Access your Project MUSE content using one of the login options below Close(X)
Browse Results For:
"An in-depth, carefully researched analysis.... The book is particularly useful for public policymakers, school administrators, and faculty and for graduate students in educational policy studies." â€”Choice This is the first study comparing the long-term effectiveness of voluntary desegregation plans with magnet programs to mandatory reassignment plans. In a survey of school personnel and parents in 119 school districts, Christine H. Rossell finds that the voluntary plans with incentives (magnets) ultimately produce more interracial exposure than the mandatory plans. Her conclusion contradicts three decades of research that judged mandatory reassignment plans more effective than voluntary plans in desegregating schools. Rossell examines the evolution of school desegregation and addresses a number of issues with regard to public policy. She questions how to measure the effectiveness of school desegregation remedies, suggesting interracial exposure as a criterion because it reflects the white flight that threatens to minimize the effects of such programs. She analyzes the characteristics of magnet schools that are attractive to white and black parents and the effect of magnet schools on the quality of education. The magnet plans studied here are qualitatively different from the old freedom-of-choice plans implemented in the South and majority-to-minority plans implemented in the North in the 1950s and 1960s. Rossell compares this public choice model of policy-making with previous mandatory efforts and examines court decisions that indicate a growing belief in the effectiveness of voluntary compliance for achieving school desegregation. "A significant achievement.... Assembling the most comprehensive data base and the most persuasive analysis to date on relative effectiveness of voluntary versus mandatory desegregation plans, Rossell concludes not only that mandatory desegregation techniques cause long-term white flight, but also that the white loss is large enough to render 'mandatory magnet' plans less effective than 'voluntary magnet' plans." â€”Contemporary Sociology "A very well-written analysis of...a topic of major policy significance...to policy researchers, educational policy-makers, lawyers and judges, sociologists, and members of the sophisticated public involved in school desegregation matters." â€”Jeffrey A. Raffel, University of Delaware
West Point since 1902
The United States Military Academy at West Point is one of America’s oldest and most revered institutions. Founded in 1802, its first and only mission is to prepare young men—and, since 1976, young women—to be leaders of character for service as commissioned officers in the United States Army. West Point’s success in accomplishing that mission has secured its reputation as the foremost leadership-development institution in the world. An Academy promotional poster says it this way: “At West Point, much of the history we teach was made by people we taught.” Carved from Granite is the story of how West Point goes about producing military leaders of character. An opening chapter on the Academy’s nineteenth-century history provides context for the topic of each subsequent chapter. As scholar and Academy graduate Lance Betros shows, West Point’s early history is interesting and colorful, but its history since then is far more relevant to the issues—and problems—that face the Academy today. Drawing from oral histories, archival sources, and his own experiences as a cadet and, later, a faculty member, Betros describes and assesses how well West Point has accomplished its mission. And, while West Point is an impressive institution in many ways, Betros does not hesitate to expose problems and challenge long-held assumptions. In a concluding chapter that is both subjective and interpretive, the author offers his prescriptions for improving the institution, focusing particularly on the areas of governance, admissions, and intercollegiate athletics. Photographs, tables, charts, and other graphics aid the clarity of the discussion and lend visual and historical interest. Carved from Granite: West Point since 1902 is the most authoritative history of the modern United States Military Academy written to date. There will be lively debate over some of the observations made in this book, but if they are followed, the author asserts that the Academy will emerge stronger and better able to accomplish its vital mission in the new century and beyond.
In The Center Will Hold, Pemberton and Kinkead have compiled a major volume of essays on the signal issues of scholarship that have established the writing center field and that the field must successfully address in the coming decade. The new century opens with new institutional, demographic, and financial challenges, and writing centers, in order to hold and extend their contribution to research, teaching, and service, must continuously engage those challenges.
Appropriately, the editors offer the work of Muriel Harris as a key pivot point in the emergence of writing centers as sites of pedagogy and research. The volume develops themes that Harris first brought to the field, and contributors here offer explicit recognition of the role that Harris has played in the development of writing center theory and practice. But they also use her work as a springboard from which to provide reflective, descriptive, and predictive looks at the field.
Critical Essays on Travel Writing from the 1840s to the 1940s
This book represents the work of expert scholars, it is also accessible to non-specialists with an interest in travel writing and China, and care has been taken to explain the critical terms and ideas deployed in the essays from recent scholarship of the travel genre.
Women's Colleges Since the 1960s
Challenged by Coeducation details the responses of women's colleges to the most recent wave of Women's colleges originated in the mid-nineteenth century as a response to women's exclusion from higher education. Women's academic successes and their persistent struggles to enter men's colleges resulted in coeducation rapidly becoming the norm, however. Still, many prestigious institutions remained single-sex, notably most of the Ivy League and all of the Seven Sisters colleges.
In the mid-twentieth century colleges' concerns about finances and enrollments, as well as ideological pressures to integrate formerly separate social groups, led men's colleges, and some women's colleges, to become coeducational. The admission of women to practically all men's colleges created a serious challenge for women's colleges. Most people no longer believed women's colleges were necessary since women had virtually unlimited access to higher education. Even though research spawned by the women's movement indicated the benefits to women of a "room of their own," few young women remained interested in applying to women's colleges.
Challenged by Coeducation details the responses of women's colleges to this latest wave of coeducation. Case studies written expressly for this volume include many types of women's colleges-Catholic and secular; Seven Sisters and less prestigious; private and state; liberal arts and more applied; northern, southern, and western; urban and rural; independent and coordinated with a coeducational institution. They demonstrate the principal ways women's colleges have adapted to the new coeducational era: some have been taken over or closed, but most have changed by admitting men and thereby becoming coeducational, or by offering new programs to different populations. Some women's colleges, mostly those that are in cities, connected to other colleges, and prestigious with a high endowment, still enjoy success.
Despite their dramatic drop in numbers, from 250 to fewer than 60 today, women's colleges are still important, editors Miller-Bernal and Poulson argue. With their commitment to enhancing women's lives, women's colleges and formerly women's colleges can serve as models of egalitarian coeducation.
What Works and What Does Not Work
This volume highlights the proceedings of the two policy dialogue conferences held by the Working Group on Finance and Education (WGFE) in 2004. Part I of the document discusses the endemic crisis that higher educationhas been beset with since the outset of the post colonial period in Africa. It highlights the critical state of higher education systems in Burkina Faso, Mali, Nigeria and Senegal by scrutinizing the causes, manifestations and consequences of the crisis to posit useful recommendations and possible solutions. Part II is a comprehensive review of the challenges facing the financing and planning of all levels and types ofeducation - from kindergarten to graduate school - in selected African countries. The papers reveal the sources and mechanisms of funding education in Africa, drawing attention to the experiences of communities confronted with new funding sources. A new trend, which consists of designing decade long educational development plans, has emerged and is rapidly expanding in numerous African countries. This experience is examined and shared by the authors. This book has contributions in both French and English.
Conversations with Cutting Edge Economists
The Changing Face of Economics gives the reader a sense of the modern economics profession and how it is changing. The volume does so with a set of nine interviews with cutting edge economists, followed by interviews with two Nobel Prize winners, Paul Samuelson and Kenneth Arrow, reflecting on the changes that are occurring. What results is a clear picture of today's economics--and it is no longer standard neoclassical economics. The interviews and commentary together demonstrate that economics is currently undergoing a fundamental shift in method and is moving away from traditional neoclassical economics into a dynamic set of new methods and approaches. These new approaches include work in behavioral economics, experimental economics, evolutionary game theory and ecological approaches, complexity and nonlinear dynamics, methodological analysis, and agent-based modeling. David E. Colander is Professor of Economics, Middlebury College. J. Barkley Rosser, Jr., is Professor of Economics and Kirby L. Kramer Jr. Professor of Business Administration, James Madison University. Richard P. F. Holt is Professor of Churchill Honors and Economics, Southern Oregon University.
Lance Massey and Richard Gebhardt offer in this collection many signs that composition again faces a moment of precariousness, even as it did in the 1980s—the years of the great divorce from literary studies. The contours of writing in the university again are rapidly changing, making the objects of scholarship in composition again unstable. Composition is poised to move not from modern to postmodern but from process to postprocess, from a service-oriented "field" to a research-driven "discipline." Some would say we are already there. Momentum is building to replace "composition" and the pedagogical imperative long implied in that term with a "writing studies" model devoted to the study of composition as a fundamental tool of, and force within, all areas of human activity.
Appropriately, contributors here use Stephen M. North's 1987 book The Making of Knowledge in Composition to frame and background their discussion, as they look at both the present state of the field and its potential futures. As in North's volume, The Changing of Knowledge in Composition describes a body of research and pedagogy brimming with conflicting claims, methodologies, and politics, and with little consensus regarding the proper subjects and modes of inquiry.
The deep ambivalence within the field itself is evident in this collection. Contributors here envision composition both as retaining its commitment to broad-based, generalized writing instruction and as heading toward content-based vertical writing programs in departments and programs of writing studies. They both challenge and affirm composition's pedagogical heritage. And they sound both sanguine and pessimistic notes about composition's future.
The Impact of Reform on Primary Schooling in Hong Kong
The Target Oriented Curriculum (TOC) is arguably the most comprehensive, fundamental and controversial attempt to promote systemic curriculum reform in Hong Kong. It aimed at a radical change in the nature of knowledge, pedagogy and assessment in schools.