References
- This movement is represented by the publication of numerous articles and books exploring qualitative and/or naturalistic approaches to research and evaluation in education.
- This becomes apparent after one compares the current push in elementary education toward stricter forms of elementary schooling and the movement in the late 60s and early 70s towards informal open forms of elementary education. Such models are hardly salient at present.
- My review of experimental studies published in the American Education Research Journal, 1976–1977 and 1977–78, indicates that the modal amount of experimental treatment time per subject in experiments conducted was 45 minutes.
- The construction of symbolic meaning in human interaction is emphasized particularly by those who regard themselves as “symbolic interactionists.”
- A classic example of John B. Watson's influential book Behaviorism, published in 1925. It articulated the thesis upon which much American educational psychology was built.
- Such observations may be regarded as being responsive rather than preordinate in character. See Robert Stake, Evaluating the Arts: A Responsive Approach, Columbus: Merrill Publishing Co., 1975.
- Ned Flanders, Analyzing Teacher Behavior, Cambridge, Mass: Addison-Wesley, 1970.
- Arno Bellack, et al., The Language of the Classroom, New York: Teachers College Press, 1966.
- For a discussion of some of these emphases see my article, “Toward a More Adequate Conception of Evaluation in the Arts,” Art Education, Vol. 27, October 1974.
- Henrik von Wright, Explanation and Understanding, London: Routledge and Kegan Paul, 1971.
- See, for example, Lee Cronbach's “Beyond Two Disciplines of Scientific Psychology,” American Psychologist, Vol. 30, No. 2, February 1975.
- For a discussion of these ideas see the following: Elliot W. Eisner, “On the Use of Educational Connoisseurship and Educational Criticism: Their Form and Function in Educational Evaluation,” Journal of Aesthetic Education, Bicentennial Issue, 1976.
- Clifford Geertz, The Interpretation of Cultures, New York: Basic Books, 1973.
- “The Talk of the Town,” The New Yorker, September 4, 1978.
- Clifford Geertz, op. cit.
- Aristotle remarked that a physician cannot practice medicine without a conception of health. Educators cannot determine if a student is growing, or becoming more competent, without a conception of education.
- A discussion of some of these issues is found in Elliot W. Eisner, The Educational Imagination: On the Design and Evaluation of School Programs, New York: Macmillan and Company, 1979.