Home PublicationsJRTEPast IssuesVolume 28 Number 5

Edited by Diane McGrath

Volume 28 Number 5 Summer 1996

Personal Empowerment in the Study of Home Internet Use by Low-Income Families, References A–L

Florida Institute of Technology

Publications

Ann Bishop

Author(s): Doty, Philip; Bishop, Ann P.
Title: The National Information Infrastructure and Electronic Publishing: A Reflective Essay.
Journal: Journal of the American Society for Information Science; v45 n10 p785 99 Dec 1994
Year: 1994
Abstract:
Examines the history and present state of federal initiatives in electronic networking, particularly the National Information Infrastructure and National Research and Education Network; discusses electronic publishing; and considers implications for national policy. Topics addressed include commercialization; community networking; end-user computing; information retrieval; the role of publishers; and standards. (102 references) (LRW)
Document Number: EJ495231

Author(s): Bishop, Ann P., Ed.
Title: Emerging Communities: Integrating Networked Information into Library Services. Papers Presented at the Annual Clinic on Library Applications of Data Processing (30th, Urbana, Illinois, April 4-6, 1993).
Year: 1994
Abstract:
This annual conference, with over 25 speakers and 200 attendees, provided an opportunity for information professionals to discuss their experiences and concerns related to computer networking. The papers presented in this proceedings focus on providing network access, training network users, and incorporating networked information into library operations. The book contains 26 papers written by information professionals from a wide variety of settings. Topics include: (1) the use of computer networks in public, school, academic, and special libraries to accomplish institutional goals, provide traditional and new services, and communicate with users; (2) legal, economic, and policy issues related to the electronic dissemination of information; (3) bibliographic control of networked information and the new generation of networked OPACs (online public access catalogs); and (4) new roles for information professionals in the networked environment. (DGM)
Document Number: ED376809

Author(s): Bishop, Ann P.
Title: A Pilot User Study of the Blacksburg Electronic Village.
Journal: Proceedings of the ASIS Mid Year Meeting; v31 p18 42 1994
Year: 1994
Abstract:
Describes a pilot study to help develop instruments appropriate for a full-scale assessment of the Blacksburg, Virginia, community network. A brief overview of the methods employed in the pilot evaluation is given. The results of focus group interviews, lessons learned, and future plans are presented. The 17-item focus group questionnaire is appended. (four references) (KRN)
Document Number: EJ491471

Author(s): Bishop, Ann P.
Title: The National Information Infrastructure: Policy Trends and Issues. ERIC Digest.
Year: 1993
Abstract:
Today's information infrastructure provides access to a growing array of software and services for education. As both the capabilities of technology and the number of its uses grow, the need to set national policy for computer networking has become increasingly apparent. The High Performance Computing Act of 1991 established government support for the development of the National Research and Education Network (NREN), which is designed to provide links with computer and information resources for researchers, educators, and students. In the past 2 years, federal networking policy has changed to emphasize rapid commercialization of infrastructure and services, broader social goals, greater focus on network users, and community participation. The proposed National Information Infrastructure Act of 1993 amends the original NREN provisions to define national policy more clearly and to increase the emphasis on social goals. The government is not alone in trying to broaden the goals and uses of the national information infrastructure, as the participation of public interest groups and individuals demonstrates. Several sources of information about the infrastructure are listed. (Contains 24 references.) (SLD)
Document Number: ED368324

Author(s): Bishop, Ann P.
Title: Electronic Communication in Engineering Work.
Journal: Proceedings of the ASIS Annual Meeting; v29 p193 205 1992
Year: 1992
Abstract:
Discusses the role of electronic networks in engineering work; reviews selected literature on engineering work, knowledge, and communication; describes current uses of electronic networks; and presents results from a study of the use of networks by engineers in the aerospace industry, including their perceptions of networks. (67 references) (LRW)
Document Number: EJ454821

Author(s): Bishop, Ann P.; And Others
Title: Evaluation of NYSERNet's New Connections Program.
Journal: Proceedings of the ASIS Mid Year Meeting; p216 40 1992
Year: 1992
Abstract:
Reports results of a preliminary evaluation of the New Connections Program, which provides free dial-up connections for certain kinds of institutions to NYSERNet (i.e., a regional computer network in New York State) and describes a plan for full evaluation of the program. The interview schedule, user log, and questionnaire are appended. (11 references) (MES)
Document Number: EJ450424

Author(s): Bishop, Ann P.
Title: The National Research and Education Network (NREN): Update 1991. ERIC Digest.
Year: 1991
Abstract:
Federal legislation authorizing the creation of the National Research and Education Network (NREN)--i.e., the High-Performance Computing Act of 1991 (P.L. 102-194)--was signed into law by the President in December 1991. This network is envisioned as an expansion and enhancement of the existing U.S. Internet, the collection of interconnected computer networks that is currently used by over one million U.S. researchers, educators, students from K-12 to postgraduate levels, and others. This digest reports on the current status of Federal policy initiatives related to the NREN and discusses trends and issues in electronic networking that are of interest to members of the education and library communities. The digest lists important features of the Federal Government's plans for funding, creating, and managing the NREN. It is noted that the government hopes the development of the NREN will enhance national productivity and competitiveness as well as speed scientific and technical advances in a number of fields. It is argued that the potential of the NREN to dramatically change the nature of education and scholarship is becoming more apparent, particularly when the library and education communities are continuing to expand their use of electronic networks. The digest concludes by indicating types of issues involved in the transition to a networked information environment, and some technology trends that could have an impact on networking. (9 references) (MAB)
Document Number: ED340390

Author(s): Bishop, Ann P.
Title: The National Research and Education Network (NREN): Promise of New Information Environments. ERIC Digest.
Year: 1990
Abstract:
This digest describes proposed legislation for the implementation of the National Research and Education Network (NREN). Issues and implications for teachers, students, researchers, and librarians are suggested and the emergence of the electronic network as a general communication and research tool is described. Developments in electronic communications and computing since the late 1960s are reviewed, including the development of such networks as ARPANET, NSFNET, Internet, BITNET, CSNET, and CREN. Implementation of the National High Performance Computing Act of 1990 would provide for: (1) the involvement of science agencies and national libraries in the development of resources for the NREN; (2) the linking of federal and industrial laboratories, educational institutions, and libraries; (3) the development of electronic information resources and services; and (4) the development of supercomputers and advanced software to support scientific and engineering research. However, before such a network can be instituted, several issues need to be resolved, including how to determine costs and management policies, guarantee universal access, provide user support and training, overcome organizational resistance to networking, maintain quality control of information resources, and adapt network services to research and education norms. New initiatives for network research, services, and advocacy have emerged as a result of growing support for national networking; these include the Corporation for National Research Initiatives, Reference Point, the Coalition for Networked Information, and the Electronic Frontier Foundation. One common goal of these initiatives, one that educators and librarians share, is the desire to shape the future of national networking in such a way that its benefits are made available to a broad range of users. (10 references) (MAB)
Document Number: ED327219

Richard Civille

Author(s): Civille, Richard
Title: A National Strategy for Civic Networking: A Vision of Change.
Journal: Internet Research; v3 n4 p2 21 Win 1993
Year: 1993
Abstract:
Presents a vision and a national strategy for civic networking based on the development of the National Information Infrastructure. Topics addressed include a public interest communications policy; benefits of civic networking, including improving services and reducing government costs, reducing poverty and health care costs, and improving education; and a policy agenda. (Contains 14 references.) (LRW)
Document Number: EJ476359

William A. Corsaro

Author(s): Corsaro, William A.
Title: Discussion, Debate, and Friendship Processes: Peer Discourse in U.S. and Italian Nursery Schools.
Journal: Sociology of Education; v67 n1 p1 26 Jan 1994
Year: 1994
Abstract:
Examines children's everyday discourse processes in three early education settings to document how friendship relations are produced in everyday discursive practices. Results indicate the importance of viewing friendship as a collective and cultural process. (CFR)
Document Number: EJ493894

Author(s): Corsaro, William A.; Rosier, Katherine Brown
Title: Documenting Productive-Reproductive Processes in Children's Lives: Transition Narratives of a Black Family Living in Poverty.
Journal: New Directions for Child Development; n58 p67 91 Win 1992
Year: 1992
Abstract:
Uses narratives of a mother and daughter to illustrate an interpretive model of socialization. Narratives were drawn from interviews and observations of a longitudinal ethnographic study of nine low-income African-American families. Explores the complex language and cultural routines that occurred during the daughter's transition from home to school. (MM)
Document Number: EJ461728

Philip Doty

Author(s): Doty, Philip; Bishop, Ann P.
Title: The National Information Infrastructure and Electronic Publishing: A Reflective Essay.
Journal: Journal of the American Society for Information Science; v45 n10 p785 99 Dec 1994
Year: 1994
Abstract:
Examines the history and present state of federal initiatives in electronic networking, particularly the National Information Infrastructure and National Research and Education Network; discusses electronic publishing; and considers implications for national policy. Topics addressed include commercialization; community networking; end-user computing; information retrieval; the role of publishers; and standards. (102 references) (LRW)
Document Number: EJ495231

Author(s): Doty, Philip
Title: Planning for and Evaluating an Internet Connection.
Journal: Proceedings of the ASIS Mid Year Meeting; v31 p71 83 1994
Year: 1994
Abstract:
Explores obstacles to Internet usage, presents what is known about them, and considers strategies for avoiding or ameliorating their effects. Obstacles discussed include unrealistic expectations; lack of understanding of the effects of organizational culture on networking; lack of awareness of social effects of networking technologies; and lack of evaluation criteria. (15 references) (KRN)
Document Number: EJ491474

Author(s): Doty, Philip
Title: Electronic Networks and Social Change in Science.
Journal: Proceedings of the ASIS Annual Meeting; v29 p185 92 1992
Year: 1992
Abstract:
Discusses the social structure of scientific communication and considers the opportunities and challenges offered by the increased use of electronic networks. Topics addressed include the research process and the role of communication, assumptions about the effects of electronic networks, benefits and problems of networking, and issues related to networking. (42 references) (LRW)
Document Number: EJ454820

Author(s): Doty, Philip; And Others
Title: Scientific Norms and the Use of Electronic Research Networks.
Journal: Proceedings of the ASIS Annual Meeting; v28 p24 38 1991
Year: 1991
Abstract: Discusses the relationship between the normative structure of science and the use of electronic networks by researchers. Literature on social and technical norms in science is reviewed, and empirical data gathered in an earlier study of researchers and managers through focus groups, interviews, questionnaires, and surveys are reanalyzed. (65 references) (LRW)
Document Number: EJ450364

Lowrie A. Fraser

Author(s): Fraser, Lowrie A.
Title: Evaluation of Chapter I Take-Home Computer Program 1990-91. Report No. 7, Vol. 26.
Year: 1991
Abstract:
This report evaluates the Chapter I Take-Home Computer (THC) Program established in five elementary schools and four middle schools in academic year 1990-91 in the Atlanta (Georgia) Public Schools. The program involved sending 180 computers home for 6-week periods only with those students who had parents who were willing to attend a meeting and work with their children. To evaluate the project, a group of Chapter I eligible students was selected from other schools as a control group. The Iowa Tests of Basic Skills (ITBS) measured the students' achievements in mathematics and reading. No significant difference was observed between the control and experimental students. A second analysis separated scores of elementary school and middle school students. This analysis found a significant difference in the gain for middle school students in mathematics, but not in reading. There were no significant differences in scores for the elementary school students. These findings suggest that for a successful program, the time for the computer to be in the home should be increased, and more middle school students should be involved in the program. Included are 13 tables. Two appendices contain the curriculum outline, evaluation questions, and a summary of parent responses to an evaluation question. (JB)
Document Number: ED342839

Author(s): Fraser, Lowrie A.
Title: Teacher Morale in the Atlanta Public Schools: Spring 1990. Report No. 4, Volume 25, 11/91.
Year: 1991
Abstract:
A study was done of Atlanta (Georgia) public school teacher morale in May of 1990. About 40 percent of the teaching staff (1,520 teachers) voluntarily completed a 91-item questionnaire that contained subsets of questions from the Maslach Burnout Inventory and three subscales of emotional exhaustion, departmentalization, and personal accomplishment. Results indicate the following findings: (1) 55 teachers were in some stage of burnout; (2) overall school climate affected teachers' attitudes; (3) 61 percent frequently or continuously receive tangible rewards from teaching that make them enthusiastic about their jobs; (4) 21 percent indicated that they never felt that if they had it to do over again that they would be teachers; (5) seven percent never felt they had adequate supplies and materials; (6) teacher indicated that they believe they had higher expectations for student performance than 2 years ago, and they believed students have increased their belief in their ability to learn; (7) 22 percent felt they were encouraged by opportunities for advancement; (8) while on the job, 61 percent of the teachers often help students with non-academic problems; and (9) 61 percent received support and encouragement from their principals. Included are 35 references. Appendix 1 provides three tables of responses to all the questions by total group. Appendix 2 provides 37 bar graphs referring to teachers' outlook, morale, and opportunity. Appendix 3 is a complete listing of all teacher responses to questions soliciting teacher suggestions. (JB)
Document Number: ED341760

Author(s): Fraser, Lowrie A.
Title: Evaluation of Chapter I Take-Home Computer Program. Report No. 7, Vol. 25.
Year: 1991
Abstract:
The Chapter I Take-Home Computer (THC) program was established in nine elementary and eight middle schools in Atlanta (Georgia) in the 1989-90 school year. One hundred and eighty computers were sent home with 422 students, whose parents were willing to work with the students, for 6-week periods. Log sheets were kept by each child regarding the homework assignments made by his or her teacher. A questionnaire was sent to the participating students' parents to obtain information about observed differences in the child's learning. Parental responses are reported for 174 parents (representing 35% of the participating students). Student achievement is examined using results on the Iowa Tests of Basic Skills reading and mathematics tests. Multivariate analysis of covariance does not reveal any significant statistical difference between the 307 control group members and experimental group members overall, although a significant improvement for middle-school students in mathematics is evidenced. The following suggestions are made: (1) if the goal is exposure to computers, 6 weeks is not enough time; and (2) if the goal is increased learning by students, the time the computer is in the home must be increased. Statistical data are presented in seven tables. The THC curriculum outline and evaluation questions and selected parental responses to evaluation questions 3 and 4 are appended. (SLD)
Document Number: ED337531

Michael Gallo

Author(s): Gallo, Michael A.; Horton, Phillip B.
Title: Assessing the Effect on High School Teachers of Direct and Unrestricted Access to the Internet: A Case Study of an East Central Florida High School.
Journal: Educational Technology Research and Development; v42 n4 p17 39 1994
Year: 1994
Abstract:
Reports on a study investigating the effect of direct and unrestricted access to the Internet on a group of high school teachers. Topics include how and when teachers elected to use the Internet; barriers to usage; factors that influenced continued use; and the transitions related to Internet use. (50 references) (KRN)
Document Number: EJ496610

Author(s): Horton, Phillip B.; And Others
Title: Randomness and Replication Revisited: A Content Analysis of Research Published in "Science Education" from 1988-1992.
Year: 1994
Abstract: This study was conceived as a systematic replication of a content analysis of published science education research conducted by Horton et al. in 1993. As such, 47 research articles published in "Science Education" between 1988 and 1992 were examined. Also, this study further extended the findings of Shaver and Norton, and Wallen and Fraenkel, who conducted similar analyses of general and social studies research. One major objective in this analysis was to determine whether science education researchers routinely practice commonly recommended research procedures. In addition, reviewers were interested in whether direct or systematic replication, common practices in other disciplines, play significant roles in science education research. The method of analysis and a discussion of the results are included. (ZWH)
Document Number: ED370789

Author(s): Horton, Phillip B.; And Others
Title: A Content Analysis of Research Published in the "Journal of Research in Science Teaching" from 1985 through 1989.
Journal: Journal of Research in Science Teaching; v30 n8 p857 69 Oct 1993
Year: 1993
Abstract:
To determine whether practice was consistent with recommended research methods, this study examined 130 studies reported over a 5-year period in the "Journal of Research in Science Teaching." Results show that appropriate generalizations beyond the confines of the reported studies may be impossible in most (64%) of the studies. Replication studies were only encountered in 3% of the studies. (PR)
Document Number: EJ478291

Author(s): Horton, Phillip B.; And Others
Title: An Investigation of the Effectiveness of Concept Mapping as an Instructional Tool.
Journal: Science Education; v77 n1 p95 111 Jan 1993
Year: 1993
Abstract:
Reports results of metanalysis of 19 studies on concept mapping (CM) in science instruction. Results showed CM has positive effects on student achievement and attitudes. Differences in achievement depended on science content class, with biology being most favored. Smaller differences in achievement were found when CM groups were compared to a placebo group rather than traditional control group. (PR)
Document Number: EJ458318

Egon Guba

Author(s): Lincoln, Yvonna S.; Guba, Egon G.
Title: Ethics: The Failure of Positivist Science.
Journal: Review of Higher Education; v12 n3 p221 40 Spr 1989
Year: 1989
Abstract:
The metaphysical assumptions undergirding conventional (positivist) approaches to research in the social sciences provide a warrant both for deceptive research and for objectifying human research participants. The present status of ethical guidelines for inquiry are reviewed. Special ethical problems typical of naturalistic inquiry are outlined. (Author/MLW)
Document Number: EJ387434

Author(s): Lincoln, Yvonna S.; Guba, Egon G.
Title: Criteria for Assessing Naturalistic Inquiries as Reports.
Year: 1988
Abstract:
Research on the assessment of naturalistic inquiries is reviewed, and criteria for assessment are outlined. Criteria reviewed include early foundational and non-foundational criteria, trustworthiness criteria, axiomatic criteria, rhetorical criteria, action criteria, and application/transferability criteria. Case studies that are reports of naturalistic inquiries should meet the following criteria: (1) provide a sense of vicarious "deja vu" experience; (2) allow for use as a metaphor; and (3) allow for use as a basis for re-examining and reconstructing one's own construction of a given phenomena. Product criteria are as important as are process criteria, and studies that can be shown to meet these product criteria will fulfill important functions within the emergent paradigm. Such studies will: resonate with the basic assumptions or axioms of the naturalistic paradigm; exemplify the interpersonal involvement that characterized the form of inquiry; and empower, activate, and stimulate the reader. (TJH)
Document Number: ED297007

Author(s): Lincoln, Yvonna S.; Guba, Egon G.
Title: Ethics: The Failure of Positivist Science.
Year: 1987
Abstract:
The central failure of conventional, or positivistic inquiry has been the inability to handle deception in research and the violation of societal ethics, moral and legal caused by such deception. Moral dimensions include tests for whether the research would be approved by reasonable persons, whether it might pass the test of publicity, and whether or not it affords discretion in restraining from intrusiveness. Legal tests investigate whether the research protects individuals from harm, from lapses in informed consent, from deception, and from violations of privacy and confidentiality. Conventional inquiry has given rise to deception as a way to prevent ambiguity of research results. Ambiguity, however, has not been avoided, and costs have been added to the research. Deception can be avoided by utilizing emergent-paradigm, or naturalistic inquiry instead of conventional inquiry. Naturalistic inquiry focuses upon realities as multiple, divergent social constructions. The emphasis on utilizing the interaction of researcher and respondent allows participants to retain their locus of control, to make informed decisions regarding their participation, and to have a say in shaping the processes and results of the research. Naturalistic inquiry does bring about a new set of problems, but the ethical concerns raised concerning deception in the positivist inquiry are removed. (BAE)
Document Number: ED282918

Author(s): Guba, Egon G. Title: What Have We Learned about Naturalistic Evaluation? Journal: Evaluation Practice; v8 n1 p23 43 Feb 1987 Year: 1987 Abstract: Definitions of and approaches to naturalistic evaluation are discussed. The qualitative aspects of the discipline are reviewed; and use of naturalistic evaluation in descriptions, illustrations, explications, hypothesis testing, and assessment of public spending are defined. A new paradigm for naturalistic evaluation is proposed. (TJH)
Document Number: EJ379429

Author(s): Guba, Egon G.
Title: Naturalistic Evaluation.
Journal: New Directions for Program Evaluation; n34 p23 43 Sum 1987
Year: 1987
Abstract:
Two forms of naturalistic evaluation have appeared within the past decade: (1) a collection of qualitative techniques that are complimentary with conventional quantitative methods; and (2) an alternative paradigm that emphasizes the negotiation of multiple socially constructed realities, interdependence of facts and values, and the emergent character of the evaluation process. (Author/JAZ)
Document Number: EJ355077

Author(s): Lincoln, Yvonna S.; Guba, Egon G.
Title: But is it Rigorous? Trustworthiness and Authenticity in Naturalistic Evaluation.
Journal: New Directions for Program Evaluation; n30 p73 84 Jun 1986
Year: 1986
Abstract:
The emergence of a new, naturalistic, paradigm of inquiry has led to a demand for rigorous criteria that meet traditional standards of inquiry. Two sets are suggested, one of which, the "trustworthiness" criteria, parallels conventional criteria, while the second, "authenticity" criteria, is implied directly by new paradigm assumptions. (Author/LMO)
Document Number: EJ335299

A. Michael Huberman

Author(s): Ely, Donald P.; Huberman, A. Michael
Title: User-Friendly Handbook for Project Dissemination: Science, Mathematics, Engineering, and Technology Education.
Year: 1994
Abstract:
This document was developed to provide principal investigators and project evaluators working with the National Science Foundation's Directorate for Education and Human Resource Development (EHR) with a basic understanding of dissemination. It is aimed at people who want to learn more about both developing and implementing a dissemination plan. It complements the "User-Friendly Handbook for Project Evaluation, Science, Mathematics, Engineering, and Technology Education." Dissemination guidelines are included. (Author/ZWH)
Document Number: ED370810

Author(s): Huberman, A. M.
Title: Educational Change and Career Pursuits--Some Findings from the Field.
Journal: Interchange; v16 n3 p54 71 Fall 1985
Year: 1985
Abstract:
Motives related to developing and adopting innovations were the focus of a three-year study of 45 federally funded programs. Career-related motives were prominent but not exploitative and appeared to accelerate the adoption or development process. Results seem to show that too little or too much opportunism is counterproductive. (MT)
Document Number: EJ327381

Author(s): Huberman, A. Michael; Miles, Matthew B.
Title: Rethinking the Quest for School Improvement: Some Findings from the DESSI Study.
Journal: Teachers College Record; v86 n1 p34 54 Fall 1984
Year: 1984
Abstract:
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)
Document Number: EJ309292

Author(s): Miles, Matthew B.; Huberman, A. Michael
Title: Drawing Valid Meaning from Qualitative Data: Toward a Shared Craft.
Journal: Educational Researcher; v13 n5 p20 30 May 1984
Year: 1984
Abstract:
Discusses the need for clearer canons and methods of qualitative data analysis; outlines a conception of qualitative data analysis; and lists a series of practical methods for doing it. (Author/CMG)
Document Number: EJ300878

Yvonna Lincoln

Author(s): Lincoln, Yvonna S.
Title: In Search of Students' Voices.
Journal: Theory into Practice; v34 n2 p88 93 Spr 1995
Year: 1995
Abstract:
Discusses how to hear and incorporate students' voices in educational learning and inquiry, explaining the context for and importance of hearing students' voices. Discusses teachers' roles as researchers who would incorporate student voices in their research, forms of research, and necessary skills and materials for becoming teacher-researchers. (SM)
Document Number: EJ512857

Author(s): Lincoln, Yvonna S.
Title: Tracks toward a Postmodern Politics of Evaluation.
Journal: Evaluation Practice; v15 n3 p299 309 Oct 1994
Year: 1994
Abstract:
The movement away from strictly conventional evaluation practices and toward new and more responsive models of inquiry seems inescapable when one ponders the future of evaluation. A more activist-oriented and more stakeholder-oriented model of evaluation seems to be the future of the field. (SLD)
Document Number: EJ500506

Author(s): Tierney, William G.; Lincoln, Yvonna S.
Title: Teaching Qualitative Methods in Higher Education.
Journal: Review of Higher Education; v17 n2 p107 24 Win 1994
Year: 1994
Abstract:
The content of graduate courses on qualitative research methods in higher education research is discussed. Major topics suggested include entree and building rapport, field notes and data management, adequacy criteria, ethics in qualitative inquiry, site selection, and writing the case study. (Author/MSE)
Document Number: EJ485153

Author(s): Hipps, Jerome A.
Title: Trustworthiness and Authenticity: Alternate Ways To Judge Authentic Assessments.
Year: 1993
Abstract:
New methods are needed to judge the quality of alternative student assessment, methods which complement the philosophy underlying authentic assessments. This paper examines assumptions underlying validity, reliability, and objectivity, and why they are not matched to authentic assessment, concentrating on the constructivist paradigm of E. Guba and Y. Lincoln and its synergy with authentic assessment. Guba and Lincoln have rejected validity, reliability, generalizability, and objectivity as criteria for judging inquiries conducted within the constructivist paradigm. They have suggested trustworthiness and authenticity as frameworks for judging the quality of studies. Trustworthiness consists of four elements: credibility, transferability, dependability, and confirmability. These elements parallel validity, generalizability, reliability, and objectivity. Authenticity criteria, which focus on knowing, action, and fairness, have no counterparts in the conventional research paradigm, but are primarily demonstrated through stakeholder testimony and are supported by an audit trail of evidence of fairness and authenticity. The constructivist paradigm offers new lenses for judging the quality of authentic assessments. (Contains 12 references.) (SLD)
Document Number: ED376195

Author(s): Lincoln, Yvonna S.
Title: Virtual Community and Invisible Colleges: Alterations in Faculty Scholarly Networks and Professional Self-Image. ASHE Annual Meeting Paper.
Year: 1992
Abstract:
This descriptive study examines how the proliferation of electronic hook-ups to remote locations, to databases, and particularly to electronic mail (e-mail), is changing the work, communication patterns and self-image of higher education faculty. In particular the study examined whether technological acquisition had an impact on professors' perceptions of their "invisible colleges", and whether or not there were systematic differences between men and women in their constructions of these changes in their worklife. Explored are "invisible colleges," scientific communities whose members do not live and work in close proximity; human-machine interaction; and literature on gender differences in computer skill acquisition processes and psychological approaches to exploration of computer logic. In-depth open-ended interviews were conducted with six new electronic mail users. Additional data were derived from one network's ongoing conversations regarding the nature of "community." Results indicated that users conversing regularly on networks were forming "communities" with self-conscious discussion of "courtesy" and fair intellectual exchange; that e-mail has made communication between scholars more democratic and broader particularly for women; that style of conversation is informal and humorous; and that mastering the technology had different effects on men's and women's self-image. (Contains 23 references.) (JB)
Document Number: ED352903

Author(s): Lincoln, Yvonna S.; And Others
Title: Institutionally-Based Quality of Worklife Assessment: The Politics of "Do It Yourself."
Year: 1992
Abstract:
A case study was done of a large, private, research university's in-house effort to engage in assessment of the quality of faculty worklife, and to describe the variety of political, logistical, fiscal and data base management issues which arose from the largely faculty-directed and volunteer effort. Prompted by learning of efforts to create a national data base on quality of academic worklife, this institution undertook its own assessment. The case study of this effort developed from participant-observer collected data which included interviews, systematic notes, and minutes of meetings held by the Faculty Senate Task Force on Faculty Assessment. The assessment process itself began with the development of the Task Force, a series of "town meetings" in which faculty met to voice their opinions, and development and administration of a survey. Nearly 300 individuals participated in the meetings and 789 faculty, more than 50 percent, returned the survey. Lessons learned were characterized as a double-loop: faculty learned lessons and incorporated what they learned into new patterns of behavior and attitudes. Other lessons were political, logistical, fiscal, data-base related, and methodological. Throughout, the study results emphasized the inevitability of institutional politics as part of the process. Thirty references are included. (JB)
Document Number: ED344560

Author(s): Lincoln, Yvonna S.; And Others
Title: In Response to Lee Sechrest's 1992 AEA Presidential Address: "Roots: Back to Our First Generations," February 1991, 1-7.
Journal: Evaluation Practice; v13 n3 p165 74 Oct 1992
Year: 1992
Abstract:
Y. S. Lincoln and E. G. Guba consider L. Sechrest's comments on their book "Fourth Generation Evaluation" as less a criticism than an attempt to demolish. D. M. Fetterman also objects to much of Sechrest's address. E. J. Posavac generally agrees with conclusions of Welch and Sternhagen. (SLD)
Document Number: EJ455191

Author(s): Rhoades, Gary
Title: Is Love the Answer? A Commentary on Naturalistic Ethics.
Journal: Review of Higher Education; v14 n2 p239 50 Win 1991
Year: 1991
Abstract:
Yvonna Lincoln and Egon Guba's challenge to the traditional positivist approach to social science research, naturalistic inquiry, is seen as posing ethical dilemmas of its own. Greater awareness of problems of over-idealizing "special relationships" in research practices and in focusing too much on individual rather than systemic settings is advised. (Author/MSE)
Document Number: EJ423221

Author(s): Lincoln, Yvonna Seossions
Title: The Arts and Sciences of Program Evaluation.
Journal: Evaluation Practice; v12 n1 p1 7 Feb 1991
Year: 1991
Abstract:
The various arts and sciences that comprise the field of program evaluation are discussed. It is argued that emphasis on rigor and expressive content has left other aspects of evaluation unexplored. Educational evaluators need to consider what programs mean and how they contribute to understanding. (SLD)
Document Number: EJ426513

Author(s): Lincoln, Yvonna S.
Title: Program Review, Accreditation Processes, and Outcomes Assessment: Pressures on Institutions of Higher Education.
Journal: Evaluation Practice; v11 n1 p13 23 Feb 1990
Year: 1990
Abstract:
Trends over the past 25 years calling for accreditation, program evaluation, and outcomes assessment for higher education institutions are briefly reviewed. The cooperative market model of institutional research and self-study is outlined, which involves cooperation among institutions, accrediting bodies, state departments of education, and state legislatures. (TJH)
Document Number: EJ407957

Author(s): Lincoln, Yvonna S.
Title: Critical Requisites for Transformational Leadership: Needed Research and Discourse.
Journal: Peabody Journal of Education; v66 n3 p176 81 Spr 1989
Year: 1989
Abstract:
Examines themes emerging from the articles in this journal issue on transformational leadership in education (the postmodern, critical theory, the need for more case studies, and the role of discourse). (SM)
Document Number: EJ435081

Author(s): Jacob, Evelyn; Lincoln, Yvonna S.
Title: Qualitative Research: A Defense of Traditions; and A Response to Atkinson, Delamont, and Hammersley.
Journal: Review of Educational Research; v59 n2 p229 39 Sum 1989
Year: 1989
Abstract:
Two papers respond to an article by P. Atkinson, S. Delamont, and M. Hammersley (1988) critiquing papers by E. Jacob (1987, 1988) on qualitative research traditions. The use of T. Kuhn's concept of "paradigm" and the criticism that the British were not included in the Jacob's study are addressed. (TJH)
Document Number: EJ404587

Author(s): Lincoln, Yvonna S.; Guba, Egon G.
Title: Ethics: The Failure of Positivist Science.
Journal: Review of Higher Education; v12 n3 p221 40 Spr 1989
Year: 1989
Abstract:
The metaphysical assumptions undergirding conventional (positivist) approaches to research in the social sciences provide a warrant both for deceptive research and for objectifying human research participants. The present status of ethical guidelines for inquiry are reviewed. Special ethical problems typical of naturalistic inquiry are outlined. (Author/MLW)
Document Number: EJ387434

Author(s): Lincoln, Yvonna S.
Title: Advancing a Critical Agenda in Higher Education.
Year: 1989
Abstract:
A content analysis of the literature on leadership in colleges and universities and on selection, retention, and attrition of college students, especially minority students, was conducted. It is concluded that elegant questions about the structures and processes of higher education have been asked and answered, but provide little guidance in decision-making and little practical help in administration, leadership, or pedagogy. The philosophical position of critical social science suggests a whole range of questions which cannot be explored well within the bounds of conventional science, but which can be both asked and examined well utilizing critical theory. Considered are such issues as how the role of values directs and guides higher education research, what the role of moral discourse is in university life, and what the implications are when the university is considered as a moral entity. Contains approximately 175 references. (JDD)
Document Number: ED318368

Author(s): Lincoln, Yvonna S.
Title: Naturalistic Inquiry: Politics and Implications for Special Education.
Year: 1988
Abstract:
The revolution in hard sciences is explored, from the Cartesian-Newtonian worldview to the Heisenbergian universe, and consideration is given to whether the conventional, Cartesian model is a serviceable one for research in the social/applied sciences. Five axioms comprising the existing paradigm of logical positivism are outlined (reality, subject-object dualism, generalization, causality, and values), and these axioms are contrasted with a naturalist view. The set of trustworthiness techniques developed to handle questions of rigor are then compared, with credibility, plausibility, dependability, and confirmability taking the place of the conventional paradigm's terminology of internal validity, external validity, reliability, and objectivity. The naturalistic model emphasizes qualitative research methods in an open system of inquiry. Implications of naturalistic inquiry for special education researchers include the need to look for counter-evidence as well as evidence, determine formally what comprises the field of special education, and treat respondents as persons with rights and decision-making power. Political implications include the extraordinary justification that researchers must make for such work, the difficulty in finding outlets to publish research, and the disadvantage in competing for research funding. The transcript of a question-and-answer session follows the speech. (JDD)
Document Number: ED306711

Author(s): Lincoln, Yvonna S.
Title: The Role of Ideology in Naturalistic Research.
Year: 1988
Abstract:
All social science serves some agenda: social science research is a value-bound, value-determined, context-situated, and ideologically loaded enterprise. Each researcher makes choices in the following areas, whether tacitly, implicitly, or deliberately: (1) a paradigm choice, either conventional (rationalistic) or emerging (naturalistic); (2) the methodology, or design strategy; (3) a methods choice, either qualitative or quantitative; and (4) a perspectives choice, such as realist, feminist, neo-Marxist, etc. In each of these areas, researchers can opt for either an open or a closed system; for either a pattern or a hypothetico-deductive paradigm. In determining what kinds of knowledge he or she thinks is important, meaningful, powerful, persuasive, and socially acceptable, the researcher is making a political statement. Choice points are illustrated on a figure and a list of references is included. (BJV)
Document Number: ED297080

Author(s): Lincoln, Yvonna S.; Guba, Egon G.
Title: Criteria for Assessing Naturalistic Inquiries as Reports.
Year: 1988
Abstract:
Research on the assessment of naturalistic inquiries is reviewed, and criteria for assessment are outlined. Criteria reviewed include early foundational and non-foundational criteria, trustworthiness criteria, axiomatic criteria, rhetorical criteria, action criteria, and application/transferability criteria. Case studies that are reports of naturalistic inquiries should meet the following criteria: (1) provide a sense of vicarious "deja vu" experience; (2) allow for use as a metaphor; and (3) allow for use as a basis for re-examining and reconstructing one's own construction of a given phenomena. Product criteria are as important as are process criteria, and studies that can be shown to meet these product criteria will fulfill important functions within the emergent paradigm. Such studies will: resonate with the basic assumptions or axioms of the naturalistic paradigm; exemplify the interpersonal involvement that characterized the form of inquiry; and empower, activate, and stimulate the reader. (TJH)
Document Number: ED297007

Author(s): Lincoln, Yvonna S.; Guba, Egon G.
Title: Ethics: The Failure of Positivist Science.
Year: 1987
Abstract:
The central failure of conventional, or positivistic inquiry has been the inability to handle deception in research and the violation of societal ethics, moral and legal caused by such deception. Moral dimensions include tests for whether the research would be approved by reasonable persons, whether it might pass the test of publicity, and whether or not it affords discretion in restraining from intrusiveness. Legal tests investigate whether the research protects individuals from harm, from lapses in informed consent, from deception, and from violations of privacy and confidentiality. Conventional inquiry has given rise to deception as a way to prevent ambiguity of research results. Ambiguity, however, has not been avoided, and costs have been added to the research. Deception can be avoided by utilizing emergent-paradigm, or naturalistic inquiry instead of conventional inquiry. Naturalistic inquiry focuses upon realities as multiple, divergent social constructions. The emphasis on utilizing the interaction of researcher and respondent allows participants to retain their locus of control, to make informed decisions regarding their participation, and to have a say in shaping the processes and results of the research. Naturalistic inquiry does bring about a new set of problems, but the ethical concerns raised concerning deception in the positivist inquiry are removed. (BAE)
Document Number: ED282918

Author(s): Lincoln, Yvonna S.
Title: A Future-Oriented Comment on the State of the Profession.
Journal: Review of Higher Education; v10 n2 p135 42 Win 1986
Year: 1986
Abstract:
New perspectives on social science research suggest five propositions: studies in higher education must not be value-singular; higher education researchers must not ignore "harbingers of the paradigm revolution"; they must take into account new interpretations of knowledge acquisition; they must not depend on prescriptive models; and they must learn a new language of discourse. (Author/LB)
Document Number: EJ356909

Author(s): Lincoln, Yvonna S.; Guba, Egon G.
Title: But is it Rigorous? Trustworthiness and Authenticity in Naturalistic Evaluation.
Journal: New Directions for Program Evaluation; n30 p73 84 Jun 1986
Year: 1986
Abstract:
The emergence of a new, naturalistic, paradigm of inquiry has led to a demand for rigorous criteria that meet traditional standards of inquiry. Two sets are suggested, one of which, the "trustworthiness" criteria, parallels conventional criteria, while the second, "authenticity" criteria, is implied directly by new paradigm assumptions. (Author/LMO)
Document Number: EJ335299

Author(s): Lincoln, Yvonna S.
Title: The Development of Intrinsic Criteria for Authenticity: A Model for Trust in Naturalistic Researches.
Year: 1986
Abstract:
This paper presents criteria for establishing the trustworthiness of naturalistic inquiries, and specific techniques to facilitate their achievement or determine the degree of their achievement. The following criteria are briefly described: fairness; and ontological, educative, catalytic and tactical authenticity. Explored in greater detail, fairness is achieved: (1) as a balance between harm and good; (2) when harm is minimized and/or gain is maximized; (3) when circumstances allow for mutual advantage; (4) when all parties are equally free to act in self-deemed appropriate ways; and (5) when established rules are heeded. Four criteria for achieving fairness include: fair negotiations; appellate mechanism availability; informed consent regarding inquiry procedures; and assiduous use of member-checks. The fairness criterion may be violated through deception; withholding information; collusion; arbitrariness in exercise of power; abrogation of rules or defaults; misconstruction of the definition of fairness; and breakdown in the apellate system. To achieve fairness in an inquiry, the inquirer must assume an impartial posture; provide relevant data collection; assess all parties at risk to be certain the inquiry deals with all relevant factors; refuse to withold information; be an educative agent; deliver a negotiation agenda; and act as convener and chief mediator of negotiations. (PN)
Document Number: ED270459

Author(s): Lincoln, Yvonna S.
Title: Negotiating Politics in Organizational Cultures: Some Considerations for Effective Program Evaluation. ASHE 1986 Annual Meeting Paper.
Year: 1986
Abstract:
Factors that influence the effectiveness of program evaluation in higher education and eight recommendations for program evaluation are considered. Currently, program evaluation is characterized by negotiation because of three powerful concepts: the nature of multiple constructions and multiple realities; the influence of power distributions throughout higher education institutions; and the role of politics. The theory of multiple realities proposes that participants in organizations create realities about the organization that are based on multiple and often conflicting value systems. Evaluators must take each construction into account and recognize that no single reality exists for the organization. Power is not limited to those who have the funds of authority to commission evaluations, since others can give or withhold information or sway opinion. Since organizational politics is integral to the group's functioning, evaluations cannot avoid politics. Implications and recommendations include: evaluators must understand that evaluation is not research but a teaching/learning process; evaluation is a continuous and divergent process; evaluation not only uncovers various reality constructions but creates realities; evaluation is an emergent process; and program evaluation is a collaborative process between equals. (SW)
Document Number: ED268893

Author(s): Lincoln, Yvonna S.
Title: Indigenous Efforts at Individualizing Program Review: A Case Study. ASHE 1986 Annual Meeting Paper.
Year: 1986
Abstract:
An expanded program review process that includes qualitative, ethnographic, retrospective, and subjective data is described. At the University of Kansas, qualitative indicators were developed and methods were designed to implement them. Reviews were moved from a process of reacting to quantitative self-studies to a procedure that involved: intensive interviews, solicitation of alumni judgments on the merit and worth of their experiences (as opposed to collecting only limited-response surveys), and solicitation of reviews by external consultants who are disciplinary specialists. Results of the expanded reviews included development of qualitative data collection procedures, increased desire for narratives and case studies that contribute to greater appreciation of departmental and program constraints, understanding of where flexibility might exist and where resources are strained, and the development of a "member check" process. This process verifies the accuracy of reports, checks for reliability, assesses the extent of assent with the findings and interpretations, and assures that all parties to the program review are fully informed of the report that is filed. Problems involved the training of faculty interviewers, commitment to the review, and coordinating with statewide reviews. (Author/SW)
Document Number: ED268892

Author(s): Lincoln, Yvonna S.
Title: The ERS Standards for Program Evaluation: Guidance for a Fledgling Profession.
Journal: Evaluation and Program Planning: An International Journal; v8 n3 p251 3 1985
Year: 1985
Abstract:
The ERS Standards, together with those of the Joint Committee, symbolize a commitment to the professionalization of evaluation. The two sets of standards differ on five points: (1) perceived linearity of evaluation activities; (2) preferred and permitted approaches; (3) purposes of evaluation; (4) obligations to clients and stakeholders; and (5) social science as value-free. (Author/LMO)
Document Number: EJ328927

Author(s): Lincoln, Yvonna S.; Guba, Egon E.
Title: Research, Evaluation, and Policy Analysis: Heuristics for Disciplined Inquiry.
Year: 1985
Abstract:
Research, evaluation, and policy analysis are elements of inquiry whose functions, aims, purposes, intended audiences, and intended outcomes have been confused in the literature discussing how to accomplish them. Using the definition of "disciplined inquiry" provided by Cronbach and Suppes (1969), which defines disciplined inquiry as the resolution of a problem to achieve understanding or to facilitate action, an analysis is made of each research, evaluation, and policy analysis. Each is found to fit within the definition of disciplined inquiry, and then each is dissected to compare purposes, audiences, and intended outcomes. Proposed for each is a new definition that incorporates the forms, functions, audiences, and outcomes. A bibliography is included. (Author/TE)
Document Number: ED252966

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