Describes a hands-on laboratory to use with simulated archaeology sites for teaching data collection and interpretation to college students. Students play the role of professional archaeologist in analyzing artifacts and ecofacts and in writing a "site report" based on their excavation and analysis. (KH)

Questions the use of a large mainframe computer and special software to assist with data analysis. Raises the following three cautions: (1) labor and expense; (2) access and control; and (3) reductionism. (LHW)

The nearly 100 citations here refer to material cited in the 11 preceding articles. Together they make up this special issue, entitled "Teaching Fieldwork to Educational Researchers: A Symposium." (GC)

Argues that ethnography, because of its holistic, cross-cultural perspective, provides an inquiry process by which open-ended questions can be asked that will result in new insights about American schooling. Discusses why traditional ethnography is inadequate to the study of schools and sketches first steps of the field work inquiry process. (CMG)

Describes how an educational anthropologist's study objectives developed during fieldwork conducted in a fundamentalist Christian school and community. Asserts that this narrative reflects the strong relation of problem finding to problem solving in the practice of naturalistic inquiry. (KH)

Asserts that lack of adequate training, costs in time, and the image of anthropology as a science are reasons why simulated field experiences offer promising alternatives to the risks of field work based on inadequate training in anthropology. Discusses class observation of unnarrated films, the use of classmates and visiting members of a…

Provides a critical overview of articles in this issue on field work in administration and policy. Focuses on three recurrent themes: field worker role; reciprocity (the repayment a fieldworker makes to his or her informants); and ethics. (KH)

Describes a course in ethnographic field methods/qualitative research methods. Discusses concepts and learning opportunities provided by the various texts utilized and by the experiences of several pioneers in field research. (GC)

Describes a two-semester course in fieldwork taught by the author in several universities. The first semester is entirely classroom-based, with students required to read heavily on all aspects of research design, methods, analysis, and problems. The second semester is a structured, qualitative fieldwork study. (GC)

Examines problems of field research conducted by female researchers in policy settings. Proposes ways to manage role, entree and access, data gathering, reciprocity, and reporting. Raises issue of male-female dynamics in field research, and suggests appropriate roles for female researchers in policy settings. (Author/KH)

Describes a course designed principally for teachers enrolled in a graduate program in cross-cultural education. States that, although most of the individuals taking the course will not conduct field research, the skills acquired will better enable them to teach in a cross-cultural setting. (GC)

In contrast to Bogdan's approach (outlined in a preceding article), which considers fieldwork to be a research method, this author views ethnographic fieldwork as a paradigm. His graduate course in fieldwork concentrates on interpretation and stresses the quality, quantity, and intimacy of human relationships between observers and their subjects.…

Describes characteristics of questions in the ethnographic interview setting. Concentrates on the relational aspects of interviewing and on the issues of assumptions, categories, and scope. Applies ideas about questioning in general to work with child informants. (Author/LHW)

Concludes that if we do find ourselves in a situation of multiple paradigmatic perspectives on educational research, then it is not appropriate to think in the near future of there being a 'ground synthesis' of quantitative and qualitative methodologies. If the two major paradigms do exist as outlined here, and neither finds its present framework…

The Experimental Schools (ES) program is one of a series of federally funded projects designed to stimulate and study planned change within local educational agencies. This paper presents the goals and methods of the ES program and of research being conducted under its jurisdiction. It considers exclusively issues in the design and implementation…