bluuebunny/crossref_metadata_2025 huggingface dataset:
Evaluating the Quality of Textbooks for Diverse Learners
Authors: Chambliss Marilyn J.
Published: December 2008

Current methods of textbook evaluation have not led to changes necessary for enhancing the comprehension of diverse learners. These methods have failed to highlight three important comprehensibility features of textbook writing: familiarity, interestingness, and structural coherence. In this article present an evaluation technique that uses graphic organziers to represent textbook material so that it can be evaluated according to these three features. I review relevant research, show how to represent two sixth-grade social studies textbooks graphically, and discuss how publishers, state adopters, district selectors, and classroom teachers could use the technique to improve textbook materials for all students.
Attention-Deficit/Hyperactivity Disorder and Section 504
Authors: REID ROBERT , KATSIYANNIS ANTONIS
Published: December 2008

How educators can best serve the needs of students with attention-Deficit/Hyperactivity Disorder (ADHD) is rapidly becoming a major issue. Section 504 of the Rehabilitation Act of 1973 is one avenue actively pursued by advocacy groups to obtain services for children with ADHD. As a result, Section 504 is experiencing a resurgence; however, because it has had little educational application since the inception of public law 94-142, many educators are unaware of the requirements posed by Section 504. A review of relevant office of civil rights rulings on eligibility, assessment, and accommodations for children with ADHD is provided.
Using Textbooks with Students Who Cannot Read Them
Authors: CIBOROWSKI JEAN
Published: December 2008

Too many students have difficulty comprehending information presented in the textbooks intended for their use. One reason for this is that textbooks are often organized so that the task of reading and thinking about them is made unduly difficult. Further, teacher editions offer little in the way of helping teachers improve the textbook's usability for students who struggle with reading. This article summarizes the existing literature on effective textbook instruction. The author then proposes how special educators and content instructors can combine their talents to compensate for poorly written books and maximize good books when teaching all their students, but particularly those students who do not learn in the expected ways.
The Effects of a Peer-Mediated Self-Evaluation Procedure on the Recess Behavior of Students with Behavior Problems
Authors: NELSON J. RON , SMITH DEBORAH J. , COLVIN GEOFF
Published: December 2008

The trend in elementary schools to shift recess supervision from certified staff to classified staff has weakened the quality of recess supervision. One approach to remedy this problem is to rely more on the students themselves. The purpose of this study is twofold: (a) to investigate the effects of a self-evaluation procedure on the recess behavior of students with behavior problems and (b) to determine whether the use of peers in the procedure facilitates the generalization of behavioral gains. Following the baseline, a peer-mediated self-evaluation procedure was introduced in the morning recess period according to the time-lagged procedures required by a multiple baseline across subjects design. Results revealed that the procedure produced clear improvements in the recess behavior of the target students. These improvements were maintained throughout all experimental conditions as the self-evaluation procedure was systematically faded. In addition, the treatment effects generalized to an afternoon recess period.
Testing Accommodations for Students with Disabilities
Authors: THURLOW MARTHA L. , YSSELDYKE JAMES E. , SILVERSTEIN BETH
Published: December 2008

With a national reform agenda that includes all american students and federal legislation barring job discrimination against individuals with disabilities, concerns have mounted about how to accurately assess persons with disabilities. including these individuals in the assessment process often requires the modification of tests and testing procedures. along with these modifications come many complicated issues. this article reviews the literature pertaining to testing accommodations for people with disabilities. we address policy and legal considerations, existing standards, research on current practice, and research on technical concerns. we examine the relatively limited set of empirical studies on accommodations and assessments (many of which were conducted by test publishers) and recommend a significant program of research on testing accommodations for students with disabilities.
Increasing the Homework Completion Rates of Students with Mild Disabilities
Authors: SALEND SPENCER J. , GAJRIA MEENAKSHI
Published: December 2008

Whether students with mild disabilities are educated in mainstreamed general education classes or special education settings, it is likely that they will be assigned homework by their teacher(s). assignment of homework can affect their school performance and the grades they receive in their classes. however, because of a variety of factors, many students with mild disabilities experience difficulty completing their homework. this article presents educators with guidelines for increasing the homework completion rates of students with mild disabilities, including (a) varying the amount and type of homework assignments, (b) providing motivating acts so that students complete their homework, (c) using peermediated strategies, (d) establishing and following homework routines, (e) teaching strategies to improve students' study and organizational skills, and (f) involving parents in the homework process.
Does Delayed School Entry Reduce Later Grade Retentions and Use of Special Education Services?
Authors: MAY DEBORAH C. , KUNDERT DEBORAH K. , BRENT DONNA
Published: December 2008

The practice of delaying children's entry into a kindergarten program 1 year beyond the traditional chronolgical age of their classmates is a controversial issue. although this practice has been said to reduce the need for grade retentions and special education services, the research literature has yielded contradictory results about the effects of delayed entry on students. the present study examined the effects of delayed entry in one suburban new york school district on later elementaryschool grade retention and special education service rates. in addition, the influence of gender on the practice of delayed entry was investigated. the sample for this study consisted of all students (n = 3,238) who were enrolled in grades 1 through 12; from this, a subsample of all children (n = 279) who had delayed school entry were identified, and their records were examined for future retentions and use of special education services. it was found that students who delayed school entry were most often male and were placed in special education programs in significantly higher proportions than nondelayed-entry students. no significant effect of delayed entry was noted for retention.
A Comparison of the Effectiveness of Videodisc and Traditional Algebra Instruction for College-age Students with Learning Disabilities
Authors: KITZ WILLIAM R. , THORPE HAROLD W.
Published: December 2008

The purpose of this study was to compare the effectiveness of a videodisc program, mastering equations, roots and exponents (system impact, inc., 1989) with a traditional text-based program. this study was conducted as part of a transition program during the summer before these students first entered college. the control group (n = 13) received instruction from a typical intermediate-level college algebra text, whereas the treatment group (n = 13) received instruction from the mastering equations, roots and exponents videodisc program. data analysis indicated that the treatment group receiving videodisc instruction significantly outperformed the control group on two posttest measures of algebra skill. the videodisc-instructed group also earned significantly higher grades in their first algebra class in the fall semester following the treatment phase of the study. the authors attributed the effectiveness of the videodisc instruction to the proven elements of effective instruction embedded in the program's lesson presentation format and supporting materials.
Mentoring New Leadership Roles for Parents of Children with Disabilities
Authors: SEARCY SHERI , LEE-LAWSON CARLA , TROMBINO BETSY
Published: December 2008

Parent leaders were asked to discuss their experiences in being mentored and in mentoring others. mentoring is viewed as a special relationship that develops between two individuals, where the mentor recognizes a uniqueness or potential in the less experienced person and takes a special interest in the growth of that person. likewise, the proteagea admires or values the experience, knowledge, skill, or behavior of the mentor and wishes to emulate this. seven themes are identified relative to effective mentoring of parents of children with disabilities. mentors model desirable qualities or behaviors; they teach and share knowledge; they provide guidance or advice; they actively listen to thoughts and feelings; they provide support and encouragement; they promote proteageas to others; and mentors make a special commitment of time, energy, and interest in the proteagea's growth. specific mentoring activities are provided. barriers to mentoring are also identified.
School-Based Bilingual Special Education Teacher Assistance Teams
Authors: HARRIS KATHLEEN C.
Published: December 2008

This article discusses the establishment of school-based bilingual special education teams in one, primarily hispanic, school district located in an urban southwest city. the discussion is based on field notes, transcripts of unstructured interviews and conference presentations, and documents produced by team members. the issues discussed relate to the following areas: perceptions of team members' roles in the school, problems in assuming an active classroom consultation role, problems in supporting the maintenance of school-based teams, and differences in perceptions of the consultant's status with respect to these school-based teams.
Integrating Title I and Special Education Service Delivery
Authors: CARLSON ELAINE , O'REILLY FRAN E.
Published: December 2008

SPECIAL EDUCATION AND TITLE 1 PROGRAMS COEXIST IN ABOUT 65% OF ALL PUBLIC ELEMENTARY SCHOOLS IN THE NATION. ALTHOUGH SOME OF THE SERVICES OFFERED BY THE TWO PROGRAMS ARE SIMILAR, THE LEGISLATIVE INTENT, FUNDING MECHANISMS, AND THE POPULATIONS TARGETED BY EACH PROGRAM DIFFER. THIS ARTICLE EXPLORES INTEGRATION OF THE TITLE 1 COMPENSATORY EDUCATION PROGRAM AND SPECIAL EDUCATION. THIS INTEGRATION IS OFTEN ACHIEVED EITHER THROUGH COOPERATIVE TEACHING OR THROUGH BLENDED FUNDING OF STAFF SALARIES. PROFILES OF LOCAL EFFORTS TO INTEGRATE TITLE 1 AND SPECIAL EDUCATION SERVICES ARE PROVIDED.
LRE Policy
Authors: MCNULTY BRIAN A. , CONNOLLY TERRI ROGERS , WILSON PHILIP G. , BREWER ROBIN D.
Published: December 2008

This article describes colorado's approach to implementation of least restrictive environment (lre) policy, specifically focused on the recent reform initiative of inclusive education. progress toward full implementation of lre is discussed and barriers presented. the authors describe how leadership from the state department of education, in partnership with other key constituents, has resulted in major change with regard to integrated placements through the special education process. because state leaders believed that the traditional identification—placement process for accessing special education services did not provide for appropriate services, they began to plan strategically for movement toward more integrated environments in the general education setting. this effort is discussed, and the partnerships that facilitated this change are highlighted. finally, emerging policy initiatives and questions about the merger of school reform with inclusive practices are explored, as well as the impact of standards-driven education on these initiatives. the authors conclude that although lre policy can be mandated, to achieve true inclusion, community beliefs and attitudes about students with diverse learning abilities must be changed.
Empowering Teachers and Students with Instructional Choices in Inclusive Settings
Authors: MERCER CECIL D. , Lane Holly B. , Jordan Luann , Allsopp David H. , Eisele Mary R.
Published: December 2008

APPROPRIATE INSTRUCTION IN CLASSROOMS WITH DIVERSE LEARNERS REQUIRES A VARIETY OF INSTRUCTIONAL METHODS TO ADDRESS INDIVIDUAL NEEDS. MANY EDUCATORS, HOWEVER, FIND THEMSELVES PHILOSOPHICALLY TIED TO ONE INSTRUCTIONAL APPROACH FOR EVERY LEARNER TO THE EXCLUSION OF OTHER APPROACHES. THIS ALLEGIANCE TO ONE METHOD OF TEACHING REDUCES CHOICES FOR TEACHERS AND STUDENTS. STRICT ADHERENCE TO A LIMITED VIEW OF LEARNING CAN ALSO HINDER INCLUSION EFFORTS BY DENYING SOME STUDENTS APPROPRIATE INSTRUCTION. A CONTINUUM OF TEACHING METHODS THAT INCLUDES “EXPLICIT” AND “IMPLICIT” INSTRUCTIONAL APPROACHES IS PROPOSED AS A MORE INCLUSIVE ALTERNATIVE. RESEARCH THAT SUPPORTS A CONTINUUM OF APPROACHES IS REPORTED ALONG WITH IMPLICATIONS FOR CLASSROOM INSTRUCTION AND TEACHER EDUCATION.
Examining Teacher Thinking
Authors: UDVARI-SOLNER ALICE
Published: December 2008

This article provides a detailed description of a curricular adaptation decision-making process based on the tenets of reflective practice and designed to assist educators to devise meaningful and effective instruction for students in heterogenous classrooms. this adaptive decision-making process emerged from examining teacher thinking while teams of educators engaged in creative problem solving regarding daily curricular and instructional outcomes for learners with significant disabilities. a case example illustrates how an elementary teaching team transformed lessons to accommodate effectively a wide range of learners in a multiage first and second-grade classroom.
Kentucky's Family Resource Centers
Authors: DOKTOR JUDY E. , POERTNER JOHN
Published: December 2008

Similar developments in education and social services offer an opportunity for these two systems to come together to better meet the needs of all children and families. both systems are seeking to be inclusive, to decategorize, and to address growing problems and decreasing resources with coordination and collaboration. these movements have joined forces in what is called the “school-linked service movement,” of which the family resource center idea is representative. this article explores this idea by identifying lessons learned in the development of family resource centers in kentucky and discussing policy issues that are essential for both education and social services to address to assure continued development of this movement.
The Roles of Bilingual Special Educators in Creating Inclusive Classrooms
Authors: Salend Spencer J. , Dorney Judith A. , Mazo Maribel
Published: December 2008

One group of students whose unique needs present a challenge to educators seeking to create inclusive general education classrooms is learners who are learning english as a second language. The purpose of this article is twofold: (a) to distill from the literature of bilingual special education, bilingual education, and special education a description of the roles of bilingual special educators in cooperative teaching endeavors designed to educate second language learners in general education classrooms; and (b) to offer the observations of a bilingual special educator who worked as part of a cooperative teaching team.
A Team-Based Junior High Inclusion Program
Authors: Gibb Gordon S. , Young James R. , Allred Keith W. , Dyches Tina Taylor , Egan M. Winston , Ingram Cregg F.
Published: December 2008

Parent perceptions and attitudes regarding the inclusion of students with mild to moderate disabilities into general classrooms have been mixed. In this qualitative study, the parents of 17 students with learning disabilities and 1 student with behavior disorders were interviewed following the first year of a junior high inclusion pilot program based on teacher and student collaborative teams. Twelve response categories are identified. Parents recognized personal attention for students and positive attributes of teachers as strengths of the program and increased student self-esteem as a positive outcome. The results indicate that the majority of the parents were supportive of the program and wanted it to continue.
What Happens to Students Leaving Secondary Special Education Services in Arizona?
Authors: Love Laura L. , Malian Ida M.
Published: December 2008

The Arizona Follow-along Project assessed the impact of special education on the education and postschool outcomes of students with disabilities who had exited from special education services. Using the Oregon follow-along method with a computer-assisted telephone interview and data analysis technique resulted in a system-wide approach to interviewing students, parents, and teachers of individuals who had left special education. The results of the students' first year out of high school are reported in this article, and implications for educational programming and transition services are discussed. Statewide system changes in policies and procedures are recommended in light of the transition services mandates specified in the individuals with Disabilities Education Act of 1990.
The Status of Research on Multicultural Education in Teacher Education and Special Education Problems, Pitfalls, and Promises
Authors: Webb-Johnson Gwendolyn , Artiles Alfredo J. , Trent Stanley C. , Jackson Carolyn W. , Velox Andrea
Published: December 2008

Significant numbers of culturally diverse children and youth now experience school failure in schools across the United States. To counter this unfortunate and inequitable circumstance, many teacher educators and policymakers now advocate for multicultural curricula in teacher education and special education programs. Although the research on multicultural education has been examined thoroughly, there has been no systematic analysis of the multicultural teacher education empirical literature in special education. Hence, the purpose of this manuscript is to present findings from a comprehensive analysis of this literature. We first summarize the existing research in teacher education. Next, we examine extensively the existing literature on multiculturalism in special education teacher preparation programs. We end our review with identification of strengths and weaknesses of existing research and provide recommendations for future inquiries.
Using Concept Maps to Measure Conceptual Change in Preservice Teachers Enrolled in a Multicultural Education/ Special Education Course
Authors: Trent Stanley C. , Pernell Eugene , Mungai Anne , Chimedza Robert
Published: December 2008

Researchers in fields outside of special education have found that concept maps reveal changes in student cognitions as a result of course enrollments and clinical experiences. Hence, we used concept maps to trace conceptual change in preservice teachers enrolled in an introductory multicultural/special education course at Michigan State University (MSU). We analyzed pre- and post-concept maps, explanatory paragraphs, and comparative essays of 30 randomly selected undergraduate students enrolled in the course. Results revealed significant quantitative and qualitative differences between pre- and post-measures. We present these results in detail and outline implications for research and teaching in the area of multicultural teacher education in special education.
Reflecting, Reconceptualizing, and Revising
Authors: Pleasants Heather Mikkelson , Johnson Carol Barnes , Trent Stanley C.
Published: December 2008

The goals of multicultural teacher education courses include increasing the awareness and consciousness of preservice teachers, promoting attitude change, increasing knowledge about diversity issues, and providing culturally relevant approaches to instruction. However, we know very little about the strategies and assignments that might help teacher educators accomplish these goals. Furthermore, researchers have not examined extensively the context wherein these strategies and assignments are developed, how they evolve over time, or how they influence preservice teachers' learning. Hence, in this article we focus on the development and evolution of a portfolio assignment in a course on multicultural issues in special education. In addition, we present qualitative data that describe students' learning and provide implications for future practice and research.
Watering Up the Curriculum for Adolescents with Learning Disabilities-Part 2
Authors: Ellis Edwin S.
Published: December 2008

This article addresses issues associated with common pedagogical practices that impede affective development of adolescents with learning disabilities. It also outlines goals, principles, and techniques for “watering up” curriculum and instruction so that intrinsic motivation, internal locus of control, academic and social self-concept, self-esteem, a sense of competence and confidence, an “attack” attitude about challenging tasks, willingness to take risks, and sense of personal potency are fostered.
Implementing Instructional Adaptations for Students with Disabilities in Inclusive Classrooms
Authors: Scott Barbara J. , Vitale Michael R. , Masten William G.
Published: December 2008

Examined are classroom teachers' perceptions and use of instructional adaptations in general education classes. General educators were found to be positive about the desirability/effectiveness and reasonability/feasibility of making instructional adaptations for students with disabilities. However, research also revealed that when these students are included in general education classrooms, their teachers are unlikely to alter their traditional whole-group instructional strategies in favor of specific individualized adaptations. In interpreting this inconsistency, we found that the literature identified lack of teacher training and limited school support as barriers to classroom teachers' being able to accommodate the individual needs of students in inclusive settings. Implications for practice and for future research are discussed.
The Role of IQ in Special Education Placement Decisions
Authors: MacMillan Donald L. , Forness Steven R.
Published: December 2008

ABSTRACT

The role of IQ in arriving at placement decisions in special education was portrayed in the 1972 Larry P. case as “primary and determinative” by Judge Peckham. In the present paper the evidence bearing on that portrayal—both past and present—of the emphasis placed on IQ is reviewed. Although IQ is central to state education codes and their criteria for certifying a child as eligible for special education as mentally retarded or learning disabled, the evidence shows that many children exhibiting psychometric scores that would make them eligible are never referred and, if referred, are not placed in the state-sanctioned disability category for which they qualify psycho-metrically. Evidence from ongoing research on classification of children is presented that fails to support the position that IQ is weighted heavily in arriving at eligibility and placement decisions. In fact, the evidence suggests that absolute low achievement seems far more definitive than IQ scores or discrepancies between IQ and standardized achievement. We conclude that IQ has not been, and is not currently, primary and determinative; in fact, the evidence suggests that it is peripheral to placement decisions.
Serving Children with Disabilities in Private and Parochial Schools
Authors: Katsiyannis Antonis , Maag John W.
Published: December 2008

Although the Individuals with Disabilities Education Act of 1990 (IDEA), legal precedence, and the U.S. Department of Education interpretations indicate that public schools must provide the opportunity for “equitable participation” for students with disabilities attending private schools, the nature, extent, and location for service delivery are still debated. The purpose of this article was to examine the roles and responsibilities of public schools in providing services to children with disabilities placed in private and parochial schools within the legal parameters of IDEA. Public schools appear to have considerable flexibility in providing on-site services using IDEA funds as long as they are within parameters set forth by rulings of three courts of appeals, although categorical denial of services is prohibited. Furthermore, according to the 1997 IDEA amendments. Child Find activities must include private and parochial schools.
Motivation and Self-Regulation
Authors: Fulk Barbara M. , Brigham Frederick J. , Lohman Darlene A.
Published: December 2008

The purpose of this study was to investigate the motivational characteristics of 3 groups of adolescents: students with learning disabilities (LD), students with emotional or behavioral disorders (EBD), and students with average achievement (AA). Three questionnaires, the Motivation Orientation scale, the Purposes of School scale, and the Motivated Strategies for Learning questionnaire were administered to junior high and middle school students with LD and EBD, and to an age-matched group of students with AA. These self-report measures were administered to students in small groups in one session of approximately 35 to 40 minutes. Significant differences on the Motivation Orientation scale were detected among the groups. Differences on the Purposes of School scale approached but did not reach significance. Students with LD appeared to be more alienated and oriented to avoiding work than students with AA or students with EBD. Students with EBD reported significantly more feelings of test anxiety than did students with LD or AA. Gender differences emerged, with females reporting more support for self-sacrifice, community spirit, and persistence, whereas male students reported more feelings of alienation. Implications for future research and classroom practice are discussed.
What Is So Special About IQ?
Authors: Forness Steven R. , Keogh Barbara K. , MacMillan Donald L. , Kavale Kenneth A. , Gresham Frank M.
Published: December 2008

In a recent article in the American Psychologist, Detterman and Thompson (1997) not only claimed that there is nothing special about special education, but also contended that a primary emphasis on cognitive abilities is needed in order to improve the effectiveness of instruction of children with disabilities. In this article we analyze their criticisms and respond to their examples of “failed” special education. The effectiveness of current instructional techniques for children with disabilities is contrasted with cognitive approaches. The historical basis of special education is also examined. Assumptions about the actual significance of intelligence testing and cognitive approaches to instruction are questioned in regard to children in special education who present with a wide range of physical, social, emotional, and behavioral characteristics.
Working Together
Authors: FRENCH NANCY K.
Published: December 2008

Paraeducators have become vital contributors to service delivery in special education programs. The duties of paraeducators and their performance of those duties are much discussed but not well documented. The supervision of paraeducators falls largely on the shoulders of special education teachers who are relatively unprepared to assume this supervisory role. This study served as an initial exploration into (a) the relationship between 18 matched pairs of teachers and paraeducators assigned to resource programs, (b) the duties that these paraeducators performed, (c) their preparation for the job, (d) the quality of their work, and (e) the thinking of the teachers who held supervisory responsibility. Results indicated that the paraeducators served primarily in instructional roles and that their performance was satisfactory. Teachers were divided in their beliefs about the fundamental role of paraeducators---whether they were assistants to the teacher or assistants to the student. Teachers said, in many different ways, that they were reluctant to provide supervision, and preferred to think of paraeducators as peers rather than supervisees.
ETHICS AND DECISION MAKING IN LOCAL SCHOOLS
Authors: Kowalski Gabrielle
Published: December 2008

by James L. Paul, Neal H. Berger, Pamela G. Osnes, Yolanda G. Martinez, William C. Morse, Baltimore: Brookes, 1997 336 pages.
Meaningful Differences in the Everyday Experience of Young American Children
Authors: Panagos Rebecca J.
Published: December 2008

by Betty Hart, Todd R. Risley, Baltimore: Brookes, 1995 268 pages
The Hidden Producers: Women's Household Production During the Great Depression
Authors: Hollingsworth Laura , Tyyska Vappu
Published: December 2008

Traditionally, European and North American cultures have defined men as the "breadwinners," while women have been assigned responsibility for household management and childcare. Men have been expected to earn a "family wage" to support not only themselves but a wife and children. Concentrating on examining the "myth of the family wage" in Canada, we explore some of the significant ways in which rural and urban married women outside the paid labor force were able to contribute to the family economy during the Great Depression of the 1930s. Our results demonstrate the centrality of married women's economic eonctibutions to the family, particularly in times of economic duress.
Class Capacities and Labor Internationalism: The Case of the CIO-CCL Unions
Authors: Lembcke Jerry
Published: December 2008

This article counterposes a class analysis to the more conventional Weberian frameworks that have been used to interpret past and current attempts at working class internationalism. It uses the U.S.-Canadian case to show that working class nationalism has not universally displaced cross-border class solidarity and that, even when it has, that displacement process is better understood as a dimension of class conflict than as a geo-cultural phenomenon. The article shows that different fractions of the working class have greater propensities toward internationalism than others. The article is a caveat on the spirit of enthusiasm that reformists have shown for the recent secessions of Canadian unions from the AFL-CIO.
Control During Corporate Crisis: Asbestos and the Manville Bankruptcy
Authors: Delaney Kevin J.
Published: December 2008

Chapter 11 bankruptcy provides an opportunity for addressing issues of power and control during corporate crisis. A broad notion of power is essential in understanding the complex events that led to the Chapter 11 filing of the Manville Corporation, formerly the nation's leading asbestos manufacturer. The theory of finance hegemony places this case in an entirely new light by taking into account the power of the financial community. The Manville bankruptcy illuminates several mechanisms by which this hegemony operates. From this perspective, Chapter 11 bankruptcy is viewed as a choice made from a set of options severely constrained by other powerful institutions, rather than a result of managerial incompetence or market failure.
Theories of Big Business in American Society
Authors: Ayala César J.
Published: December 2008

This paper examines the Robber Baron, Managerial, and Bank Sphere approaches to the structure of Big Business in the United States. The Robber Baron school argues that Big Business represents a historical regression which feudalized the economy; the Managerial school has several variants, all of which argue that managers rule the economy; the Bank Sphere school argues that banks rule the economy.
Sunbelt Capital and Conservative Political Realignment in the 1970s and 1980s
Authors: Salt James
Published: December 2008

Elite theorists disagree over whether the recent conservative shift in U.S. politics results from a rightward shift of the capitalist class as whole or from the political ascendance of an ultraconservative Sunbelt segment. Using data on corporate political action committee contributions between 1978 and 1986, I find evidence of greater conservatism among Sunbelt corporations than among Northeastern corporations, as well as evidence linking conservatism to key Sunbelt industries and family-owned companies. Surprisingly, Midwestern capital was also a strong supporter of the New Right's rise in 1978 and 1980, but significantly reduced its contributions after 1980.
Instrumental Class Power and the Origin of Class-Based State Regulation in the U.S. Electric Utility Industry
Authors: McGuire Patrick
Published: December 2008

This paper analyzes the creation of state government-regulated electric utilities in the United States before 1915. Analyzing how class actors reactively mobilized power, created policy, and directly and indirectly influenced states to create a class-biased regulatory structure and undermine public ownership, I argue the need for a modified instrumentalist theory of the state, which I call the theory of instrumental class power. The study demonstrates that class power: (1) can be created outside of the state; (2) is a reaction to class challenge and not necessarily an attempt to rationalize the economy; and (3) can be exercised at various levels of the U.S. federalist state system.
Class Theory or Class Analysis? A Reexamination of Marx's Unfinished Chapter on Class
Authors: So Alvin Y. , Suwarsono
Published: December 2008

Instead of using the "cut and paste" method, this paper adopts an in-depth approach to examine Marx's use of the term "class" in two key writings, The Communist Manifesto and The Eighteenth Brumaire of Louis Bonaparte. After comparing these two works under the following headings — the number of classes, the linkages between economic interests and political struggles, the relationship between class and state, the impact of class on non-class relations, and the direction of class struggle — this paper argues that in the Manifesto Marx presents a structural "class theory," consisting of a coherent set of testable propositions and predictions. However, this paper also contends that in The Eighteenth Brumaire, Marx develops a different historical "class analysis" that is an interpretive scheme to make sense of changing political events. In the conclusion, this paper discusses how Marx's class theory is related to his class analysis.
Psychology in Industry: Origins and Sociopolitical Implications
Authors: Prilleltensky Isaac
Published: December 2008

In spite of the numerous sociopolitical implications involved in the practice of industrial/organizational (I/O) psychology, social scientists working in industries have been operating under the erroneous assumption that they are merely providing an apolitical service that will impact favorably on employers and employees alike. The main argument advanced in this paper is that while I/O psychology is potentially capable of serving the needs of workers, it is used primarily to protect the interests of managers and owners. This article exposes the ideological underpinnings of I/O psychology and the practical ways whereby it contributes to uphold the industrial status quo. Ethical dilemmas facing social scientists in the workplace and methods whereby they can challenge — rather than ratify — the industrial status quo are also discussed.
On the Tactical Use Value of National Sentiments
Authors: Offe Claus
Published: December 2008

The integration of the GDR into a united Germany constitutes a strategy fostered by West German elites. The GDR regime had lost its legitimacy and its depoliticized population lacked the resources to oppose this fusion. An artificial German nationalism, necessary to develop support for the economic sacrifices needed to rescue the GDR economy and integrate it into the West German system has been promoted. However, mounting social and economic problems will weaken national cohesion. Neither an escalation of nationalist sentiment nor welfare state measures will suffice to deal with these problems. Only a democratic constitutional process, a true "social contract," can mobilize the energies required to resolve the oncoming crisis.
Institutionalization and Myth-Making: The Other History of Sociology in Germany
Authors: Stölting Erhard
Published: December 2008

Scientific disciplines are defined not only by paradigms; they also respond to the prevailing political climate. Contradictory paradigms and lack of academic reputation marked the beginnings of German sociology. After World War I it had to defend itself against right-wing political mistrust. Therefore, many sociologists abstained from political comment and from empirical research as well. Beginning in 1925 there arose a new empirical orientation whose proponents were mostly on the right. Even for them, the take-over of the Nazis came as a total surprise. Jewish sociologists were forced to emigrate, leaving most others to accommodate to the new situation. Empirical social research flourished in the service of different political aims, while, with few exceptions, sociological theory disappeared or became insipid. After 1945 German sociology found a new historical identity which fitted the new political situation.
Revolving Doors, Corporate Performance, and Corruption of Markets
Authors: Kowalewski David , Leitko Thomas , Leonard Robin
Published: December 2008

Much debate has surrounded the issue of revolving doors (RDs) between private and public employment. Defenders of the practice argue that RDs enhance the performance of the firm. Elite theorists dispute this claim and contend that RDs distort economic and political marketplaces. An examination of the RDs of 3,815 officers of the top 200 U.S. firms reveals little support for the argument for improved performance. In contrast, the market distortion view receives some support. High-RD corporations cluster in concentrated markets, forge more connections with economic elites, and engage in monopolistic or monopsonistic practices. They are also more involved in questionable political activities, especially bribery of foreign governments.
AIDS and the Health of Nations: The Contradictions of Public Health
Authors: Sears Alan
Published: December 2008

The public health response to AIDS has generally reflected a "health from above" perspective that casts the state as the key actor in protecting the health of the community. This construction of AIDS has been challenged by activists emerging largely from the lesbian and gay movement. This challenge presents glimpses, in an incipient form, of a politics of "health from below" that locates the struggle for health as part of the fight for control over our bodies and our lives. This conflict can be traced out in current debates about anonymous testing for HIV antibodies.
American State Autonomy via the Military? Another Counterattack on a Theoretical Delusion
Authors: Domhoff G. William
Published: December 2008

This paper presents a critique of the claim in Gregory Hooks' Forging the Military-Industrial Complex (1991) that the industrial mobilization for Word War II led to autonomy for the Pentagon. It argues instead that a coalition of corporate leaders and military officers dominated decision-making on industrial mobilization, despite opposition from a New Deal, liberal/labor coalition rooted in unions, universities, government appointments, and the mass media. It criticizes the state autonomy theory group for adopting a style of theorizing that relies almost exclusively on secondary sources in making new and controversial claims.
Industrial Transformation and Proletarianization in Taivvan
Authors: Sen Yow-Suen , Koo Hagen
Published: December 2008

The rapid industrialization that has occurred in Taiwan over the past three decades has been accompanied by an extraordinary scale and pace of proletarianization. This paper analyzes the pattern of Taiwan's proletarianization and examines the demographic and social characteristics of the newly emerged working class in Taiwan. Distinctive features of Taiwan's industrialization are its geographically dispersed pattern of development and the predominance of small-scale enterprises. This has helped the first generation of Taiwan's industrial workers adapt smoothly to industrial work but also has retarded the development of strong worker identity and the working-class movement.
Understanding the New Labor Movements in the "Third World": The Emergence of Social Movement Unionism
Authors: Scopes Kim
Published: December 2008

A new type of trade unionism has emerged in a number of "Third World" countries, which can best be described as "social movement unionism." This category seeks to understand the role of trade unions in promoting radical social change in a manner that goes beyond both the prevailing "bourgeois" and Leninist conceptions of unions. This paper refines this concept and then applies it to a case study of the Kilusang Mayo Uno (KMU) Labor Center of the Philippines.
Political Generations and Protest: The Old Left and the New Left
Authors: Neustadter Roger
Published: December 2008

Many commentaries and analyses of the Old Left and the New Left have either ignored the differences in their social and political protest or have suggested that such differences were not important. The purpose of this essay is to examine the distinctive form, style, and structure of protest in both the Old Left and the New Left. The paper uses Karl Mannheim's concepts of "generational unit" and "entelechy" to examine protest in the Old Left and the New Left. It examines the consciousness of the Old Left and the New Left in the distinctive forms of their political demonstrations, theatrical presentations, and use of music.
Idealism Redux: The Class-Historical Truth of Postmodernism
Authors: Wenger Morton G.
Published: December 2008

This paper argues that postmodernism represents a contemporary manifestation of a long-standing political despair among Western intellectuals. It shows commonality with various "power-conflict" perspectives of the past, as well as associated connections with well-known theses of "post-industrialism." The strength of postmodernism partly rests on its identification of several gaps in Marxist historical theory. In the end, however, the fundamental stance of postmodernism fails because of its dematerialization of symbols and their exchange. Postmodern social theory is thus understood as no more than a mode of Idealist philosophy, a status that renders it essentially useless as a basis for social change and that places it in the camp of political reaction.
Multi.Ethnic Coalition Building in a Diverse School District
Authors: Calderón José
Published: December 2008

With rapid demographic changes occurring in communities and schools, there is a need or studies that focus on strategies for building cooperative relations between racial and ethnic groups. Using the methodology of critical ethnography, this article examines the process of coalition building in a school district where Latinos and Asian-Pacific Americans have become the majority. Although racial incidents led to conflict between the different racial/ethnic groups in the district, a multi-cultural leadership and ideology emerged to focus on the structural foundations of conflict.
Contradictory Class Definitions: Petty Bourgeoisie and the "Classes" of Erik Olin Wright
Authors: Weil Robert
Published: December 2008

The "two-class model" of capitalism widely attributed to Marx neglects his analysis of the capitalistic characteristics of the petty bourgeoisie. Erik Olin Wright exemplifies those who, by regarding petty bourgeois owners as "precapitalist," and rejecting the labor theory of value, fail to recognize the capitalist nature of the "old" middle class. This leaves Wright without the conceptual tools needed to analyze the capitalistic relations of the "newer" middle strata of salaried professionals and managers as well and leads him to adopt "classless" concepts typical of petty bourgeois ideology itself. A return to the Marxist conception of a capitalist petty bourgeoisie allows a unified analysis of the class position of both "old" and "new" middle strata.
The Ideological Construction of Risk in Mining: A Case Study
Authors: Hall Alan
Published: December 2008

This paper identifies five ideological themes constructed within a mining company's health and safety discourse. While recognizing the contradictory aspects of these themes, it is argued that each theme operates in different ways, both in isolation and in various combinations, to reproduce labor consent to risk. The key to understanding the discourse as a whole is that the various themes provide miners with the parameters and means of understanding who controls which risks, how, why and with what limitations. The discourse also contributes to consent by placing the specific understandings of occupational hazards within a broader conception of work, employment and economic "realities," which explain and justify the persistence of accidents, disease, and risk-taking.
Managed Care and Medicaid: A Critical Appraisal
Authors: Hackey Robert B. , Whitehouse Pamela
Published: December 2008

A close inspection of approved and pending state waiver programs suggests that the expansion of Medicaid provides a new means of social control over the poor and uninsured. Changes in the structure and financing of state Medicaid programs, like work requirements and time limits on eligibility, limit the appeal of publicly funded medical insurance. In addition, the social construction of the target population legitimizes the imposition of restrictive health care arrangements for poor women that would be politically indefensible if applied to the general population or to "deserving" subgroups with the population (e.g., retirees).
South Africa in Transition: Scenarios Facing Organized Labor
Authors: Barchiesi Franco
Published: December 2008

The labor movement was one of the main actors in popular resistance to apartheid in South Africa. A militant working class, radicalized by a deeply entrenched socialist discourse and organized through practices stressing grassroots self-organization decisively shaped the transition to democracy. In post-apartheid South Africa organized labor faces a new set of challenges. The contest over labor's role in the economic reconstruction and the challenges of a tripartite industrial relations system are confronting trade unions with a new dilemma. They have to remain responsive to grassroots militancy while, at the same time, channeling it in a development effort that emphasizes social pacts and non-adversarialism. This paper analyzes these issues, emphasizing the social processes of the construction of militancy at the workplace as crucial to the analysis of unions in transition.
Civic Associations in Transitional Local Government Structures in South Africa
Authors: Lanegran Kimberly
Published: December 2008

This paper examines the participation of civic associations in transitional local government structures in three South African cities. It concludes that as legitimate political structures evolve through a democratization process, those social movements that strive to influence policy-making discover they must access those structures through political party allies or become political parties themselves. Such associations abandon their social movement status and grow less autonomous than when they formed protest movements to mobilize disenfranchised citizens. This paper suggests that civics found their autonomous influence eroding as two imperatives, one external and the other internal, affected them. The methods the civic movement used to demand reforms of the apartheid government became less effective and less attractive to civic supporters. Their internal imperative to seek engagement in the political system forced the civics to respond to this new environment by sacrificing their autonomy.