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2. What Is Opportunity? Defining, Operationalizing, and Measuring the Goal of Postsecondary Educational Opportunity. A Concept Paper.
- Author
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Institute for Higher Education Policy, Washington, DC., Education Resources Inst., Boston, MA., Council for Opportunity in Education, Washington, DC., O'Brien, Colleen, Redmond, Christina, and Cunningham, Alisa Federico
- Abstract
Asserting that there is so little understanding of what "opportunity" means within the context of access to higher education that use of the word may cloud rather than clarify policy debate, this concept paper served as a resource document to aid participants at a 1999 seminar sponsored by the Council for Opportunity in Education. The paper includes: (1) a discussion of possible definitions of postsecondary opportunity; (2) a review of possible benchmarks of the minimum achievement levels that must be met to ensure opportunity and indicators of that achievement; (3) a discussion of the role of data in defining and measuring opportunity; and (4) an examination of the future agenda for defining, operationalizing, and measuring the parameters of postsecondary educational opportunity. Contains 38 references. (EV)
- Published
- 1999
3. Ten Public Policy Issues for Higher Education in 1996. AGB Public Policy Paper Series No. 96-1.
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Association of Governing Boards of Universities and Colleges, Washington, DC.
- Abstract
This paper is the third in a series of yearly efforts to identify the top public-policy issues facing higher education. Each of the 10 issues is discussed in terms of likely developments in 1996 and the near future, the issue's various aspects, and sources of further information on the issue. Issues identified and discussed are: (1) cost containment and productivity (Congressional hearings on college costs and tuition increases are likely in 1996); (2) affirmative action (how this controversial issue is resolved could have a major impact on hiring, promotion, and admission policies); (3) student financial aid (focus will be on funding levels of federal and state aid); (4) governance and privatization (the role of governing boards and privatization is a major issue in several states); (5) federal tax debate (proposals concerning a flat-tax, consumption-tax, and discontinuation of private institutions' tax exemptions will impact institutions); (6) economic development (more debate at the state level on higher education's role in stimulating economic development is likely); (7) federal research issues (Congress will debate federal research funding and indirect-cost recovery policies); (8) distance learning and technology (the federal telecommunications bill could have important effects in this area); (9) campus climate (deterioration in campus climate could have public policy implications; and (10) regulation and accountability (regulatory relief will continue on the federal and state levels). (DB)
- Published
- 1996
4. Attention-Deficit/Hyperactivity Disorder. NICHCY Briefing Paper. 3rd Edition.
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National Information Center for Children and Youth with Disabilities, Washington, DC. and Fowler, Mary
- Abstract
This briefing paper uses a question-and-answer format to provide basic information about children and adolescents with attention deficit/hyperactivity disorder (AD/HD). It is intended to help parents, teachers, and others interested in AD/HD know what to look for, what to do, and how to get help. Questions address the following concerns: nature and incidence of ADD; causes of ADD; signs of ADD (inattention, hyperactivity, impulsivity, hyperactivity, disorganization, and disinhibition); the diagnostic AD/HD assessment; how to get one's child evaluated for AD/HD; treatment of AD/HD (education about the disorder, behavior management, medication, and appropriate educational programming); determining if special education will help a child with AD/HD; determining the eligibility of a child for special education services; the child's legal rights for special education; what teachers can do to help a child with AD/HD (includes tips for adapting curriculum and instruction, providing supports to promote executive function, using memory boosters, and using attention getters and keepers), and locating a support group. Four inserts list disorders that co-occur with AD/HD, discuss early intervention services, list ways to improve life in general, and list teaching strategies. A selected bibliography lists 12 references, 4 relevant organizations, and 27 books and videos. (CR)
- Published
- 2002
5. Who's Caring for Our Youngest Children? Child Care Patterns of Infants and Toddlers. Occasional Paper Number 42. Assessing the New Federalism: An Urban Institute Program To Assess Changing Social Policies.
- Author
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Urban Inst., Washington, DC., Ehrle, Jennifer, Adams, Gina, and Tout, Kathryn
- Abstract
Despite the growing interest in the care of children younger than age 3, there is little national information available on their current child care arrangements. This study used data from the National Survey of America's Families on the types of care, hours in care, and the number of nonparental arrangements for under-age-3 children of working mothers. The study also examined how aspects of care differ depending on characteristics of the children and families. The study found that 73 percent of infants and toddlers of employed mothers were cared for primarily by a nonparent during the mothers' working hours: 27 percent by relatives, 22 percent center care, 17 percent family care, and 7 percent nannies/babysitters. Thirty-nine percent were in care full-time. Type of care varied according to the age and race/ethnicity of the child. Center care was more common among children of more highly educated mothers. Center care also was used more often for children of higher-income families than for children of low-income families. Relative care was most common for low-income families. Children of single parents were more likely than two-parent families to rely on relatives for care. More children of single parents than two-parent families were in care full-time, as well. Types of care used differed depending on the amount of time parents had available. Time in nonparental care declined dramatically as parent availability increased. Twenty-seven percent of children were cared for primarily by a relative, with 51 percent of these children in multichild settings. Data tables are appended. (Contains 11 references.) (KB)
- Published
- 2001
6. Accreditation and Student Learning Outcomes: A Proposed Point of Departure. CHEA Occasional Paper.
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Council for Higher Education Accreditation, Washington, DC. and Ewell, Peter T.
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The primary purpose of this document is to provide accrediting organizations with guidance about how to engage evidence of student learning as they establish policies, standards, and approaches to review. As a result, it addresses three main topics: (1) accreditors must be clear about terminology when considering evidence of student learning outcomes; (2) accreditors have to face a number of policy choices about evidence of student learning outcomes; and (3) they will encounter a similar set of issues when examining student learning that need to be identified systematically. Accrediting organizations must be more aggressive and creative in requiring evidence of student learning outcomes as an integral part of their standards and processes for review. The accrediting community must become more vocal and articulate in talking about evidence of student learning outcomes, and each individual accreditor must choose a coherent rationale that underlies its approach to student learning outcomes, and then must use this rationale to explain the procedures it adopts. Accreditors need a language with which to talk with one another about what they are doing. All accreditors would benefit form the development of common resources. The growing body of accreditation experience should be organized for use by the community in common. (SLD)
- Published
- 2001
7. NASA's Great Observatories: Paper Model.
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National Aeronautics and Space Administration, Washington, DC.
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This educational brief discusses observatory stations built by the National Aeronautics and Space Administration (NASA) for looking at the universe. This activity for grades 5-12 has students build paper models of the observatories and study their history, features, and functions. Templates for the observatories are included. (MVL)
- Published
- 1998
8. Reading and Learning Disabilities. NICHCY Briefing Paper. 3rd Edition.
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National Information Center for Children and Youth with Disabilities, Washington, DC., Kupper, Lisa, Kupper, Lisa, and National Information Center for Children and Youth with Disabilities, Washington, DC.
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Intended for parents of children with reading and learning disabilities, this publication provides basic information and identifies related organizations and other resources. The first section is an article titled, "A Look at Learning Disabilities in Children and Youth" (Larry B. Silver). This article reviews types of learning disabilities (based on stages in an information processing model) and detecting and treating learning disabilities in children. The second section offers specific suggestions for parents, such as participating in the child's Individualized Education Program planning, teaching through the child's areas of strength, and encouraging the child to develop any special talent. The third section discusses adults with reading or learning problems and stresses the need for diagnostic testing and the questioning of evaluators. The final section is an annotated directory of organizations including national clearinghouses and government and state agencies, national learning disability organizations, and national literacy organizations. (Contains 32 references.) (DB)
- Published
- 2000
9. The X-1 Paper Glider Kit: Investigating the Basics of Flight with a Model of the First Supersonic Aircraft. Educational Brief.
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National Aeronautics and Space Administration, Washington, DC.
- Abstract
This brief discusses the basics of flight using a model of the first supersonic aircraft. This activity for grades 5-12 has students build a glider and learn how to change the flight characteristics of the glider. A template for the glider is included. (MVL)
- Published
- 2000
10. Statistics for Policymakers or Everything You Wanted To Know about Statistics but Thought You Could Never Understand. Working Paper Series.
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National Center for Education Statistics (ED), Washington, DC. and Ahmed, Susan
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This working paper contains the overheads used in a seminar designed to introduce some basic concepts of statistics to nonstatisticians. The seminar has been presented on several occasions. The first part of the seminar, and the first set of overheads, deals with the essentials of statistics, including: (1) population, sample, and inference; (2) standard errors and confidence intervals; (3) statistical significance; (4) correlation and linear regression; and (5) graphics. The second part of the seminar, and the second group of overheads, concerns basic principles of research design and analysis, including operationalizing terms, types of bias, confounding, and aspects of validity and reliability. (Contains 91 overheads.) (SLD)
- Published
- 1997
11. Provision of Library Service for Blind and Physically Handicapped Individuals in New England from a Central Facility. A Paper for Discussion with the State Librarians of Connecticut, Maine, Massachuestts, New Hampshire, Rhode Island, and Vermont.
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Library of Congress, Washington, DC. National Library Service for the Blind and Physically Handicapped. and Martin, Thomas J.
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This discussion paper identifies how the New England Facility could be established to offer service for the blind and physically handicapped. Following a premise which outlines typical library services, the New England Facility is described in terms of its approach to service; facility size (total square footage); staffing needs and responsibilities; staffing costs; annual operating costs; apportionment of annual costs; and set-up costs. A summary of the costs concludes the main body of the paper. Appended materials include the fiscal year 1990 statistics for each of the New England states; a review of automation activities in each state; the title of the authorizing legislation for the regional libraries of each of the states; and the names of the compilers of this paper. (MAB)
- Published
- 1992
12. Accreditation, Assessment, and Institutional Effectiveness: Resource Papers for the COPA Task Force on Institutional Effectiveness.
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Council on Postsecondary Accreditation, Washington, DC.
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This resource document presents four papers that were prepared by members of the Task Force on Institutional Effectiveness of the Council on Postsecondary Accreditation concerning issues related to assessments of institutional effectiveness and the use of assessment in the process of institutional accreditation. The first paper, "Outcomes Assessment, Institutional Effectiveness, and Accreditation: A Conceptual Exploration" (Peter T. Ewell), deals with some of the basic principles and issues involved in the use of outcomes assessment in accreditation, explores some of the tensions and alternatives these create, and develops recommendations for resolution. The second paper, "Incorporating Assessment into the Practice of Accreditation: A Preliminary Report" (Ralph Wolff), reports the results of a survey of those responsible for assessment activities including their practices, their level of knowledge of assessment issues, and their perception of the effectiveness of their current outcomes assessment practices. The third paper, "Methods for Outcomes Assessment Related to Institutional Accreditation" (Thomas Hogan), reviews the various methods of outcomes assessment and discusses their advantages and limitations. The last paper, (Trudy W. Banta), represents a selected 62-item bibliography of articles and documents about outcomes assessment in higher education. (GLR)
- Published
- 1992
13. On Change III: Taking Charge of Change: A Primer for Colleges and Universities. An Occasional Paper Series of the ACE Project on Leadership and Institutional Transformation.
- Author
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American Council on Education, Washington, DC., Eckel, Peter, Green, Madeleine, and Hill, Barbara
- Abstract
This resource book reflects the assumptions, structure, and insights of the American Council on Education's Project on Leadership and Institutional Transformation, a 6-year study that involved 26 institutions involved in comprehensive change. The first section of the primer, "Creating the Context," focuses on key issues that form the backdrop for any change initiative: institutional characteristics that influence the change process; procedural issues; and aspects of institutional culture. Section 2 focuses on the strategies and structures that facilitate action. The third section provides an organizing framework for understanding the extent to which institutions are making progress and the evidence they have of their progress. An epilogue discusses the ways in which the experiences of the institutions participating in this project show that "change changes." Their experiences also show how fluid, and often how idiosyncratic, the change process is. Whether looking for language to make a case, actions to take, or pitfalls to avoid, any institution that want to undertake change can find something of value in this primer. An annotated list of 17 resources is attached. (Contains 24 references.) (SLD)
- Published
- 1999
14. The Wage Gap: Briefing Paper #1.
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National Committee on Pay Equity, Washington, DC.
- Abstract
Women have made slow, steady progress in the labor market since 1979, but the wage gap has not narrowed significantly. This briefing paper updates a September 1987 paper based on "Male-Female Differences in Work Experience, Occupations, and Earnings: 1984" (Current Population Reports, Household Economic Studies, Series P-70, No. 10, issued in August 1987). Current earnings data were drawn from "Money Income of Households, Families, and Persons in the United states: 1987" (Current Population Reports, Consumer Income, Series P-60, No. 162, issued February 1989) and unpublished Bureau of Labor Statistics data. The "wage gap" is defined as the annual female-male earnings ratio for full-time workers. The following highlights are briefly discussed: (1) there is confusion surrounding the actual wage gap because of changes in the way data are gathered; (2) the wage gap was not sharply reduced; (3) some reduction in the gap is due to a decrease in men's real earnings; (4) women's work interruptions for family reasons have little effect on the wage gap; (5) job segregation critically affects the wage gap; (6) Blacks and Hispanics of both sexes continue to earn less than Whites; and (7) women's participation and earnings are up in some but not all occupations. Statistical data are included on five tables. (FMW)
- Published
- 1990
15. Adult Education in the 1990s: A Report on the 1991 National Household Education Survey. Working Paper Series.
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National Center for Education Statistics (ED), Washington, DC., Kopka, Teresita L. Chan, Schantz, Nancy Borkow, and Korb, Roslyn Abrevaya
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The 1991 National Household Education Survey adult education component, a household-based data collection, provided estimates of adult education participation. About 32 percent of adults participated in adult education during the prior 12 months to the 1991 survey. Adults 25-54 years old, persons with a bachelor's degree or higher, and employed persons tended to participate at a higher rate. More than one-half were female; most were white. Nearly 60 percent of course taking was to improve or advance in a current job--a pattern more evident for males than females. Almost 65 percent of course taking by employed persons was to improve or advance in current jobs; 58.9 percent by those not in the labor force was for personal or social reasons; and 82 percent by unemployed persons was a requirement for a degree or diploma, training for a new job, and job improvement or advancement. Men were more likely to take courses provided by business and industry, women to take courses provided by four- or two-year colleges. Labor unions and professional associations were among the larger providers to persons working in management and professional fields. Common sources of financial support were the business community or participants. Over 60 percent of all course taking had some type of employer involvement. Nonparticipants were less likely to report barriers to participation. Work schedules, meeting times, costs, and family responsibilities were among the barriers identified. (Technical notes are appended.) (YLB)
- Published
- 1998
16. Geographic Variations in Public Schools' Costs. Working Paper Series.
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National Center for Education Statistics (ED), Washington, DC. and Chambers, Jay G.
- Abstract
This report addresses the following question: How much more or less does it cost to provide the same levels of educational resources across different geographic locations in the United States? To answer this question, the report develops a comprehensive geographic cost-of-education index (GCEI) that focuses on the prices of inputs (personnel and nonpersonnel items) used in the provision of school services purchased by schools. This approach builds on previous work and uses a "hedonic wage" model to examine the overall patterns of variation in the salaries and wages of certificated and noncertificated personnel. The model provides a comprehensive framework for understanding the various factors that underlie variations in the patterns of employee compensation. Using the model, a comprehensive geographical cost-of-education index was constructed for each school district in the U.S. for each of three school years: 1987-88, 1990-91, and 1993-94. The most dramatic finding was the differences across states in the access to educational resources and services and the relationship between actual and real (cost-adjusted) spending. Results show that the highest cost district in the U.S. spends more than 2.6 times as much as the lowest cost district to recruit and employ similar school personnel. (RJM)
- Published
- 1998
17. The Children's Budget Report: A Detailed Analysis of Spending on Low-Income Children's Programs in 13 States. Occasional Paper Number 14.
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Urban Inst., Washington, DC., Flores, Kimura, Douglas, Toby, and Ellwood, Deborah A.
- Abstract
State, federal, and local spending on low-income children are examined for 13 states to help policymakers see the priorities that are actually reflected in their spending. The 13 states were chosen to ensure geographic, political, and economic diversity as part of the "Assessing the New Federalism" project, and together they include about half of the U.S. population. The first section discusses the nature of state fiscal data and the methodology for the study of spending. The second section documents the amount the federal, state, and local governments spend on children's programs and described the variation in spending across the states. The third section analyzes the spending from state and local governments, and the fourth section determines whether the variation in spending is related to a state's ability to raise revenue. The fifth section reviews the broad distribution of state expenditures among six categories of children's programs, and the sixth section examines spending in these categories in more depth. The final section summarizes the study's findings. Because of the study's focus on low-income children, most of the discussion is devoted to programs other than education, since education programs benefit all children. The sixth section does, however, contain an analysis of amounts spent on child care and early childhood development. An appendix contains supplemental information, including a discussion of data sources. (Contains 14 figures and 21 tables.) (SLD)
- Published
- 1998
18. International Education Expenditure Comparability Study: Final Report, Volume I. Working Paper Series.
- Author
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SMB Economic Research, Inc., Washington, DC., Pelavin Research Inst., Washington, DC., and Barro, Stephen M.
- Abstract
This is Volume I of the final report of the Study of International Comparability of Statistics on Education Expenditures, undertaken to assess the validity of international comparisons based on expenditure statistics compiled by the Organization for Economic Cooperation and Development and the United Nations Educational, Social, and Cultural Organization. The implications of deviations from comparability were studied, and the prospects and options for making international expenditure statistics more comparable in the future were considered. This, the main volume, examines the nature, prevalence, severity, and causes of problems in comparing education expenditures across countries, and it assesses progress to date in correcting these problems and options for further improvement. The second volume offers a quantitative analysis of the combined effects of multiple comparability problems on international comparisons of selected expenditure statistics and indicators. An executive summary presents findings of both volumes. The following sections are included in Volume I: (1) "Introduction and Background"; (2) "Overview of Comparability Problems"; (3) "Defining the Boundaries of Education"; (4) "Classification of Expenditures by Level of Education"; (5) "The Public and Private Dimensions of Education Expenditures"; (6) "Expenditures for Particular Functions, Services, and Cost Categories"; (7) "Special Issues Concerning Expenditures for Tertiary Education"; (8) "Statistics on Uses of Education Funds (Expenditures by Nature and Resource Category"; (9) "Education Expenditures by Source of Funds"; (10) "Enrollment Statistics and Expenditures per Student"; (11) "General Findings, Conclusions, and Implications." Three annexes present the study questionnaire and finance data collection tables. (Contains 6 tables and 32 references.) (SLD)
- Published
- 1997
19. Status of Data on Crime and Violence in Schools: Final Report. Working Paper Series.
- Author
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Pelavin Research Inst., Washington, DC. and Khattri, Nidhi
- Abstract
Several Federal programs and initiatives are underway to reduce crime and violence in the schools. In connection with these efforts, Congress had passed legislation requiring the National Center for Education Statistics to collect data about the seriousness and incidence of violence in elementary and secondary schools. This report presents an overview of existing national datasets that can be used to satisfy this legislative requirement. Information related to school crime and violence in these datasets is described, and the quality of that information is assessed. Strengths and weaknesses of a report to Congress based on the most recently collected data are discussed, and recommendations are made for developing a survey system designed to collect rigorous and detailed information on crime and violence in the schools. The following national datasets are reviewed: (1) Monitoring the Future (National Institute on Drug Abuse); (2) Youth Risk Behavior Survey, 1993, 1995 (Centers for Disease Control); (3) Schools and Staffing Survey (National Center for Education Statistics) (NCES); (4) National Household Education Survey (NHES); (5) The American Teacher: Violence in America's Schools (Metropolitan Life Insurance Company); (6) School Crime Supplement of the National Crime Victimization Survey (Bureau of Justice Statistics and the National Institute of Justice); (7) National Crime Victimization Survey (Bureau of Justice Statistics); and (8) National Education Longitudinal Study of 1988 (NCES). A review of the nature and quality of the information in these databases leads to the conclusion that most of them are appropriate for preparing a report to Congress. However, use of the National Education Longitudinal Study is not recommended, because it contains no information not already available in more recent databases. Information in the National Household Education Survey is also available from other databases. Collectively the recommended surveys provide a relatively large picture of the extent of crime, violence, and against-regulation behavior in schools. More and better information on student-level, teacher-level, and school-level crime and violence could be collected by a survey developed by the NCES that would include items that discriminate among different types of nonviolence and violent crimes and against-regulation behaviors. Appendixes describe the national databases and contain crosstabulation tables. (Contains 12 tables and 8 references.) (SLD)
- Published
- 1997
20. Respite Care. Briefing Paper. Interim Update.
- Author
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National Information Center for Children and Youth with Disabilities, Washington, DC., Academy for Educational Development, Washington, DC., Ambler, Lana, and Kupper, Lisa
- Abstract
The challenges that families face in caring for a child with a disability or a chronic illness are reviewed in this report on respite care. A parent's narrative describes the difficulties in providing around-the-clock care to a child with a chronic illness. The benefits of respite care are outlined as follows: gives the family peace of mind, allows the family to enjoy favorite pastimes, improves the family's ability to cope with daily responsibilities, helps preserve the family unit, allows the family to become involved in community activities, allows the family to take a needed vacation, and makes it possible for family members to establish individual identities. The federal legislation impacting on respite care is reviewed and the funding problems are addressed. Suggestions are provided for parents on determining whether the family could benefit from respite care, locating respite care services, and asking the right questions to obtain essential information from service agencies. Contains a resource list of 9 references, 6 additional resources, and 18 organizations. (CR)
- Published
- 1996
21. A Look at Charter Schools. A Background Paper for the U.S. Department of Education's 'Satellite Town Meeting' March 19, 1996.
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Department of Education, Washington, DC.
- Abstract
Charter schools are publicly financed schools that are governed by teachers, parents, administrators, or others who want to create and manage an innovative public school. This document briefly defines charter schools and provides an overview of their history. It also discusses the stance toward charter schools taken by President Clinton, who recognizes the benefits of developing public school-choice programs. Section 10301 of the new Improving America's Schools Act seeks to increase national understanding of the charter-schools model by providing financial assistance for the design and initial implementation of charter schools. Other federal funds, including Goals 2000 and School-to-Work, may be used by states and communities to support charter schools. The first grants to be awarded under the charter-schools startup grant program were awarded in March 1996. The document briefly describes 10 charter schools across the United States and offers tips on how to expand public-school choice and charter schools and how to improve individual public schools. A list of state contacts for charter schools is included. (LMI)
- Published
- 1996
22. Credentialing in the Health, Leisure, and Movement Professions. Trends and Issues Paper No. 5.
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ERIC Clearinghouse on Teacher Education, Washington, DC. and Summerfield, Liane M.
- Abstract
This trends and issues paper considers the emerging presence of credentialing programs in the health, leisure, and movement professions in which such diverse occupations as health education teachers, aerobics instructors, exercise physiologists, dance therapists, community park managers, intramural directors, and military fitness instructors are included. The publication's purpose is to assist: (1) students in career planning; (2) professionals who evaluate credentialing options; (3) college and university faculty involved in curriculum design; and (4) professional organizations considering the development of a credentialing program. The document is organized into two parts. The first, entitled "General Trends and Issues in Credentialing," includes: a definition of credential; credentialing in health, leisure, and movement; and references and resources. Part two, "Credentialing Programs in Health, Leisure, and Movement," incorporates the most up-to-date information on several credentialing programs in each field including: parks, recreation, and leisure services; intramural-recreational sports administration; health education; dance education; dance/movement therapy; physical fitness/conditioning leadership; and physical fitness assessment. (LL)
- Published
- 1991
23. Attention Deficit Disorder. NICHCY Briefing Paper.
- Author
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Interstate Research Associates, Inc., Washington, DC., National Information Center for Children and Youth with Disabilities, Washington, DC., and Fowler, Mary
- Abstract
This briefing paper uses a question-and-answer format to provide basic information about children with attention deficit disorder (ADD). Questions address the following concerns: nature and incidence of ADD; causes of ADD; signs of ADD (impulsivity, hyperactivity, disorganization, social skill deficits); the diagnostic ADD assessment; how to get one's child evaluated for ADD; treatment of ADD (education about the disorder, behavior management, medication, and appropriate educational programming); helping to improve the child's self esteem; determining if the ADD child needs special education; the child's legal rights for special education; and locating a support group. Three inserts list the diagnostic criteria for ADD, identify specific strategies for improving the self-esteem of the child with ADD, and summarize a recent policy clarification from the U.S. Department of Education. A selected bibliography lists 12 print materials and 5 relevant organizations. (DB)
- Published
- 1991
24. Home Study Academic Transcripts. NHSC Occasional Paper Number 10.
- Author
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National Home Study Council, Washington, DC. and Welch, Sally R.
- Abstract
Academic transcripts are becoming increasingly important in home study environments because they are gaining wider use as "sales tools" by home study program graduates seeking acceptance of their home study work by employers and registrars. Well-designed transcripts have become an excellent alumni service and subtle marketing device that all schools should provide. Issuing institutions must ensure that documents transmitted as transcripts are appropriate for their intended use and contain at least the following essential data elements: identification of the institution; identification of the student; basis of admission; record of work pursued; academic status; statement of graduation; supplemental information for graduate students; and last entry notation. In accordance with pertinent federal legislation, transcripts are normally issued only at a student's request. For the reader's convenience, official transcripts should be accompanied by a key or legend containing 15 items (including information about any institutional name/location changes, the grading system used, and method of certification as an official transcript). There are a number of steps that institutions issuing and receiving transcripts can take to reduce the forgery problem. Keeping student transcripts secure requires careful consideration of physical security, staff security, supplies/equipment, and electronic data storage procedures. (Two sample transcripts are included.) (MN)
- Published
- 1994
25. Encouraging Refugee Awareness in the Classroom: A Guide for Teachers. Issue Paper.
- Author
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American Council for Nationalities Service, Washington, DC. U.S. Committee for Refugees., DeCarlo, Jacqueline, and Hamilton, Virginia
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This lesson packet focuses on the growing situation of refugees and cultural awareness. In the document are definitions of terms, suggestions for infusing lessons on the refugees into the curriculum, and resource information. One of the purposes of working to create refugee awareness is to help ordinary students become extraordinary citizens of American society and the world community. The document is divided into the following sections: (1) "Introduction"; (2) "Overviews of Current Refugee Emergencies"; (3) "Proven Lesson Planning Ideas" (e.g., Analyzing Refugee Experience, Applying the Durable Solutions, Exhibiting a Willingness to Respond); (4) "Teacher Resources"; and (5) "Conclusion." (EH)
- Published
- 1994
26. The Effectiveness of the Home Study Method. NHSC Occasional Paper Number 9.
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National Home Study Council, Washington, DC. and Welch, Sally R.
- Abstract
Originally conceived as a "substitute" form of education, instruction by correspondence or distance education was formally recognized in the United States in 1883 and has since developed into an alternative form of instruction preferred by millions of people. In the past 100 years, home study enrollments in the United States have grown from several hundred to well over 3 million annually. Home study has been recognized as effective by many private and public sector organizations, including employers, schools/universities, licensing boards, government agencies, the military and unions/trade associations. In the United States, home study schools are evaluated and accredited by the National Home Study Council, National University Continuing Education Association, and Program on Non-Collegiate Sponsored Instruction. Numerous research studies have documented the effectiveness of correspondence, extension, and distance instruction. Many criticisms of distance learning are based on unfair comparisons with conventional educational programs with no consideration of the fact that distance education programs tend to serve part-time adult students who have more outside obligations than conventional students. For many years, the correspondence instruction method has been used successfully to provide high school course work. In 1992-93, 127 accredited U.S. institutions were offering campus-free college degrees in hundreds of fields. (Contains 30 references.) (MN)
- Published
- 1993
27. The Power of Our Ideas: Papers from the 1992 Principals Academy.
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National Catholic Educational Association, Washington, DC., Feistritzer, Patricia, and Walsh, Anne
- Abstract
During summer 1992, 32 administrators of Catholic elementary schools participated in the 1992 Principals Academy in Washington, D.C. This document contains 21 articles related to issues on which the academy focused--leadership, public policy, school and society (responding to multicultural diversity), and educational technology. A list of priority directional statements is also included, which evolved from the National Congress on Catholic Schools for the 21st Century. (LMI)
- Published
- 1993
28. Conducting Graduate Surveys. NHSC Occasional Paper Number 5.
- Author
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National Home Study Council, Washington, DC. and McKeown, Mary
- Abstract
Graduate surveys are a good way for home study schools to determine whether graduates are getting jobs in their field of training and whether courses are meeting student expectations. Although telephone surveys are more costly and time-consuming than mail surveys, they are usually more accurate. Survey response rates can be boosted to 50-60% by making surveys brief, anonymous, and "official looking." Survey planners should take the following steps: decide whether to make the survey an in-house or outside operation; prepare a survey budget covering survey administration, analysis, and follow-up costs; delegate control of the survey to a responsible administrator with knowledge of surveys and in-house and vendor capabilities; select an attractive survey format; make cover letters courteous and brief; enclose a return envelope; make a list of question topics directly related to survey objectives, group the topics into logical categories, and determine whether individual questions will be open or closed ended; limit surveys to two sheets; balance the need to require identifying information and ensure respondent confidentiality; make surveys readable, arrange for pretests of surveys; and survey graduates' employers and colleges. (Four sample cover letters and six sample surveys are included.) (MN)
- Published
- 1992
29. Urbanization and Environmental Quality. Resource Papers for College Geography.
- Author
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Association of American Geographers, Washington, DC. Commission on College Geography. and Lakshmanan, T. R.
- Abstract
The resource paper examines urban problems related to the environment. It is suitable for use in undergraduate or graduate courses in urban geography, economic development and environment, urban environment, and environmental policy analysis. The paper is organized in five chapters. The introduction traces the concern with environmental quality which began in England and the United States around 1900. Chapter II provides perspectives on urban environmental quality. Topics include economic activities and environmental problems, and differentials in urban environmental quality. Chapter III discusses principles of urban environmental quality. Subjects are the physical impacts of urbanization; externality, social costs, pollution, and congestion; spatial structure of the urban environment; and input-output analysis of economic and envrionmental interactions. Chapters IV and V focus on the urban environment in affluent and low income societies. The Strategic Environmental Assessment System (SEAS) developed by the Environmental Protection Agency, the context of contemporary urbanization, resources for urban environmental improvement, and implications for environmental policy are discussed. Charts, maps, and tables depict problems and principles illustrated in each chapter. (KC)
- Published
- 1977
30. A Guide for Delinquency Prevention Programs Based in School Activities: A Working Paper.
- Author
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Westinghouse National Issues Center, Columbia, MD.. and Johnson, Grant
- Abstract
This paper is intended to help program developers to initiate or refine school-based, self-contained delinquency prevention programs. These programs are limited, short-term efforts to minimize delinquent behavior among youth by creating school situations in which the factors that contribute to delinquent behavior are reduced. Designed as an accompanying document to a monograph that reviews theory, research, principles, strategies, and options concerning delinquency prevention, the paper describes desirable program features and suggests activities through which those strategies and principles can be applied. Following an introductory section, chapter 2 presents an overview of self-contained delinquency prevention programs and their benefits; compares such programs with larger scale efforts for selective organizational change; and explains why the focus is on schools. Chapter 3 describes program features in detail, and refers to the principles and strategies upon which they are based. The features discussed include content and activities, participants, program routine, setting, and evaluation. Finally, chapter 4 explains how the principles and strategies apply to tasks and activities in a sequence of implementation steps, and contains recommendations for initially assessing prospects for a program, obtaining support, and developing a plan of action. (Author/MJL)
- Published
- 1980
31. Replacing Science and Engineering Faculty in the 1990s. Occasional paper 89-4.
- Author
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Commission on Professionals in Science and Technology, Washington, DC. and Vetter, Betty M.
- Abstract
A future faculty shortage problem in science and engineering areas is discussed. The trends of enrollment of undergraduate and graduate student by field are described. Data on current faculty, faculty vacancy rates, and faculty characteristics are presented and discussed. The characteristics include the citizenship, age, sex, and ethnic background of faculty members. Future demands are discussed by field and institution. It is concluded that time to institute a policy change is running out for the United States. Now is the last possible moment to begin to recruit U.S. students (and, particularly women and minority students) to prepare for faculty careers in the 1990s and beyond. Statistical data are provided for many variables. Lists 22 references. (YP)
- Published
- 1989
32. On TESOL '81. Selected Papers from the Annual Conference of Teachers of English to Speakers of Other Languages (15th, Detroit, Michigan, March 3-8, 1981).
- Author
-
Teachers of English to Speakers of Other Languages., Hines, Mary, and Rutherford, William
- Abstract
The 20 conference papers in this volume address five general themes related to English as a second language (ESL): the ESL learner, the teacher, second language acquisition theory and practice, bilingual education, and the use of literature in second language classrooms. Among the specific topics addressed are: successful learning styles, ethnic styles in classroom discourse, ESL reading proficiency testing strategies, second language learning strategies in the elementary classroom, teacher education, teaching methods for advanced composition, the Whorfian hypothesis, language use in bilingual classrooms, the Lau decision, multiethnic American literature as an ESL resource, and enhancing language awareness through poetry. (RW)
- Published
- 1982
33. Assimilation and Socioeconomic Advancement of Hispanics in the U.S. Staff Working Paper.
- Author
-
Population Reference Bureau, Inc., Washington, DC. and O'Hare, William P.
- Abstract
This paper presents an overview of the socioeconomic status and advancement of the Hispanic population in the United States. The study uses both socioeconomic indicators and noneconomic measures to assess the level of Hispanic assimilation, and analyzes the influence of subgroup affiliation, place of birth, and length of time since immigration on socioeconomic stratification. The paper is comprised of seven sections. Section 1, "Introduction," discusses theoretical and methodological considerations and presents a demographic overview of Hispanic Americans. Section 2, "Income and Earnings of Hispanics," finds greater declines in family income and individual earnings for Hispanics than for Whites or Blacks during the 1980s. Section 3, "Poverty and Welfare Use Among Hispanics," indicates increases in the poverty rate and number of welfare recipients. Section 4, "Education," reports increases in Hispanic educational attainment in the 1980s but a persistent lag behind that of Whites. Section 5, "Homeownership," finds Hispanics less likely than Blacks or Whites to own homes in 1986. Section 6, "Occupation and Labor Force Participation," examines trends in employment and unemployment. Section 7, "Other Measures of Assimilation and Integration," uses the following measures to analyze Hispanic assimilation: (1) English language usage; (2) residential integration; (3) intermarriage; and (4) fertility. Statistical data are presented on 29 tables. (AF)
- Published
- 1989
34. The Invisible Disability: Understanding Learning Disabilities in the Context of Health and Education. Occasional Paper 11.
- Author
-
Learning Disabilities Association of America, Pittsburgh, PA., National Health/Education Consortium., and Accardo, Pasquale
- Abstract
This paper reviews the state of the art concerning how learning disabilities (LD) are defined; how students with LD and their families are affected; and how LD can be addressed by interdisciplinary teams of health and education professionals. The emphasis is on dispelling the myth that children with LD are not at serious risk for adverse educational and health outcomes because LD are "mild." Major sections of the paper address the following topics: (1) defining LD (inclusions, exclusions, and subtypes); (2) the role of the health care community (assessment and diagnosis, the importance of diagnosis, medication, and the need for health professionals to collaborate with educators); (3) the role of the education community (early intervention, school-based interventions, medication, the gifted student with learning disabilities, secondary and postsecondary education, and the need to collaborate with health professionals); and (4) the role of parents (the importance of understanding treatment and the emotional impact of LD). Appendices list LD myths and misconceptions and causes of school failure. A glossary is provided. Overviews of the Learning Disabilities Association and the National Health and Education Consortium are also included. (Contains 23 references.) (DB)
- Published
- 1996
35. The Fail-Safe Micro Research Paper.
- Author
-
Washington Area Teachers of English to Speakers of Other Languages. and Saunders, Mary Anne
- Abstract
A key element in a research paper writing assignment modified for students of English as a second language to assure their success is teacher control over most of the process. A chronological plan for action for the micro research project includes these steps: creating an awareness of current events and controversial issues, practicing necessary writing skills, choosing a topic, locating sources in the library, making the final selection of articles, reading and analyzing the articles, synthesizing the information, documenting the source material, and writing the paper. The papers are evaluated for content, organization, grammar, mechanics, and vocabulary, and returned for student revision, with at least an hour of individual student-teacher discussion. Individualization for a more advanced student is accomplished by making the task more complex, varying the source-gathering task, or having the student cover a related but slightly different topic. Students have reacted to the assignment with increased self-confidence and understanding of the research process, and there is little chance for plagiarism or major error to occur. (MSE)
- Published
- 1986
36. The Diverse Sources of Federal Financial Support of Schools. School Finance Project. Working Paper.
- Author
-
National Inst. of Education (ED), Washington, DC. and Miller, Vic
- Abstract
Federal programs outside the Department of Education (ED) provide significant financial support to elementary and secondary education, according to this paper. The authors give capsule descriptions of over two dozen such non-ED programs, compare changes in non-ED funding with shifts in ED aid, evaluate the impact of non-ED aid on different regions of the country, and briefly note the implications of projected cuts in federal programs. Among the sources of non-ED aid are Comprehensive Employment and Training Act (CETA) programs, Head Start, general revenue sharing, local public works assistance, Appalachian regional development programs, the Farmers Home Administration, revenues from use of federal lands, federally-operated schools for the Defense Department and the Bureau of Indian Affairs, the Job Corps, veterans benefits, social security, federal research activity in education, agricultural extension programs, prisons, and deductions from federal taxes. The authors chart the changes in non-ED aid from 1974 to 1982, in constant and current dollars, and note that the Plains and Great Lakes states receive less per-capita assistance than other regions from both ED and non-ED sources. (RW)
- Published
- 1981
37. Labor Advisory Boards for Workers' Education Programs. Topic Paper No. 7.
- Author
-
Labor Inst. for Human Enrichment, Inc., Washington, DC. Labor Education Advisory Services. and St. Clair, Donald D.
- Abstract
This guide, which is geared toward faculty at institutions of higher education that are in the process of developing a program for working adults in a community with a strong unionized working force, presents guidelines for establishing and developing a working relationship with a labor advisory board. The rationale behind establishing such a board is discussed. Next, guidelines are set forth for contacting potential advisory board members. Principles of organizing an advisory board are outlined. Criteria for selecting an individual to serve as the executive of the advisory board are examined. The various functions of a union advisory board are described. The final section contains 10 political principles that should be observed when establishing and working with a union advisory board. (MN)
- Published
- 1982
38. Overcoming Barriers to Workers' Education. Topic Paper No. 2.
- Author
-
Labor Inst. for Human Enrichment, Inc., Washington, DC. Labor Education Advisory Services. and Schaefer, Dennis P.
- Abstract
This booklet is intended to assist union representatives at plants in counseling workers who want to pursue college studies. Presented first is a hypothetical case study of a 37-year-old printer who would like to attend college at night but who is beset with time, family, and money problems. The remainder of the booklet consists of guidelines and strategies for union representatives to use in helping their co-workers to address similar educational barriers, specifically: inadequate information about educational opportunites and negotiated education benefits, lack of time to pursue an education, insufficient funds for tuition and supplies, internal family conflicts resulting from the time and financial constraints imposed by the worker's continuing education plans, pressures from stereotyping by friends and family, and the need for an objective resource person to serve in an advisory or supportive capacity. (MN)
- Published
- 1982
39. Education and the Adult Learner. Topic Paper No. 1.
- Author
-
Labor Inst. for Human Enrichment, Inc., Washington, DC. Labor Education Advisory Services. and Pasciullo, Robert J.
- Abstract
This manual provides labor education advisors with basic information on adult learners, specifically members of a union, and barriers to lifelong learning. Definitions of adult learners and lifelong learning are first provided. A background section reports that the number of adults representing the rank and file union membership enrolled in lifelong learning courses and programs falls far behind the average for the general adult population. Barriers to education are listed, and characteristics of the worker/student are discussed that distinguish an adult learner, and particularly a full-time worker, from the traditional full-time college-age student. The following general types of barriers to continuing education are then considered: informational (application procedures, program offerings, academic services), cost (tuition, fees, texts and supplies, transportation), institutional (scheduling, lack of program and classes, filled classes, location), time (family, job and union responsibilities), and personal (self-image, feelings of inadequacy). Suggestions for the labor education advisor to use in order to overcome each barrier are offered. Appendixes include information and a chart on adult development and the life-cycle and a bibliography. (YLB)
- Published
- 1982
40. The Catholic School in Theory and Practice. NCEA Papers, Series 11, No. 5.
- Author
-
National Catholic Educational Association, Washington, DC. and Elford, George
- Abstract
This publication ends by offering a self study booklet to assist those in Catholic schools in drafting a practical and effective statement of their school's philosophy. The chapters that precede it provide the background and context of the self study booklet. In this paper the "Catholic" dimension of the school's philosophy is especially emphasized and other dimensions are to some extent slighted. The first chapter discusses the four "faith-views" held by Catholics: the traditional, the conciliar, the reform, and the independent. The second chapter summarizes two National Catholic Educational Association (NCEA) surveys of practices that had some relationship to the Catholic dimension of the school, ranging from religious instruction, to faculty, student, and parent interaction. Chapter 3 reports on several research findings that show correspondence between basic beliefs and attitudes and views on school practices. Chapter 4 presents ways to develop an effective philosophy for a Catholic school. (Author/MLF)
- Published
- 1973
41. Technician Monographs: A Collection of Papers and Research Studies Related to Associate Degree Programs in Engineering Technology.
- Author
-
American Society for Engineering Education, Washington, DC. and Defore, Jesse J.
- Abstract
The papers and research reports comprising the ten chapters of this monograph were originally prepared as background information for a national study of engineering technology education in the United States. Chapter I briefly describes the historical and contemporary settings of engineering technology education. After Chapter II provides information on the characteristics of engineering technology curricula and a tentative classification system for content areas, Chapter III illustrates the kinds of curriculum guides which appear in the catalogs of two-year institutions offering engineering technology programs. Chapter IV describes some of the characteristics of the mathematics, chemistry, and physics courses taught as part of the engineering technology curriculum. An overview is presented in Chapter V of the process of accreditation, especially in relation to the engineering technology field. Chapter VI reports on a study of engineering technology faculty, providing information about characteristics and attitudes. Chapters VII and VIII provide results for studies of the characteristics, perceptions, and activities of engineering technology students and graduates. Chapter IX considers issues related to the certification of engineering technicians, while Chapter X concludes the monograph with a statistical model projecting the future of engineering technology education. Appendices provide a list of institutions offering educational technology programs, survey instruments, enrollment estimates, and a bibliography. (AYC)
- Published
- 1971
42. Reading List for Students in Conservation of Historic and Artistic Works on Paper and on Photographs. Revised.
- Author
-
American Inst. for Conservation of Historic and Artistic Works, Washington, DC. and Clapp, Anne F.
- Abstract
This 1980 bibliography is designed to assist students of paper conservation by supplying a cross-section of conservation literature. The literature includes subject-matter information and data concerning the authors of that information. Accessibility of the literature has been considered with obscure sources and foreign language sources scanted. Paper conservation materials are rated: (A) indicates required reading for basic knowledge of materials and methods of conservation; (B) indicates more advanced and, or more detailed or controversial information; and (C) designates reference books. The resources are organized under 16 sections. A concluding section gives a "Bibliography for Individuals Interested in the Conservation of Photographs," with resources rated as (A), advanced, or (G), general information. (MM)
- Published
- 1980
43. Employment Issues in Social Work With the Elderly. AoA Occasional Papers in Gerontology. No. 4.
- Author
-
Administration on Aging (DHEW), Washington, DC. National Clearinghouse on Aging., Rones, Philip L., and Wash, Patrick
- Abstract
This report provides information on demand for social workers in the field of aging, supply of persons to fill these jobs, adequacy of their training and skill levels, and barriers to effective use of social service staff. Part 1 identifies types of jobs that social workers hold in the field of aging and range of setting in which they perform these jobs. Part 2 identifies statistical information available for supply/demand analysis, describes the shortcomings of these data, and presents qualitative information on the job market for social workers in aging. Part 3 describes academic programs that train social workers to work with the elderly, including short-term and continuing education. It raises important issues in social work education, such as student financial aid, funding for long- and short-term training, minority participation, and alternatives to social work training. Part 3 concludes with a discussion of regulation and social work practice and implications for the field of aging. Part 4 relates to the future role of social work in this field. It presents two alternative models for future social service systems and examines effects of the implementation of each of these models on employment and training needs in the field of social work with the elderly. (YLB)
- Published
- 1979
44. Improving Curriculum Management in the Schools. Occasional Paper 30.
- Author
-
Council for Basic Education, Washington, DC. and English, Fenwick W.
- Abstract
This document discusses the need to control curriculum quality and describes two methods to assess school districts' efforts at curriculum quality control. Exercising such control means effecting a congruence between what should be taught (the school district's objectives), what is taught, and what students learn. In the first method of assessing curriculum quality control, the school district looks at its own curricular documents, using the following criteria: clarity and validity of objectives; compatibility between curricular objectives and testing measures; clarity of the grade-by-grade sequence of objectives and of the description of major instructional tools; and curricular adaptability to classroom use. In the second method, called the Educational Performance Audit, independent auditors gather data from school visits and interviews as well as curricular documents. The auditors then assess curriculum quality control according to whether a district (1) can demonstrate control of resources, programs, and personnel; (2) has measurable and valid objectives; (3) has documentation explaining program development, implementation, and conduct; (4) uses results from its own assessments to correct ineffective programs; and (5) has improved "productivity" (the level of pupil achievement). The document also suggests steps for citizens to take and barriers to overcome in improving their schools' curriculum management. (RW)
- Published
- 1980
45. Changing Patterns in Internal Communication in Large Academic Libraries. Occasional Paper Number 6.
- Author
-
Association of Research Libraries, Washington, DC. Office of Management Studies. and Euster, Joanne R.
- Abstract
Based on data from a 1979 survey of ARL member libraries, this study by the Office of Management Studies analyzes the responses of selected libraries which had provided internal studies or planning documents on the subject of internal communication and notes the extent of resulting changes in procedures. The studies yielded information on staff communication concerns, especially with respect to personnel development, job effectiveness, and the systematization of communication methods and procedures. Changes in organizational communication patterns resulting from recommendations implemented in the libraries which conducted internal studies centered on these same areas. Though most of the libraries took some action in each area, management and organizational factors affected the success of implementation. Easily implemented recommendations dealt with personnel and job effectiveness issues, while the difficult to implement recommendations were those related to the standardization or centralization of communication functions. Study of the decisions surrounding the adoption of AACR2 revealed that clear management expectations provide a basis for communication between individual service units and establish a central responsibility for the communication of plans and decisions. Suggestions for improving organizational communications in academic libraries are appended. (JL)
- Published
- 1981
46. Cruel and Unusual: Negative Images of Arabs in American Popular Culture. Third Edition. ADC Issue Paper No. 15.
- Author
-
American Arab Anti Discrimination Committee, Washington, DC. and Michalak, Laurence
- Abstract
This document addresses the negative image of Arabs among the U.S. public. While formal education has created many of the misconceptions about Arabs that abound in the west, many of the misconceptions come from the informal education of popular culture. The western image of the Arab is possibly more interesting than the reality of Arab culture. The American stereotype of Arabs is important for two reasons: (1) it interferes with the understanding of a vitally important area of the world and its people, and (2) the Arab stereotype, while it teaches us little about the Arabs, teaches us a good deal about ourselves and the mechanisms of prejudice. The book examines in sequence different areas of popular culture about Arabs: jokes, cartoons, popular songs, and especially cinema. A chart based on two reference catalogs produced by the American Film Institute in listing every movie form the 1920s and the 1960s, showing the frequency of themes in movies about Arabs, shows three main things: (1) the Arab world has changed, but the Arab stereotype has not; (2) Hollywood's Middle East has become a more sinister place; and (3) there has been a change toward more explicitly anti-Arab movie genres. The document asserts that explanations for the negative stereotypes include the prejudice against Arabs that is part of European folk heritage, the lack of knowledge about Arabs in the United States that reinforces the image of Arabs as "other," and the lack of a significant Arab population in the United States to counter the stereotype. (DK)
- Published
- 1988
47. Education and Its Relation to Economic Growth, Poverty, and Income Distribution: Past Evidence and Further Analysis. World Bank Discussion Paper 46.
- Author
-
World Bank, Washington, DC. and Tilak, Jandhyala B. G.
- Abstract
An extensive survey of empirical research on education as related to poverty, growth, and income distribution is presented, with the focus on 21 developing nations. The study uses the latest available data on alternative measures of income distribution, income shares of various population groups by income classes, and poverty ratios. The analysis confirms some existing theses on the role of education in improving income distribution. Part *Economic Factors; Poverty; research on the relationship between education and economic growth, poverty, and income distribution; part three examines selective dimensions relating to the role of education in improving poverty and income distribution; part four includes the report summary and conclusions. Statistical information is presented in 25 tables and figures, and a 16 page bibliography is included. (Author/NL)
- Published
- 1989
48. The Wage Gap: Women's and Men's Earnings. Briefing Paper.
- Author
-
Institute for Women's Policy Research, Washington, DC., Shaw, Lois, Gish, Melinda, and Braunstein, Jill
- Abstract
After remaining virtually unchanged from 1995 through the 1970s, the wage gap between women and men began to decline in the 1980s. By the early 1990s, the ratio of the annual earnings of women employed full time year-round to the annual earnings of their male counterparts reached 72.0%. That ratio decreased slightly (to 71.4%) in 1995. The wage gap between women's and men's earnings is larger for self-employed workers. Nearly three-fourths of the reduction in the gap between women's and men's wages has been the result of the falling earnings of men rather than improvement in women's earnings. Both Black and Hispanic workers of both genders have continued to earn much less than white men. Women and people of color earn less than white men at all levels of educational levels of attainment, with men with a high school diploma earning nearly as much as women college graduates. The size of the wage gap between women and men varies by occupational group. The wage gap is largest in nonprofessional jobs and jobs not requiring a college degree and among workers in the 25-34 age group. Female registered nurses, however, earn more than their male counterparts. (MN)
- Published
- 1997
49. Investment in Indian Education. Uneconomic? World Bank Staff Working Paper No. 327.
- Author
-
World Bank, Washington, DC. and Heyneman, Stephen P.
- Abstract
Noting that is often assumed that there is a surplus of education in India, where the literacy rate is three in ten, this paper questions the assumption that the economic returns to investment in Indian education are negative. The case of India is reviewed: a circumstance in which the existance of unemployment has led to the unjustified assumption that external productivity due to education is low. The paper illustrates new ways to use equity in educational planning: in the distribution of per pupil expenditures, examination pass-rates, literacy, trade training, and the availability of books. It also adds two new mechanisms for estimating the economic potential of educational investments: the amount of knowledge acquired in schools and the degree of impact of school resources on academic achievement. From each of these sources the paper concludes that there is reason to question the widely held belief that additional investment in Indian education would be uneconomic. The following are suggested as good investments: basic education (both expanding enrollments and improved quality); mathematics, writing, and other basic skills for adults; and specialized agricultural and technical skills at the postsecondary level. It is pointed out that if undertaken they would also meet other priorities were they directed specifically at those mileius where the need appears to be the greatest and the degree of inequality the most pronounced. (Half of the document consists of tables, e.g., enrollment of scheduled castes by state, distribution of literacy by state.) (JT)
- Published
- 1979
50. Family Incomes in Trouble. Briefing Paper.
- Author
-
Economic Policy Inst., Washington, DC.
- Abstract
This briefing paper presents statistical evidence from a variety of data sources that the real income of the average U.S. household has been stagnant for a decade; primary causes are also examined. The major reasons identified for income stagnation are (1) declining real wages; (2) a less productive economy (economic growth has slowed down) causing unemployment rates to rise; (3) a huge U.S. merchandise trade deficit with other nations caused by growing imports; (4) loss of higher-paying jobs as a result of the expanding trade deficit; (5) declining proportion of middle-income jobs within both the goods-producing and the service-producing sectors and rising proportion of low-paying jobs; (6) failure of the minimum wage to keep up with inflation; (7) less likelihood of laid-off workers finding comparable paying jobs, even if they are reemployed; (8) increased hiring by employers of part-time workers at low wages without fringe benefits; and (9) increased housing costs in real terms. The paper concludes with a discussion of the implications of continuing with the same economic policies that have led to economic stagnation. Thirty-six tables and their sources are included. (NLL)
- Published
- 1986
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