WorldCat Identities

Schwartz, Henrietta

Overview
Works: 29 works in 53 publications in 1 language and 449 library holdings
Genres: Guidebooks 
Roles: Author, Editor
Classifications: LB2350, 370.973
Publication Timeline
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Most widely held works by Henrietta Schwartz
Collaboration, building common agendas( Book )

2 editions published in 1990 in English and held by 85 WorldCat member libraries worldwide

Final performance report : NIE planning grant : proposed center for research on teacher education by Henrietta Schwartz( Book )

3 editions published between 1985 and 1988 in English and held by 64 WorldCat member libraries worldwide

Equity from an anthropological perspective by Henrietta Schwartz( Book )

5 editions published between 1981 and 1983 in English and held by 62 WorldCat member libraries worldwide

RCTR Centers' community based education training conferences by Henrietta Schwartz( Book )

4 editions published in 1980 in English and held by 59 WorldCat member libraries worldwide

To strengthen community involvement through leadership development, the Teacher Corps' four regional Recruitment and Community Technical Resource (rctr) Centers in 1979 each presented a "Community Based Education Training Conference" for their local project staffs and community council leaders and members. This report summarizes conference planning, structure, and results in order to share findings and information with Corps project participants and to help them design local training sessions. The first of five chapters gives an overview of conference design and documentation and of the rctr Centers' technical assistance roles. Chapter 2 describes the national and regional planning process that generated the sessions common to all four conferences as well as those unique to each conference. Both the common and unique sessions are examined in detail in chapter 3, along with data on conference participants. Chapter 4 analyzes eight aspects of each conference's "culture" and the shared beliefs and behaviors that were developed as a result. Chapter 5 assesses both successful and unsuccessful aspects of the conferences and suggests improvements. (Author/RW)
Transmitting values to the young : a cross-cultural perspective by Henrietta Schwartz( Book )

3 editions published in 1985 in English and held by 51 WorldCat member libraries worldwide

This section, from a larger report describing a project designed to systematically investigate how religious and traditional values are represented in today's public school curricula, addresses the question of why values should be taught, and if so, what rationale for teaching values is most defensible. Education systems have conducted enculturation through thousands of years of history and pre-history. On the basis of anthropology it is argued that values are an inescapable part of any culture or subculture, including schools. To fulfill the socialization functions, schools must transmit the cultural heritage, the technology and the skills and tools necessary for survival, the norms of the mainstream culture, the awareness of other cultures, and the cognitive and affective expertise needed to analyze, synthesize, and appreciate other value systems and cultures. Eight universals common to all cultures (a value system stressing preservation of society, a sense of community, social organization, body of knowledge and skills, economic system, form of governance, aesthetic system, and a socialization process) are discussed and ways that schools can actively enlist the support and engagement of parents to help meet the challenge of managing values transmission in schools are examined. (Lh)
Schools as a workplace : the realties of stress( Book )

3 editions published in 1983 in English and held by 51 WorldCat member libraries worldwide

Community school at Rough Rock : a report submitted to the Office of Economic Opportunity by Donald A Erickson( Book )

4 editions published in 1969 in English and held by 17 WorldCat member libraries worldwide

The objective of the evaluation of Rough Rock Demonstration School (rrds) on the Navajo Reservation was to examine, in terms of its own stated objectives, the school's organizational and social system as a whole. Chapters in the 1969 evaluation report are "What We Did and Why,""The Schools That Were Compared,""Community Relationships,""The Dormitories,""Programs of Instruction,""Teacher Characteristics and Concerns,""Pupil Attitude and Achievement,""Harbingers of Change," and "General Conclusions." Schools included in the comparative study with rrds are Rock Point Boarding School, Chinle Boarding School, and Chinle Public Elementary School. As stated, the main comparisons relate to a carefully selected sample of pupils in each school (pupil criteria are given for all 4 schools). The report provides results of interviews held with teachers, parents, school staff, and other community members in the target areas. Among the findings, it is pointed out that rrds was believed to be a successful experiment in introducing the new concept of involving Indian adults to exercise authority in controlling their own school. However, it is noted "that the primary focus of administrators (at rrds) seemed to be on public relations,...that the secondary emphasis was on an employment program for local people, and that other affairs of the school were neglected" (see rc 005 062). [Not available in hard copy due to marginal legibility of original document.] (el)
Six elements of change( Book )

1 edition published in 1980 in English and held by 12 WorldCat member libraries worldwide

A guidebook to action research for the occupational educator by Martin H Jason( Book )

4 editions published between 1976 and 1984 in English and held by 8 WorldCat member libraries worldwide

Contrived role playing and attitude change by Henrietta Schwartz( )

3 editions published in 1972 in English and held by 4 WorldCat member libraries worldwide

This study asked whether structured role playing and attendant experiences in extracurricular play productions were predictably associated with attitude changes in high school students. The major hypothesis was that students who participated in plays would become more open-minded and flexible and would show greater change toward more positive attitudes about self, others, teachers, achievement, and cultural relativism than students in debate activities or nonparticipants. Quantitative data analyses supported the hypothesis at the .05 level. Qualitative data revealed which task experiences contributed most to positive change. The study suggests system changes and reallocation of resources if schools are to promote positive values. (Author)
A plan to assess state and local efforts in the elimination of sex bias and discrimination in vocational education in Illinois : a final report by Roosevelt University( Book )

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

Ford training and placement program. Resource papers, April 1970( Book )

2 editions published in 1970 in English and held by 2 WorldCat member libraries worldwide

Resource papers : April, 1970 by Ford Training and Placement Program( Book )

1 edition published in 1970 in English and held by 2 WorldCat member libraries worldwide

The Use of Multiple Research Methodologies to Evaluate an InserviceCurriculum by Henrietta Schwartz( Book )

1 edition published in 1977 in English and held by 1 WorldCat member library worldwide

The preliminary results of four of six research methodologies used to evaluate a professional development curriculum in an urban school are described and reported. The paper begins with a discussion of the social systems model underlying the project, a brief summary of the transactional evaluation scheme used to direct research efforts, a description of the inservice teacher education component of the program, and then an explanation and preliminary report of the findings of each of the four methodologies. Each methodology is analyzed in terms of the data it yields, its generation of research questions, and its contribution to general and specific bodies of knowledge. The four methodologies covered in order are: (1) Quantitative and Psychometric Analysis, (2) Ethnographic Analysis, (3) Historical, and (4) Managerial Analysis. The two methodologies not reported here, but used in the project, are the Comparative Case Study approach and the Classroom Learning Environments Studies. The paper concludes with a discussion of the cost benefits of the four methodologies under consideration. Finally, the implications for assessing complex programs in other areas are presented. (Author/RC)
Issues and Problems in the Development of a Five Year Sex Equity Planfor a State Education Agency by Henrietta Schwartz( Book )

1 edition published in 1980 in English and held by 1 WorldCat member library worldwide

The process used to develop a five-year and annual Illinois state plan for sex equity in vocational education programs is described and analyzed. The appropriateness of theory and frameworks used to develop the plan are examined as well as the five-phase operational framework which emerged from the developmental process: expectations and attitudes, access, treatment, allocation of resources, and awareness and evaluation and program correction. Obstacles, tensions, and problems confronted in producing the plan are presented, along with the issues related to policy and analysis performed by an outside contractor for a state agency. (Authors/MEK)
Staff Development in Low Power Transactional Organizations: The Administration of an Experimental Program in Urban Education by Henrietta Schwartz( Book )

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

This paper examines the management of training programs for educators who are or will be working in inner-city schools. Four common patterns emerge from investigations of the program which have been effective in preparing personnel for inner-city schools. First, the programs featured a sound and explicit theoretical base, an analysis of the problem to be addressed by the effort, and a set of logical assumptions which served as guidelines for the direction of energies. Second, an effective and stable operational staff with a consensus of purposes evolved a set of complementary role relationships consonant with the program goals. Third, interagency cooperation at all levels of the program was evident. Fourth, the time, data, and resources necessary for programmatic self-correction in low-visibility situations were available. The discussion here analyzes the second characteristic, staff development, and examines the conditions for adapting and implementing a transactional leadership style in one program designed to work with inner-city school personnel, the Ford Training and Placement Program. This was a six-year experimental program undertaken by the University of Chicago and the Chicago Public Schools in 1967, funded by The Ford Foundation. (Author/JM)
Recruitment, Selection, Retention and Graduation of Teacher Education C andidates by Henrietta Schwartz( Book )

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

In considering the problem of recruiting and retaining the most able candidates for teaching, five dilemmas facing the profession are discussed. They are: Equity vs. Excellence; Egalitarianism vs. Differentiation; Teaching: Art or Science; the Curriculum--Standardization vs. Individualization; and The Focus of Instruction. The following problems and questions are examined: (1) Raising standards for entry into teaching and teacher preparation may exclude minorities, older adults, naturalized citizens and others whose skills and talents are useful. However, not raising standards will make it difficult for teaching and teacher education to achieve professional status in the professional and academic communities. (2) Reformers are calling for career ladders, and differentiated rewards as a teacher displays special skills, knowledge, and initiative. However, teachers tend to cling to the egalitarian tradition that one teacher's opinions and contributions are equal to any others. (3) Can students be trained to do what good teachers do and be what good teachers are, or must some basic aptitudes and talents for teaching be present before training? (4) Will standardization of the teacher education curriculum negate the tradition of academic freedom? (5) Should the focus of instruction be on a standard curriculum or on the individual student? Some concrete recommendations are presented about initiatives which uinversities, teachers, and public agencies can pursue to attract competent students to teacher education and the field of teaching. (Jd)
The Ford Training and Placement Program. Progress Report by Henrietta Schwartz( Book )

1 edition published in 1973 in English and held by 1 WorldCat member library worldwide

The Ford Training and Placement Program (ftpp) is a collaborative effort of the University of Chicago, the Chicago Public Schools, and the communities which the schools serve. The model assumes that (a) each school is a unique system characterized by institutional role sets and personalities with individual needs and (b) universities cannot prepare teachers for any school without the active participation of the professionals in the field and members of the community. The implications of these assumptions are that school staffs should be trained as a group before entering the school and that this training must be a collaborative effort on the part of the university, the public schools, and the community. Ftpp worked with 13 cadres in 13 different school communities; developed, evaluated, and corrected five different district summer training programs; trained 314 teachers who were degree students; and provided in-service training on an on-going basis for approximately 2,500 educators in the Chicago Public Schools. The program has produced curriculum materials, audiovisual materials, literature describing the project, research reports and articles in professional journals, and program replications in the United States and abroad. The project will produce a monograph detailing the experiment and has produced a cadre of about 50 staff members who will assist other institutions to train professionals to deal with urban educational problems. (Hmd)
Equity from an Anthropological Perspective. Research and Development Series No. 214 M by Henrietta Schwartz( Book )

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

This paper focuses on issues related to the cultural aspects of sex equity and schooling in American society. It begins with a framework of assumptions that relate the discipline of anthropology to concepts of equity. Education or schooling is discussed as a special form of socialization, and four operational elements are cited that are displayed in equitable schooling: access; treatment; allocation of resources; and awareness, evaluation, and program correction. A review is provided of the literature of occupational choice in American culture, occupational socialization (effects of different socializing influences on occupational preferences, including influences of parents, peers, television, school books, teachers and counselors), and programs of nontraditional vocational training. A developmental model is provided for a set equity program that includes these stages: awareness, analysis, access and action, affirmation and allocation of resources, and acceptance. These recommendations for promoting equity are made: intensified research by social scientists, monitoring systems at state and local levels, development of decisions models for a continuum of equity from school to workplace, and policy decisions and actions based on research data indicating that sex-role socialization takes place early in life. (Ylb)
Proposed Center for Research on Teacher Education. Nie Planning Grant, Final Performance Report by Henrietta Schwartz( Book )

1 edition published in 1985 in English and held by 1 WorldCat member library worldwide

This report describes plans for implementing a proposed center for research on teacher education. The proposal for the Center was a collaborative effort involving the 19 campuses of the California State University System to develop a national base for research on teacher education. The first section describes briefly the efforts undertaken to develop this proposal. The Center proposal is organized around four points of collaboration among scholars and practitioners. The Center would: (1) create a diverse and extensive field laboratory for research; (2) involve teacher education practitioners as collaborators in all of the research projects; (3) create research opportunities for practitioners and solicit questions of concern to them; and (4) provide research expertise to support the research activities generated by the practitioners. A framework for knowledge-based reform is constructed around the three stages of teacher education practice: recruitment, professional development, and induction. Section two of the report details plans for executing research projects. A set of planning premises are presented. These take into consideration the following factors: (1) social change; (2) core values; (3) the nature of schooling; (4) the changing role of teachers; (5) the interagency dependence of schools and institutions of higher education; and (6) the impact of technology on all of these factors. A seven-page list of references is appended. (Jd)
 
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English (44)