Margaret A. Eisenhart, Ph.D
Goodman, B. Eisenhart, M., DeHaan, R., Kemm, R., Rodenbaugh, D., & Pelaez, N. (2007). Scientific principles of education research. Advances in Physiology Education, 31, 374-376 (meeting report).
AERA Task Force on Reporting of Research Methods in AERA Publications. (2006). Standards for reporting on empirical social science research in AERA publications. Educational Researcher, 35(6), 33-40. (I was a member of the committee that produced this document.)
Eisenhart, M. (2006). Qualitative science in experimental time. International Journal of Qualitative Studies in Education, 19(6), 697-707.
Eisenhart, M. & DeHaan, R. (2005). Doctoral preparation of scientifically based educational researchers. Educational Researcher, 34(4), 3-13.
Eisenhart, M. (2005). Hammers and saws for the improvement of educational research. Educational Theory, 55(2), 245-261.
Eisenhart, M. (2005). Science plus: A response to the responses to scientific research in education. Teachers College Record, 107(1), 52-58.
Eisenhart, M., & Edwards, L. (2004). Red-eared sliders and neighborhood dogs: Creating third spaces to support ethnic girls' interests in technological and scientific expertise. Children, Youth and Environments, 14(2), 156-177.
Eisenhart, M. (2001). Educational ethnography past, present, and future: Ideas to think with. Educational Researcher, 30(8), 16-27.
Eisenhart, M. (1998). On the subject of interpretive reviews. Review of Educational Research, 68(4), 389-397.
Eisenhart, M., Finkel, E., & Marion, S. (1996). Creating the conditions for scientific literacy: A reconsideration. American Educational Research Journal, 33(2), 261-295.
Eisenhart, M. (1995). Promises and puzzles of culturally-sensitive teaching. Practicing Anthropology, 17(3), 22-25.
Eisenhart, M. (1995). The fax, the jazz player, and the self-story teller: How do people learn culture? Anthropology and Education Quarterly, 26(1), 3-26.
Eisenhart, M., Borko, H., Underhill, R., Brown, C., Jones, D., & Agard, P. (1993). Conceptual knowledge falls through the cracks: Complexities of learning to teach mathematics for understanding. Journal for Research in Mathematics Education, 24, 8–40.
Howe, K., & Eisenhart, M. (1990). Standards for qualitative (and quantitative) research: A prolegomenon. Educational Researcher, 19, 2-9.
Eisenhart, M. (1988). The ethnographic research tradition and mathematics education research. Journal for Research in Mathematics Education, 19, 99-114.
Eisenhart, M. (2001). Changing donceptions of culture and ethnographic methodology: Recent thematic shifts and their implications for research on teaching. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 209-225). Washington, DC: American Educational Research Association.
Eisenhart, M., & Graue, M. E. (1992). Constructing cultural difference and educational achievement in schools. In E. Jacob & C. Jordan (Eds.), Explaining the school performance of minority students: Anthropological perspectives (pp. 165-179). Norwood, NJ: ABLEX.
Eisenhart, M., & Howe, K. (1992). Validity in educational research. In M. LeCompte, W. Millroy, & J. Preissle (Eds.), The handbook of qualitative research in education (pp. 642-680). San Diego: Academic Press.
Eisenhart, M., & Cutts-Dougherty, K. (1991). Social and cultural constraints on students' access to school knowledge. In E. Hiebert (Ed.), Literacy for a diverse society: Perspectives, programs, and policies (pp. 28-43). New York: Teachers College Press.