Recently, as I ran around obtaining permissions to do my study of a
7th-grade English classroom, the principal of the school asked about
potential Hawthorne effects. I explained that I wasn't too concerned
about Hawthorne effects, and I gave all the typical qualitative
research talk about long-term, intensive participation reducing such
effects, etc. HE responded that asking kids to think about their
writing, the writing process, and the teaching methods we were using
might make them more reflective and reflexive about their own
learning. Encouraging, eh?
Needless to say, I've been adding this point to all my proposals for
research funding . . .
Elizabeth B. Moje
The University of Utah
Graduate School of Education
Department of Educational Studies
307 Milton Bennion Hall
Salt Lake City, UT 84112
(801) 581-7158