WorldCat Identities

Spencer Foundation

Overview
Works: 136 works in 161 publications in 1 language and 1,389 library holdings
Genres: Conference papers and proceedings  Periodicals  History  Abstracts 
Roles: Other
Publication Timeline
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Most widely held works by Spencer Foundation
Education for democratic citizenship : a challenge for multi-ethnic societies by Roberta S Sigel( Book )

5 editions published in 1991 in English and held by 430 WorldCat member libraries worldwide

It is becoming increasingly clear that members of a host nation as well as newcomers have to learn what it means to live democratically in a multi-ethnic world and to accept diversity without fear or rancor. This volume, a result of a conference sponsored by the Spencer Foundation, asks a question of increasing significance in view of post World War II immigration patterns and the spread of democratic forms of government: ""What can educational researchers and practitioners do to prepare our youth for cooperative, constructive living in a democracy?"" This book illustrates how six post-industr
Mathematical problem solving : issues in research by Frank K Lester( Book )

2 editions published in 1982 in English and held by 365 WorldCat member libraries worldwide

This set of papers was originally developed for a conference on Issues and Directions in Mathematics Problem Solving Research held at Indiana University in May 1981. The purpose is to contribute to the clear formulation of the key issues in mathematical problem-solving research by presenting the ideas of actively involved researchers. An introduction provides an overview of each paper. The papers focus on the psychology of mathematical problem solving (R.E. Mayer), knowledge organization (E.A. Silver), implications from information-processing psychology, (D.J. Briars) building bridges between psychological and mathematics education research (F.K. Lester, Jr.), measuring problem solving outcomes (G.A. Goldin), a model for elementary teacher training in problem solving (J.F. LeBlanc), applied problem solving (R. Lesh, and M. Akerstrom), a concept-learning perspective (R.J. Shumway), and a statement of issues (H.L. Schoen). (Mns)
Education, public confidence, and the legitimacy of the modern state : is there a "crisis" somewhere? by Hans N Weiler( Book )

3 editions published in 1982 in English and held by 61 WorldCat member libraries worldwide

Data from the last several decades indicate that declining public confidence in education may be closely related to declining confidence in the authority and legitimacy of the state. Annual survey data from Gallup and others and data on declining public approval of school bond issues show the drop in public confidence in education in the 1960s and 1970s. At the same time public confidence in the state also declined, as evidenced by 1957-1977 annual survey data showing long term declines in "trusting" and long term increases in "cynical" attitudes toward government. Given the centrality of education in state activities, it is likely that declining public confidence in education reflects the wider decline in confidence in public authority. At the same time, declining confidence in education may contribute to the declining confidence in the state. Since attitudes toward education are probably more related to this general decline in confidence than to purely educational factors, actions to improve education will probably change education's public standing very little. Further research is needed, however, on the modern state's legitimacy and on the state's use of its educational activities to compensate for legitimacy lost elsewhere. (Author/RW)
Compensatory legitimation in educational policy : legalization, expertise, and participation in comparative perspective by Hans N Weiler( Book )

4 editions published in 1981 in English and held by 60 WorldCat member libraries worldwide

In recent years, arguments have been advanced from a number of theoretical perspectives in social science that the modern state faces a crisis of legitimacy in its relationship to its society and its citizens. Much governmental behavior in the area of educational policy can be interpreted as a strategy of "compensatory legitimation"--that is, as an attempt by the state to retrieve some of its legitimacy. A comparison of educational policy in West Germany and the United States shows how three major policy modes can be understood as strategies of compensatory legitimation. The three modes include the increased involvement of the courts in educational policy ("legitimation by legalization"); government utilization of experts in educational experimentation and planning in the policy-making process ("legitimation by expertise"); and the development and introduction of participatory forms of educational decision-making ("legitimation by participation"), as in the case of curriculum reform. Further research should investigate whether these strategies are successful and whether they override other policy goals, such as educational reform. (Author/RW)
Classrooms where students perceive high and low amounts of differential teacher treatment by Hermine H Marshall( Book )

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

The generation of practical theory : schools as political organizations by Samuel B Bacharach( Book )

4 editions published in 1983 in English and held by 55 WorldCat member libraries worldwide

Causal linkages of local school variables associated with successful implementation of state education improvement programs by Allan Odden( Book )

4 editions published between 1986 and 1987 in English and held by 54 WorldCat member libraries worldwide

Through programs aimed at enhancing educational effectiveness, states can play important and substantive roles in helping local schools, students, teachers, and principals improve, according to the study "State Strategies to Support Local School Improvement: Cross Site Analysis." The study identifies the key elements of the local change process that improve the skills of teachers and principals and transform schools into effective organizations. These key elements and their sequencing and linkages form a general implementation structure that schools can adopt for their own implementation efforts. The research used a case study approach to analyze data from 10 states and about 40 schools between 1983 and 1985. The study sought to identify effective state school improvement strategies, the conditions under which state strategies work effectively at the local level, and the methods by which effective strategies work. The effects of the state environment, the local environment, the state program, the local program, and program outcomes were examined. The state programs studied involved both instructional improvement programs and schoolwide improvement programs. This report reviews state and local environmental factors affecting success, then identifies influential variables at four stages of the implementation process: initiation, initial implementation, complete implementation, and institutionalization. The causal network in all four stages is presented in diagram form. (Pgd)
Mentoring and being mentored : Sex-related patterns among college professors by Janice R Mokros( Book )

2 editions published in 1981 in English and held by 24 WorldCat member libraries worldwide

Child care Quality Rating and Improvement Systems in five pioneer states : implementation issues and lessons learned by Gail Zellman( )

3 editions published in 2008 in English and held by 19 WorldCat member libraries worldwide

"As demand for child care in the United States has grown, so have calls for improving its quality. One approach that has been gaining momentum involves developing and implementing quality rating and improvement systems (QRISs), multi-component assessments designed to make childcare quality transparent to child-care providers, parents, and policymakers. By providing simple, independent public ratings of child-care quality along with feedback, technical assistance, and improvement incentives, QRIS supporters posit that these systems can inform parental choice and motivate and support quality improvements. This monograph discusses the development and implementation of QRISs in Oklahoma, Colorado, North Carolina, Pennsylvania, and Ohio, five states that were among the first to develop a QRIS. Zellman and Perlman examine decisions that each state made in developing its QRIS, the challenges each faced in implementing its system, and the lessons that were learned during the process. The authors conclude with a series of recommendations for developing, designing, implementing, evaluating, and refining QRISs based on study findings and lessons learned."--Jacket
Linguistic constructions of difference and history in the U.S. law school classroom by Elizabeth Mertz( Book )

1 edition published in 1994 in English and held by 18 WorldCat member libraries worldwide

Annual report - Spencer Foundation by Spencer Foundation( )

in English and held by 18 WorldCat member libraries worldwide

An analysis of potential additional measures of fiscal capacity of South Dakota school districts by Phillip E Vincent( Book )

2 editions published in 1978 in English and held by 11 WorldCat member libraries worldwide

Professors as models and mentors for college students by Sumru Erkut( Book )

1 edition published in 1981 in English and held by 10 WorldCat member libraries worldwide

Some psycholinguistic aspects of metaphor by Andrew Ortony( Book )

1 edition published in 1979 in English and held by 6 WorldCat member libraries worldwide

Rhetoric versus reality : what we know and what we need to know about vouchers and charter schools by Brian P Gill( )

3 editions published between 2001 and 2007 in English and held by 4 WorldCat member libraries worldwide

Education vouchers and charter schools are two of the most prominent and far-reaching forms of family-choice policies currently in evidence in the nation's elementary and secondary schools. As such, they present important challenges to the traditional provision of public education in schools that are created, governed, funded, and operated by state and local authorities. This update of Chapters One and Three of a book originally published in 2001 reviews the theoretical foundations for vouchers and charter schools and the empirical evidence of their effectiveness as set forth in hundreds of recent reports and studies. It incorporates a substantial amount of new evidence on achievement effects, and it also examines the ways in which multiple dimensions of policy design -- such as targeting, funding levels and limitations, admissions policies, academic standards and assessments, and accountability -- will determine the nature and extent of any specific program's impact. A comprehensive assessment is made of what is known about the effects of vouchers and charters in terms of not only academic achievement, but also family choice, equitable access, racial/ethnic integration, and civic socialization. The book discusses the important empirical questions that are as yet unresolved and considers the prospects for answering them in the future. Finally, it explores the details of the design of voucher and charter policies, concluding with recommendations for policymakers who are considering their enactment
Contested terrain : a history of education research in the United States, 1890-1990 ; an essay by Ellen Condliffe Lagemann( Book )

1 edition published in 1996 in English and held by 4 WorldCat member libraries worldwide

The educational ethos of the midwestern high school by Herbert A Thelen( Book )

1 edition published in 1974 in English and held by 4 WorldCat member libraries worldwide

The object of the investigations reported here is the perceptions students and teachers have of "actual" classrooms and of their "ideal" classrooms. The data come from 10 junior--level classrooms in each of five high schools. The 10 classrooms were selected as follows: two each in English, mathematics, and social Studies; with the remaining four sampling the range of other courses. The five schools were selected as follows: one middle-class highly academic college preparatory school, one lower class black trade school; one lower class black "general" school; one traditional agricultural-community school; and one innovative "democratic" school oriented to personal interests of students. The data are the responses of students and teachers on the recently developed Authenticity Legitimacy Productivity (alp)-ethos instrument; demographic data on each student; interviews with principals; and teachers' estimates of time devoted in class to various activities. The investigation was confined to two questions. Who succeeds in school? What demographic characteristics distinguish high achievers from lower achievers? The broader question was who benefits from school and, usually unexamined, what are these benefits? The second question was: For whom is the school designed? That is, for whom does it provide educational opportunities and for whom does it not? (Author/JM)
Improving productivity through education and technology by Henry M Leving( Book )

1 edition published in 1984 in English and held by 3 WorldCat member libraries worldwide

Knowing, teaching, and learning history : national and international perspectives by Peter N., Ed Stearns( Book )

1 edition published in 2000 in English and held by 2 WorldCat member libraries worldwide

This four-part volume identifies the problems and issues in late 20th and early 21st-century history education, working towards an understanding of this evolving field. It aims to give both students and teachers insights into the best way of developing historical understanding in pupils
Issues in semantic memory : a response to Glass and Holyoak by Edward Joseph Shoben( Book )

1 edition published in 1978 in English and held by 2 WorldCat member libraries worldwide

Glass and Holyoak (1975) have raised two issues related to the distinction between set-theoretic and network theories of semantic memory, contending that: (a) their version of a network theory, the Marker Search model, is conceptually and empirically superior to the Feature Comparison model version of a set-theoretic theory; and (b) the contrast between set-theoretic and network theories parallels distinctions in formal semantics that are concerned with analyticity and binary truth values. This paper takes issue with both of these claims, first arguing that the set-theoretic vs. network distinction is orthogonal to issues like analyticity and binary truth. The Marker Search and Feature Comparison models are then considered in detail. Objections are raised to some of the theoretical mechanisms postulated in the Marker Search model, and Glass and Holyoak's criticisms of the Feature Comparison model are discussed. Finally, new experimental results that undermine the critical empirical base for the Marker Search model are presented. (Author/TJ)
 
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Child care Quality Rating and Improvement Systems in five pioneer states : implementation issues and lessons learned
Covers
Rhetoric versus reality : what we know and what we need to know about vouchers and charter schoolsKnowing, teaching, and learning history : national and international perspectives
Languages
English (64)