Margaret LeCompte

Margaret LeCompte is an educational anthropologist and professor emerita at the University of Colorado Boulder, recognized for her extensive work in qualitative research methodology and educational ethnography. Her most significant contributions include co-authoring "Ethnography and Qualitative Design in Educational Research" with Judith Preissle, which has become a foundational text in educational research methodology. LeCompte's work has been particularly influential in developing frameworks for ethnographic research in educational settings and establishing rigorous standards for qualitative research design. As a researcher and theorist, LeCompte has focused on issues of power, identity, and social justice in educational contexts, examining how cultural factors influence learning outcomes and educational experiences. Her research has addressed topics ranging from school reform and educational policy to the experiences of marginalized students in educational systems. Throughout her career, LeCompte has served as president of the Council on Anthropology and Education and has been a member of the American Educational Research Association, contributing significantly to the development of educational anthropology as a field of study. Her methodological approaches continue to influence researchers in education, anthropology, and social sciences.

Margaret LeCompte's methodological texts receive attention primarily from academic readers and researchers. Reviews focus mainly on her co-authored work "Ethnography and Qualitative Design in Educational Research." Readers value: - Clear explanations of complex research methods - Practical examples and applications - Detailed guidance on conducting ethnographic studies - Comprehensive coverage of research design issues Common criticisms: - Dense academic writing style - Limited accessibility for beginners - High cost of textbooks - Some dated examples in earlier editions On Goodreads, "Ethnography and Qualitative Design in Educational Research" holds a 3.8/5 rating from a small sample of academic readers. Amazon reviews average 4.2/5, with readers noting its usefulness as a reference text. One doctoral student commented: "The frameworks provided helped structure my dissertation research, though the prose could be more approachable." Review coverage is limited primarily to academic circles and course adoptions, with few public reader reviews available online.

Designing & Conducting Ethnographic Research: An Introduction (2010) A methodological guide covering the entire process of ethnographic research, from initial planning through data collection and analysis.

Ethnography and Qualitative Design in Educational Research (1993) A comprehensive examination of ethnographic methods specifically applied to educational settings and research contexts.

The Handbook of Qualitative Research in Education (1992) A collection of essays and methodological discussions covering various approaches to qualitative research in educational environments.

Issues in Educational Research (1984) An analysis of problems and methodological considerations in conducting research within educational settings.

Teachers' Work: Individuals, Colleagues, and Contexts (1991) An ethnographic study examining the professional lives of teachers and their working relationships within educational institutions.

Giving Up on School: Student Dropouts and Teacher Burnouts (1991) A research-based investigation into the parallel phenomena of student dropout rates and teacher career abandonment.

Shirley Brice Heath combines ethnographic research in education with studies of language socialization across communities. Her work "Ways with Words" examines literacy practices in different cultural contexts similar to LeCompte's focus on educational anthropology.

Frederick Erickson specializes in qualitative research methodology and classroom interaction analysis. His emphasis on microethnography and educational settings aligns with LeCompte's research methods.

Harry Wolcott developed foundational work in educational ethnography and writing qualitative research. His fieldwork approaches and documentation methods parallel LeCompte's attention to rigorous data collection in educational settings.

Catherine Marshall focuses on educational leadership and qualitative research design in school settings. Her work on power structures and organizational culture in education connects with LeCompte's sociocultural analysis of educational institutions.

Jean Anyon examines social class and educational inequality through ethnographic research. Her studies of urban education and social reproduction theory complement LeCompte's work on educational access and equity.