The SAGE Dictionary of Qualitative Inquiry
Thomas A. Schwandtis Professor of Education in the Department of Educational Psychology in the College of Education at the University of Illinois Urbana-Champaign. He also holds appointments in the Unit for Criticism and Interpretive Theory and the Department of Education Policy, Organization, and Leadership. He has been a faculty member and a Fellow of the Poynter Center for Ethics and American Institutions at Indiana University, Bloomington and member of the faculty in medical education at the University of Illinois at Chicago. His papers on qualitative methodology, issues in the philosophy of interpretive social science, and evaluation theory have appeared in a variety journals and edited books.He is the author ofProgram Evaluation:  The Productive Mindset(Stanford University Press, 2013),EvaluationPractice Reconsidered(Peter Lang, 2002), andEvaluating Holistic Rehabilitation Praxis(Kommuneforlaget, Oslo, 2004); and co-author (with Kenneth Prewitt and Miron Straf) ofUsing Science as Evidence in Public Policy(National Academies Press, 2012) and (with Edward Halpern) ofLinking Auditing and Meta-evaluation(Sage, 1988); co-editor (with Katherine Ryan) ofExploring Evaluator Role and Identity(Information Age Press, 2002), (with Peder Haug) ofEvaluating Educational Reforms:  Scandinavian Perspectives(Information Age Press, 2003), and (with Bridget Somekh)Knowledge Production: The Work of Educational Research in Interesting Times(Routldege, 2007). He was the editor of theAmerican Journal of Evaluationfrom 2010-2014.In 2002, he received the Paul F. Lazarsfeld Award from the American Evaluation Association for his contributions to evaluation theory.