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Designed to foster "inquiry-mindedness," this book prepares graduate students to develop a conceptual framework and conduct inquiry projects that are linked to ongoing conversations in a field. The authors examine different ways of knowing and show how to identify a research question; build arguments and support them with evidence; make informed design decisions; engage in reflective, ethical practices; and produce a written proposal or report. Each chapter opens with a set of critical questions, followed by a dialogue among five fictional graduate students exploring questions and concerns about their own inquiry projects; these issues are revisited throughout the chapter. Other useful features include end-of-chapter learning activities for individual or group use. Useful pedagogical features include: Framing questions for exploration and reflection Chapter-opening dialogues that bring in perspectives from multiple disciplines Example boxes with detailed cases and questions for the reader End-of-chapter activities and experiential exercises that guide readers to develop their own inquiry projects Suggestions for further reading. This book is designed for graduate students and instructors in education, social work, psychology, and human development and family studies; and applied researchers who want to improve their proposals. It serves as a core or supplemental text in master's- and doctoral-level introduction to research or inquiry courses, and in the capstone course in degree programs.