Search

Your search keyword '"Rist, Ray C."' showing total 367 results
Start Over Author "Rist, Ray C."

Refine your results

more »

more »

more »

more »

more »
367 results on '"Rist, Ray C."'

11. Policy Evaluation in the Era of COVID-19

Author

Eliadis, Pearl, Naidoo, Indran A., and Rist, Ray C.

Subjects
Covid-19, Evaluation, Governance, Government, Pandemic, Public Policy, bic Book Industry Communication::J Society & social sciences::JP Politics & government::JPQ Central government::JPQB Central government policies, bic Book Industry Communication::J Society & social sciences::JP Politics & government
Abstract

Did evaluation meet the challenges of the COVID-19 crisis? How were evaluation practices, architectures, and values affected? Policy Evaluation in the Era of COVID-19 is the first to offer a broad canvas that explores government responses and ideas to tackle the challenges that evaluation practice faces in preparing for the next global crisis. Practitioners and established academic experts in the field of policy evaluation present a sophisticated synthesis of institutional, national, and disciplinary perspectives, with insights drawn from developments in Australia, Canada and the UK, as well as the UN. Contributors examine the impacts of evaluation on socioeconomic recovery planning, government innovations in pivoting internal operations to address the crisis, and the role of parliamentary and audit institutions during the pandemic. Chapters also example the Sustainable Development Goals, and the inadequacy of human rights-based approaches in evaluation, while examining the imperative proposed by some authors that it is time that we take seriously the call for substantial transformation. Written in a clear and accessible style, Policy Evaluation in the Era of COVID-19 offers a much-needed insight on the role evaluation played during this unique and critical juncture in history.

Published
2023
Full Text
View/download PDF

31. On the Application of Qualitative Research to the Policy Process: An Emergent Linkage.

Author

Rist, Ray C.

Abstract

The linkage between policy research and policy formation can be strengthened through the use of qualitative methods. Currently, the linkage between policy research and policy decision making is tenuous; there are differences in philosophy, function, self-definition, and criteria by which success is measured. Although research cannot dictate the use of policy research findings, it can influence the reception and use of policy research, particularly at the stage when programs are initiated, target populations identified, and resources allocated. Utilization of research can be greatly enhanced when the researcher considers the appropriateness of the study design and of the execution of the study, the absence of major conceptual errors, relevance, timeliness, presentation, and impact. These criteria for policy research can be more effectively met through qualitative research, e.g., ethnography, field studies, and case studies. Qualitative research can inform the decision-making process through its analysis of the complexity of the social system, its complement to statistical analysis, and its study of the unanticipated consequences of social change. By examining the social settings and organizations of our societies, qualitative research can inform of existing conditions and thus can enlighten policy formation. (KC)

Published
1983

32. School Desegregation in 1970's: Problems and Prospects.

Author

National Inst. of Education (DHEW), Washington, DC. Educational Equity Group., Hodgkinson, Harold L., and Rist, Ray C.

Abstract

The efforts of the National Institute of Education (NIE) in the area of school desegregation are located within the Desegregation Studies Staff. This staff is directing research and development activities aimed at answering three broad questions of knowledge, policy, and practice. The staff has focused its efforts on an understanding of the social processes involved in the desegregation effort. It has done so with a desire to provide answers to those questions most central to achieving stable and humane integrated education. The following are suggested as factors that, in fact, are contributing to the present unsettled situation: (1) the problem of the apparent random policy of desegregation in the North; (2) the problem that segregated metropolitan housing patterns has made desegregation nigh unto impossible in some large cities; (3) the problem of de jure segregation; (4) the problem of resistance to Federal control; and (5) the problem of many remaining unconvinced of the educational merits of desegregation. There are a variety of both short and long run policies available and which relate to effective and viable integrated education. A discussion is presented of the alternative both at the Federal and state/local levels. (Author/JM)

Published
1976

33. Program Plan Fiscal Year 77, Educational Equity Group.

Author

National Inst. of Education (DHEW), Washington, DC. Educational Equity Group., Russell, Ernest, and Rist, Ray C.

Abstract

The Educational Equity Group was established in 1975 within the National Institute of Education (NIE) to bring a renewed focus to several research and developmental activities previously carried out in separate organizational units of the institute. The group's mandate is to investigate and develop ways to provide high quality education for those with limited educational opportunities. The Educational Equity Program focuses on educational problems faced at all levels by substantial numbers of children and adults who are not well served by the nation's public schools. The Fiscal Year 1977 program focuses on students with any of the following characteristics: live in a milieu of low socioeconomic level; have little or no knowledge of English; are restricted by sex role stereotypes; are participating in the process of school desegregation; belong to an ethnic or racial minority; have learning styles and behavior patterns that differ markedly from school norms. Five NIE units--whose programs are discussed in this brochure -- have become the Educational Equity Group: the Compensatory Education Division, the Desegregation Studies Staff, the Multicultural/Bilingual Division, the School Discipline Studies Staff, and the Womens' Research Staff. (Author/JM)

Published
1976

34. On the Education of Guestworker Children in Germany: A Comparative Study of Policies and Programs in Bavaria and Berlin.

Author

Rist, Ray C.

Abstract

This paper examines two programs for the education of immigrant (guestworker) children in Germany. The Bavarian model bases its program upon the assumption that most foreign children remain in Germany for only a short time, eventually returning to their native countries. Evidence largely discredits this assumption, however. Though providing options for those foreign children who speak German, its primary emphasis is upon maintaining skills in the mother tongue. Immigrant children are given their own schools and are encouraged to stay there. By establishing this type of system, Bavaria is perpetuating the isolation and segregation of its minority population. Conversely, the Berlin (West) model is aimed at the integration of the children of the foreign worker as quickly as possible into the German language classroom. In contrast to the Bavarian program, the Berlin model tends to overemphasize integration. Cultural integration is so strong that no recognition of the national background of students is tolerated. Consequently, the foreign student dropout rate is quite high. Both approaches can be challenged on their basic assumptions and educational practices since neither acknowledges the multicultural nature of German society. (Author/JK)

Published
1978

35. Patterns of Collaboration: The CETA/School Linkage. An Analysis of Inter-Institutional Linkages between Education and Employment/Training Organizations. Interim Report #4.

Author

State Univ. of New York, Ithaca. Coll. of Human Ecology at Cornell Univ., Youthwork, Inc., Washington, DC., and Rist, Ray C.

Abstract

A longitudinal, ethnographic study examined the form and content of the linkages that have been established by the principal organizations involved in the implementation of the Exemplary In-School Demonstration Project. During the study, on-site observers utilized the following data collection strategies: document analysis, respondent and informant interviews, direct participation, and extensive observation of the various facets of given local projects. In all, 51 projects were investigated. The focus of the program observations was on the various linkages that projects have made with the Comprehensive Employment and Training Act (CETA) system, with community-based organizations, with other youth service projects, with other components of the educational system, and with the private sector. Researchers sought to identify linkages that are generic across variations in program design as well as those that appear specific to each of the following four program models: academic credit for work experience, career awareness, expanded private sector involvement, and youth-initiated projects. While different linkages appear most appropriate to each of these four strategies for service delivery, it was consistently found that linkages work best in those settings where enlightened self-interest and reciprocity are evident. (MN)

Published
1980

36. Forging New Relationships: The CETA/School Nexus. A Study in the Coordination of Education and Employment Services. Interim Report #1.

Author

State Univ. of New York, Ithaca. Coll. of Human Ecology at Cornell Univ., Youthwork, Inc., Washington, DC., and Rist, Ray C.

Abstract

An assessment is provided of the ability of Comprehensive Employment and Training Act (CETA) prime sponsors and local educational agencies to cooperate in the development of innovative educational and training programs for low-income youth. The data presented are based on observations and interviews conducted at 40 of 47 operational sites administered by Youthwork, Inc. Following an introduction are four substantive chapters, one on each of the four program areas where projects were selected and funded: expanded private sector involvement, job creation through youth operated projects, academic credit for work experience, and career information. Key areas of investigation in each of the programmatic areas include the form and content of CETA/school collaboration and communication, the impact of the Youth Employment and Training Program's 22 percent incentive on inter-institutional cooperation, and the question of whether the Youthwork programs have created duplication and redundancy in efforts to assist in-school youth. Recommendations for the Department of Labor and Youthwork, Inc. are located at the end of each chapter. A methodological appendix includes two analysis packets covering CETA/school relations and a statement of key issues on that topic. (YLB)

Published
1979

37. Strategies for Coordinating Education and Employment Services: A Preliminary Analysis of Four In-School Alternatives. Occasional Paper #1.

Author

State Univ. of New York, Ithaca. Coll. of Human Ecology at Cornell Univ., Youthwork, Inc., Washington, DC., and Rist, Ray C.

Abstract

Forty-eight of the Exemplary In-School Demonstration Projects being conducted under Title IV, Part A of the Youth Employment and Demonstration Projects Act (YEDPA) of 1977 were analyzed to (1) provide an initial discussion of some of the basic aspects of the various strategies employed by the projects and (2) assess some of the fundamental assumptions about the transition from school to work and the manner in which different strategies are thought to assist in that transition. During September 1978 to August 1979, projects were studied, and four broad strategies were identified. These strategies are expanded private sector involvement, career awareness, job creation through youth-operated projects, and academic credit for work experience. This report is a tentative outlining of the strategies and their variations, with no new data reported. It outlines the distinguishing characteristics of each of the broad strategies and the alternatives available within each approach, without providing conclusions about the merits of each. (KC)

Published
1979

38. Targeting on In-School Youth: Four Strategies for Coordinating Education and Employment Training. An Analysis of Four In-School Alternatives for Education and Employment Training. Interim Report #3.

Author

State Univ. of New York, Ithaca. Coll. of Human Ecology at Cornell Univ., Youthwork, Inc., Washington, DC., and Rist, Ray C.

Abstract

The four programmatic school-to-work transition models being developed and implemented by Youthwork, Inc. are assessed. The thrust is both to distinguish these strategies, one from another, and to clarify the variations that occur within each of these four models: academic credit for work experience, expanded private sector involvement, career awareness, and job creation through youth-operated projects. An introductory chapter and another discussing methodology are followed by four substantive chapters, one for each of the four strategies being analyzed. Each chapter analyzes one strategy according to program administration, program curriculum, the form and content of granting academic credit, youth involvement in program operation, and staff-student relations. In addition, each model is studied from the perspective of one or more additional issues specific to the model. Recommendations for the generic as well as strategy-specific concerns are located at the end of each chapter. An analysis packet on program administration is appended. A summary and overview of those findings generic to all four strategies appear at the front of the report. (YLB)

Published
1980

39. Language and Literacy: An Overview of Policies and Programs in Five OECD Member Countries.

Author

Organisation for Economic Cooperation and Development, Paris (France). Centre for Educational Research and Innovation. and Rist, Ray C.

Abstract

This paper describes the results of a study conducted by the Center for Educational Research and Innovation regarding language policies and programs in five countries which belong to the Organization for Economic Cooperation and Development: Canada, France, Spain, the United Kingdom, and West Germany. Part I explains the study's focus on language diversity and how it is addressed within the educational systems of the countries studied. It is assumed that the role ascribed to language is a key one to a better understanding of the position of various cultural groups in a society. The study methodology and content are described. (A set of simultaneous case studies were taken, each developed according to a common frame of reference.) Part II discusses the distinctions drawn between each country for the purpose of analysis: historical and ecological considerations; geographical boundedness versus dispersal; time the special population has been within the national boundaries; government policy on culture and language; the permanence/impermanence of the language/cultural minority group; and governmental policymaking (centralized versus decentralized). In Part III, the data from all five countries are analyzed collectively in relation to three themes--organization, finance, and governance. A postscript reiterates that language and literacy policies accurately reflect social and political conditions. A concluding section recommends areas for further study. (KH)

Published
1979

40. On the Social and Cultural Milieu of an Urban Black School: An Ethnographic Case Study.

Author

Rist, Ray C.

Abstract

To understand the phenomena of academic success or failure among black children in urban ghetto schools, one must look beyond the boundaries of the individual classrooms and examine the social and cultural milieu of the school itself. Both the milieu of the classroom and the milieu of the school appear to sustain one another in a pattern of reinforcement of the presently accepted values and modes of behavior. Thus, the factors which help to establish the atmosphere of the school affect that of the individual classroom as well. Thus, a cyclincal effect occurs whereby the milieu of the school influences the learning experiences of the children, which in turn help to define the behavior and responses of the teachers and principal who have major responsibility for the general social themes present in the school. It is contended that such conditions as the negative expectations for the children, the utilization of violence on the children, the exchange of information among the teachers which allows the development of stereotypes as to performance and behavior, and the norms governing the use of classroom discipline are destructive of a humane and supportive learning milieu. (Author/JM)

Published
1972

41. On the Role of Principal as 'Cultural Maximizer' in an Urban Black School.

Author

Rist, Ray C.

Abstract

This paper represents an ongoing attempt by the author to elucidate, from a three year longitudinal study, the social and cultural milieu of a single, all black, ghetto school. The purpose of this paper is to detail the manner in which the activities and role of principal in this urban black school are affected by positing an "external social forces" model to explain the failure of children to learn. The institutionalized role of "principal" involves acting as "cultural maximizer" for the school. The cultural maximizer is one whose functions include maintaining the level of the culture as it is and contributing certain qualitative features necessary to the continuance of the cultural life. His function is never to alter the culture radically. He may help give more intense expression to features that already exist, but never wants to bring about fundamental change. This statement closely describes the organizational activities of the two different principals who served at the school during this study. The school contains classes ranging from kindergarten through eighth grade, with one special education class. The enrollment of the school fluctuates near the 900 level and the staff consists of 26 teachers, a librarian, two physical education instructors, an assistant principal, and the principal. All teachers, administrators, staff, and pupils are black. (Author/JM)

Published
1972

42. Color, Class, and the Realities of Inequality.

Author

Rist, Ray C.

Abstract

Argues that present day reality in the United States shows society is still separated by race and that the racial separation found in the school system is an accurate reflection of the nation. The author reflects on how racial separation and the separation of wealth adversely affect quality education for blacks and other minorities. (GR)

Published
1996

43. Evaluating Country Development Policies and Programs: New Approaches for a New Agenda.

Author

Picciotto, Robert and Rist, Ray C.

Abstract

This issue and its introductions, postscript, and 11 chapters deal with the special evaluation problems of programs in the developing world. Views of policymakers, practitioners, and evaluators on ways to evaluate development are presented. The collection offers a framework for debate and proposes new emphases for development evaluation. (SLD)

Published
1995

Catalog

Books, media, physical & digital resources
See catalog results