JON WAGNER

Professor, School of Education University of California Davis, CA 95616

PH: (530) 752-5387 FAX: (530) 752-5411 E-mail: jcwagner@ucdavis.edu

EDUCATION

1966 BA. Stanford University, (honors sociology)

1970 MA. University of Chicago, 1970 (sociology)

1971 Ph.D.. University of Chicago, 1971 (sociology). Special Field: Technology and Culture; Doctoral Dissertation: Dynamics of an Educational Experiment.

RESEARCH AND TEACHING INTERESTS

School change in local contexts

Image-based research

Computer-assisted field research

Children’s material culture

Documentary study in school and community contexts

Technology and learning

PROFESSIONAL MEMBERSHIP

American Educational Research Association (AERA)

American Anthropological Association (AAA)

American Sociological Association (ASA) -- Image Editor for Contexts (an ASA Journal)

Council on Anthropology and Education

Curriculum Study Commission

International Visual Sociology Association (IVSA; President 2000-2003)

Royal Anthropology Institute

PUBLICATIONS

Books & volumes, authored and edited

(Editor) Seeing Kids’ Worlds. a special issue of Visual Sociology , 14 (1999)

(Editor) Images of Information: Still Photography in the Social Sciences. Beverly Hills, CA: SAGE, 1979.

Misfits and Missionaries: A School for Black Dropouts. Beverly Hills, CA: SAGE, 1977.

(Image Editor), Contexts: Understanding people in their social worlds. Volumes 1, 2 & 3. Berkeley, CA: University of California Press and the American Sociological Association.

Selected journal articles and book chapters

Constructing credible images: Documentary studies, social research and visual studies. To appear in Gregory Stanczak (ed.), Visual Studies: A special issue of the American Behavioral Scientist. [forthcoming: summer 2004]

The visual substance of social research. To appear in Peter Hamilton, Jon Prosser, and Rob Walker (eds.), Visible Evidence. London, SAGE [forthcoming spring 2004]

Contrasting images, complementary trajectories: Sociology, visual sociology and visual research. Visual Studies 17 (2), pp. 160-171, 2002 [reprinted from Sociological Imagination 38 (1/2) pp7-27, 2001]

Does image-based field work have more to gain from extending or from rejecting scientific realism? Visual Sociology, 16 (2), pp. 7-21. 2001.

Representing time and studying school change: Lessons from a collaborative field study. in The dimensions of time and the challenge of school reform, Restructuring and school change, edited by P. Gandara. Albany, NY: SUNY. 2000

Beyond the body in a box: Visualizing contexts of children's action. Visual Sociology , 14 (1999) pp 143-160.

The pragmatics of practitioner research: Linking new knowledge with power in an urban elementary school. Elementary School Journal 100:151-180. 1999

Pairing general purpose computer programs to analyze qualitative data: An illustration based on MS Word¨ and FileMaker Pro¨. Cultural Anthropology Methods 10 (1), February, 1998, p. 4-9

Power and learning in a multi-ethnic high school: Dilemmas of policy and practice. Pp. 67-111 in Ethnic identity and power: Cultural contexts of political action in school and society, edited by Y. Zou and E. T. Trueba. Albany, NY: SUNY. 1998

The unavoidable intervention of educational research: A framework for reconsidering researcher-practitioner cooperation. Educational Researcher. 26, 7 (1997): 13-23

Discourse innovations in a restructuring elementary school: Alternative perspectives on linking research and practice. The Elementary School Journal , 97 3 (February, 1997), pp. 271-292.

Research universities. schools of education, and the schools: A case study of implementing cooperative research and extension in education. Educational Policy , 9,1 (March, 1995), pp. 24-53.

Ignorance and educational research: Or, how can you not know that? Educational Researcher 22 (June-July, 1993), pp. 15-23.

Social contracts and university public service: The case of agriculture and schooling. The Journal of Higher Education , 64 (November/December, 1993), pp. 696-729.

Educational research as a full participant: Challenges and opportunities for generating new knowledge. The International Journal of Qualitative Studies in Education, 6 (1993), pp. 3-18.

Administrators as ethnographers: The school as context for action and inquiry. Anthropology and Education Quarterly. 21 (Summer, 1990), pp. 195-221.

The curriculum and beyond: Helping students construct knowledge through teaching and research. In Greig Stewart, ed., Community Service as Values Education, New Directions for Student Services No. 90 (Summer, 1990) San Francisco: Jossey-Bass

Ethnographic work and educational administration: Reframing problematics of educational research and practice. The Australian Administrator. II, 2&3 (April-June, 1990), pp. 1-10.

Bricolage and teachers' theorizing. Anthropology and Education Quarterly, 21 (Winter, 1990), pp. 79-81.

The well-told teaching story: A resource for teachers of English. English Education, 22 (May, 1989), pp. 110-125.

Academic excellence and community service: The integrative role of student internships, NSIEE Occasional Papers. Raleigh, NC: National Society for Internships and Experiential Education, 1988.

Chefs and teachers, Teachers College Record, 89 (November, 1987): 239-253.

Teaching and research as student responsibilities, Change, 19 (September/October, 1987), pp. 26-35.