Margaret A Eisenhart
Biographic Data
| ID | 88860 |
|---|---|
| NAME | Margaret A Eisenhart |
| GIVEN NAMES | Margaret A |
| FAMILY NAME | Eisenhart |
| SIGNATURE | EISENHART M A |
| VERIFIED | No |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 91 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1983 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 3 |
Dorothy Holland
Landscapes of Difference and Inequality: Educational Ethnography in the United States
Women's Science: Learning and Succeeding from the Margins
Educated in Romance: Women, Achievement, and College Culture
Do Men and Books Mix? Women, College, and Romance
Educated in Romance: Women, Achievement and College Culture
In search of an interdisciplinary collaborative design for studying teacher education
Educated in Romance: Women, Achievement, and College Culture
Socially constructed readiness for school
Educational researchers, early childhood educators, and parents often think of readiness for school as a measurable child characteristic. This ignores the social process by which readiness is used to group, rank, and compare children and the variability in the term's use from community to community. This study proposes that readiness for school should be conceived as being “socially constructed.” Using a conceptual framework based on Vygotskian t…
Learning to Romance: Cultural Acquisition in College
This article addresses the topic of cultural acquisition in terms of the question: What is the process by which individuals "take meaning" (Heath) from culture and make it a part of who they are? Relying on the work of Dreyfus, Holland, and materials from an ethnographic and interview study of a small group of college women, cultural acquisition is described as stages of increasing individual expertise and identification with a given cultural sys…
Teacher beliefs about their work activities: Policy implications
1988). Teacher beliefs about their work activities: Policy implications. Theory Into Practice: Vol. 27, Research, Policy, Practice: Where are we Headed?, pp. 137-144
Moments of Discontent: University Women and the Gender Status Quo
Inspired by the work of Paul Willis and John Ogbu, we discuss women's apprehensions of the gender status quo. We look specifically at black and white university women in the American South. We ask how their apprehension of women's social position affects their response to schooling and how schools recreate the gender status quo. Our findings suggest that the school provides an important setting for learning gender, but in distinction to the case …
Experiences of Gender: Studies of Women and Gender in Schools and Society
The University of Papua New Guinea: A Case Study in the Sociology of Higher Education
The meaning of doing a good job: Findings from a study of rural and urban mental health centers in the south
This paper describes the development of a conceptual model concerning the relationship between the organization and utilization of staff in mental health centers, job satisfaction, and staff retention. In the rural and urban centers visited during the study, differences were found in the patterns of staff organization and utilization and in the meanings of "doing a good job." It is hypothesized that these meanings provide the framework in which s…
Educated in Romance: Women, Achievement, and College Culture
Learning to Romance: Cultural Acquisition in College
This article addresses the topic of cultural acquisition in terms of the question: What is the process by which individuals "take meaning" (Heath) from culture and make it a part of who they are? Relying on the work of Dreyfus, Holland, and materials from an ethnographic and interview study of a small group of college women, cultural acquisition is described as stages of increasing individual expertise and identification with a given cultural sys…
Teacher beliefs about their work activities: Policy implications
1988). Teacher beliefs about their work activities: Policy implications. Theory Into Practice: Vol. 27, Research, Policy, Practice: Where are we Headed?, pp. 137-144
In search of an interdisciplinary collaborative design for studying teacher education
Moments of Discontent: University Women and the Gender Status Quo
Inspired by the work of Paul Willis and John Ogbu, we discuss women's apprehensions of the gender status quo. We look specifically at black and white university women in the American South. We ask how their apprehension of women's social position affects their response to schooling and how schools recreate the gender status quo. Our findings suggest that the school provides an important setting for learning gender, but in distinction to the case …
The meaning of doing a good job: Findings from a study of rural and urban mental health centers in the south
This paper describes the development of a conceptual model concerning the relationship between the organization and utilization of staff in mental health centers, job satisfaction, and staff retention. In the rural and urban centers visited during the study, differences were found in the patterns of staff organization and utilization and in the meanings of "doing a good job." It is hypothesized that these meanings provide the framework in which s…
The University of Papua New Guinea: A Case Study in the Sociology of Higher Education
Teacher beliefs about their work activities: Policy implications
1988). Teacher beliefs about their work activities: Policy implications. Theory Into Practice: Vol. 27, Research, Policy, Practice: Where are we Headed?, pp. 137-144
Moments of Discontent: University Women and the Gender Status Quo
Inspired by the work of Paul Willis and John Ogbu, we discuss women's apprehensions of the gender status quo. We look specifically at black and white university women in the American South. We ask how their apprehension of women's social position affects their response to schooling and how schools recreate the gender status quo. Our findings suggest that the school provides an important setting for learning gender, but in distinction to the case …
Experiences of Gender: Studies of Women and Gender in Schools and Society
Educated in Romance: Women, Achievement, and College Culture
Socially constructed readiness for school
Educational researchers, early childhood educators, and parents often think of readiness for school as a measurable child characteristic. This ignores the social process by which readiness is used to group, rank, and compare children and the variability in the term's use from community to community. This study proposes that readiness for school should be conceived as being “socially constructed.” Using a conceptual framework based on Vygotskian t…
Learning to Romance: Cultural Acquisition in College
This article addresses the topic of cultural acquisition in terms of the question: What is the process by which individuals "take meaning" (Heath) from culture and make it a part of who they are? Relying on the work of Dreyfus, Holland, and materials from an ethnographic and interview study of a small group of college women, cultural acquisition is described as stages of increasing individual expertise and identification with a given cultural sys…
In search of an interdisciplinary collaborative design for studying teacher education
Educated in Romance: Women, Achievement, and College Culture
Do Men and Books Mix? Women, College, and Romance
Educated in Romance: Women, Achievement and College Culture
Women's Science: Learning and Succeeding from the Margins
Landscapes of Difference and Inequality: Educational Ethnography in the United States
Dorothy Holland
Sociology (12 works) · Psychology (9 works) · Gender Studies (5 works) · Mathematics education (5 works) · Romance (4 works) · Social Psychology (4 works) · Social science (4 works) · Computer Science (3 works) · Global Education and Multiculturalism (3 works) · Innovative Education and Learning Practices (3 works)