Showing papers in "Harvard Educational Review in 1967"
TL;DR: In this article, the authors take issue with Coleman's definition of the concept of "equal educational opportunity" and advance an alternative definition of "disadvantaged", which is more appropriate for the learning patterns of disadvantaged children.
Abstract: The authors review evidence and suggest future directions for research on the learning patterns of disadvantaged children. After a detailed description of a specific case of research, some implications for educational policy are discussed. The authors take issue with James S. Coleman's definition of the concept of "equal educational opportunity" and advance an alternative definition. The problem of achieving a useful definition of the term "disadvantaged" is addressed throughout the paper.
181 citations
TL;DR: This article present a dissenting view of prevailing concepts of education and approaches to educational reform and suggest ways in which education in America both reflects and exacerbates the problems, and finally sketch an educational model they feel is more appropriate to the challenges of modern America.
Abstract: This essay presents a dissenting view of prevailing concepts of education and approaches to educational reform Reforms currently directed at American schools are grounded in conceptual and institutional frameworks that fail to confront the most fundamental problems of our age The authors outline the nature of these problems, suggest ways in which education in America both reflects and exacerbates the problems, and finally sketch an educational model they feel is more appropriate to the challenges of modern America
127 citations
TL;DR: In this paper, a number of issues in reading and reading difficulty are derived from a consideration of the different types of definitions of reading and from an analysis of the kinds of explanations offered to account for reading difficulty.
Abstract: In this article a number of issues in reading and reading difficulty are derived from a consideration of the different types of definitions of reading and from an analysis of the kinds of explanations offered to account for reading difficulty. Based on the issues considered, the authors advance what they believe to be a more integrated conceptualization of reading and reading difficulty.
105 citations
TL;DR: This article found that increasing amounts of detail in illustrations do not necessarily lead to greater learning, and they raised questions about the meaning of realism in visual aids, raising questions about how to interpret visual aids.
Abstract: The author reports his study of the effectiveness of visual illustrations. His findings suggest that increasing amounts of detail in illustrations do not necessarily lead to greater learning. The study raises questions about the meaning of "realism" in visual aids.
88 citations
TL;DR: The authors analyzes various aspects of the social structure of the school, particularly in contrast to that of the family, and discusses the relationship between that structure and the acquisition of norms which are integral to public and occupational life in industrial societies.
Abstract: The author analyzes various aspects of the social structure of the school, particularly in contrast to that of the family, and discusses the relationship between that structure and the acquisition of norms which are integral to public and occupational life in industrial societies.
60 citations
TL;DR: Considering contemporary Negro colleges in the light of their historical background, the authors discuss the roles of these colleges and possibilities for change as mentioned in this paper, concluding that few major changes are likely, within traditional frameworks.
Abstract: Considering contemporary Negro colleges in the light of their historical background, the authors discuss the roles of these colleges and possibilities for change. Concluding that few major changes are likely, within traditional frameworks, they suggest alternate new roles for some of these colleges.
56 citations
TL;DR: In this article, the authors discuss possible relationships between urban political systems and the schools and suggest that education would benefit from closer ties to the political structure, questioning the traditional arguments for the professional independence of the schools.
Abstract: In this article the author discusses possible relationships between urban political systems and the schools. In suggesting that education would benefit from closer ties to the political structure, he questions the traditional arguments for the "professional independence" of the schools.
38 citations
TL;DR: In this paper, the authors examine the ideas of Piaget and Montessori and note the parallels and divergences in the interests, backgrounds, and ideas of these two researchers.
Abstract: The author examines the ideas of Piaget and Montessori and notes the parallels and divergences in the interests, backgrounds, and ideas of these two researchers. Illustrating these ideas with his own and other research, the author points up several popular misunderstandings.
16 citations
TL;DR: In this paper, the social, moral, and academic effects resulting from the interaction of adolescent and adult students in a secondary school setting were discussed, and the social and psychological features of age-integration contributed to the observed effects.
Abstract: The author discusses the social, moral, and academic effects resulting from the interaction of adolescent and adult students in a secondary school setting. Dr. Elder specifies the social and psychological features of age-integration—beyond sheer propinquity—which contributed to the observed effects.
8 citations
TL;DR: The authors discusses his reservations about possible outcomes of proposed secondary school courses in religion and argues that given present legal, social, and curricular constraints, expectations for such courses should be modest at best.
Abstract: The author discusses his reservations about possible outcomes of proposed secondary school courses in religion. He argues that given present legal, social, and curricular constraints, expectations for such courses should be modest at best.
2 citations
TL;DR: In this paper, the authors describe teachers, administrators, and students as composite characters with no actual counterparts, their traits and attitudes are intended to be representative, and describe their experiences teaching in the ghetto schools of a large American city.
Abstract: The author reflects on his experiences teaching in the ghetto schools of a large American city. Although the teachers, administrators, and students he describes are composite characters with no actual counterparts, their traits and attitudes are intended to be representative.
TL;DR: In this paper, the authors discuss an interdisciplinary social science course which dealt with poverty in America and emphasized the relation between social science generalizations and the students' own experience, and illustrate the effects of the course on the middle-class and the poor students.
Abstract: The author discusses an interdisciplinary social science course which dealt with poverty in America and emphasized the relation between social science generalizations and the students' own experience. Samples from the students' oral and written work illustrate the effects of the course on the middle-class and the poor students.