Phi Delta Kappan Research Articles

Alma: The New Drug Education

“Few advances in knowledge or in educational practice are made without risk …” Phi Delta Kappan, November 1973. Invariably the criteria that makes an educational approach “new” is the fact that it combines certain teaching strategies, tested hypotheses, and specific delivery modalities which are designed to make education in that subject area more relevant and meaningful to youth. Presentation of a new and humanistic approach to drug education is the major focus of this article.

The Principal: Reviving a Waning Educational Role

Click to increase image sizeClick to decrease image size NotesDonald P. Mitchell and others, Leadership in Public Education (Washington, D. C: Academy for Educational Development, 1972).See Frank C. Mayer, “The Role of the State Elementary Principals Association as Seen by a Superintendent,” The National Elementary Principal, L (February 1971), p. 5. Mayer uses educational leadership, community leadership, curriculum development, teacher evaluation, and administration.James B. Conant, Education in the Junior High School Years (Princeton, New Jersey: Educational Testing Service, 1960), p. 37.Geraldine Bagby, “Help Wanted: Instructional Leadersip,” NASSP Bulletin, LVI (November 1972), p. 41.David E. Weischadle, “A Change in Direction,” Illinois Schools Journal, L (Fall 1970), pp. 220–228.Hans O. Anderson, “Facilitating Curricular Change: Some Thoughts for the Principal,” NASSP Bulletin, LVI (January 1972), p. 94.Fred Feither and Arthur Blumberg, “Changing the Organizational Character of a School,” The Elementary School Journal, LXXI (January 1971), p. 214.Donald C. Orlich, “A Change Agent Strategy: Preliminary Report,” The Elementary School Journal, LXXII (March 1972), p. 292.Elizabeth Malloy, “To Our Principal Partners,” The National Elementary School Principal, LI (April 1972), p. 63.Stephen Knezevich, Administration of Public Education, (New York: Harper & Row, 1969), pp. 464–465.Mitchell, Ibid., p. 16.For a more complete discussion of volunteer programs, see Evelyn Shelby, “Tipping the Balance: The School Volunteer,” Saturday Review /Education, I (January 13, 1973), pp. 36–40.Joseph H. Cronin, “School Boards and Principals—Before and After Negotiations,” Phi Delta Kappan, XLIX (November 1967), p. 124.Terrance E. Hatch, “The Principal’s Role in Collective Negotiations,” NASSP Bulletin, LV (December 1971), p. 38.See “Management By Objectives: New Tools for Schools,” Education USA, February 19, 1973, p. 133.See Desmond L. Cook, Educational Project Management (Columbus, Ohio: The Charles Merrill Co., 1971) for detailed review of such techniques. See also David E. Weischadle, “Project Management —A System for Administering Innovation,” Educational Technology, soon to be published.

Issues in Career Education

Click to increase image sizeClick to decrease image size NotesKenneth B. Hoyt, et al., Career Education: What It Is and How To Do It (Salt Lake City, Utah: Olympus Publishing Co., 1972), p. 1.Sidney P. Marland, Jr., “Career Education: Every Student Headed for a Goal,” American Vocational Journal, 47:34–62, March, 1972.Ibid., p. 35.Ibid., p. 36.Hoyt, op. cit., p. 2.Ibid., p. 7.For an in-depth examination of this question see: Robert L. Ebel, “What are Schools For? ”; Joseph Junell, “The Limits of Social Education”; and Theodore Brameld, “Education as Self-Fulfilling Prophecy,” Phi Delta Kappan, 54, September, 1972.George H. Gallup, “Fourth Annual Gallup Poll of Public Attitudes Toward Education,” Phi Delta Kappan, 54:33–46. September, 1972.Hoyt, op. cit., p. 7.See, for example, Alvin Tomer’s Future Shock (New York: Bantam Books, 1970).Leonard Goodwin, “How Suburban Families View the Work Orientations of the Welfare Poor: Problems in Social Stratification and Social Policy,” Social Problems, 19:337–348, Winter, 1972.Hoyt, op. cit., p. 4.Goodwin, op. cit.William A. Faunce, Problems of An Industrial Society (New York: McGraw-Hill Book Co., 1968), p. 84.This guide was prepared by the Division of Vocational Education of the University of Georgia, 1970–71, under a grant from the Division of Vocational Education of the Georgia State Department of Education and the U.S. Office of Education.I participated in three such workshops in Georgia during the Summer of 1972.Toffler, op. cit., pp. 402–403.Ibid., p. 403.Hoyt, op. cit., p. 1.Toffler, op. cit., p. 403.James S. Coleman, “How Do the Young Become Adults,” Phi Delta Kappan, 54:229, December, 1972.

Community Action: Education Is the Imperative

Click to increase image sizeClick to decrease image size NotesW. Fred Totten, “Widespread Support for Community Education,” Phi Delta Kappan, November, 1972, p. 147.Ibid., pp. 148–162.

When Should Schooling Begin?

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsBurton L. WhiteBurton L. White is Director of the Pre-School Project, Laboratory of Human Development, Graduate School of Education, Harvard University. Reprinted from Phi Delta Kappan 1972, 53 (10), 610–612.

Context and Posture: Notes on Socio-Cultural Aspects of Women's Roles and Family Policy in Contemporary Cuba

of Latin America. Latin American Center, University of California at Los Angeles. Roucek, Joseph S. 1964 Changes in Cuban education since Castro. Phi Delta Kappan 45 (Jan- uary): 193-197. Statistical Office of the United Nations 1968 Demographic Yearbook, 1967. Sutherland, Elizabeth 1969 The Youngest Revolution. New York:

NCTE/ERIC Summaries & Sources: A Reference Shelf for Curriculum Planning, Part I: Perspectives

cannot ignore them. Nor should we. Despite appearances, the revolution is less a threat to curriculum planners than it is in echo of the overriding concerns of those planners. Fred T. Wilhelms, Executive Secretary of the Association for Supervision and Curriculum Development, pinpoints two of these concerns in the March 1970 issue of the Phi Delta Kappan: one is for programs applicable to the social concerns of the present; the other, for programs designed to bring each individual to the realization of his potential. These concerns are reflected again and again in the skirmishes about such issues as: the real or imagined differences made by instructional innovations, the place of the humanities in a technological age, the advantages of interdisciplinary study, the alleged shortcomings of the traditional curriculum. Traditional curriculum stands ac-

The Case for Competition

Click to increase image sizeClick to decrease image size NotesCarl J. Megel, Goals of the American Federation of Teachers, AFL-CIO and Why (Chicago: American Federation of Teachers, AFL-CIO).See, for instance, Jack E. Kleinmanii, “Merit Pay—The Big Question,” National Education Association Journal, LII (May, 1963), pp. 42–44 and “Why Few School Systems Use Merit Ratings,” National Education Association Research Bulletin, XXXIX (May, 1961), pp. 61–63.American Federation of Teachers, AFL-CIO, Research Division, Merit Rating: Dangerous Mirage or Master Plan (Chicago: American Federation of Teachers, AFL-CIO, August, 1958), pp. 25–30.Ibid., p. 34.Ibid., p. 6.“Why Few School Systems Use Merit Ratings,” p. 63.Harold E. Mitzel, “Teacher Effectiveness,” Encyclopedia of Educational Research (3rd edition), Chester W. Harris, editor (New York: The Macmillan Co., 1960), p. 1481.Bruce J. Biddle and William J. Ellena (editors), Contemporary Research on Teacher Effectiveness (New York: Holt, Rinehart and Winston, 1964), p. vi.S. Vincent Wilking, “Merit Pay and Better Teaching,” Teachers College Record, LXIII (January, 1962), p. 300.“Why Few School Systems Use Merit Rating,” p. 62.For a brief resume of findings, see Bernard Berelson and Gary A. Steiner, Human Behavior: An Inventory of Scientific Findings (New York: Harcourt, Brace and World, 1964), p. 332 ff.There are exceptions. See Jean D. Grambs, Schools, Scholars and Society (Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1965), p. 152.Roderic L. Wagoner, “Perceptions of Teacher Roles in Arizona Secondary Schools and Their Relation to the Secondary Teacher Education Program at the University of Arizona,” (unpublished Ed.D. dissertation, University of Arizona, 1965), p. 107.“A New Approach to Merit Salaries,” Phi Delta Kappan, XLVI (September, 1964), p. 25.

Help Wanted:A New Role for Tired School Superintendents

Click to increase image sizeClick to decrease image size NotesCharles F. Wilson, “Whose Man Is The Superintendent?” Phi Delta Kappan, XLVIII (December 1966), 156–157.

Purpose Into Practice

Click to increase image sizeClick to decrease image size NotesWarren G. Bennis, “Revisionist Theory of Leadership,” Harvard Business Review, Vol. 39, No. 1 (Jan.-Feb., 1961), p. 26.Andrew W. Halpin, “Jargon … Sacred and Profane,” Phi Delta Kappan, Vol. 43, No. 6 (Mar., 1962), p. 237.Elizabeth M. Drews, Guidance for the Academically Talented Student (Report of a conference sponsored by the American Personnel and Guidance Association and the National Education Association), Washington, D.C.: N.E.A., 1961.“The Central Purpose of American Education,” NEA Journal, Sept., 1961, p. 14, reprinted from Part I of The Central Purpose of Education (Educational Policies Commission of NEA & CASSA).The National Council of Teachers of English, The National Interest and the Teaching of English, Champaign, Illinois: N.C.T.E., 1961, p. 15.

Schools for Adolescents: Needed Research

tice-Hall, 1952. 201 p. 65. SUMPTION, MERLE R. and Community Relationships. Review of 22: 317-28; October 1952. 66. TEMPE, GERTRUDE G. The Improvement of Parent and Teacher Understanding of the Child and Development of Better Relationships Between Home, School and Community in the Town of Madison, N. J. Doctor's thesis. New York: Teachers College, Columbia University, 1953. 122 p. (Typewritten) 67. TROW, CLARK. Educational Utopia? Theory 4: 16-26; January 1954. 68. TRUMP, J. LLOYD. Eight Million at Our Side. Phi Delta Kappan 34: 409-41; June 1953. 69. VAN TIL, WILLIAM. Research Affecting Forces Afecting American Education. 1953 Yearbook. Washington, D. C.: Association for Supervision and Curriculum Development, a department of the National Education Association, 1953. Chapter 5, p. 136-39. 70. WHITELAW, JOHN B. The School and Its Community: A Guide for the Development of Dynamic School-Community Relations. Doctor's thesis. Baltimore: Johns Hopkins University, 1951. 159 p.

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Teachers and Doers in Educational Research

To find out who the men are that write on subjects of how to do research in education, Cumulative Book Index, from January, 1928, through December, 1947, and The United States Catalog Supplement, from January, 1920, through December, 1927, were anlyzed under the heading of Edu cational for books and their writers. The Education Index, since its beginning in 1929, and Readers Guide to Periodical Literature, for the earlier period, were analyzed under similar headings for the same twenty eight years for magazine articles and their writers. Joint authors of a pub lication were counted separately. The year of 1920 was chosen arbitrarily as the early limit of the period of years in the survey because the modern period of scientific study of education was getting into full swing by that time, and it was in that year that the Journal of Educational Research started publication. By limiting this phase of the survey to the library aids specified, instead of using also such bibliographies as Carter V. Good's and Leo J. Brueckner's in various issues of the Journal of Educational Research or the Phi Delta Kappan, & few writers on research in education may have been omitted. But the 220 writers thus found are more than a representative sampling; they are practically all there are. However, they do not include