bluuebunny/crossref_metadata_2025 huggingface dataset:
O uso de ECG influencia a taxa de concepção em vacas Nelore de diferentes condições corporais submetidas ao mesmo protocolo de IATF?
Authors: Dias Erika Aline Ribeiro , Arruda Rubens Paes de , Videschi Roni Aprecido , Graff Hugo Borges , Sousa Alessandra de Moraes , Monteiro Fabio Morato , Ribeiro Enilson Geraldo , Carreira Janaina Torres , Netto Halim Atique , Peres Rogério Fonseca Guimarães , Oliveira Leticia Zoccolaro
Published: May 2015

O objetivo deste estudo foi avaliar a taxa de concepção (TC) de vacas multíparas da raça Nelore apresentando diferentes escores de condição corporal (ECC), que foram submetidas ao mesmo protocolo de inseminação artificial em tempo fixo (IATF) com o emprego da gonadotrofina coriônica equina (eCG). Foram inseminadas 1574 vacas da raça Nelore, com 40 a 50 dias pós-parto. Durante as IATFs, os dados referentes ao touro (n = 8), inseminador (n = 3) e ECC foram anotados, sendo a nota do ECC aferida de 1 a 5 por técnico experiente. O diagnóstico de gestação foi realizado, por ultrassonografia, 40 dias após a IATF. Não foi observado efeito (P > 0,05) de inseminador ou touro na TC. Também não se observou diferença estatística desta taxa entre os grupos de animais separados de acordo com os ECCs. O grupo de animais com menor ECC (Grupo 1 = ECC 1,5 a 2,0; n = 139) apresentou TC de 47,4%. Os grupos de animais com ECC entre 2,5 a 2,75 (Grupo 2; n = 741) e com ECC entre 3,0 a 3,25 (Grupo 3; n = 463) apresentaram, respectivamente, TC de 47,6% e 51,2%. Os grupos de animais com maior ECC (Grupo 4 = ECC 3,5 a 4,0; n = 231) apresentou TC de 45,3% (P > 0,05). Concluiu-se que as taxas de concepção foram semelhantes entre os animais apresentando diferentes ECC no rebanho, provavelmente pelo eCG compensar a baixa pulsatilidade de LH dos animais mais magros. Porém, recomenda-se maiores estudos para verificar a real necessidade do uso de eCG em animais de condição corporal superior a 3,5.
Danos causados por pragas na estrutura, morfologia e composição de híbridos de milho Bt para silagem
Authors: Balieiro Neto Geraldo , Cividanes Terezinha Monteiro dos Santos , Branco Roberto Botelho Ferraz , Bueno Mauro Sartori , Possenti Rosana , Nogueira José Ramos
Published: May 2015

Objetivou-se avaliar o efeito de danos ocasionados por pragas nas características morfológicas e estruturais e composição química das partes da planta dos híbridos de milho DKB390 e AG8088 contendo o gene Cry1Ab e de suas contrapartes convencionais. Os híbridos de milho DKB390 e AG8088 contendo o gene Cry1Ab não receberam aplicação de inseticida e os híbridos convencionais receberam uma aplicação de deltametrina (2,8%) aos 42 dias após a semeadura. As plantas convencionais tiveram maiores danos pelo ataque das pragas Spodoptera frugiperda e Helicoverpa zea. Após o corte, 95 dias após o plantio, a planta foi separada em colmo, espiga, folha, material morto e pendão. O delineamento experimental foi em blocos ao acaso em arranjo fatorial 2 x 2. Os híbridos contendo o gene cry1Ab tiveram maior quantidade e percentual de material morto, altura da planta e altura da espiga quando comparados aos seus isogênicos. Houve maior transferência de nutrientes do colmo para o enchimento dos grãos e menor relação espiga:colmo na planta transgênica. As plantas transgênicas podem favorecer o conteúdo de nutrientes digestíveis, devido ao aumento no teor de carboidratos não fibrosos, quando colhidas mais cedo, ou desfavorecer o conteúdo de nutrientes digestíveis, em virtude da maior proporção de colmo e maiores teores de lignina no colmo, quando colhidas mais tarde.
What Can Mass-Testing Programs Do for—and—to the Pursuit of Excellence in American Education
Authors: Fishman Joshua , Clifford Paul
Published: May 2015

Mass-testing is conspicuously entwined in the functioning of the American educational system. It is subject to constant criticism from those who see it as a detriment to improving the quality of education. The authors below suggest that much of this criticism may be misplaced and that a more complete understanding of the role and function of mass-testing is necessary.
English in the West Indies, or the West Indies in English?
Authors: Dillard J.
Published: May 2015

The English of the West Indies, like the other languages of the area, shows many resemblances to the language patterns of Negroes in other parts of the New World. There have been many controversies over this matter, with many linguists, especially dialect geographers, inclined to deny West African influence upon anything inside continental North America except for Gullah(Georgia and South Carolina sea islands) and the French Creole of Louisiana. Others, like Lorenzo Turner, who conclusively disproved the widely held belief that Gullah was an amalgam of archaic features from the British Isles,have substantiated the thesis of the anthropologist Melville J. Herskovits that the culture, including the language, of Negroes from Suriname to Michigan retains many traces of African patterns. And, since the recent death of the Haitian philologist Jules Faine, no one has seriously denied resemblances among the Caribbean dialects.
Language and the School Child
Authors: Joos Martin
Published: May 2015

The trouble was arithmetic and grammar. My thick skull for mathematics was a source of humiliation. For a year or two I slaved over the subject. As a spur I announced my intention of becoming a civil engineer. The results of these efforts were peculiar. Occasionally I would come up with the solution of a complicated problem—and then miss a string of simple ones. This created suspicions that I had been helped with the hard problem. So, in the end, I just gave up mathematics.
Introduction
Authors: Emig Janet , Fleming James , Popp Helen
Published: May 2015

The editors believe that this issue, Language and Learning, may serve as prelude to a re-examination of what should constitute formal verbal learning from kindergarten through college. For some disciplines, such as literary criticism and philosophy, language, when defined as a system of verbal structures,has long served as an object of inquiry. But for others, like the biological and physical sciences, relatively recent work has created new vantages from which traditional insights about language can be viewed.
The School as a Complex Social Organization: A CONSIDERATION OF PATTERNS OF AUTONOMY
Authors: Katz Fred
Published: May 2015

In contrast to many studies of behavior in complex organizations, the author focuses on patterns of autonomy instead of compliance. He discusses the sources of autonomy and how it is structured for adults and children in the school.
The School and Self-Understanding
Authors: Samler Joseph
Published: May 2015

Using the "examined life" as the goal, Dr. Samler examines the possibility of mental health programs in our schools and various ways of attaining self-understanding—especially through cognition.
Forming the National Character: PARADOX IN THE EDUCATIONAL THOUGHT OF THE REVOLUTIONARY GENERATION
Authors: Tyack David
Published: May 2015

Though Americans had fought for individual freedom in the Revolution, their success confronted them with the problem of balancing liberty and order in the new republic. The author cites three intellectuals of the period who argued for an indoctrination of citizens: an educational goal which clashed with the right to dissent and to make independent political and moral judgments.
Distinguishing Delinquents from Pseudodelinquents
Authors: Glueck Eleanor
Published: May 2015

The author presents two new predictive devices for discriminating between real and apparent pre-delinquents. She presents findings that suggest that the new instruments may be more accurate than the already validated Glueck Social Prediction Table.
Educational Development from the Point of View of a Normative Philosophy
Authors: Kaufmann Walter
Published: May 2015

Attacking the view that rational debate on normative judgments has no place in higher education,the author presents a canon of method for the consideration of values and then applies the canon to his own normative judgment. The article closes with a practical proposal for encouraging the discussion of valuative questions in our universities.
From Noah Webster to Chauncey Wright: The Intellectual as Prognostic
Authors: Calhoun Daniel
Published: May 2015

Using the careers of six nineteenth-century men as case studies, the author shows how certain intellectual interests—particularly in problems of language and persuasion—were related to, and served as predictors of, developments within American education.
Childhood and the Education of Intellectuals
Authors: Hawkins David
Published: May 2015

American intellectuals have traditionally—and unfortunately—given most of their attention to older students. The author suggests that "the estate of childhood" is a worthy one in itself (not just as preparation for a better future) and that intellectuals would profit from a greater immersion in the world of younger children and their teachers.
A Question of Tensions
Authors: Johnson Gerald
Published: May 2015

Mechanical learning of formal, factual statements has come under attack by many intellectuals committed to freedom of inquiry, but while sharing this concern,the author warns intellectuals of their excesses and draws a distinction between "toxic" and necessary forms of indoctrination.
The Kingdom of God and the Common School: PROTESTANT MINISTERS AND THE EDUCATIONAL AWAKENING IN THE WEST
Authors: Tyack David
Published: May 2015

Using early Oregon as a case study, the author analyzes the crucial role of the Protestant clergy in the establishment of American common schools.
The Contribution of Schooling to the Learning of Norms
Authors: Dreeben Robert
Published: May 2015

The author analyzes various aspects of the social structure of the school, particularly in contrast to that of the family, and discusses the relationship between that structure and the acquisition of norms which are integral to public and occupational life in industrial societies.
Age Integration and Socialization in an Educational Setting
Authors: Elder, Jr. Glen
Published: May 2015

The author discusses the social, moral, and academic effects resulting from the interaction of adolescent and adult students in a secondary school setting. Dr. Elder specifies the social and psychological features of age-integration—beyond sheer propinquity—which contributed to the observed effects.
Preface
Authors: Howe II Harold
Published: May 2015

In devoting this issue to the subject of "Equal Educational Opportunity," theHarvard Educational Review presents the views of fifteen men whose names are impressive credentials. Each is a recognized authority writing about an educational problem of national magnitude. Each is concerned about this American society that has not yet provided for all its members the full rights and privileges of citizenship. And each regards education as a key factor in promoting social and economic progress. While their prescriptions may differ, they share a common commitment to the full measure of educational change required to effect equal opportunity in education.
Policy for the Public Schools: Compensation and Integration
Authors: Cohen David
Published: May 2015

This article is concerned with the implications of research for national policy. As a consequence, the discussion centers upon only a few of the many changes which are generally advocated for urban education. The focus is upon those few basic aspects of urban public education which probably could be reached and fundamentally changed by the relatively limited instruments of national policy. Although they have enormous potential for creativity, these instruments—the law, money,and administrative requirements—also have limitations. The limitations are a good deal more acute in matters of educational opportunity than in, say, voting rights. It is in large part for these intrinsic reasons, and owing to certain historic limitations (we do not have a national school system, and thus cannot have a national policy on curriculum) that policy implications assessed here may seem to some rather narrowly circumscribed. It is not my view that unique programs and personalities, engaged creatively in education under what are often very trying conditions, are not important or significant. They are, and there is much to be learned from them.
The Concept of Equality of Educational Opportunity
Authors: Coleman James
Published: May 2015

Although there is wide agreement in the United States that our society accepts and supports the fundamental value of equal opportunity, when it comes to areas of specific application there is considerable disagreement over its meaning. In this article, the author traces the evolutionary shifts in interpretation of the concept of equality of educational opportunity, not only putting into perspective the different views which form the basis for disagreement today but also indicating how the current direction of change may influence the interpretation of this concept in the future.
Report Analysis
Authors: Sizer Theodore
Published: May 2015

To a teacher in one of New York's better known "difficult" schools: "How is it going?" His reply: "How do I know? I haven't gotten the kids quiet enough to find out."
Sources of Resistance to the Coleman Report
Authors: Moynihan Daniel
Published: May 2015

The author discusses the responses to the Coleman Report of three interest groups from which strong reactions might have been expected—the educational establishment,the reform establishment, and the research establishment. He offers three propositions explaining why these groups responded as they did to the Coleman findings. The author illustrates one of his propositions in some detail by analyzing the Coleman data relating family structure and school achievement.
Report Analysis: Franks and Muscatine—the Workings of Faculty Committees
Authors: Williams, Jr. Donald
Published: May 2015

During the academic year 1965-6 faculty committees at two world-prominent universities issued reports on directions they hoped their institutions would take during the coming years. Both of these reports, that of the Commission of Inquiry at Oxford chaired by Lord Franks and that of the Select Committee on Education at Berkeley headed by Professor Charles M. Muscatine,attracted immediate and widespread attention. As documents illustrating the efforts of those within the university to generate recommendations for change sufficiently palatable to their colleagues, the reports have become the subject of significant debate and activity within their respective institutions.
Race and Education: A Search for Legitimacy
Authors: Hamilton Charles
Published: May 2015

The author asserts that the educational questions and issues being raised by many black parents, students, and teachers today are substantially different from the traditional concerns of experts. The black spokesmen are questioning the legitimacy of the educational institutions; they no longer believe that it is sufficient to try to increase the effectiveness of those institutions. This difference has caused a tension between those who have been victims of indifferent and inefficient policies and practices and those who believe it is still possible to make the existing institutions operable. Black people are calling for community control, not for integration. They are focusing as much on Afro-American culture and awareness as they are on verbal and arithmetic skills. Some black people are thinking of entirely new,comprehensive forms of education, based on substantially different normative values.
The Poor, the Schools, and Equal Protection
Authors: Kirp David
Published: May 2015

This article is the first in a projected series on Law and Education, which will deal with both legislation and court decisions relevant to education.
A Letter from the South
Authors: Brazziel William
Published: May 2015

This letter came, in its earliest form, even before subscribers had received their copies of the Winter issue. Mr. Brazziel had been following the Jensen controversy ever since Dr. Jensen spoke to the American Educational Research Association in 1968. When news of the Harvard Educational Review article reached Mr. Brazziel through local publicity (newspapers and the coverage in U. S. News and World Report) the correspondence printed below began. In subsequent issues of the Review we expect to print further letters and comments from our readers.
Report Analysis: Fact Finding Commission on Columbia Disturbances
Authors: Keniston Kenneth
Published: May 2015

In his discussion of the Cox Commission Report, Professor Keniston finds himself in sympathy with its objectivity and "even-handed charity" in dispensing blame. He does disagree, however, with the Commission's explanation of student violence and disruption as largely "symptomatic" of extra-university issues. Keniston argues that it is not only disaffection with life outside the Ivy Wall—with Vietnam,"racism", and the power structure—but discontent with the university's failure to act according to its ideals that produces student protest.
Genetic Theories and Influences: Comments on the Value of Diversity
Authors: Crow James
Published: May 2015

Professor Crow agrees "for the most part with Jensen's analysis." He does suggest qualifications when drawing inferences from existing studies in biometrical genetics. First, he notes his reservations about the reality of the mathematical assumptions implicit in analysis of variance models. Second, he draws attention to the limited sample size available in studies of twins and siblings reared apart and asks how representative such groups are. Third, he notes that predictive models have inherent limits when new, qualitatively different, treatments are introduced into the environment.
Teacher and Community
Authors: Cuban Larry
Published: May 2015

Though there are many reasons for the current gulfs which separate school,community, and teacher-training institutions in the inner city, this paper suggests that a limited view of teaching and an inappropriate training model may be primarily at fault. A tripartite teaching role involving instruction, curriculum development, and community involvement, is described by the author as an alternative, and he outlines a school-based training project in Washington,D. C. operating on this conception. As with conventional teacher-education programs,only a minority of graduates remained in the classroom after five years,but the author presents other grounds on which to judge the success or failure of his model.
Inadequate Evidence and Illogical Conclusions
Authors: Kagan Jerome
Published: May 2015

Professor Kagan is critical of the logic of Dr. Jensen's article and presents evidence that any IQ data collected in the standardized manner may not reflect the actual potential of lower class children. In Kagan's opinion, Jensen's major fallacies are(I) his inappropriate generalization from within-family IQ differences to an argument that separate racial gene pools are necessarily different and (2) his conclusion that IQ differences are genetically determined, although he glosses over evidence of strong environmental influences on tested IQ—even between identical twins. Kagan cites new studies which suggest that part of the perceived intellectual inadequacy of lower class children may derive from a style of mother-child interaction that gives the lower class child less intense exposure to maternal intervention. Finally, Kagan argues, present compensatory education programs have been neither adequately developed nor evaluated. We cannot, therefore, use current evaluations of them to dismiss all possible compensatory programs.
Schools and Communities: A Look Forward
Authors: Green Thomas
Published: May 2015

Professor Green asks whether the future holds many surprises, and concludes that the forms of education we see today will prevail over the long run. He wonders whether our social order has changed, or will change, sufficiently to allow us to establish a new educational order. He suspects that it has not, and will not, but argues that at least that is the right question.
Happenings on the Way Back to the Forum: Social Science, IQ, and Race Differences Revisited
Authors: Deutsch Martin
Published: May 2015

Professor Deutsch reviews the literature on compensatory education, intelligence testing, and the nature of educational environments and concludes that Arthur Jensen had constructed an article which had "negative implications for the struggle against racism and for improvement of the educational system." Deutsch believes the Jensen article holds a consistent bias toward an undemocratic eugenic and racist hypothesis.
Social Allocation Models of Intelligence: A Methodological Inquiry
Authors: Light Richard , Smith Paul
Published: May 2015

The authors consider Professor Jensen's hypothesis that inherited factors may be"implicated" in observed racial differences in measured intelligence. They argue that even if one chooses to accept Professor Jensen's estimates of the proportion of variance in intelligence accounted for by heredity, environment, and their interaction,his hypothesis is not substantiated by his own data. They go on to say that the parameter estimates are highly suspect, given the small sample size of the twin studies and the way disparate studies were combined. The authors simulated, on a computer, the process of studying twins and found that the statistical procedures employed in these studies of intelligence yield quite unstable estimates. In particular,the estimate of the interaction effect is quite unreliable, both because of sample size, and because Jensen chose a statistical model which would attribute some interaction to the main variables—heredity and environment. Finally, the authors propose that the studies of intelligence reported by Professor Jensen ignore the reality of feedback loops, initiated by physical differences, and enhanced by processes of social differentiation in our society.
The Friendly Object
Authors: Prangell Peter
Published: May 2015

It is my concern to write of "objects"—those inanimate constructions that support us in our everyday lives. The toasters, radios, doors, streetlamps, hydrants,coke machines, houses, shops and cities that can be friendly objects to us.
INTERVIEW WITH TOPPER CAREW
Authors: Carew Topper
Published: May 2015

The following is a transcription of two interviews with Topper Carew,Director of The New Thing, a community organization in Washington, D.C. dedicated to the development of the black community through art and education. The interviews took place in Cambridge and at The New Thing and were conducted by Arthur Blackman, Ken Freidus,David Robinson, and Florence Shelton Ladd, H.G.S.E. lecturer. All photographs were taken by New Thing students.
Early Childhood Intervention: The Social Science Base of Institutional Racism
Authors: Baratz Stephen , Baratz Joan
Published: May 2015

Joan and Stephen Baratz examine the underlying assumptions of intervention programs that tacitly label Negro behavior as pathological. They suggest that the failure to recognize and utilize existing cultural forms of the lower-class Negro community to teach new skills not only dooms intervention programs such as Head Start to failure, but also constitutes a form of institutional racism. An illustration of a pathological versus cultural interpretation of Negro behavior is presented when the Baratzes contrast the interventionists' statements that describe Negro children as verbally destitute and linguistically underdeveloped with current sociolinguistic data that indicate that Negro children speak a highly developed but different variety of English from that of the mainstream standard. The cultural difference model is presented as a viable alternative to the existing genetic inferiority and social pathology models, both of which share the view of the Negro as a "sick white man."
Properly Literate
Authors: O'Neil Wayne
Published: May 2015

Dr. O'Neil makes a distinction between being able to read and being literate. He argues that our emphasis on reading ability has strong negative consequences for the development of "proper literacy" and civilized men.
The Problem of Reading is Solved
Authors: Gattegno Caleb
Published: May 2015

Dr. Caleb Gattegno holds that reading is a relatively simple process of matching the sound system of a language with its written system. Children can be easily taught to do this, helped by color-coded instructional materials, since they internalized the algebraic and temporal structure of their language when they learned to talk.
Illiteracy in America: A Symposium
Authors: Chall Jeanne , Harman David , Isaac Ephraim , Jones Dorothy , Laubach Frank , Laubach Robert , O'Neil Wayne
Published: May 2015

On January 7, 1970, a group of literacy experts, scholars, and educators came together at the invitation of the Review to discuss "Illiteracy in America: What Can We Do About It? What Should We Do About It?" The following is a condensed transcript of their four-hour discussion.
The University as a Community of Resistance
Authors: Mullaney Antony
Published: May 2015

"I propose that the university community become part of the resistance movement in the United States. It must actively oppose those vast power relationships in the nation which refuse to read the signs of the times and insist upon business as usual ... Indeed, it must define a new basis for survival and assume the risks of such definition, confident that in the process it will discover its nature and role for these times."
Pre-School Children's Knowledge of English Phonology
Authors: Read Charles
Published: May 2015

The author suggests that some preschool children have an unconscious knowledge of aspects of the sound system of English; that these children tacitly organize phonetic segments into categories defined by articulatory features; and that these children base their judgments of phonological relationships on certain specifiable features.
Title I of ESEA: The Politics of Implementing Federal Education Reform
Authors: Murphy Jerome
Published: May 2015

Most of the literature on Title I of ESEA focuses either on activities at the federal level—the passage and early administration of the law—or at the local level—the quality of programs or alleged abuses in using Title I funds. Little attention has been paid to the intergovernmental problems of implementing education reform in a federal system. In this article, the author examines the interaction between the different levels of government concerning Title I, focusing mainly on the program's management and on specific federal efforts to issue strong guidelines. The discussion reveals the political and bureaucratic obstacles which constrain federal efforts to redirect local priorities and explores the notion of countervailing local power as a way for the poor to gain greater leverage in the program's operation.
Deficit Difference, and Bicultural Models of Afro-American Behavior
Authors: Valentine Charles
Published: May 2015

The author presents arguments against the prevailing models for describing and analyzing Afro-American culture. He rejects not only the biological and culturaldeficit models, but also presents evidence against the more recent cultural difference and culture-of-poverty models. He sees the latter models as incorrect,and also as harmful if used as a basis for new educational policies and programs. In their place, as a result of on-going field study and his several previous research projects in this area, Mr. Valentine proposes a bicultural educational model, recognizing that many blacks are simultaneously committed to both Black culture and mainstream culture, and that the two are not mutually exclusive as generally assumed.
Correspondence
Authors: Minuchin Patricia
Published: May 2015

Michael Wallach does not believe that differences in educational philosophy and their associated practices are important. His review of our book, The Psychological Impact of School Experience (HER, May 1970), gives a simplistic picture of the study and of the related educational and psychological issues. He questions whether comparative research should be done at all and argues instead for "high quality schooling, whatever its philosophical approach." We have taken the position that the issue of differential impact is crucial in education, and that the definition of "high quality schooling"—which is indeed a value choice—can come only from explicit consideration of the psychological implications of different approaches and from considerably more knowledge than we now have about the actual consequences of differences in orientation and practice.
Community Power and Student Rights: An Interview with Arthur E. Thomas
Authors: Thomas Arthur
Published: May 2015

Law has traditionally influenced education through the precedent-setting power of key judicial decisions. The Tinker1 and Serrano2 judgments, to name only two, have generated new concepts of what student rights and educational equality might mean. Within this framework, a citizen petitions the courts with the expectation that the decision will affect individuals across the country with similar grievances. Judicial decisions can thus be used as instruments to initiate large-scale changes in policy.
Community Colleges and Social Stratification
Authors: Karabel Jerome
Published: May 2015

The expansion of the community colleges in recent years repeats an American pattern that couples class-based tracking with "educational inflation." Shaped by a changing economy and by the American ideology of equal opportunity, community colleges are moving toward vocational rather than transfer curricula and are channeling first generation college students into these programs. The author examines the social forces behind the community college movement and the social processes within the community colleges that have produced a submerged class conflict in higher education.
Desegregating Urban Schools: A Review of Techniques
Authors: Foster Gordon
Published: May 2015

The author, who has devised desegregation plans for a number of cities and has appeared often as an expert witness in desegregation suits, reviews the growth of desegregation in the past few years and evaluates the advantages and disadvantages of various techniques of desegregation. He then discusses the economic and the social and psychological constraints on desegregation. Finally, he makes an argument for the benefits of metropolitan desegregation plans.
Proving the Absence of Positive Associations
Authors: Thurow Lester
Published: May 2015

Inequality is in reality two books that differ substantially in tone and confidence if not in basic conclusions. It is also a book that covers a wide variety of issues in sociology, genetics, psychology, and economics. To some extent the statements in the main text of the book are at variance with the qualifications in the footnotes and appendices. For example, the text states that forty-five percent of IQ is inherited yet a careful reading of the appendix leads to the conclusion that we do not really know within a very wide range (say ten percent to ninety percent) how much of IQ is or is not inherited. Since the same authors wrote both the text and the appendices, they are clearly aware of the difference in tone between the two parts of the book. I assume that this is a legitimate dramatic device to get people to read a challenge to their firmly held prejudices, but it is a device that requires the serious reader to read the footnotes. Given the number and extent of the footnotes, this is a formidable hurdle, but it is a necessary part of understandingInequality. As more and more footnotes and appendices are read, the reader will find himself retreating from the self-confident certainty of the text to a state of increasing ignorance and uncertainty. The truth is not that IQ is eighty-five percent inherited or forty-five percent inherited, but that the data give conflicting results and that we simply do not know and are not likely to know in the near future what percentage of IQ scores is inherited.
A Black Response to Christopher Jencks's Inequality and Certain Other Issues
Authors: Edmonds Ronald , Billingsley Andrew , Comer James , Dyer James , Hall William , Hill Robert , McGehee Nan , Reddick Lawrence , Taylor Howard , Wright Stephen
Published: May 2015

In recent years public perspective on American social science has been dominated by a species of inquiry most notably characterized by the published works of Coleman, Moynihan, and Jensen. These otherwise dissimilar individuals share the dubious honor of offering social science observations that sustain or encourage those who would reverse the national momentum of social reform. The Coleman"Report" disparaged a decade of educational intervention on behalf of black children. Moynihan recommended "benign neglect" of national issues of race. Jensen concluded that black children are educationally disadvantaged by reason of genetic inferiority. Christopher Jencks's recently published Inequality is the latest on this list of nay-saying social science observations.
Sex Role Stereotyping in the Public Schools
Authors: Saario Terry , Jacklin Carol Nagy , Tittle Carol Kehr
Published: May 2015

The authors investigate sex role stereotyping in three major areas: elementary school basal readers, educational achievement tests, and difjerential auricular requirements for males and females. The section on basal readers documents the extent and kind of sex role stereotyping in the kindergarten to third grade textbooks of four major publishers. The section on educational testing raises the issue of sex bias in item content and language usage and shows the presence of sex role stereotyping in test batteries from major test publishing companies. The curriculum section discusses the presence and ramifications of different curriculum patterns for males and females.
Report Analyses: The Massachusetts Task Force Reports: Advocacy for Children
Authors: Edelman Peter
Published: May 2015

This essay is not about what needs to be done tor children, but about tactics, ways to go about trying to change public policy as it affects children. It focuses on one case, a citizen advocacy effort at the local level directed at remedying the exclusion of children from school, and then generalizes about the validity and pitfalls of a variety of advocacy tactics.
Amphetamines in the Treatment of Hyperkinetic Children
Authors: Grinspoon Lester , Singer Susan
Published: May 2015

The authors review research on the effects of amphetamines on children, particularly hyperactive children in the classroom. They point out that there is no clear evidence these drugs should be prescribed as often as they are. The "hyperkinetic syndrome" remains vague both in its diagnosis and its etiology, and the mechanism of amphetamine action is unclear. The assumption that amphetamines have a paradoxical,calming effect on hyperactive children, unlike the stimulating effect they exert on adults, may accurately describe the apparent effects of the drugs on attention and other aspects of socially accepted classroom behavior, but it does not justify the interpretation that amphetamine effects are qualitatively different for children than for adults, without the same potential for harm. The authors conclude that the possible adverse effects of these drugs and their unknown long-term risks require that we consider the present policy of amphetamine administration in the schools.
Abused and Neglected Children in America: A Study of Alternative Policies
Authors: Light Richard
Published: May 2015

Both the print and electronic media recently have highlighted the problems faced by severely abased and neglected children in America. Many suggestions have been offered for ameliorating the conditions leading to child abuse and neglect,but few hard data exist to tell us which social policies can be most effective in combatting these conditions. In this article, several sources of data are examined to estimate the incidence of abuse, its social and demographic features, and the nature of available child abuse case reports. Three potential social policies are analyzed in detail: national health screening, education in child rearing, and the development of profiles of abusing families with the hope of offering them preventive help. Each analysis has two underlying themes. First, even with incomplete data it is often possible to evaluate the probable effectiveness of a social policy before it is implemented. Second, data initially collected in a non-experimental setting ran still be used to suggest improvements in policy. The author concludes with a series of recommendations urging more systematic and carefully designed investigations of reporting systems and ameliorative efforts. Such investigations are necessary to enable firm inferences about the comparative effectiveness of different programs to reduce the incidence of child abuse and neglect.
Foster Care—In Whose Best Interest?
Authors: Mnookin Robert
Published: May 2015

Under existing law, judges have wide discretionary authority to remove "neglected"children from their natural parents and place them in state-controlled foster care. The children are for the most part from poor families. The author describes the process by which the state can coercively remove children from their parents, and he analyzes the best interests of the child test, the legal standard courts usually employ to decide whether a neglected child should be removed from parental custody. He suggests that this standard requires predictions that cannot be made on a case by case basis and necessarily gives individual judges too much discretion to impose their own values in deciding what is best for a child. While critical of the procedural informality of the current juvenile court process, he believes additional procedural safeguards for children and their parents are in themselves unlikely to remedy the situation. He goes on to propose a new standard to limit removal to cases where there is an immediate and substantial danger to the child's health and where there are no reasonable means of protecting the child at home. In addition, a standard is proposed to ensure that prompt steps are taken to provide children who must be removed with a stable environment.
A Statement by Senator Walter F. Mondale
Authors: Mondale Walter
Published: May 2015

Senator Mondale, a Democrat from Minnesota, is a leading congressional spokesman for children. He is a member of the Senate Subcommittees on Education,on Poverty, and on Health. He also was a member of the now expired Subcommittee on Indian Education, served as Chairman of the Select Committee on Equal Educational Opportunity and the Migratory Labor Subcommittee, and is currently chairman of the Subcommittee on Children and Youth.
Reforming Educational Policy With Applied Social Research
Authors: Cohen David , Garet Michael
Published: May 2015

Policy researchers have traditionally assumed that applied research produces authoritative and socially relevant knowledge and affects policy by affecting discrete decisions. The authors investigate these assumptions in the light of case materials from educational policy research and find them lacking in explanatory force. They suggest that, since premises about the relationship between applied research and policy are faulty, the traditional rationale for social science in the service of the state may not be adequate. The authors propose an alternative conception of policy research based on a notion of the research process as a form of discourse about the nature of society and its problems.
Not One Judge's Opinion: Morgan v. Hennigan and the Boston Schools
Authors: Abrams Roger
Published: May 2015

For twenty years, since Brown v. Board of Education, the federal courts have consistently upheld the right of black children to attend a nondiscriminatory school system, and the Boston School decision, Morgan v. Hennigan, has followed in that tradition. However, the violent and visceral reaction to the decision has raised the question whether the law will withstand the pressure to turn away from our national commitment to an integrated society. The Boston School decision, therefore, portends to be a watershed in the development of our national commitment to equality under the law. In this article, Professor Abrams, who was one of the plaintiffs' counsel in the litigation, examines the factual and legal bases of the federal district court's opinion.
Educational Goals and Schooling in a Therapeutic Community
Authors: Bookbinder Stephen
Published: May 2015

This article examines a therapeutic community for the rehabilitation of drug addicts run by Marathon House, Inc. To aid the often difficult transition from community to society, a school program was introduced. The author, selected as the first teacher, describes the problems faced by the organization and its residents, who believe in the values of a highly structured, supportive community, yet who must be responsible to a society that does not share these values. The author terms this the corporate-communal dilemma, and he uses the introduction of the school program to discuss how the organization and individuals in it tried to cope with this dilemma.
Regression Analyses and Education Production Functions: Can They Be Trusted?
Authors: Luecke Daniel , McGinn Noel
Published: May 2015

Many studies have purported to demonstrate that schooling has little independent impact on achievement and that administrators can do little to boost students'test scores. Daniel F. Luecke and Noel F. McGinn question such results and use variations of a computer simulation model to generate data sets similar to those collected by educational researchers. They subject the data generated to several kinds of aggregation procedures and regression analysis, and compare the statistics thus yielded with their knowledge of the causal relationships programmed into the data. They conclude that many "no significant effect" findings may be artifacts of statistical techniques used to analyze cross-sectional survey data.
Hierarchical Theories of Development in Education and Psychology
Authors: Phillips D. , Kelly Mavis
Published: May 2015

The authors examine the much-touted hierarchical theories of development and argue that their underlying assumptions have not been adequately examined. One special concern is the claim that the order of stages of development must be invariant;another is the problem of clarifying the contribution that earlier stages make to succeeding stages. Reviewing the works of Piaget and Inhelder, Kohlberg,Jensen, Erikson, and Gagné, the authors maintain that it is unclear whether their theories are empirically or conceptually grounded. Because of such obscurities,they argue, a good many of the assumptions currently accepted in developmental psychology are dubious.
The Separation of School and State: Pierce Reconsidered
Authors: Arons Stephen
Published: May 2015

Does the Constitution protect parents' right to pass their values along to their children?Stephen Arons argues that it does, basing his contention on the language and the history of Pierce v. Society of Sisters, the landmark decision that guaranteed private schools' right to do business. The author focuses upon the Court's statement that the state cannot "standardize" children and subsequent decisions and theoretical discussions that have cited Pierce in connection with First Amendment rights. Thus he suggests a First Amendment reading of Pierce, based upon the preservation of individual consciousness from government coercion. This principle would indicate that parents have a right of educational choice where the inculcation of values or beliefs is concerned. In the final part of this article, Arons explains why, if parents have such a right, the present scheme of compulsory attendance and school financing may be unconstitutional.
Community Representation in Teacher Collective Bargaining: Problems and Prospects
Authors: Cheng Charles
Published: May 2015

In the past decade, the authority of school administrators and school boards has been called into question by members of two emerging groups—teachers' unions and advocates of community control. While both movements have received much attention, the relationship between them has gone largely unrecognized. Charles W. Cheng argues that collective bargaining between unions and school systems is creating an infrastructure of labor-relations experts who are removing decisionmaking power from both school boards and rank-and-file teachers; as enlargement of the scope of bargaining pulls more and more educational-policy decisions into the collective-bargaining arena, parents and communities are pushed further than ever from the educational power structure. Yet ways exist to include parents and communities in educational decision making without sacrificing the gains which teachers' unions have won. Challenging teachers to reexamine the policies their leaders have pursued, the author describes and assesses several strategies for opening up the bargaining process.
The Goddess, the School Book, and Compulsion
Authors: Burgess Charles
Published: May 2015

Educational historians have increasingly turned their attention to the origins of compulsory schooling. In this essay, Professor Charles Burgess places the development of compulsory-school-attendance laws in a broad social context. Noting the social disorder brought about by the Civil War and by rapid technological growth,Burgess maintains that compulsion was used in many aspects of American life to secure stability and to forge a new sense of nationhood. Anxious to standardize American behavior, some citizens pressed for, among other things, compulsory voting, national rules on divorce and obscenity, and compulsory teetotaling. Compulsory schooling, while crucial to this search for national unity, was thus only part of the quest to redirect American citizens' loyalties from their local communities to state or nation.
Conflict and Consensus Revisited: Notes toward a Reinterpretation of American Educational History
Authors: Kaestle Carl
Published: May 2015

Since the early 1950s, educational historians have increasingly turned their attention to the role of social conflict in the creation of public schools. Consensus historians claim that most Americans were in agreement on the issue of free public education, while recent conflict historians posit that the social elite imposed public schooling on the working class. Author Carl Kaestle suggests that each view contains elements of the truth but that both are reductionist. In this article, he briefly examines these interpretations and then suggests improved models of historical research to define more precisely and elegantly the relationship between conflict and consensus in American educational history.
The Role of Education in American History: A Memorandum for the Committee Advising the Fund for the Advancement of Education in Regard to This Subject
Authors: Storr Richard
Published: May 2015

The author wrote this essay during the 1950s for the Ford Foundation's Fund for the Advancement of Education, which at that time was encouraging historians to take a fresh look at history of education. Intended to stimulate discussion within the Fund's Committee on the Role of Education in American History, the essay,here condensed, was never published. In his attempt to broaden the range of research concerns for educational historians, Professor Storr explored the meanings of education as it contributed to the making of the American character. The author was asked to add commentary, set here in italics to distinguish it from the original text. Storr's reflections arc as pertinent to scholarship today as they were to the revitalization of history of education twenty years ago.