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.
RESEARCH AND TEACHING INTERESTS
School change in local contexts
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.
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.