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Margaret Eisenhart

University of Colorado Boulder

Margaret Eisenhart is a Distinguished Professor Emerita at the University of Colorado Boulder. She holds the Bob and Judy Charles Endowed Chair of Education. Her research focuses on the application of anthropological concepts and methods to educational settings. In particular, Dr. Eisenhart has studied culture, gender relations, and women’s experiences in education, as well as women in science and technology. During the past five years, she has been directing outreach programs and research studies related to opportunities for science, technology, engineering, and mathematics (STEM) among high school students. She is a fellow of the American Anthropological Association and the American Educational Research Association. In 2004 she was elected to the National Academy of Education and currently serves on the Academy’s Board of Directors.

Email Margaret Eisenhart at: margaret.eisenhart@colorado.edu

Reforming the Doctoral Program in Education Research at the University of Colorado. In C. Hancock & P. Paul (Eds.), Essays on th

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Margaret Eisenhart

January 1, 2005

Hammers and Saws for the Improvement of Education Research

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Margaret Eisenhart

January 1, 2005

Science Plus: A Response to the Responses to Scientific Research in Education

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Margaret Eisenhart

January 1, 2005

Red-Eared Sliders and Neighborhood Dogs

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Margaret Eisenhart and L. Edwards

January 1, 2004

School Choice Crucible: A Case Study of Boulder Valley

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Damian W. Betebenner, Margaret Eisenhart, and Kenneth R. Howe

January 1, 2001

Moving Women from School to Work in Science: Curriculum Demands, Adult Identities, and Life Transitions

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Margaret Eisenhart

January 1, 2001

Changing Conceptions of Culture and Ethnographic Methodology: Recent Thematic Shifts and their Implications for Research

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Margaret Eisenhart

January 1, 2001

Educational Ethnography Past, Present, and Future: Ideas to Think With

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Margaret Eisenhart

January 1, 2001

Boundaries and Selves in the Making of 'Science'

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Margaret Eisenhart

January 1, 2000

On the Subject of Interpretive Reviews

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Margaret Eisenhart

January 1, 1998

Creating the Conditions for Scientific Literacy: A Reconsideration

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E. Finkel, S. F. Marion, and Margaret Eisenhart

January 1, 1996

Promises and Puzzles of Culturally-Sensitive Teaching

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Margaret Eisenhart

January 1, 1995

The Fax, the Jazz Player, and the Self-Story Teller: How Do People Learn Culture?

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Margaret Eisenhart

January 1, 1995

Conceptual Knowledge Falls through the Cracks: Complexities of Learning to Teach Mathematics for Understanding

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R. Underhill, Hilda Borko, Margaret Eisenhart, C. Brown, D. Jones, and P. Agard

January 1, 1993

Learning to Teach Hard Mathematics: Do Novice Teachers and Their Instructors Give Up Too Easily?

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Hilda Borko, R. Underhill, C. Brown, Margaret Eisenhart, P. Agard, and D. Jones

January 1, 1992

Constructing Cultural Difference and Educational Achievement in Schools

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Margaret Eisenhart and M. E. Graue

January 1, 1992

Social and Cultural Constraints on Students' Access to School Knowledge

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K. Cutts-Dougherty and Margaret Eisenhart

January 1, 1991

Conceptual Frameworks for Research Circa 1991: Ideas from a Cultural Anthropologist; Implications for Mathematics Education Rese

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Margaret Eisenhart

January 1, 1991

The Ethnographic Research Tradition and Mathematics Education Research

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Margaret Eisenhart

January 1, 1988