Showing papers in "Harvard Educational Review in 1982"
TL;DR: In this paper, British sociologist Kenneth Levine provides a critique of the existing notion of functional literacy and suggests a new approach that locates literacy competencies in their social context, based on the concept of functional education.
Abstract: Adult basic education has been profoundly influenced since World War II by the concept of functional literacy. Behind its superficial appeal, however, lies a tangle of flawed assumptions and ambiguities. In this paper, British sociologist Kenneth Levine provides a critique of the existing notion and suggests a new approach that locates literacy competencies in their social context.
121 citations
TL;DR: Light and Pillemer as mentioned in this paper argue that qualitative information is equally important for explaining conflicting or puzzling outcomes, and outline three broad strategies for combining different types of information in a review: quantifying descriptive reports, presenting quantitative outcomes narratively, and allying statistical and descriptive evidence while maintaining the integrity of each.
Abstract: When several independent research studies examine the same program or treatment, conflicting findings often result, making it difficult to draw overall conclusions. Recent methodological work has created procedures, sometimes called meta-analysis, for combining quantitative results across studies. In this article, Richard Light and David Pillemer argue that qualitative information is equally important for explaining conflicting or puzzling outcomes. They discuss six ways in which qualitative information is essential to the process of literature review. The authors outline three broad strategies for combining different types of information in a review: quantifying descriptive reports, presenting quantitative outcomes narratively, and allying statistical and descriptive evidence while maintaining the integrity of each. They suggest that reviews organized to ally both forms of information will ultimately maximize our knowledge about the complexities of program success.
103 citations
TL;DR: This article argued that intentions are an inconsistent guide to results, and pointed out that the intentions are not always the best guide to the results of policy, and that intentions may not always be the right ones.
Abstract: Once upon a time, students of American politics believed that policy turned out as intended. But they have recently concluded that intentions are an inconsistent guide to results. Scrutiny of the effects of policy has increased: government agencies study the effects of welfare payments on work habits and income, of school reform on students' academic performance, and of environmental regulation on air and water quality. Social scientists scrap about such issues, and their work is followed fitfully by government and the press. These new concerns have altered the content of newspapers, the management of social agencies and the methods of social research. Even the character of public-service training programs in universities has changed.
88 citations
TL;DR: The exclusion of women from philosophy of education both as subjects who have written about education and as objects of educational study and thought has been examined by as discussed by the authors, who traces this exclusion from a misunderstanding of the writings of Plato, Rousseau, and Pestalozzi on the education of women and builds a comprehensive critique of the concepts of education, liberal education, and teaching which are accepted by analytic philosophers of education.
Abstract: Women have been traditionally underrepresented in the scholarship of the academic disciplines. Jane Roland Martin, continuing a line of thought she initiated in a recent article (HER, August 1981), examines the exclusion of women from philosophy of education both as subjects who have written about education and as objects of educational study and thought. She traces this exclusion from a misunderstanding of the writings of Plato, Rousseau, and Pestalozzi on the education of women, and builds a comprehensive critique of the concepts of education, liberal education, and teaching which are accepted by analytic philosophers of education. Martin proposes a possible reconstruction of the field of philosophy of education to include women, and describes the benefits of such a needed undertaking.
73 citations
TL;DR: One of the central dynamics of American educational history is the long-range trend from local and parental schooling arrangements to increasing government funding and centralized control as mentioned in this paper, which does not represent simply a benign process of modernization and improvement.
Abstract: One of the central dynamics of American educational history is the long-range trend from local and parental schooling arrangements to increasing government funding and centralized control. The trend does not represent simply a benign process of modernization and improvement. Centralization has exacted costs and elicited fierce opposition. In the nineteenth century there were two key developments in this trend: the involvement of state governments in encouraging and regulating schooling, and the consolidation of small local districts into larger, townwide systems. Advocates of local control and nonpublic schooling who opposed these initial steps in the creation of state school systems voiced their objections in much the same terms as opponents of federal involvement do today. Notwithstanding, town-level consolidation and increasing state involvement continued into the twentieth century. Today Americans in both rural and urban areas are accustomed to centralized school districts, detailed state supervision,...
58 citations
TL;DR: Mitchell as discussed by the authors describes her experiences as a teacher in a compensatory preschool program and later as a graduate student and researcher, examining a number of issues relevant to black social scientists.
Abstract: Jacquelyn Mitchell describes her experiences as a teacher in a compensatory preschool program and later as a graduate student and researcher, examining a number of issues relevant to black social scientists. She discusses some dilemmas (such as bicultural awareness and a sense of double marginality) of the black social scientist who is seeking a place in the academic/research world—simultaneously questioning the sociopolitical nature of social science inquiry and asking how research can more adequately reflect the reality of black people's lives.
36 citations
TL;DR: The promise of equal opportunity in the United States implies access to education as discussed by the authors, and the belief that educational achievement can be translated into occupational success, motivated the challenges made to the educational status quo in the 1960s and 1970s.
Abstract: The promise of equal opportunity in the United States implies access to education. Underlying this promise is the belief that educational achievement can be translated into occupational success. Belief in this ideal of equal opportunity and the value of education, coupled with a changing sociopolitical climate, prompted the challenges made to the educational status quo in the 1960s and 1970s. During those turbulent years women activists once again found their political voice to lobby for educational and occupational reforms.
28 citations
TL;DR: Otheguy as mentioned in this paper examines arguments against using the home language of bilingual children in the schools and argues that these arguments rest on a misunderstanding of the impact of government policies, race, and ethnicity on educational questions.
Abstract: In analyzing the controversy surrounding bilingual education, Ricardo Otheguy examines arguments which have been offered against using the home language of bilingual children in the schools. He contends that these arguments rest on a misunderstanding of the impact of government policies, race, and ethnicity on educational questions. Rather than suggest resolutions to the controversy, this essay explores the complexities of the issues.
24 citations
TL;DR: Rotberg as discussed by the authors traces the historical development of this involvement and its impact upon legislation, court decisions, regulations, and guidelines for meeting the language needs of over 3.5 million children of school age.
Abstract: The federal government has maintained a prominent place in the formation of policy for bilingual education. Iris Rotberg traces the historical development of this involvement and its impact upon legislation, court decisions, regulations, and guidelines for meeting the language needs of over 3.5 million children of school age. The author reviews various instructional models and such research-assessed outcomes as students' achievement, self-image, and integration. She also discusses the implications for federal policy of these legal and research issues and the problem of fiscal support for bilingual programs. Rotberg concludes by proposing areas of research to be explored in future studies of bilingual education in the United States.
19 citations
TL;DR: In this paper, Carl Kaestle and Marshall Smith trace the evolution of an increasing federal role in education dating from 1940 to 1980, and discuss seven stereotypical views surrounding this history, such as changes in the federal role of education immediately after World War II; the relationship between federal aid and national crises; the effects of federal programs on raising basic skill levels of poor children; increasing elementary and secondary aid to education on local control; federal pressures to desegregate schools; and the further increase of federal involvement in education during the 1970s.
Abstract: Coauthors Carl Kaestle and Marshall Smith trace the evolution of an increasing federal role in education dating from 1940 to 1980. They present and discuss seven stereotypical views surrounding this history, such as changes in the federal role in education immediately after World War II; the relationship between federal aid and national crises; the effects of federal programs on raising basic skill levels of poor children; the effects of increasing elementary and secondary aid to education on local control; federal pressures to desegregate schools; and the further increase of federal involvement in education during the 1970s. Marvin Lazerson, in his response, views the paper as an expression of the "new liberalism. " Diane Ravitch suggests some alternative interpretations of the history Kaestle and Smith describe, while acknowledging the paper for its synthesis of extensive and diverse material. James Q. Wilson discusses the issue of whether, in the legal sense, federal aid to education is a right or a claim.
15 citations
TL;DR: The national concern for equity and its specific educational forms are complex issues, fraught with controversy and characterized by widely different philosophical and educational perspectives as mentioned in this paper, and it is important to understand some of the reasons for the existence of this concern in order to see its implications for grant policies.
Abstract: The national concern for equity and its specific educational forms are complex issues, fraught with controversy and characterized by widely different philosophical and educational perspectives. Nevertheless, it is important to understand some of the reasons for the existence of this concern in order to see its implications for grant policies.
TL;DR: The federal role in American Indian education has its basis in the treaty and commerce clauses of the U.S. Constitution as discussed by the authors, which required that tribes surrender their external powers of sovereignty to the United States.
Abstract: The federal role in American Indian education has its basis in the treaty and commerce clauses of the U.S. Constitution. In the early years of the republic it was recognized that, in the interest of protecting the borders of the Western frontier, the cost of war with the Indians was much higher than the cost of education. Until 1871, in accordance with international law, the United States treated with Indian tribes as separate nations. Commissioners appointed by the President frequently negotiated treaties with specific provisions for education, whose Christianizing and civilizing functions were perceived to be instrumental in obtaining amicable relations. Through the quid pro quo of the treaty process, the United States and Indian tribes established their peculiar relationship. This required that tribes surrender their external powers of sovereignty to the United States. Generally, this meant that they would not engage in treaties with competitive foreign powers such as Great Britain, France, or Spain. T...
TL;DR: In this paper, an analysis of research indicates that block grants are likely to weaken the implementation of federal educational goals, particularly those relating to disadvantaged students, and that block grant consolidation is likely to reduce the efficiency and delivery of services to local educational agencies.
Abstract: Proponents of categorical grant consolidation have argued that block grants will improve efficiency and delivery of services to local educational agencies. This analysis of research indicates that block grants are likely to weaken the implementation of federal educational goals, particularly those relating to disadvantaged students.
TL;DR: The Harvard Educational Review as discussed by the authors discussed the evolving federal role in education and related it to our New Federalism theme, and they used the Ten Commandments as a metaphor for the evolution of the United States.
Abstract: I appreciate the invitation of the Harvard Educational Review to come here to discuss the evolving federal role in education and relate it to our New Federalism theme. Since this is a Sunday afternoon I would like to begin by talking a little bit about Moses. As you know, Moses was summoned to the top of Mount Sinai, and there the Lord appeared to him in the form of a fiery cloud. And to the accompaniment of thunder and lightning, God presented him with the Ten Commandments. I want to be a little bit like that this afternoon.
Journal Article•
TL;DR: In this paper, the authors examine the period of military rule in Peru from 1968 to 1980, and describe the unique ideology of the regime and the methods it instituted to gain popular support.
Abstract: Examining the period of military rule in Peru from 1968 to 1980, Erwin Epstein describes the unique ideology of the regime and the methods it instituted to gain popular support. Particular attention is given to the regime's use of education to win the allegiance of the most politically and economically oppressed class—the highland Indians. These educational methods ranged from providing bilingual education programs in community schools staffed by local teachers, to the formation of nationwide agencies responsible for disseminating the government's particular ideology. Epstein concludes by analyzing the problems with the regime's educational programs, and connects these problems with the regime's ultimate failure to win the Peruvian people's support.
TL;DR: The record of these efforts is mixed as discussed by the authors, mostly because the people who are the targets of a federal improvement effort generally modify the federal plan to fit their own ideas and circumstances.
Abstract: Educational improvement is fundamentally a local enterprise. The people who can bring it about are those who provide educational services—teachers, principals, perhaps local district administrators. Nevertheless, the federal government has sought a role for itself in stimulating and supporting improvement. Secretary of Education T. H. Bell remarked at this conference that an important federal task is to build state and local capacity in education. On the assumption that existing gaps in local capacity prevent greater educational effectiveness, the government has provided various kinds of resources with which it attempts to fill the gaps with knowledge and skills. The record of these efforts is mixed. None has worked exactly as intended, mostly because the people who are the targets of a federal improvement effort generally modify the federal plan to fit their own ideas and circumstances. Although this is to be expected and even welcomed if local initiative is crucial to educational improvement, it conflic...
TL;DR: The February 1981 special issue of the Harvard Educational Review, "Education as Transformation: Identity, Change, and Development, " was dedicated to those engaged in the struggle for freedom, whether it is waged against political or economic subjugation, illiteracy, racism, or sexual and cultural chauvinism as mentioned in this paper.
Abstract: The February 1981 special issue of the Harvard Educational Review, "Education as Transformation: Identity, Change, and Development, " was "dedicated to those engaged in the struggle for freedom—whether it is waged against political or economic subjugation, illiteracy, racism, or sexual and cultural chauvinism. " Its intent was to focus on the role of education in that struggle. The editors of HER are pleased to present critiques by Wendy Griswold and Jonathan Kozol of "Education as Transformation, " and replies from several of the authors who contributed to that issue.
TL;DR: The Morrill Act of 1862 as discussed by the authors established land grants for agricultural colleges and the Freedmen's Bureau legislation, and over twenty-five years later, in the second Morrill act of 1890.
Abstract: Beginning with the Northwest Ordinance of 1787, which sought to encourage the establishment of schools and the means of education, the United States government has supplied land, resources, and other assistance for the advancement of education and related actitivies.1 Since then over eighty-nine pieces of legislation have been enacted for similar purposes; among the most significant was the Morrill Act of 1862, which established land grants for agricultural colleges.2 Efforts to advance equal educational opportunity for blacks took shape in the Freedmen's Bureau legislation,3 and over twenty-five years later, in the second Morrill Act of 1890.4 Congressional responsibility for enforcing the Reconstruction amendments,5 and the enactment of civil rights acts during Reconstruction6 and in the 1950s7 and 1960s,8 reflect the federal government's commitment and obligation over time to provide equal treatment to U.S. citizens, including equal educational opportunity.
TL;DR: The authors have developed strong beliefs that federal involvement in elementary and secondary education has resulted in increased access to education for all individuals and groups in our society; in the improvement of teaching and learning at the local level; in increased capacity to support and provide leadership at the state and local levels; and in developing, identifying, evaluating, and disseminating exemplary, research-based, educational practices nationwide.
Abstract: I bring to this essay a dual perspective: that of the federal education official and that of the local school district administrator. As a practitioner in urban schools I have been employed as a teacher, principal, district superintendent, superintendent of schools, and presently as deputy chancellor for instruction in the New York City public schools. As a federal education official, I worked in the Carter administration as assistant secretary for elementary and secondary education. Through both roles, I have developed strong beliefs that federal involvement in elementary and secondary education has resulted in increased access to education for all individuals and groups in our society; in the improvement of teaching and learning at the local level; in increased capacity to support and provide leadership at the state and local levels; and in developing, identifying, evaluating, and disseminating exemplary, research-based, educational practices nationwide.
TL;DR: The 1981 Education Consolidation and Improvement Act (ECIA) as discussed by the authors was the first federal education reform legislation that substantially redefines the federal, state, and local roles in federal education programs.
Abstract: President Reagan's version of the New Federalism in education policy is expressed in the 1981 Education Consolidation and Improvement Act (ECIA). ECIA, the latest chapter in the debate over the form and function of federal education policy, substantially redefines the federal, state, and local roles in federal education programs. This legislation reflects the New Federalist views that have developed since the block grant and revenue-sharing initiatives proposed during the Nixon and Ford administrations (U.S. Advisory Commission on Intergovernmental Relations, 1981). The central tenets of these views are
TL;DR: This paper proposed a Foundation for Educational Assistance (FFA), which would manage the few remaining programs of student financial assistance, administer the apportionment of block grants to the states, and maintain a program of information, research, and statistics to help improve the nation's schools.
Abstract: President Reagan's budget for fiscal year 1983 proposes to reduce federal expenditures for education, to disperse the educational programs now housed in the Education Department (ED), and to replace the department with a Foundation for Educational Assistance. The foundation would manage the few remaining programs of student financial assistance, administer the apportionment of block grants to the states, and maintain a program of information, research, and statistics to help improve the nation's schools.
TL;DR: In this paper, Tollett outlines the role of the Congress, the executive branch, and the judiciary in increasing equality of educational opportunity and argues that the federal role should be maintained to meet the national need for equal educational opportunity.
Abstract: Kenneth Tollett outlines the role of the Congress, the executive branch, and the judiciary in increasing equality of educational opportunity. He argues that the federal role should be maintained to meet the national need for equal educational opportunity. Frank Ryan provides a historical account of the federal role in American Indian education, which has its basis in the treaty and commerce clauses of the U.S. Constitution. Henry Levin discusses the rationale for using federal grants to achieve greater equality of educational opportunities and outcomes. He analyzes the potential effects of different grant approaches on educational equity with special attention to some of the problems raised by current federal initiatives. In response, Rosemary Salomone illustrates how the concept of equal educational opportunity has undergone a gradual transformation during the past three decades. Arguing that the federal commitment to ensure racial equality is no longer of highest importance, Nathan Glazer asserts that t...