(1979). The Impact of Collective Bargaining on Governance. PERS Information Bulletin, Volume 2, No. 1, January-February 1979. The present status of collective bargaining at colleges and universities and the effect on governance are discussed. Five major authority patterns have been found in higher education. The advent of collective bargaining has resulted in a thorough reexamination of the issue of governance. As of January 1979, over 350 colleges and universities had organized, with more than 300 collective bargaining agreements in effect. The characteristics of academic senates, the traditional vehicle for self governance as distinct from collective bargaining modes, are described. Disagreement exists within higher education on who should have governance responsibility. A lawsuit at Yeshiva University concerning governance and a new California law that is likely to strengthen shared governance models are addressed. It is concluded that dual governance models, those in which collective bargaining and academic senates can evolve into a sharing of faculty responsibility, appear likely to continue. No…
(1977). Adult Higher Education: Thinking the Unthinkable. The threats to adult higher education are rapidly becoming significant educational and social problems. To date, the hope of adult educators to become equal participants with other university divisions in higher education has not been realized. Simultaneous expansion and dilution of adult higher education have caused adult student demands for educational equality and cost sharing. In addition to student demands, a growing threat to adult higher education is the potential of being taken over by large corporations. Corporate interest in education comes at a time when universities find that their financial support is dwindling and that their major sources of support (government and business) are attempting to \decollegize\ American society. Universities have responded by making education more relevant by offering vocational education and thus competing with the vocational programs of their major benefactors (corporate giants). Besides all the disadvantages universities have in this…
(1997). Preparing To Enter the Workforce: A School-to-Work Model for Adults. Final Report, 1996-1997. A project was conducted to build an education and career enhancement system for Pennsylvania's adult population over age 24 that includes all three basic components of a school-to-work program: work-based learning, school-based learning, and connecting activities. The program was opened to unemployed and underemployed adults in two rural Pennsylvania counties. Computer-assisted instruction was an integral part of the curriculum, and portfolios were used to hold students' relevant papers for reference during their future job searches. The program's classroom component was divided into two 8-week phases: career exploration and job search. The work-based component featured planned job training and work experiences, workplace mentoring, and opportunities to learn aspects of various local businesses. Connecting activities included the following: sharing the program's curricula and goals with local business/industry/labor and human resource agencies; linking students to available support… [PDF]
(2002). Educating Future Teachers by Inviting Critical Inquiry. This study examined preservice teachers' case writing to identify problems they considered important when analyzing a written case, how they proposed to resolve these problems, perspectives that guided their problem solving, and whether their problem solving strategies and perspectives changed over the course of a semester. The study occurred in an undergraduate course, "Addressing Literacy Difficulties and Practicum." Student teachers analyzed cases from different perspectives, read multiple texts on factors contributing to literacy development and literacy difficulties among diverse students, and analyzed different approaches to assessment and instruction. They also planned and implemented an individualized literacy program for a child experiencing literacy difficulties, and they wrote cases about their own teaching and the practicum, sharing them with peers during small-group discussions. At the beginning and end of the course, they wrote analyses of one written case…. [PDF]
(2004). Young Adolescent Voices: Students' Perceptions of Interdisciplinary Teaming. RMLE Online: Research in Middle Level Education, v28 n1 p1-19. Interdisciplinary teaming in middle schools has increased dramatically over the past few decades (McEwin, Dickinson & Jensen, 2003); nevertheless, students have rarely been consulted as important sources of insight into this practice (Dickinson & Erb, 1997) of two or more teachers sharing the responsibility for instruction, curriculum, and assessment of a common group of students (NMSA, 1995). The purpose of this study was to describe and analyze young adolescents' perceptions of effective interdisciplinary teaming. Qualitative methods were employed to describe, analyze, and interpret the perceptions of 77 middle level students from three middle schools. A multi-genre approach was used to represent the findings, including analytic writing, student-produced photographs, narrative vignette, and poetic transcription. Findings indicated that students felt like trusted members of a community, viewing themselves as self-disciplined and self-directed learners. Students perceived… [PDF]
(1997). Building Deaf Community in Cyberspace: A Case Study of a Deaf Listserv. This study examined the effects of computer-mediated communication (CMC) in creating a new environment for the development of a deaf community through a case study of DEAF-L, an on-line discussion venue focusing on issues and concerns relating to deaf people. Data collection took the form of participant observation and analysis of transcripts of listserv communication over a 20-day period. A total of 851 messages (1,600 pages of text) were examined to determine the extent to which this electronic environment facilitated the discussion of deafness. Analysis was both quantitative (numbers per day, length, and numbers per topic), and qualitative (message relationship to the deaf community, information sharing, discussing versus \flaming,\ and various roles of participants). Among the many topics discussed on DEAF-L during this period were deaf culture, deaf humor, definitions, employment, health, hearing aids, relationship to the hearing, interpreters, legislation, lifestyles, oralism,… [PDF]
(1988). The Three Phases of Program Evaluation. The emphasis on and the importance of evaluation have been addressed by program planners for the past 60 years. Evaluation strategies have broadened from the Tylerian approach, which focuses on specific objectives, to more investigation using indicators as measures of program success. Evaluation is important during the development of a program and also at its conclusion. The seven phases of program planning include three evaluation phases. They are (1) formative evaluation (collecting and sharing information for program improvement); (2) summative evaluation (judging how effective the program has been and how well program goals have been met); and (3) impact evaluation (determining the impact on the larger community over a longer period of time). The major consideration of the formative evaluation phase is who is going to do it. Quality is of utmost importance. Summative evaluation tells what participants learned, how well resource people performed, how good facilities were, how…
(1988). How Colleges Work. The Cybernetics of Academic Organization and Leadership. Ideas that may help college and university administrators develop a more coherent and integrated view of the institutions they inhabit and, therefore, be more effective as they work in them are presented. Suggestions are made to help them think in more complex ways about their work and improving their performance. Thoughts are based on ideas that have been developed by many scholars in a number of fields over a period of more than 50 years. Ideas are presented in nine chapters in the following three sections: (1) understanding colleges and universities as organizations (problems of governance, management, and leadership in academic institutions; thinking in systems and circles: the structure and dynamics of academic organizations; and making decisions and making sense: the administrator's role); (2) models of organizational functioning (the collegial institution: sharing power and values in a community of equals; the bureaucratic institution: rationalizing structure and decision…
(1981). Recommended Specifications for Grant Simplification for Federal Aid to Education. Occasional Papers in Educational Policy Analysis, Paper No. 2. Based on the premises that there is a legitimate federal role in education, that federal education programs need to be simplified, that federal aid must pass through states to the local school districts, and that state and local agencies should be accountable for using federal resources, this paper offers specifications to suggest ways to eliminate unnecessary features of current federal programs. In relation to the controversy over whether it is preferable to institute a form of special revenue sharing or to tighten federal controls, the authors urge a combination of strict accountability for outcomes and wide latitude in determining how those outcomes are achieved. Included in the discussion are programs under Titles I, II, III, IV, and V of the Elementary Secondary Education Act. Recommendations include maintaining the categorical identity of some programs, such as compensatory education, education for severely handicapped children, vocational education, and educational research… [PDF]
(1981). The Diverse Sources of Federal Financial Support of Schools. School Finance Project. Working Paper. 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… [PDF]
(1969). TASKTEACH: A Method for Computer-Assisted Learning of Serial-Action Tasks. Technical Report Number 62. Knowledge of the importance of mediating processes for sustaining performance, and of self-organizing abilities for learning to perform a given task, served as the basis for a method (called TASKTEACH) of using a time-sharing digital computer to assist learning of prescriptively-guided or problem-solving serial-action tasks. The students involved in this program are provided with instruction in different mediating processes and their corresponding requirements and with a variety of types of support: explicit maps of task structures, control of procedure, control over monitoring progress, explanations of computer responses, suggestions for the next action, and a detailed history of all actions accomplished and errors committed. These support functions are implemented singly, in standard combinations, or in individually tailored combinations determined by the student. Combinations are arranged with the support functions to form four modes of support, each characterized by a particular…
(1973). Development of Media Materials for an Exemplary Career Education Project. Final Report. The objectives of this project were to provide Central Wyoming College and School District No. 25 with an audiovisual media specialist who would be able to develop audiovisual materials and programs to complement existing learning activity packets, as well as supplemental materials. Program integration was sought between the college and high school instructors by sharing and developing materials so that the articulation between the two groups would be facilitated. An audiovisual coordinator served as a consultant and media developer for all occupational areas and all grade levels within the K-14 exemplary program. Over 124 individual presentations were made of the material developed, including slide-tapes, video-tapes, and talking books. Career counseling was initiated at the community college through testing, individual student counseling, and a follow-up of career orientation through exposure to career clusters by video-tapes and slide-tapes. Specific guidance and counseling… [PDF]
(2001). Privatization of Education: An Ongoing Debate. IIEP Newsletter, v19 n1 Spec Iss Jan-March. This newsletter focuses on matters related to the privatization of education in different contexts around the world. Over the past few years, the International Institute for Educational Planning has carried out a number of studies in a wide range of contexts to identify what the real-life experiments in school organization are, why they have emerged, and what their effects are. Some of these studies are condensed and discussed in this issue. Newsletter contents include: "Privatization of Education: An Ongoing Debate," by Igor Kitaev; "Charter Schools in the USA–A Fast-Growing Phenomenon," by Igor Kitaev; "Private Higher Education–Sharing the Responsibility," by N.V. Varghese; "Allocating Resources for Education in Latin America," by Alejandro Morduchowicz and Juan Carlos Tedesco; "Privatization in Latin America–A Long and Ambiguous History," by Alejandro Morduchowicz; "Evaluating Training Programmes for Disadvantaged… [PDF]
(1994). Reaching the International Student. Tig-Toe: Teaching of Evaluation. This brief paper describes a special, informal seminar for international students that used an adjunct instruction model to focus on technical terminology in the field of instructional technology. Foreign students are enrolled concurrently in two linked courses–a language course and a content course with the two courses sharing content base and complementing each other in mutually coordinated assignments. Second language learners are sheltered in the language course and integrated in the content course where both native English and non-native English speaking students attend the same lecture. International students in the adjunct course meet once a week over lunch for the seminar in order to study technical terminology and usage. Enrollment is usually 4-6 students from a variety of nations. Other features of the program include one session of the content course on cross cultural communication where the foreign students share their experiences with miscommunication and a potluck… [PDF]
(2001). Retaining Principals. ERIC Digest Number 147. This Digest examines the reasons why–outside of retirement–school principals leave their jobs. It also lists strategies districts can employ to retain principals. Many principals exit their profession because of the long hours, the workload and complexity of the job, the unending supervision of evening activities, the minimal pay difference between top teachers and administrators, and increasingly complex social problems. To ease the burden on principals, some school districts employ job sharing in which tasks are divided among two or more leaders who possess skills in different areas. One district in Tennessee, for example, initiated a plan whereby one principal begins with the freshman class and then follows the students through all 4 years of high school. To ease principals' frustration over the time they spend on administrative tasks, some districts have started training programs to certify business managers, freeing principals to focus more on instruction and curriculum…. [PDF]