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Policy >> Politics

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by Frank Lutz 1977
Everyone involved in politics, from ward heelers to statesmen, from the naive beginner in the study of politics to the most eminent political theoretician, needs some kind of conceptual framework in order to understand or to affect political power. That conceptualization may be a "seat of the pants" guide, a "feel" for polities learned in the school of "hard knocks," or it may be a sophisticated combination of methods and theories of politics. In any case some conceptual map is required if a person is to find a way through the maze of power, authority, and influence that constitutes politics. Although some still insist that educational policy making and polities should be separate, few, if any, still contend that they are separate.

by Jay Scribner & David O'Shea 1974
This chapter describes and analyzes events leading up to the demand for decentralization of large-city school districts, focusing particularly upon the experiences of New York and Los Angeles. Identification of common patterns in developments associated with the movement toward decentralization and community control provides a basis for proposing further topics in the area of school district government whose relevance to problems facing policy-makers suggests that they should be the object of additional research. By way of introduction, recent demands for the restructuring of city school systems are contrasted with the press for greater centralization in the first decades of the century and with more recent proposals for metropolitan-wide administration of schools.

by Sam Sieber 1974
A great deal of advising, conferring, pressuring, and planning has been devoted to the NIE venture. But it is doubtful that underlying trends in the R&D field over the past decade will be fundamentally altered, except in terms of relative magnitudes. The "paradigms" of R&D thinking have been firmly implanted, the institutional domains that participate in R&D are securely established, and the national and local political contexts of education promise to endure. Thus, by examining the developments that have taken place during the R&D boom over the past decade and the controversies that have swarmed around these trends we may feel fairly confident, if not wholly elated, in being projected into the future.

by John Merrow 1974
The idea that a coherent federal educational policy exists, or should exist, is an appealing one; it allows a belief in a rational structure, a kind of arena for arguments over what the policy ought to be, who should make it, and who should carry it out. Liberals and conservatives, Republicans and Democrats will argue over goals and means, but most thoughtful participants and observers would accept the idea that the federal role in public education, whatever its scope, ought to have a fair measure of internal consistency and that it ought to be directly (if not closely) related to national needs.

by Richard Noonan 1974
When the time comes for selection into more advanced levels of schooling, restricted to the most able, social class becomes an important determinant of scholastic career. A general principle must be recognized: that severe material and intellectual deprivation suffered in the early years can never be completely compensated by measures taken in later years. The problem of inequality of educational opportunity might be reduced to some extent, or it might simply be displaced from the schools to the economic institutions. The problem of inequality in the society, however, would remain unchanged, and children would continue to come to school suffering from disadvantaged home backgrounds.

by Steven Schlossman 1974
This article focuses on the creation of the nation's premier reformatory, the New York House of Refuge, in 1825. That refuge officials looked equally to prisons and public schools as organizational models, or at least as reference points to help explain their objectives, is not surprising. For the institution owed much to two turn-of-the-century reform movements in education and penology which had reached critical stages about the same time that a separate facility for delinquents was seriously proposed.

by James Sheffield 1974
This paper examines the problem of creating systems of education and training which can more effectively meet the needs of developing countries with particular attention to the possible uses of the newer technology.

by Harry Summerfield 1974
The direction and rate of change in education should be free to respond to social and economic change and should not be restrained by limited vested interests of well-established power blocks.

by David Williams 1974
Amid the incantations that permanent schooling is the new way to a better future, and Presidential cajoling that career education is the path to "genuine reform in the way we teach,"1 we should direct our attention to the image of the world these "reforms" demand and the alternatives at hand.

by Jesse Burkhead 1973
Research into educational economics is reviewed and discussed, and recommendations for future research are made.

by Donald Levine 1973
The author discusses the effect of "Inequality: A Reassessment of the Effect of Family and Schooling in America" on educational policy, particularly in its approach to educational goals analysis of school effectiveness, and account of the social utility of education.

by Maxine Greene 1973
Teachers must learn to act consciously on principle if we are to make justice the central value in the school system and thus provide an equal education for all.

by Donna Shalala & James Kelly 1973
In this paper, the authors are attempting to expose and delineate what might be called the performance characteristics of the judicial system as it responds to the proliferating requirements that all those who have been, for whatever reasons, unfairly treated either by their neighbors or by their governments must now no longer suffer and must, in practical ways, be compensated for their past and present hurts.

by R. Butts 1973
The paramount educational need of America is to complete the dream of the public schools by focusing attention on their public purpose as the highest priority.

by Gerald Grant 1973
Drawing on memoranda and other materials in the federal archives, and interviews with more than a score of officials in the Johnson and Nixon administrations, this essay attempts to trace the development of the policy impact of the Coleman Report from its origins in 1964 to the end of Nixon's first term.

by Kathryn Hecht 1973
It is the opinion of this author that much of the active interest and progress in evaluation in the last seven years was generated, either directly or indirectly, by the seemingly simplistic Congressional evaluation requirements of Title I. Hopefully, the progress of Title I federal program evaluation and development of an evaluation profession will continue to proceed on a mutually supportive basis.

by Jacob Mincer 1973
Compared to the large farm households in which farm and household work and the learning of related skills were combined, the contemporary urban setting reveals a separation of family, school education, and work.

by John Fischer 1973

by Frank Jennings 1973

by Frank Jennings 1972

by Jack Fields 1971
The author's personal observations and reactions to CIDOC.

by Jack Butler 1971
On the one hand are those who oppose conscription in any form as a violation of man's basic rights in a free society. On the other hand are those who support the continuation of inductions under any circumstance, as a vehicle for bringing to young men a sense of national participation and obligation. Too often the positions and counterpositions have been based upon weak assumptions, inadequate data, or simple emotion, rather than upon rational discussion and detached investigation. It is not the intent of this paper to pronounce what the truth is. The author seeks only to structure the issue, leaving truth to be found at that point in the future when it can be determined by empirical test.

by Albert Biderman 1971
To achieve a viable national service, we must eliminate death-dealing as the basic definitional purpose of the military. Instead, the uniformed forces should be regarded as a capability for dealing with national emergencies requiring large-scale logistical and human resources, as well as for handling certain routine functions that are natural side-products of a large operational force.

by Margaret Mead 1971
If there is explicit recognition of tasks which are appropriate for either sex, tasks appropriate for one sex or the other, and tasks which require the complementary presence of both sexes, this should serve to reduce the kind of polarization over occupation, whether coming from Women's Liberation or from those conservatives who feel strongly that women's place is in the home, or at least at homelike tasks dealing with individuals, teaching, nursing, safeguarding, listening.

by Richard Blankenburg 1971
Court decisions favoring students over school districts are discussed.

by Maxine Greene 1971
Charles Reich's work may indeed be a prolegomenon, as Capouya put it, "to the argument it provokes." The argument is what remains significant, and the translation of it into rational terms. Here is where the weariness ends and where the inauguration of "the impulse of consciousness" may begin.

by John Coons, Stephen Sugarman & William Clune, III 1971
The need for reform of the financial aspects of education is stressed.

by Judith Areen & Christopher Jencks 1971
During the late 1960s, a series of developments in both public and nonpublic education led to a revival of interest in this approach to financing education. In December, 1969, the United States Office of Economic Opportunity made a grant to the Center for the Study of Public Policy to support a detailed study of "education vouchers." This article will summarize the major findings of that report and outline briefly the voucher plan proposed by the Center.

by Morris Janowitz 1971

by Harold Noah 1970
Education has seemed to be concerned with the production of a peculiarly intangible and unmeasurable product. It is generally carried out in quite small-scale establishments, and organized, systematic inquiry into the costs and benefits of alternatives is usually too expensive for boards of education to finance alone. Those who pay the bills (parents and/or taxpayers) are not those who physically receive the service provided. Only recently has it been widely appreciated that education is not simply a consumption activity, but has very important investment features.

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Resources
  • Education For A Classless Society: The Jeffersonian Tradition
    Charter Day Address delivered at the University of California on March 28, 1940
  • Discourse
    Discourse is an international, fully peer-reviewed journal publishing contemporary research and theorising in the cultural politics of education.
  • The Education Forum
    The Education Forum has been formed to contribute to education policy through research and debate on the current issues, structures and expectations at all levels of New Zealand education.
  • A Nation At Risk: The Imperative For Educational Reform
    This report to the American people states that while the U.S. can take justifiable pride in what its schools and colleges have historically accomplished and contributed to the United States and the well-being of its people, the educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens the very future of the Nation its people.
  • The Review of Education, Pedagogy & Cultural Studies
    The Review of Education, Pedagogy & Cultural Studies is the only journal that publishes critical essays relating pedagogy to a wide variety of political, social, cultural, and economic issues.
  • Education Commission of the States
    ECS helps state leaders identify, develop, and implement public policy for education that addresses current and future needs of a learning society.
  • Leadership and Policy in Schools
    The purposes of Leadership and Policy in Schools are to encompass studies about leadership and policy in primary and secondary education, as well as in tertiary education, where appropriate.
  • Educational Evaluation and Policy Analysis (EEPA)
    Published by the American Educational Research Association, the EEPA focuses on educational evaluation, educational policy analysis, and the relationship between the two activities.
  • American Educational Research Journal (AERJ)
    American Educational Research Journal (AERJ) has as its purpose to publish original empirical and theoretical studies and analyses in education.
  • Policy Studies
    Policy Studies is a refereed, multi-disciplinary journal focused on the policy implications of research and the analysis of developments in social policy and professional practice. Its standards are those of an academic journal, but it is designed to be read by policy makers and practitioners, as well as by academics and other researchers.
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