The School science review最新文献_第4页

The Politics of Research Design: A Reply to Mornell 研究设计的政治:对莫奈尔的回答

The School science review Pub Date : 1979-05-01 DOI: 10.1086/443482

G. Orfield

{"title":"The Politics of Research Design: A Reply to Mornell","authors":"G. Orfield","doi":"10.1086/443482","DOIUrl":"https://doi.org/10.1086/443482","url":null,"abstract":"Researchers seldom write about the politics of research. Yet it is obvious that research is often initiated in the hope that it will support the position advocated by the Institution or the research administrator funding and supervising the project. Social research is an important tool for the creation of new issues and new understanding and an important source of evidence for policy debates. In addition to the normal taboos which keep private the shop talk of any profession, many of the researchers who understand the politics of the process must also rely on continued access to funds gained through the process to continue their work. Many others are so absorbed in their research specialities that they pay little attention to the question of how the research agenda is formed. There is another set of constraints on those who participate in the debates within the funding agencies, as I did during the preparation of the school desegregation research design. In exchange for full participation in the internal debates and access to the discussions and decisions, the understanding of all participants is that the policy discussions are confidential. This is vital to a relatively free and open discussion, and violating it simply means exclusion from the real decision-making process. Although I kept extensive notes and files on the effort to launch a national study of many aspects of the desegregation process, I had not intended to write on the subject. Publication of Eugene Mornell's account, however, exposes one side of a bureaucratic battle over the RAND study and releases selected fragments of the internal documents. My conviction that Mornell has inaccurately described both the","PeriodicalId":83260,"journal":{"name":"The School science review","volume":"41 2 1","pages":"314 - 323"},"PeriodicalIF":0.0,"publicationDate":"1979-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85012895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The Vagaries of Discrimination: Busing, Policy, and Law in Britain 《歧视的变幻莫测:英国的公交、政策和法律》

The School science review Pub Date : 1979-05-01 DOI: 10.1086/443480

D. Kirp

{"title":"The Vagaries of Discrimination: Busing, Policy, and Law in Britain","authors":"D. Kirp","doi":"10.1086/443480","DOIUrl":"https://doi.org/10.1086/443480","url":null,"abstract":"Between 1950 and the present, Britain acquired a sizable nonwhite population. The proportion of nonwhites-predominantly Indian, Pakistani, West Indian, and West African-rose from seven-tenths of 1 percent to nearly 3 percent. A similar shift is detectable in the school-age population, presently nearly 4 percent nonwhite. Britain's response to this influx of nonwhites is noteworthy for several reasons. Britain has consistently minimized the relevance of race to social policy generally and educational policy specifically; it has also demonstrated a reluctance to treat the issue as having a significant legal dimension. In both respects, Britain chose a policy course at variance with that pursued by the United States, which at least since the Supreme Court's decision in Brown v. Board of Education' has treated racial issues in explicit and primarily constitutional terms. In these respects, busing in Britain (or dispersal, as it is more commonly termed) constitutes an apparent and conspicuous exception to the British policy norm. Busing does treat explicitly with race, for how else is one to determine who is to be bused. The fate of busing also rested, at least for a time, in the hands of the courts, which have otherwise had no say in race and schooling matters; in that sense too, it is exceptional. The evolution of busing policy in Britain has received almost no attention. This disinterest is, in a sense, readily understandable. Only a tiny minority of British nonwhites have ever been bused. The proportion of nonwhites remains relatively small; and, of these, a goodly","PeriodicalId":83260,"journal":{"name":"The School science review","volume":"78 1","pages":"269 - 294"},"PeriodicalIF":0.0,"publicationDate":"1979-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75482259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

What Really Happened to the Class of '65?. Michael Medved , David WallechinskyIs There Life after High School?. Ralph Keyes 65届毕业生到底发生了什么?Michael Medved, David wallechinsky《高中毕业后还有生活吗?》拉尔夫·凯斯

The School science review Pub Date : 1979-05-01 DOI: 10.1086/443488

J. E. Miller

引用次数: 0

Book Review:The Revisionists Revised: A Critique of the Radical Attack on the Schools Diane Ravitch 书评:《修正主义者的修正:对学校激进攻击的批判》

The School science review Pub Date : 1979-05-01 DOI: 10.1086/443483

M. Sedlak

引用次数: 0

Social Science and Social Policy: Epistemology and Values in Contemporary Research 社会科学与社会政策:当代研究中的认识论与价值

The School science review Pub Date : 1979-05-01 DOI: 10.1086/443481

Eugene S. Mornell

{"title":"Social Science and Social Policy: Epistemology and Values in Contemporary Research","authors":"Eugene S. Mornell","doi":"10.1086/443481","DOIUrl":"https://doi.org/10.1086/443481","url":null,"abstract":"As we all know, university professors and other members of the academic community are more liberal in their politics and social values than the American people as a whole. As we also know, social scientists, whether in the universities or other educational and research establishments, are more liberal than their colleagues in the humanities, the biological sciences, and the physical sciences, to say nothing of their colleagues in the professions. As a social scientist, I certainly have always considered myself extremely liberal. Therefore, imagine my surprise when I found George F. Willsyndicated columnist for Newsweek and the Washington Post, contributor to the National Review, and well-recognized conservativecriticizing what he described as the liberal assumption that \"what stands between society and happiness is an insufficiency of 'information.' \" My surprise was not with Will's criticism, of course, but with my own agreement and a renewed awareness of my increasing skepticism regarding the usefulness of much social science information (\"data\" or \"findings\") for the development of social policy. Let us acknowledge both Will's rhetorical exaggeration and perhaps even a bit of pessimist chic in some disenchantment with social science research today. Let us also acknowledge the pervasive and continually growing role of social science research in the courts, government agencies, and other social institutions despite some budget losses under recent national administrations. Questions about the relationship between social science research and policy decisions,","PeriodicalId":83260,"journal":{"name":"The School science review","volume":"89 1","pages":"295 - 313"},"PeriodicalIF":0.0,"publicationDate":"1979-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78640559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The Role of the School in the Human Ecology of Child Maltreatment 学校在儿童虐待的人文生态中的作用

The School science review Pub Date : 1979-02-01 DOI: 10.1086/443469

J. Garbarino

{"title":"The Role of the School in the Human Ecology of Child Maltreatment","authors":"J. Garbarino","doi":"10.1086/443469","DOIUrl":"https://doi.org/10.1086/443469","url":null,"abstract":"from a variety of sources. 1. \"Because schools are concerned with the whole child, seeking help for the child in trouble is quite compatible with educational objectives\" (American Humane Association 1971, p. 3). 2. \"Educators and others who work directly with children have an excellent opportunity and a grave responsibility to identify and properly report suspected cases of child abuse or neglect\" (Soeffing 1975, p. 129). 3. \"American education is potentially a major resource for helping abused children and their families. But this potential has rarely been tapped and, as yet, has never been fully utilized\" (Education Commission of the States 1976, p. 3). 4. \"Although school personnel are generally mandated to report suspected abuse or neglect, the requirement is widely disregarded .... There are seldom clear-cut channels for reporting and the extent of the school's involvement is uncertain. Yet few professionals are more genuinely concerned about children\" (Delaney 1976, p. 342). 5. \"The school system must be convinced, pressured, or even coerced to initiate parenting and early child development courses and skill learning experiences for every elementary, junior, and senior high school student\" (Helfer 1976, p. 370).","PeriodicalId":83260,"journal":{"name":"The School science review","volume":"40 1","pages":"190 - 213"},"PeriodicalIF":0.0,"publicationDate":"1979-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81125654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

Compensatory Education for Disadvantaged Children 弱势儿童补偿性教育

The School science review Pub Date : 1979-02-01 DOI: 10.1086/443468

C. Ramey, F. Campbell

引用次数: 52

Book Review:Accountability in Education P. R. Chippendale, Paula Wilkes 《书评:教育中的问责制》，波拉·威尔克斯著

The School science review Pub Date : 1979-02-01 DOI: 10.1086/443477

David S. Mesirow

引用次数: 0

Access to Higher Education: The Importance of Race, Sex, Social Class, and Academic Credentials 接受高等教育的机会:种族、性别、社会阶层和学历的重要性

The School science review Pub Date : 1979-02-01 DOI: 10.1086/443466

G. Thomas, K. Alexander, B. Eckland