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Spencer Foundation

Works: 115 works in 137 publications in 1 language and 1,312 library holdings
Genres: Conference papers and proceedings  Periodicals  History  Abstracts 
Roles: Other
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Most widely held works about Spencer Foundation
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Most widely held works by Spencer Foundation
Education for democratic citizenship : a challenge for multi-ethnic societies by Roberta S Sigel( Book )

5 editions published in 1991 in English and held by 414 WorldCat member libraries worldwide

It is becoming increasingly clear that members of a host nation as well as newcomers have to learn what it means to live democratically in a multi-ethnic world and to accept diversity without fear or rancor. This volume, a result of a conference sponsored by the Spencer Foundation, asks a question of increasing significance in view of post World War II immigration patterns and the spread of democratic forms of government: ""What can educational researchers and practitioners do to prepare our youth for cooperative, constructive living in a democracy?"" This book illustrates how six post-industr
Mathematical problem solving : issues in research by Frank K Lester( Book )

2 editions published in 1982 in English and held by 376 WorldCat member libraries worldwide

This set of papers was originally developed for a conference on Issues and Directions in Mathematics Problem Solving Research held at Indiana University in May 1981. The purpose is to contribute to the clear formulation of the key issues in mathematical problem-solving research by presenting the ideas of actively involved researchers. An introduction provides an overview of each paper. The papers focus on the psychology of mathematical problem solving (R. E. Mayer), knowledge organization (E. A. Silver), implications from information-processing psychology, (D. J. Briars) building bridges between psychological and mathematics education research (F. K. Lester, Jr.), measuring problem solving outcomes (G. A. Goldin), a model for elementary teacher training in problem solving (J. F. LeBlanc), applied problem solving (R. Lesh, and M. Akerstrom), a concept-learning perspective (R. J. Shumway), and a statement of issues (H. L. Schoen). (Mns)
Education, public confidence, and the legitimacy of the modern state : is there a "crisis" somewhere? by Hans N Weiler( Book )

2 editions published in 1982 in English and held by 59 WorldCat member libraries worldwide

Data from the last several decades indicate that declining public confidence in education may be closely related to declining confidence in the authority and legitimacy of the state. Annual survey data from Gallup and others and data on declining public approval of school bond issues show the drop in public confidence in education in the 1960s and 1970s. At the same time public confidence in the state also declined, as evidenced by 1957-1977 annual survey data showing long term declines in "trusting" and long term increases in "cynical" attitudes toward government. Given the centrality of education in state activities, it is likely that declining public confidence in education reflects the wider decline in confidence in public authority. At the same time, declining confidence in education may contribute to the declining confidence in the state. Since attitudes toward education are probably more related to this general decline in confidence than to purely educational factors, actions to improve education will probably change education's public standing very little. Further research is needed, however, on the modern state's legitimacy and on the state's use of its educational activities to compensate for legitimacy lost elsewhere. (Author/RW)
Compensatory legitimation in educational policy : legalization, expertise, and participation in comparative perspective by Hans N Weiler( Book )

3 editions published in 1981 in English and held by 58 WorldCat member libraries worldwide

In recent years, arguments have been advanced from a number of theoretical perspectives in social science that the modern state faces a crisis of legitimacy in its relationship to its society and its citizens. Much governmental behavior in the area of educational policy can be interpreted as a strategy of "compensatory legitimation"--that is, as an attempt by the state to retrieve some of its legitimacy. A comparison of educational policy in West Germany and the United States shows how three major policy modes can be understood as strategies of compensatory legitimation. The three modes include the increased involvement of the courts in educational policy ("legitimation by legalization"); government utilization of experts in educational experimentation and planning in the policy-making process ("legitimation by expertise"); and the development and introduction of participatory forms of educational decision-making ("legitimation by participation"), as in the case of curriculum reform. Further research should investigate whether these strategies are successful and whether they override other policy goals, such as educational reform. (Author/RW)
Classrooms where students perceive high and low amounts of differential teacher treatment by Hermine H Marshall( Book )

2 editions published in 1984 in English and held by 54 WorldCat member libraries worldwide

The generation of practical theory : schools as political organizations by Samuel B Bacharach( Book )

3 editions published in 1983 in English and held by 53 WorldCat member libraries worldwide

Causal linkages of local school variables associated with successful implementation of state education improvement programs by Allan Odden( Book )

3 editions published between 1986 and 1987 in English and held by 50 WorldCat member libraries worldwide

Through programs aimed at enhancing educational effectiveness, states can play important and substantive roles in helping local schools, students, teachers, and principals improve, according to the study "State Strategies to Support Local School Improvement: Cross Site Analysis." The study identifies the key elements of the local change process that improve the skills of teachers and principals and transform schools into effective organizations. These key elements and their sequencing and linkages form a general implementation structure that schools can adopt for their own implementation efforts. The research used a case study approach to analyze data from 10 states and about 40 schools between 1983 and 1985. The study sought to identify effective state school improvement strategies, the conditions under which state strategies work effectively at the local level, and the methods by which effective strategies work. The effects of the state environment, the local environment, the state program, the local program, and program outcomes were examined. The state programs studied involved both instructional improvement programs and schoolwide improvement programs. This report reviews state and local environmental factors affecting success, then identifies influential variables at four stages of the implementation process: initiation, initial implementation, complete implementation, and institutionalization. The causal network in all four stages is presented in diagram form. (Pgd)
Mentoring and being mentored : Sex-related patterns among college professors by Janice R Mokros( Book )

2 editions published in 1981 in English and held by 24 WorldCat member libraries worldwide

Linguistic constructions of difference and history in the U.S. law school classroom by Elizabeth Mertz( Book )

1 edition published in 1994 in English and held by 18 WorldCat member libraries worldwide

Annual report - Spencer Foundation by Spencer Foundation( )

in English and held by 18 WorldCat member libraries worldwide

Professors as models and mentors for college students by Sumru Erkut( Book )

1 edition published in 1981 in English and held by 10 WorldCat member libraries worldwide

An analysis of potential additional measures of fiscal capacity of South Dakota school districts by Phillip E Vincent( Book )

1 edition published in 1978 in English and held by 9 WorldCat member libraries worldwide

Some psycholinguistic aspects of metaphor by Andrew Ortony( Book )

1 edition published in 1979 in English and held by 6 WorldCat member libraries worldwide

The standard dictionary definition of a metaphor--a word or phrase applied to an object or concept that it does not literally denote in order to suggest comparison with another object or concept--is inadequate in that it does not deal with whole sentence metaphors and that it provides no way of distinguishing between a metaphor and a semantic anomaly or a falsehood. A superior, alternative definition is that a metaphor is the use of an expression that is contextually anomalous and for which the metaphoric tension is in principle eliminable. Tension elimination can be conveniently discussed in terms of three functions that metaphors can perform: expressing things that are literally inexpressible, conveying concepts in a compact manner, and expressing ideas vividly. Results of experiments on the comprehension of metaphors suggest that two important variables affecting the comprehension of nonliteral uses of language in general, and of metaphors in particular, are the nature of and the amount of contextual support. Finally, it might seem that there is an important difference between metaphors and similes because the apparent violation of conversational postulates, at least of the sincerity postulate, is immediately obvious in the case of the metaphor, but much less obvious for the simile. (Gw)
Contested terrain : a history of education research in the United States, 1890-1990 ; an essay by Ellen Condliffe Lagemann( Book )

1 edition published in 1996 in English and held by 4 WorldCat member libraries worldwide

The educational ethos of the midwestern high school by Herbert Arnold Thelen( Book )

1 edition published in 1974 in English and held by 4 WorldCat member libraries worldwide

The object of the investigations reported here is the perceptions students and teachers have of "actual" classrooms and of their "ideal" classrooms. The data come from 10 junior--level classrooms in each of five high schools. The 10 classrooms were selected as follows: two each in English, mathematics, and social Studies; with the remaining four sampling the range of other courses. The five schools were selected as follows: one middle-class highly academic college preparatory school, one lower class black trade school; one lower class black "general" school; one traditional agricultural-community school; and one innovative "democratic" school oriented to personal interests of students. The data are the responses of students and teachers on the recently developed Authenticity Legitimacy Productivity (alp)-ethos instrument; demographic data on each student; interviews with principals; and teachers' estimates of time devoted in class to various activities. The investigation was confined to two questions. Who succeeds in school? What demographic characteristics distinguish high achievers from lower achievers? The broader question was who benefits from school and, usually unexamined, what are these benefits? The second question was: For whom is the school designed? That is, for whom does it provide educational opportunities and for whom does it not? (Author/JM)
Extending learning through talk : Developing Inquiring Communities in Education Project, September 1997-December 1998 : final report to the Spencer Foundation by C. Gordon Wells( Book )

1 edition published in 1999 in English and held by 2 WorldCat member libraries worldwide

Issues in semantic memory : a response to Glass and Holyoak by Edward Joseph Shoben( Book )

1 edition published in 1978 in English and held by 2 WorldCat member libraries worldwide

Talent and achievement : a longitudinal study of artists (project report) by Mihaly Csikszentmihalyi( Book )

1 edition published in 1984 in English and held by 2 WorldCat member libraries worldwide

Rhetoric versus reality : what we know and what we need to know about vouchers and charter schools by Brian P Gill( )

2 editions published between 2001 and 2007 in English and held by 0 WorldCat member libraries worldwide

Widespread dissatisfaction with our nation's public education system has led to proposals for a variety of reforms to improve educational outcomes. One highly controversial proposal would provide financial grants, or "vouchers," for use at any public or private school. Another, more politically popular proposal would establish "charter" schools, funded by public money and approved by a public agency but operating outside the traditional system of public-school governance. Both vouchers and charters promote educational choice, market accountability, and schools that are autonomously operated by non-government organizations. This book seeks to identify and articulate the full range of empirical questions that must be answered to fully assess the wisdom of policies that promote either of these alternatives. Eschewing the polemics that characterize both sides of the debate on school choice, the authors provide a comprehensive assessment of what is known about the effects of vouchers and charters in terms of five important outcomes: academic achievement, family choice, equitable access, racial/ethnic integration, and civic socialization. The book discusses the important empirical questions that are as yet unresolved and considers the prospects for answering them in the future. Finally, it explores the details of the design of voucher and charter policies, concluding with recommendations for policymakers who are considering their enactment
Child care Quality Rating and Improvement Systems in five pioneer states : implementation issues and lessons learned by Gail Zellman( )

2 editions published in 2008 in English and held by 0 WorldCat member libraries worldwide

Child-care quality rating and improvement systems (QRISs) are designed to make child-care quality transparent to child-care parents, providers, and policymakers and to help providers improve their quality. This monograph discusses the development and implementation of QRISs in Oklahoma, Colorado, North Carolina, Pennsylvania, and Ohio, highlighting lessons that the states learned and recommendations for QRIS development and refinement
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Rhetoric versus reality : what we know and what we need to know about vouchers and charter schools
English (62)

Child care Quality Rating and Improvement Systems in five pioneer states : implementation issues and lessons learned