Showing papers in "Harvard Educational Review in 1971"
TL;DR: The authors suggests that preschool children have an unconscious knowledge of aspects of the sound system of English, and that these children tacitly organize phonetic segments into categories defined by articulatory features; these children base their judgments of phonological relationships on certain specifiable features.
Abstract: The author suggests that some preschool children have an unconscious knowledge of aspects of the sound system of English; that these children tacitly organize phonetic segments into categories defined by articulatory features; and that these children base their judgments of phonological relationships on certain specifiable features.
674 citations
TL;DR: In this article, the authors suggest criteria for determining when data from dissimilar studies can be pooled, and propose a paradigm, labeled the "cluster approach", as a means of combining the data of studies from which conflicting conclusions have been drawn.
Abstract: Significant knowledge in the social sciences accrues ever too slowly. A major reason is that various research studies on a particular question tend to be of dissimilar designs, making their results difficult to compare. An even more important factor is that social science studies frequently produce conflicting results, which hinder theoretical developments and confuse those responsible for the implementation of social policies. In this pioneering effort the authors suggest criteria for determining when data from dissimilar studies can be pooled. Methods for recognizing fundamental differences in research designs, and for avoiding the creation of artificial differences, are offered. A paradigm, labeled the "cluster approach," is proposed as a means of combining the data of studies from which conflicting conclusions have been drawn. Major emphasis is placed on ways that the paradigm might solve problems presently faced by educational researchers, and several studies comparing the effectiveness of preschool ...
428 citations
TL;DR: Valentine as discussed by the authors proposes a bicultural educational model, recognizing that many blacks are simultaneously committed to both Black culture and mainstream culture, and that the two are not mutually exclusive as generally assumed.
Abstract: The author presents arguments against the prevailing models for describing and analyzing Afro-American culture. He rejects not only the biological and culturaldeficit models, but also presents evidence against the more recent cultural difference and culture-of-poverty models. He sees the latter models as incorrect, and also as harmful if used as a basis for new educational policies and programs. In their place, as a result of on-going field study and his several previous research projects in this area, Mr. Valentine proposes a bicultural educational model, recognizing that many blacks are simultaneously committed to both Black culture and mainstream culture, and that the two are not mutually exclusive as generally assumed.
183 citations
TL;DR: In this paper, the authors examine the interaction between different levels of government concerning Title I, focusing mainly on the program's management and on specific federal efforts to issue strong guidelines, and explore the notion of countervailing local power as a way for the poor to gain greater leverage in program's operation.
Abstract: Most of the literature on Title I of ESEA focuses either on activities at the federal level—the passage and early administration of the law—or at the local level—the quality of programs or alleged abuses in using Title I funds. Little attention has been paid to the intergovernmental problems of implementing education reform in a federal system. In this article, the author examines the interaction between the different levels of government concerning Title I, focusing mainly on the program's management and on specific federal efforts to issue strong guidelines. The discussion reveals the political and bureaucratic obstacles which constrain federal efforts to redirect local priorities and explores the notion of countervailing local power as a way for the poor to gain greater leverage in the program's operation.
129 citations
TL;DR: The authors suggests that the present goals of early childhood education programs may be ill-advised and suggests that further investment in such programs should be tempered by two major possibilities: (i) existing school objectives should be redefined in terms of relevance for extra-school tasks and skill proficiency; and (ii) early childhood may simply be an inefficient period in which to try to teach skills that can be relatively quickly learned in adolescence.
Abstract: The author suggests that the present goals of early childhood education programs may be ill-advised. Further investment in such programs should be tempered by two major possibilities: (I) that existing school objectives should be redefined in terms of relevance for extra-school tasks and skill proficiency; and (2) that early childhood may simply be an inefficient period in which to try to teach skills that can be relatively quickly learned in adolescence. The author discusses a variety of research findings in light of these two considerations and advocates further and more intensive study of intellectual development during the late childhood and early adolescent years. The author concludes that current forms of schooling should not be imposed at early ages. Postponing such learning experiences would probably reduce the degree of alienation from schooling which many students experience, while at the same time producing equal or better results in terms of extra-school achievement.
71 citations
TL;DR: Stein this paper draws upon thirty-five years of broad experience as a research analyst and has served as consultant, curriculum evaluator, community advocate and staff aide to Dr. Milton A. Galarnison when he was vice-president of the New York City Board of Education.
Abstract: Annie Stein draws upon thirty-five years of broad experience as a research analyst. During her long association with the New York City Public School System she has served as consultant, curriculum evaluator, community advocate, and staff aide to Dr. Milton A. Galarnison when he was vice-president of the New York City Board of Education. These selections from her field notes present a range of observations on various school practices.
48 citations
TL;DR: Goulet as mentioned in this paper examines common assumptions of social scientists who study value change in non-technological societies, contrasting these with another view on the dynamics of value change, and presents an alternative research model which requires researchers to make themselves vulnerable to the populace under study.
Abstract: The author challenges conventional notions of societal development as dynamic economic performance, modernization of institutions or proliferation of goods and services. For him, authentic development aims toward the realization of human capabilities in all spheres. He examines common assumptions of social scientists who study value change in non-technological societies, contrasting these with another view on the dynamics of value change. Dr. Goulet presents an alternative research model which requires researchers to make themselves vulnerable to the populace under study.
43 citations
TL;DR: In this paper, Bowles argues that school and society are always closely linked; in pre-revolutionary Cuba, schooling helped reproduce the class structure of economy and society from one generation to the next, and that education is attempting to serve the four major objectives of the revolution: economic growth; escape from the economic, political, and cultural hegemony of the United States; attainment of an egalitarian society; and the transformation of work into a creative activity for a new socialist man.
Abstract: The rapid transformation of society in revolutionary Cuba vitally involves education. The author argues that school and society are always closely linked; in pre-revolutionary Cuba, schooling helped reproduce the class structure of economy and society from one generation to the next. In Cuba today education is attempting to serve the four major objectives of the revolution: economic growth; escape from the economic, political, and cultural hegemony of the United States; attainment of an egalitarian society; and the transformation of work into a creative activity for a new socialist man. The campaign against illiteracy, the general expansion of schooling, and the extension of education to the fields and factories are among the facets of the educational program described. Professor Bowles concludes with a discussion of dilemmas in Cuban education.
42 citations
TL;DR: Patterson as discussed by the authors proposes various steps toward the development of an authentic Black history, including less emphasis on the roles of leading Blacks in fundamentally white historical settings, and more careful study of the continuities and discontinuities between African and Afro-American culture.
Abstract: Increased racial pride and dignity have prompted Black Americans to demand an interpretation of the past that does justice to the Black presence. This demand has influenced the writing of Black history as well as the way it is presented in schools. The author delineates and then analyzes five prevailing conceptions of Black history: radical and conservative catastrophism, radical and conservative survivalism, and contributionism. He rejects each for relying on fallacious assumptions concerning "civilization" and African culture, and for employing inadequate historical methods. He proposes various steps toward the development of an authentic Black history, including less emphasis on the roles of leading Blacks in fundamentally white historical settings, and more careful study of the continuities and discontinuities between African and Afro-American culture. This approach, Dr. Patterson suggests, will require new comparative methods of historical inquiry, making more use of oral, non-written, and non-litera...
25 citations
TL;DR: In this article, the authors suggest that the current educational reform movement may be nearing a close and cite numerous parallels between contemporary developments and various phases of the mid-nineteenth century and progressive educational reform movements.
Abstract: On the basis of historical analysis, the author suggests that the current educational reform movement may be nearing a close. He cites numerous parallels between contemporary developments and various phases of the mid-nineteenth century and progressive educational reform movements. Underlying the demise of the current movement, the author suggests, has been its inability to face and resolve various unexamined conflicts among leading reform proposals, such as those for compensatory education, integration, decentralization, community control, radical pedagogical reform, and teacher professionalism. In conclusion, the author offers some proposals for the rehabilitation of the reform movement, including the "radical" notion that schools should concentrate on teaching skills and avoid teaching attitudes.
TL;DR: The American democratic experiment provides a prime illustration as well as strong evidence of the continuing disparity between actual and conceptual equality as discussed by the authors, and it is worth noting that both practical and ideal notions of equality have been crucial in shaping interpersonal relationships, small groups, organizations and even whole societies.
Abstract: The concept of equality has played a profound role in the course of world history. Both practical and ideal notions of equality have been crucial in shaping interpersonal relationships, small groups, organizations, and even whole societies. In this last category, the American democratic experiment provides a prime illustration as well as strong evidence of the continuing disparity between actual and conceptual equality.