated in the 1970s as a crisis of overextended and disillusioned social service workers. However, as the nature of these workers' jobs has changed, so has the nature of the syndrome. The current experience of burnout is lived out in a more challenging social context, with social service workers struggling harder for social credibility and job security. For instance, because of greater demands on their time and energy, teachers are being pressed to do more work with fewer resources, while receiving fewer rewards and less recognition of their efforts. The objective of this volume is to provide new perspectives and a deeper understanding of the nature, conditions, and consequences of burnout, most notably in the teaching profession. To do this, the contributors review the most recent research in the field, and describe research and action agendas designed to combat the incidence of burnout in the workplace. Researchers and professionals in the fields of education and social psychology will be particularly interested in what this volume has to offer.

There is no longer any question that qualitative inquiry is fundamental to the enterprise of social science research, with a broad reach and a history all its own. This book seeks to introduce?to reintroduce?readers to selections that provide a solid intellectual grounding in the area of qualitative research. Thoughtfully and painstakingly culled from over a thousand candidate articles by coeditors A. Michael Huberman and the late Matthew B. Miles (co-authors of the seminal Qualitative Data Analysis), The Qualitative Researcher?s Companion examines the theoretical underpinnings, methodological perspectives, and empirical approaches that are crucial to the understanding and practice of qualitative inquiry. Incisive, provocative, and drawn from across the many disciplines that employ qualitative inquiry, The Qualitative Researcher?s Companion is a key addition to the bookshelf of anyone involved in the research act.

There is no longer any question that qualitative inquiry is fundamental to the enterprise of social science research, with a broad reach and a history all its own. This book seeks to introduce?to reintroduce?readers to selections that provide a solid intellectual grounding in the area of qualitative research. Thoughtfully and painstakingly culled from over a thousand candidate articles by coeditors A. Michael Huberman and the late Matthew B. Miles (co-authors of the seminal Qualitative Data Analysis), The Qualitative Researcher?s Companion examines the theoretical underpinnings, methodological perspectives, and empirical approaches that are crucial to the understanding and practice of qualitative inquiry. Incisive, provocative, and drawn from across the many disciplines that employ qualitative inquiry, The Qualitative Researcher?s Companion is a key addition to the bookshelf of anyone involved in the research act.