WorldCat Identities

Levine, Daniel U. 1935-

Works: 105 works in 289 publications in 2 languages and 5,901 library holdings
Genres: Handbooks and manuals  History  Case studies  Abstracts 
Roles: Author, Editor, Other
Classifications: LC191, 370.193
Publication Timeline
Most widely held works by Daniel U Levine
Foundations of education by Allan C Ornstein( Book )

51 editions published between 1981 and 2017 in English and Chinese and held by 1,236 WorldCat member libraries worldwide

This International Edition, helps students understand the key educational issues and policies affecting American education. Through an array of applied features, the authors help to prepare students for their careers by tying the book's themes to students' future practice. These include "TeachSource Video Cases, and "From Pre-Service to Practice" real-world teaching examples
Society and education by Robert J Havighurst( Book )

37 editions published between 1975 and 1999 in English and Undetermined and held by 1,083 WorldCat member libraries worldwide

Improving student achievement through mastery learning programs by Daniel U Levine( Book )

12 editions published between 1985 and 1987 in English and held by 533 WorldCat member libraries worldwide

The Future of big-city schools : desegregation policies and magnet alternatives by Daniel U Levine( Book )

8 editions published in 1977 in English and held by 404 WorldCat member libraries worldwide

This book provides an in-depth analysis of urban education and related issues. The issues examined are not only fundamentally important for urban education, but in addition, several issues that have recently become prominent in considering the future of big cities are discussed. For instance, the effects of desegregation on middle class enrollment in big city school districts (white flight) is examined, as well as other issues including: (1) the potential and feasibility of establishing specialized schools to improve educational opportunity and maintain integration (magnet and alternative schools), and (2) the types of effective desegregation policies for big-city schools and the whole society. A discussion and background material on a number of topics is provided, in order to help the reader develop policies and plans for application in urban and metropolitan school systems. These topics include: (1) extensive detail on the nature and role of big city magnet and alternative schools, (2) thorough coverage of specific ways in which colleges and universities can systematically assist in improving big city schools, (3) an intensive analysis of Jesse Jackson's program for improving teaching and learning conditions in big city schools, and (4) a comprehensive set of guidelines for moving toward desegregation in big city schools and neighborhoods. The selection of materials in the book was guided by the belief that these materials would provide concrete knowledge of the major issues involving desegregation of big city schools and that they would create an understanding of the larger issues of which desegregation is a part. (Author/AM)
An introduction to the foundations of education by Allan C Ornstein( Book )

10 editions published between 1981 and 1985 in English and held by 398 WorldCat member libraries worldwide

Reforming metropolitan schools by Allan C Ornstein( Book )

3 editions published in 1975 in English and held by 368 WorldCat member libraries worldwide

After presenting an overview of metropolitan schools, described as not successful in providing an adequate education for economically disadvantaged students, the authors examine four critical issues: compensatory education, educational accountability, decentralization and community control, and desegregation. While compensatory education has not been successful, movements toward accountability and community control offer promise for the future. However, the future of desegregation is uncertain. Long-range plans taking into account the difficulties of implementing desegregation may encourage careful and intelligent responses to the underlying issue; or the pretense that metropolitan segregation does not exist may continue. Interracial contact, it is contended, contributes to interracial understanding and cooperation; conversely, the absence of contact generates and/or perpetuates hatred and misunderstanding. It is understood that current conditions lead to low academic achievement caused, in part, by the sense of hopelessness and the feeling of illegitimacy inner-city students experience. Among potentially important school responses are a careful structuring of learning experiences leading to independence and self-control, parent involvement, minimization of failure, and positive self-definition. (Author/DW)
Educational policy and international assessment : implications of the IEA surveys of achievement by Alan C Purves( Book )

8 editions published in 1975 in English and held by 364 WorldCat member libraries worldwide

Education in metropolitan areas by Robert J Havighurst( Book )

4 editions published in 1971 in English and Undetermined and held by 302 WorldCat member libraries worldwide

This book discusses the effect of metropolitanism on education. Metropolitanism is viewed both as a set of "events" and as a set of "goals" or "tasks" which contemporary society should achieve. One part of the book discusses the social structure and growth of metropolitan areas and the operation of metropolitan school systems. Such issues as socioeconomic status, racial stratification, mobility, urbanization, characteristics of suburbs, school segregation, and various kinds of schools and types of education are described in this section. Another section is devoted to contemporary social changes in which urban renewal and the negro social revolution are particularly significant. Because these social changes present a special challenge to teachers, one chapter in this section deals with the social origins, attitudes, preparation, and minority-group status of teachers in big city schools. The final chapter of the book discusses the school system as a functional social system in the metropolitan area. The book contains an appendix of statistical data and a full bibliography. Available from allyn and bacon, inc., 150 tremont street, boston, massachusetts 02111. (nh)
Models for integrated education; alternative programs of integrated education in metropolitan areas by Daniel U Levine( Book )

4 editions published in 1971 in English and held by 298 WorldCat member libraries worldwide

Farewell to schools??? by Daniel U Levine( Book )

3 editions published in 1971 in English and held by 296 WorldCat member libraries worldwide

Magnet schools : recent developments and perspectives by Nolan Estes( Book )

3 editions published in 1990 in English and held by 114 WorldCat member libraries worldwide

This two-part anthology of research summaries examines the potential of magnet schools to provide equal education and educational access for minority group children and reviews successful magnet programs. Part 1, "Magnet Schools, Desegregation, and Choice," contains the following chapters: (1) "Using Magnet Schools for Desegregation: Some Suggestions from the Research (C. Ascher); (2) "The Accomplishments of Schools of Choice" (M.A. Raywid); (3) "Desegregation and Regional Magnetization" (D.U. Levine and E.E. Eubanks); and (4) "Conclusions from a National Study" (R. Dentler), which summarizes the findings of a 1982 evaluative survey of magnet programs. Part 2, "Magnet Plans and Policies," contains the following chapters: (5) "The Success of Magnet Schools: The San Diego Experience" (E.J. Brown, G.T. Frey, J. Garbosky, N. Shelburne, and E.A. Tomblin); (6) "Magnet School Placement: a Model" (A. Leahy and D.R. Waldrip); (7) "Kansas City, Missouri: a Comprehensive Magnet Plan" (P.D. Hale); (8) "Evaluation of a Magnet School System: a Case Study Approach" (B.C. Clewell and M.F. Joy); and (9) "Program Marketing and Student Recruitment" (P. Murdock). Statistical data are included on 11 tables and most chapters include a list of references. (Fmw)
Toward effective desegregated schools by Bruce R Hare( Book )

4 editions published in 1984 in English and held by 57 WorldCat member libraries worldwide

This monograph attempts to clarify the relationship between desegregated education and effective education. The first part of the monograph concentrates on desegregation as it has been assumed to, as well as it actually appears to, relate to school academic effectiveness. The second part of the monograph addresses what is known about school academic effectiveness and the structural conditions under which it would appear attainable, whether schools are desegregated or not. The concluding recommendations concern: (1) individualizing instruction in desegregated schools; (2) other less expensive methods for initiating change at schools with many low achieving students; (3) an increased emphasis on teaching basic skills; (4) implementation in desegregated schools of grading practices that minimize the weight given to previous achievement; (5) an emphasis on consistent student grading practices; (6) an emphasis on discipline at both segregated and desegregated schools; (7) individualized approaches to accomodate learning style and linguistic differences; (8) structural changes in both segregated and desegregated secondary schools; (9) revision of inhibiting teacher-contract rules; (10) revised grade-structure arrangements; (11) less emphasis on "gradual" improvement; and (12) the key role of the courts in improving achievement. (Rdn)
Inner-city schools and the beginning teacher : a dialogue by Daniel U Levine( Book )

4 editions published in 1966 in English and held by 54 WorldCat member libraries worldwide

This booklet addresses the beginning teacher whose assignment is an inner-city school. It advocates that each new teacher in the inner city should have what amounts of a self-administered interview schedule, focusing on points one needs to keep uppermost in one's mind if one wishes to be effective in working with low-income youth. This protocol focuses on 11 issues: (1) recognizing, understanding, and taking into account the conditions in which many of the students grow up; (2) the lack of experience with, and knowledge of, even the most basic words, concepts, and facts of many disadvantaged students; (3) the negative factors in the child's environment that might influence judgments of his potential; (4) the interpretation of student reactions; (5) recognizing and using positive forces in the students' neighborhood; (6) the danger of too openly and too frequently exhorting students to try harder in order to ensure themselves of successful careers as adults; (7) the danger of "giving up" on students; (8) acceptance or rejection of inner-city students' language; (9) the feelings of insecurity which most disadvantaged students feel in school; (10) expectations of the teacher regarding his role in an inner-city school; and (11) deciding on priorities in professional and personal life. (JM)
Unusually effective schools : a review and analysis of research and practice by Daniel U Levine( Book )

5 editions published in 1990 in English and held by 36 WorldCat member libraries worldwide

A synthesis of research on unusually effective schools is presented in this monograph, with a focus on research conducted since 1985. Three major issues are addressed: (1) the viability of the effective school concept in contemporary school reform; (2) the correlation between recent research and basic findings; (3) and the congruency of school level practices with research on classroom and district practices and policies. The first part discusses issues involving the identification of unusually effective schools based on academic achievement criteria, such as effective schools correlates and achievement criteria of effectiveness. The two following major sections address school practices within different contexts--such as grade level, socioeconomic status, and rural schools--and the effectiveness of such practices. Findings indicate that effectiveness correlates should be viewed as prerequisites rather than guarantees of success; that policy and practices at the school level should consider contextual variables and set priorities accordingly; that tests should encourage the development of higher order skills; and that research should focus on both effective teaching skills and school practices. Recommendations for successful change models call for a focus on the single school and a collegial effort between administration and staff. One table and a 13-page bibliography are included. (LMI)
Perspectives and suggestions for teaching in desegregated schools by Daniel U Levine( Book )

3 editions published in 1969 in English and held by 30 WorldCat member libraries worldwide

This book, a collection of materials which grew out of a teacher workshop on desegregation and intergroup relations, is intended to be of practical value to teachers and administrators in desegregated schools. Dealing with a variety of actual day-to-day problems faced by educators at the classroom and individual school building level in a desegregated school system, the articles describe and evaluate projects which emerged in response to these problems. Each of the 14 articles is preceded by an introduction and incorporates a variety of concrete and illustrative materials relevant to the inservice training programs for teachers. Among titles which reflect the wide range of subjects treated are; "a Student Body Walks Out"; "Situations to be Used for Role-Playing for the Purpose of Developing Empathy in Human Relations (Designed for and Used by Speech I Students)"; "Problems in Teaching Physical Education in a Desegregated School"; "Contributions of the School Newspaper to Desegregation and Integration Within Northeast Junior"; "Student Human Relations Committee--Ready or Not?"; And "Overlooked Considerations in Integrated Education." (Js)
Raising standards in the inner-city schools by Daniel U Levine( Book )

1 edition published in 1966 in English and held by 23 WorldCat member libraries worldwide

Opportunities for higher education in a metropolitan area: a study of high school seniors in Kansas City, 1967 by Daniel U Levine( Book )

5 editions published between 1967 and 1970 in English and held by 21 WorldCat member libraries worldwide

This study explores factors related to the transition from high school to college in the Kansas City metropolitan region. Determinants of college attendance such as scholastic achievement, financial resources, socioeconomic status (SES), school climate, and race were studied. It is shown that the composition of high schools is correlated with the college aspirations of seniors graduating from high school. A chapter is also devoted to the working class high school student and the differences in college attendance plans and enrollment of the schools such students attend. Relatively high college aspirations coupled with relatively high college enrollment rates in schools attended by black students of working class SES suggest that there may be a trend for black students' participation in higher education. However, it is considered that caution should be exercised against overstating the improving picture for blacks. It is pointed out that standard indices of social class do not often adequately explain differences in aspiration or achievement. Indications are that low SES blacks have higher aspirations than comparable whites. There are also definite indications that both black and white working class students are expressing goals which they intend to achieve. (Author/JW)
Multi-jurisdictional metropolitan agencies and education: a study of the involvement of educators in the work of planning commissions and councils of governments, summer 1967 by Daniel U Levine( Book )

1 edition published in 1967 in English and held by 10 WorldCat member libraries worldwide

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Audience level: 0.39 (from 0.30 for Foundation ... to 0.66 for Multi-juri ...)

Society and education
Society and education
Alternative Names
레빈, 다니엘 U. 1935-

English (168)

Chinese (2)