Differences between ethnographic, phenomenological, or qualitative research techniques are reviewed through an explanation of the rationale behind their use and discussion of some of the processes by which this type of research is conducted. While this article is focused on educational research, the discussion applies equally to social…

Study abroad for language majors must be required, intensive and disciplined. Programs must insure continued use of the foreign language and interaction with natives, perhaps through field study and interview methods. Government action and support is necessary. (CHK)

Details an investigation designed to test the validity and endurance of message discrepancy-attitude change relationships in a field setting. (MH)

This article introduces H. F. Wolcott's 1982 taxonomy entitled "Styles of On-Site Research: A Guide for Students." It describes how the taxonomy may be used to improve the quality of on-site investigations in art education and includes an extensive bibliography on each of the approaches. (Author/JDH)

Rural and small-town Ontario, Canada is introduced through illustrations and discussions of seven typical elements that helped shape the province: cemetery, house, barn, hall, fence, roadscape, and main street. Having students make and discuss sketches is an excellent way to help them learn about the human geography of an area. (RM)

A review of the Study of Dissemination Efforts Supporting School Improvement (DESSI) field study indicated a need for reorganization of the conceptual paradigms used to account for school improvement. Current paradigms do not account for the rational and conflict theories of social change. (DF)

Discusses the curriculum design and instructional goals of an undergraduate urban anthropology service course with a heterogeneous student composition. Compares the pedagogical techniques used with Bruner's theory of instruction. (CJM)

Reviews the "risks" and "benefits" inherent in the field-oriented urban anthropology courses described in the preceding articles and recommends the development of more long-term large-scale research projects within such courses. (CJM)

Defines participant observation as a research methodology whereby investigation is conducted in the subjects' natural habitat over a long period of time in which the researcher shares as intimately as possible in the life and activities of the subjects being studied. (Available from the Journal of Applied Communications Research, Ed., Drawer NJ,…

One of the main problems faced by an organizational communication instructor at Southern Methodist University was how to incorporate experiential learning into her survey course without jeopardizing precious class time. After careful consideration, she came up with a course design that she felt would not only provide students with experiential…

For students who live and study at a branch campus of a mid-sized state university in southwest Pennsylvania, the 30 miles between them and their parent university represents a geographic gulf. No courier carries mail or deliveries between the main campus and the branches, and as a result, students at the branches have no access to the campus…

This project aims to correct the somewhat chaotic state of professional literature on music teacher education. First, the project provides a tentative definition of music teacher education and then proceeds to sort, classify, and define the diverse literature. After an introduction, the project is divided into the following sections: (1)…

The Field Methods Course described in this article and taught as two course observation methods and interviewing skills, has three aims: involvement and participation by students in empirical social science research, learning basic skills, and exploring content areas by active research. (JH)