Showing papers in "Journal of Planning Education and Research in 1986"
TL;DR: For thirty years planners and critics of planning alike have confronted inadequacies in the traditional model of comprehensive rational planning as discussed by the authors. But despite this intellectual acknowledgement of the shortcomings of the classical model, planners and critic of planning remain unconstrained.
Abstract: For thirty years planners and critics of planning alike have confronted inadequacies in the traditional model of comprehensive rational planning. Despite this intellectual acknowledgement of the ne...
102 citations
TL;DR: In this paper, the authors examine evolving changes in the demand for analytic methods among planning practitioners and the supply of these methods by graduate planning schools in the United States and present two surveys.
Abstract: This article examines evolving changes in the demand for analytic methods among planning practitioners and the supply of these methods by graduate planning schools in the United States Two surveys ...
36 citations
TL;DR: The quantitative methods which planners use are well known, well established in practice, and acknowledged by most as tools of the planners' trade but these are rarely explicitly acknowledged.
Abstract: Planners use methods borrowed from many disciplines These are usually modified and adapted to meet planner's needs to acquire and sift through many diverse information sources helpful in dealing w
27 citations
TL;DR: In this paper, the authors provide a synthetic framework of planning theories in which the nature of diversity in planning is elucidated and suggest the complementariness of different planning theories and propose reformulation of the epistemological basis of planning.
Abstract: Since the erosion of confidence in the rational model of planning, sharp divergence between different planning theories has been observed. This paper provides a synthetic framework of planning theories in which the nature of diversity in planning is elucidated. It is argued theoretically that planning requires three different dimensions of knowledge — technical, intersubjective, and critico ethical. The theoretical analysis is followed by some reflections on current practice in planning that support the main theoretical argument. In conclusion, the paper suggests the complementariness of different planning theories and proposes reformulation of the epistemological basis of planning.
17 citations
TL;DR: This article reviewed three broad types of community-based housing programs and assesses their contributions toward providing decent, affordable housing to low and moderate-income households, concluding that despite some significant weaknesses in the overall approach, communitybased housing offers many benefits and provides real options for people who are struggling with the frustration and despair of poor housing.
Abstract: This paper reviews three broad types of community-based housing programs and assesses their contributions toward providing decent, affordable housing to low- and moderate-income households. Despite some significant weaknesses in the overall approach, community-based housing offers many benefits and provides real options for people who are struggling with the frustration and despair of poor housing. Based upon a generally positive evaluation, the paper concludes by outlining a coordinated public support system for community-based housing activities.
13 citations
TL;DR: In this article, the authors examined the inadequate attention currently being paid to small group process by planning educators and the possible reasons for this situation and made a case for a stronger presence for small group processes in planning education.
Abstract: The authors have examined the inadequate attention currently being paid to small group process by planning educators as well as the possible reasons for this situation. A case has then been made for a stronger presence for small group process in planning education. In addition, a detailed outline of small group content is presented along with some ways of teaching this content in planning schools. The authors conclude by stressing their belief that increased attention to small group process will substantially strengthen planning education.
12 citations
TL;DR: In this paper, four goals and five course principles are articulated for a process of turning statistics courses into quantitative reasoning courses, which is a process similar to the one described in this paper.
Abstract: Four goals and five course principles are articulated for a process of turning statistics courses into quantitative reasoning courses.
12 citations
TL;DR: This article presented an overview of quickly-applied methods and discussed how they might be incorporated into planning curricula and discussed the need to have a grasp of methods that can produce roughly right results which will be available in time to have an impact on policy.
Abstract: Many public policy decisions are made quickly and are based on cursory analyses Often there is little time for research Planners and policy analysts on the front lines need to have a grasp of methods that can produce roughly right results which will be available in time to have an impact on policy This article presents an overview of quickly-applied methods and discusses how they might be incorporated into planning curricula
11 citations
TL;DR: For a former planning practitioner, who served, sometimes apprehensively, at the whim and pleasure of five different mayors in three different cities over a 17-year period, the responsibilities of teaching and the reassurances of tenure are almost decadent luxuries Although enjoyable, they are not luxuries I originally sought as discussed by the authors.
Abstract: Since mid-1979, I have been directing a four-person, neighborhood-oriented, technical assistance center at Cleveland State University’s College of Urban Affairs I have also been teaching there and, in 1985, the University awarded me a faculty appointment with tenure For a former planning practitioner, who served, sometimes apprehensively, at the whim and pleasure of five different mayors in three different cities over a 17-year period, the responsibilities of teaching and the reassurances of tenure are almost decadent luxuries Although enjoyable, they are not luxuries I originally sought.
11 citations
TL;DR: In this paper, a survey of planning programs was conducted to find out how planning educators conceptualize plan implementation and how it is taught, and the types of courses through which many programs claim to be teaching plan-implementation.
Abstract: Concepts and theories of plan implementa tion that have been presented in the literature are reviewed to provide the basis of comparison for a survey of planning programs carried out in 1981 The survey aimed to find out how planning educators conceptualize plan implementation and how it is taught Responding programs were clustered by program type, and implementation-related courses classified as generic, contextual, or substantive Findings included an association between program type and the type of courses taught, probably attributable to the process of curriculum development While there was a broad consensus among respondents on the importance of plan-implementation, there are conspicuous gaps between their concepts of plan-implementation and the concepts which prevail in the research and literature, and the types of courses through which many programs claim to be teaching plan-implementation. This implies that such existing courses may not be enough Planning educators need to provide their students wit...
11 citations
TL;DR: In this article, the use of administra tive records from tax assessments, combined with the hedonic price technique, is used to estimate substandard housing and established need levels for housing programs.
Abstract: This paper explores the use of administra tive records from tax assessments, combined with the hedonic price technique to estimate a housing quality index This, in turn, is used to estimate substandard housing and established need levels for housing programs Verification of the housing quality index is made by compar ing housing units with code violation inspections
TL;DR: The underlying theme of the papers included in this symposium is that the instruction of planning methods must progress well beyond presenting a kit bag of statistical techniques as mentioned in this paper, and that methods instruction with other, substantive topics and to stress process, not rote number crunching.
Abstract: The underlying theme of the papers included in this symposium is that the instruction of planning methods must progress well beyond presenting a kit bag of statistical techniques. Pleas are made to integrate methods instruction with other, substantive topics and to stress process, not rote number crunching. Participants seem to consider questions of &dquo;What is the context of the problem?&dquo; and &dquo;How can the solution arrived at be implemented?&dquo; to be as central to methods courses as &dquo;How
TL;DR: In this paper, the authors compare three sets of energy scenarios, generated in the mid-1970s using models developed as tools for understanding, to sets of forecasted energy forecasts and conclude that the modeling for understanding approach appears to be superior.
Abstract: The majority of energy modeling has been conducted for the purpose of forecasting the future. The experience has been, for the most part, a long record of erroneous forecasts misleading to public and private sector policymaking. An alternative use of models is for understanding and expansion of community debate. This article delineates some of the distinguishing features of the two modeling approaches and compares three sets of energy scenarios, generated in the mid-1970s using models developed as tools for understanding, to sets of energy forecasts. Comparisons are made for electricity and transportation energy use in Wisconsin and total primary energy for the U.S. Using the criteria of which of the two approaches has more closely matched actual outcomes, the modeling for understanding approach appears to be superior. Other advantages to a modeling for understanding approach are described, as are implications for planning education and practice.
TL;DR: In this paper, a cross-national study examines women's satisfaction with various aspects of the suburban environment in metropolitan regions representative of three industrialized societies: the United States (San Jose area), Israel (Tel Aviv and the Jerusalem regions), and the Netherlands (The Hague and environs).
Abstract: This cross-national study examines women's satisfaction with various aspects of the suburban environment in metropolitan regions representative of three industrialized societies. the United States (San Jose area); Israel (Tel Aviv and the Jerusalem regions), and the Netherlands (The Hague and environs). The influence of suburban environmental factors such as neighborhood location, age, and design, on four sets of dependent quality of life variables (satisfaction with housing environment, community services, social patterns, and psychological well- being), are re-examined. A questionnaire was used to collect data in 1977-78 and statistical techniques such as t-tests and partial correlation analyses were employed to examine relationships between independent and dependent variables
TL;DR: The subject matter is unpopular with most students, it requires rigorous and disciplined handling of lectures and assignments, the material covered changes rapidly, and course content is subject to frequent review and criticism by both professionals and academic colleagues.
Abstract: course assignments. The subject matter is unpopular with most students, it requires rigorous and disciplined handling of lectures and assignments, the material covered changes rapidly, and course content is subject to frequent review and criticism by both professionals and academic colleagues. It doesn’t surprise me that many young instructors evolve from enthusiasm to disillusionment after three or four years in the trenches of the
TL;DR: A survey of residents on one-way arterials and adjacent two-way locals was conducted by the Denver Planning Office's study of how to mitigate negative impacts of one-ways in neighborhoods as mentioned in this paper.
Abstract: Despite the widespread use of one-way streets as a traffic engineering response to urban traffic congestion, very little is known about the impacts such streets have on residential neighborhoods. The social costs of automotive hegemony have generally been ignored in the face of the easily demonstrable traffic movement advantages of one-ways. As part of the Denver Planning Office's study of how to mitigate negative impacts of one-ways in neighborhoods, a survey of residents on one-way arterials and adjacent two-way locals was conducted. Face-to-face interviews were conducted with 232 residents. Residents on one-ways were found to be older and less family-oriented than their two-way street neighbors. One-way street residents were significantly more bothered by traffic (noise, volume, danger), less satisfied with their block (cleanliness, peacefulness, air quality), and therefore made more life-style adjustments (less use of front of house, rearranging use of rooms, installing buffers). Consequently, more on...
TL;DR: A planning method is a systematic procedure for attaining some objective as mentioned in this paper : a means of attacking a particular type of problem with a high probability of success, and, as long as the type of problems to which they are applied does not change, they can be taught to someone else.
Abstract: What are planning methods? Michael Teitz has written that &dquo;a method is a systematic procedure for attaining some objective : a means of attacking a particular type of problem with a high probability of success.&dquo; Methods, as Teitz conceives of them are &dquo;effective instrumentalities for achieving something else.&dquo; Methods are systematic, they can be taught to someone else. and, as long as the type of problem to which they are applied does not change, &dquo;methods are an efficient, productive, and transmissible embodiment of social knowledge&dquo; (Teitz 1974).
TL;DR: In this paper, a critical epistemology of planning methods is presented, in which the authors lay out a conception of a planner and then discuss the types of methods needed for that planner to be effective.
Abstract: The ongoing discussion of the content and teaching of planning methods is a positive force in the continuing development of planning as a maturing discipline. I had prepared a BOTED (back-of-the-envelopediscussion) for the Atlanta meetings entitled &dquo;Critical Epistemology of Planning Methods&dquo; in which I attempted to first lay out a conception of planner and then to discuss the types of methods needed for that planner to be effective. My conception of planner is a &dquo;hybnd&dquo; one who is both politically astute and methodologically competent.
TL;DR: The paper that follows explains the use of combinatorial analysis where the indicators are recognized to be random variables.
Abstract: Quantifying the level of poor housing within the United States has traditionally been based on the use of combinatorial analysis of census-derived indicators of housing conditions. Units falling below a threshold value on each indicator are defined as being of poor quality. Housing experts from the U.S. Bureau of the Census have produced data showing that census variables, when used as housing quality indicators, must be viewed as random variables, not definitions. The paper that follows explains the use of combinatorial analysis where the indicators are recognized to be random variables. Based upon the results of the Five City Housing Survey of the U.S. Census, the level of error associated with a set of combinatorial rules is estimated and the principles needed to locate the optimal rule established.
TL;DR: In this article, a 10-year academic career and a third year of managing a large public development program are discussed, with a focus on impediments to academic engagement in planning practice.
Abstract: After a 10 year academic career, I am in my third year of managing a large public development program. This transition m roles provides a context for reflecting more broadly on a number of impediments to academic engagement in planning practice. Besides its possible mtnnsic interest, these reflections may say something about the marketability of today’s planning student. My reflections, of course, are value laden, deriving from certain perceptions of action research and its place in a planning curriculum.