Conditions of contract research may lead some workers to ignore publication rights of colleagues whose reports are of limited circulation. The author presents a case example of how this process occurred with the use of his own work and argues for rigorous ethical standards in the publication of contract research results. (Author/GC)

Considers bias and subjectivity in ethnographic research. Since researchers cannot eliminate biographical determinants, the makeup of the researcher is critical to research quality. This article suggests ways to move this "bias in biography" toward a new era in anthropology and education. (Author/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)

There has been a decrease in "sex difference" studies in anthropology, education, feminist studies, psychology, and sociology since the mid-1970s but an increase in research on how gender relationships are created, maintained, and transformed through education. Social interactionism and sociocultural reproduction have become increasingly…

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)

Reviews the contributions of anthropology in educational experiments designed to help educationally and socially disadvantaged children. Cautions that educational psychology will retain its hegemony in educational research, unless anthropology is able to show how educational failure can be reversed. (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)

Ethnography can encounter such problems as timing and sequence, validity, superficiality and bias toward the typical. More than just participant observation should be used by anthropological researchers. Ethnographers should be active, joining in the responsibility for changing the circumstances of everyday life in schools and school communities.…

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)

Proposes that anthropology improve its capacity to anticipate sociocultural changes, especially the rapid change processes that characterize the current "telemicroelectronic revolution." Presents findings of a study of the introduction of microcomputers into schools near Silicon Valley, California, to illustrate the ongoing development…

There are two reasons that ethnographic research in education produces good results but has a bad reputation. First is the way that scientific research has been used to justify the faults of educational institutions. Second is the inability of ethnographic research to be useful to educational practitioners. (Author/GC)

Discusses the current interest of anthropological research in international business activity. Discusses ways in which an anthropological perspective might be used to enhance the teaching of international business. (Author/BJV)

Examines the historical development of educational anthropology in the context of the growth of professionalism and specialization of anthropology as a whole. Discusses several factors: 1954 Stanford Conference; organization of the Council on Anthropology and Education; changing economic support for anthropology; and modifications in…