Professor, School of Education

University of California

Davis, CA  95616     


PH:     (530) 752-5387

FAX:   (530) 752-5411






1966    BA. Stanford University, (honors sociology)

1970 MA. University of Chicago, 1970 (sociology)

1971 Ph.D.. University of Chicago, 1971 (sociology).  Special Field: Technology and Culture; Doctoral Dissertation:  Dynamics of an Educational Experiment.





School change in local contexts

Image-based research

Computer-assisted field research

ChildrenÕs  material culture

Documentary study in school and community contexts

Technology and learning





American Educational Research Association (AERA)

American Anthropological Association (AAA)

American Sociological Association (ASA) -- Image Editor for Contexts (an ASA Journal)

Council on Anthropology and Education

Curriculum Study Commission

International Visual Sociology Association (IVSA; President 2000-2003)

Royal Anthropology Institute






Books & volumes, authored and edited


(Editor) Seeing KidsÕ Worlds. a special issue of Visual Sociology , 14 (1999)

(Editor) Images of Information: Still Photography in the Social Sciences.   Beverly Hills, CA: SAGE, 1979.

Misfits and Missionaries: A School for Black Dropouts.  Beverly Hills, CA: SAGE, 1977.

(Image Editor), Contexts: Understanding people in their social worlds.  Volumes 1, 2 & 3.  Berkeley, CA: University of California Press and the American Sociological Association.


Selected journal articles and book chapters


Constructing credible images: Documentary studies, social research and visual studies. To appear in Gregory Stanczak (ed.), Visual Studies: A special issue of the American Behavioral Scientist.  [forthcoming: summer 2004]

The visual substance of social research.  To appear in Peter Hamilton, Jon Prosser, and Rob Walker (eds.), Visible Evidence.  London, SAGE [forthcoming spring 2004]

Contrasting images, complementary trajectories: Sociology, visual sociology and visual research.  Visual Studies 17 (2), pp. 160-171, 2002 [reprinted from  Sociological Imagination 38 (1/2) pp7-27, 2001]

Does image-based field work have more to gain from extending or from rejecting scientific realism?  Visual Sociology, 16 (2), pp. 7-21.  2001.

Representing time and studying school change: Lessons from a collaborative field study. in The dimensions of time and the challenge of school reform, Restructuring and school change, edited by P. Gandara. Albany, NY: SUNY. 2000

Beyond the body in a box: Visualizing contexts of children's action.  Visual Sociology , 14 (1999)  pp 143-160.

The pragmatics of practitioner research: Linking new knowledge with power in an urban elementary school. Elementary School Journal 100:151-180. 1999

Pairing general purpose computer programs to analyze qualitative data: An illustration based on MS Word¬ and FileMaker Pro¬. Cultural Anthropology Methods 10 (1), February, 1998, p. 4-9

Power and learning in a multi-ethnic high school: Dilemmas of policy and practice. Pp. 67-111 in Ethnic identity and power: Cultural contexts of political action in school and society, edited by Y. Zou and E. T. Trueba. Albany, NY: SUNY. 1998

The unavoidable intervention of educational research:  A framework for reconsidering researcher-practitioner cooperation.  Educational Researcher. 26, 7 (1997): 13-23

Discourse innovations in a restructuring elementary school:  Alternative perspectives on linking research and practice.  The Elementary School Journal , 97 3 (February, 1997), pp. 271-292.  

Research universities. schools of education, and the schools:  A case study of implementing cooperative research and extension in education.  Educational Policy ,  9,1 (March, 1995), pp. 24-53. 

Ignorance and educational research: Or, how can you not know that?  Educational Researcher  22 (June-July, 1993), pp. 15-23.

Social contracts and university public service:  The case of agriculture and schooling.  The Journal of Higher Education , 64  (November/December, 1993), pp. 696-729.

Educational research as a full participant: Challenges and opportunities for generating new knowledge. The International Journal of Qualitative Studies in Education, 6 (1993), pp. 3-18.

Administrators as ethnographers: The school as context for action and inquiry.  Anthropology and Education Quarterly.  21 (Summer, 1990), pp. 195-221.

The curriculum and beyond: Helping students construct knowledge through teaching and research.  In Greig Stewart, ed., Community Service as Values Education, New Directions for Student Services No. 90  (Summer, 1990)  San Francisco: Jossey-Bass

Ethnographic work and educational administration:  Reframing problematics of educational research and practice. The Australian Administrator.  II, 2&3 (April-June, 1990), pp. 1-10.

Bricolage and teachers' theorizing.  Anthropology and Education Quarterly, 21 (Winter, 1990),  pp. 79-81.

The well-told teaching story: A resource for teachers of English.  English Education, 22 (May, 1989), pp. 110-125.

Academic excellence and community service:  The integrative role of student internships,  NSIEE Occasional Papers.  Raleigh, NC: National Society for Internships and Experiential Education, 1988.

Chefs and teachers, Teachers College Record, 89 (November, 1987): 239-253.

Teaching and research as student responsibilities, Change, 19 (September/October, 1987), pp. 26-35.