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Each of the papers in this collection offers a much-needed antidote to the forces that disconnect educators from the places in which they teach, learn, and live. Together, they provide an opportunity to reflect on the power of place in education. This issue offers an opportunity--an invitation--to embrace all that the places both in and outside the classroom have to offer. Individual essays in this paper include: (1) Reclaiming the Promise of Place: An Interview with David Greenwood (Roberta Altman); (2) Playing in Literary Landscapes: Considering Children's Need for Fantasy Literature in the Place-Based Classroom (Sarah Fisher); (3) Guggenheim for All: Museum Education for Students on the Spectrum (Chiara Di Lello); (4) Curtain Up: Place-based Teaching & Learning in the New York City Theater District (Peggy McNamara and Bryan Andes); (5) Place-Based Education: (Re)Integrating Ecology & Economy (Mark T. Kissling and Angela Calabrese Barton); (6) Discovering Place-based Education in the Foothills of the Himalayas (Monimalika Day with Doug Hernandez); (7) Learning Naturally: An Inquiry Study of Streams in Hawaii (Becca Kesler); (8) Nature Preschools: Putting Nature at the Heart of Early Childhood Education (Ken Finch and Patti Ensel Bailie); and (9) Preparing Teachers for Place-based Teaching (Amy Vinlove). Individual essays contain references and figures.

Twenty-five issues papers of the Governor's Commission on the Future of Higher Education in Michigan are presented. The document is divided into three sections: section one provides base information on the trends and indicators which evolve beyond the control of higher education; section two discusses those public policy issues which must be considered when deliberating the future of higher education; and section three discusses Commission decisions. Titles include the following: "Trends, Issues, and Decisions Facing Michigan's Higher Education System;""Postsecondary Enrollments, United States and Michigan Summary of Historical Data and Projections;""Equal Access for Women, Minorities and Handicappers in Higher Education;""Issues and Problems Regarding Financial Access to Higher Education in Michigan;""To the Year 2000: Future Trends and Implications for Higher Education;""State Level Academic Program Review and Approval: 1984 Update;""An Analysis of the Distribution of Programs at Michigan Colleges and Universities;""Overview of Educational Television in Michigan;""Michigan Society of Professional Engineers Taskforce Report on Infrastructure;""Comparative Study on Higher Education Finance;""1982-83 Michigan College and University Undergraduate Student Financial Aid Survey;""Higher Education and State Economic Growth: A Strategy for Strengthening the Research, Public Service and Job Training Capabilities of Colleges and Universities; and "Background and Policy Papers: Higher Education Roles and Missions." (SW)

This paper examines the 1972 and 1973 bills to revise the Michigan Dental Practice Act and investigates the reactions of several groups affected by the proposed changes. Emphasis is placed on initial efforts to revise the Dental Act, the need to revise the Dental Act, Michigan Dental Association (MDA) efforts to expand duties for dental hygienists and assistants through legislation, MDA and State Board efforts to seek expanded duties without revising the Dental Act, MDA efforts to amend the Dental Practice Act, and results of the 1972 and 1973 Bills in the Legislature. (MJM)

This collection of short papers is an outcome of the third conference on virtual exchange in higher education hosted by the Pedagogical University in Krakow in April 2018. Following the focus of the conference on virtual exchange in service of social inclusion and global citizenship, the papers collected in this volume offer first-hand insights into theoretical and practical considerations on the most recent stage of this rapidly developing form of learning. The publication will be of particular interest to academic educators, researchers, administrators, and mobility officers planning to implement virtual exchange in their unique academic contexts.

This book contains nine papers presented during a year-long series of seminars and a conference that analyzed the relationship between economic restructuring and industrial relations involving the joint academics, union leaders, government officials, business executives, and graduate fellows. These analyses include case studies from Western Europe, as well as detailed examination of U.S. examples, particularly state-level efforts from Michigan, Massachusetts, and Pennsylvania. The analyses emphasize the role of industrial relations in these processes. An "Introduction" (Stephen Sleigh) summarizes the case studies and analyses and provides an executive summary of the key conclusions that follow from the papers. The nine papers are as follows: "Economic Development and Industrial Relations in a Small-Firm Economy: The Experience of Metalworkers in Emilia-Romagna, Italy" (Bruce Herman); "Managing Local Development: Lessons from Spain" (Michael Barzelay); "Worker Democracy in Socialist France" (Bernard Brown); "International Competition and the Organization of Production: The Study Action Team Process at Trico Products" (Peter Lazes); "Collaborative Restructuring Efforts: Textile and Apparel Labor-Management Innovation Network, Lehigh Valley, Pennsylvania" (Robert Coy et al.); "Labor and Industrial Relations Strategies in the State of Michigan" (Michael Schippani); "Applying Skills-Based Automation through Participatory Management: The Center for Applied Technology" (Frank Emspak); "Can the End of the Social Democratic Trade Unions Be the Beginning of a New Kind of Social Democratic Politics?" (Charles Sabel); and "Training and the New Industrial Relations: A Strategic Role for Unions" (Wolfgang Streeck). Appendixes include lists of the Seminar Advisory Board and seminar presenters, a 360-item bibliography, and an index. (YLB)

This report focuses squarely on strategies for instructional improvement in American high schools. Specifically, this study examines how high schools that perform below average incorporate their state's accountability goals into their own goals, identify their challenges, and search for strategies for instructional improvement. It focuses on how high schools of differing performance levels and contexts, residing in states with different forms of high-stakes accountability and support systems, identify, understand, and respond to the gap between their current levels of performance and external expectations for their performance. The chapters comprising this report examine issues related to the interpretation of accountability policy and the response of high schools and districts. Chapter 1 (Betheny Gross and Jonathan A. Supovitz) introduces the study and presents the methodology. Chapters 2 through 5 are presented in an effort to show how the policy has unfolded for schools by beginning with a discussion of schools' interpretation of the policy and continuing with discussions of the schools' response to the press they experience. Chapter 2 (Diane Massell, Margaret Goertz, Gayle Christensen, and Matthew Goldwasser) presents an analysis of the press teachers and administrators feel and attribute to their state's accountability policy. Chapter 3 (Betheny Gross, Michael Kirst, Dana Holland, and Tom Luschei) discusses how local agents' interpretation of their states' policy shaped their prioritization of goals and challenges. Chapter 4 (Donna M. Harris, Melissa Prosky, Amy Bach, Julian Vasquez Heilig, and Karen Hussar) shows the types of strategies adopted by high schools in response to accountability pressure. Chapter 5 (Elliot H. Weinbaum) offers a different but very relevant perspective with a discussion of the accountability story as experienced by districts. Finally, Chapter 6 (Margaret E. Goertz and Diane Massell) concludes with a discussion that looks across each of the papers to discuss the themes of states' influence on local agents through accountability policy, the consequences of this influence, and policy directions states should consider as this policy is further developed. References can be found at the end of each individual chapter. (Contains 17 tables and 9 figures.)

This article focuses on the creation of the book From Mobilization to Revolution. Several sections of the book first took shape as memoranda of a lively seminar in the Center for Research on Conflict Resolution at the University of Michigan. Others emerged initially as informal written contributions to discussions with friends, students and collaborators at Michigan's Center for Research on Social Organization. Substantial portions of the book build on unpublished papers which circulate for years under the titles From Mobilization to Political Conflict and Revolutions and Collective Violence. About eighty people have given its author reactions to the first draft of the book.

The five papers in this document first apply the criteria of adequacy, equity, efficiency, and liberty to financing school choice programs and then consider programmatic issues related to choice. Following an introduction by Suzanne Langston Juday entitled "Evaluating Education Finance Policy Decisions," section 1 consists of an overview by Patricia F. First on the policy questions surrounding school choice financing. Six choice plans are defined, and issues surrounding each program, such as the costs of transportation involved in magnet schools, are raised. Section 2 provides information about the provision for and funding of choice programs in the seven states of the North Central Region. Finally, three expert commentaries about financing school choice are presented in section 3. The commentaries are: "Fiscal Issues in Educational Choice," by Michael F. Addonizio; "A Commentary on Choice," by C. Philip Kearney; and "Financing School Choice," by Van D. Muller. Three tables and a chart are given. (15 references) (EJS)

Chapter VI of the book "The Candidate: A Political Romance," by Joseph Alexander Altsheler, is presented. It cites the success of presidential candidate James Grayson as an orator. It highlights the continuation of the political campaign of Grayson in Detroit, Michigan. It also indicates the views of the correspondents about the campaign and the characteristic of Grayson.

Chapter XVI of the book "Autobiography of Andrew Dickson White," Volume I, is presented. It explores the author's teaching experiences at the University of Michigan in Ann Arbor, Michigan and in various cities throughout Michigan from 1857-1864. It explores how White, a young professor then, proves to his students his professorship and thus made an impact to the students. It also explores the conflict he encounters with a lawyer regarding slavery and protection in the government.

Chapter II of Part I of the book "The Blazed Trail," by Stewart Edward White is presented. It explores the story of John Radway, as he was hired by the Morrison and Daly, a firm on logging operations, to cut pine trees on Saginaw waters in Michigan that would cost around fifty million dollars. It highlights Radway's agreement with the firm together with the difficulties he encountered in cutting through the wilderness.

Public higher educational institutions, where about 80 percent of all college students and 65 percent of all four-year college students are educated, appear to be in serious trouble. In order to delve more deeply into this topic, the author invited a wide-ranging team of experts to examine changes in public higher education over the last quarter century, and to present their findings at a conference at Cornell University in May 2005. Edited versions of their papers are presented here. The authors of the essays are leading researchers from around the country who have intensively studied the causes of the changing finances of public higher education and the ways in which these changes have affected public higher education institutions, their students, and their potential students. Following a preface and an introduction, this book is divided into three parts and 16 chapters. The first part, Setting the Stage, presents the initial chapters of the book: (1) State Preferences for Higher Education Spending: A Panel Data Analysis (Michael J. Rizzo); (2) Do Tenured and Tenure-Track Faculty Matter? (Ronald G. Ehrenberg and Liang Zhang); (3) The Increasing Use of Adjunct Instructors at Public Institutions: Are We Hurting Students? (Eric P. Bettinger and Bridget Terry Long); and (4) The Effect of Institutional Funding Cuts on Baccalaureate Graduation Rates in Public Higher Education (Gary L. Blose, John D. Porter, and Edward C. Kokkelenberg). Next, the second part, Individual State Experiences, continues with chapters: (5) The Effects of a Changing Financial Context on the University of California (Gerald R. Kissler and Ellen Switkes); (6) Assessing Public Higher Education in Georgia at the Start of the Twenty-First Century (Christopher Cornwell and David B. Mustard); (7) Changing Priorities and the Evolution of Public Higher Education Finance in Illinois F. King Alexander and Daniel Layzell); (8) Michigan Public Higher Education: Recent Trends and Policy Considerations for the Coming Decade (Stephen L. DesJardins, Allison Bell, and Iria Puyosa); (9) North Carolina's Commitment to Higher Education: Access and Affordability (Betsy E. Brown and Robert L. Clark); (10) State Support for Public Higher Education in Pennsylvania (Donald E. Heller); (11) The Changing Accessibility, Affordability, and Quality of Higher Education in Texas (Lisa M. Dickson); (12) Higher Tuition, Higher Aid, and the Quest to Improve Opportunities for Low-Income Students: The Case of Virginia (Sarah Turner); (13) Public Higher Education in Washington State: Aspirations Are Misaligned with Fiscal Structure and Politics (William Zumeta); and (14) Consequences of a Legacy of State Disinvestment: Plunging State Support Reduces Access and Threatens Quality at University of Wisconsin System Institutions (David W. Olien). Finally, the last part of the book, Looking to the Future, concludes with the remaining chapters: (15) Why We Won't See Any Public Universities "Going Private" (John D. Wiley); and (16) Concluding Remarks (F. King Alexander). A list of references and an index are also included.

This book presents 15 papers on charters, vouchers, and public education: (1) "Introduction: A New Direction in Public Education?" (Paul E. Peterson and David E. Campbell); (2) "Charter Schools: Taking Stock" (Chester E. Finn, Jr, Bruno V. Manno, and Gregg Vanourek); (3) "School Choice in Michigan" (Michael Mintrom and David N. Plank); (4) "Lessons from New Zealand" (Edward B. Fiske and Helen F. Ladd); (5) "The Hidden Research Consensus for School Choice" (Jay P. Greene); (6) "Going Private" (Terry M. Moe); (7) "School Choice and American Constitutionalism" (Joseph P. Viteritti); (8) "Effects of School Vouchers on Student Test Scores" (William G. Howell, Patrick J. Wolf, Paul E. Peterson, and David E. Campbell); (9) "Hints of the Pick-Axe: Competition and Public Schooling in Milwaukee" (Frederick M. Hess); (10) "Can Charter Schools Change Traditional Public Schools?" (Paul Teske, Mark Schneider, Jack Buckley, and Sara Clark); (11) "Responding to Competition: School Leaders and School Culture" (Frederick M. Hess, Robert Maranto, and Scott Milliman); (12) "Making Democratic Education Work" (David E. Campbell); (13) "Private Schooling and Political Tolerance" (Patrick J. Wolf, Jay P. Greene, Brett Kleitz, and Kristina Thalhammer); (14) "Reflections on the School Choice Debate" (Paul Hill); and (15) "What Is To Be Done?" (Diane Ravitch). (SM)

This four-part paper on competency-based teacher education (CBTE) in Michigan contains the following sections: (a) the development of CBTE in Michigan, consisting of a chronology of events dating from 1971, and a listing of CBTE grants programs in 1974; (b) a survey of CBTE programs in Michigan, including an overview of the programs and status reports from Michigan institutions; (c) a working draft of a proposed plan for CBTE and other alternative teacher education programs, providing a CBTE definition, goal statement, and descriptions of state role, certification pattern, delivery system, support mechanism, regulation changes, and management plan; and (d) CBTE and certification definitions, with CBTE elemental definitions, criteria used to assess the degree to which programs are competency based, characteristics of competency-based instruction, a synthesis of CBTE definitions, a sample profile of the degree to which particular programs are competency based, a synthesis of CBTE certification definitions, and a state assessment model. (JCW)

The nature of educational evaluation and its interaction with policy in six state departments of education is examined. Case reports of research and evaluation units are presented for Virginia (by Gerald W. Bracey), Michigan (by David L. Donovan and Stanley A. Rumbaugh), Washington (by Alfred F. Rasp, Jr.), South Carolina (by Paul D. Sandifer), Wisconsin (by James H. Gold), and Oregon (by Gordon Ascher). Analyses and commentaries on the common themes of the reports include "Policy and Evaluation: A Conceptual Study," by Thomas F. Green and "The Context of Evaluation Practice in State Departments of Education," by Nick L. Smith. Future prospects are considered in "The Need for New Approaches in State Level Evaluations," by Alexander I. Law, arguing for agency innovation, and"Problems in the Implementation and Acceptance of New Evaluation Approaches in State Departments of Education," by Norman Stenzel, summarizing barriers to the improvement of practices. (CM)

The 12 states comprising the North Central Region have been affected in similar ways by the farm crisis of the 1980s. Statewide surveys show sizeable proportions of farm operations that are experiencing moderately high levels of financial stress. The problems caused by chronic stress on family structure and functioning, the loss of mainstreet businesses, and bank closing are felt throughout the region. The Cooperative Extension Agencies in the states have approached the problems in similar ways. They have developed new programs with long- and short-term efforts, and they have adapted existing programs with short-term or temporary activities and long-term commitments. Extension has been most heavily involved in developing new, relatively short-term programs such as the use of hotlines, crisis intervention teams, and bankrupcy or bank closing response teams. New, long-term programs include projects and research designed to achieve economic and agricultural diversification. The addition of resources to the existing farm management programs is a good example of an existing short-run program. Many existing, long-term Extension and research programs have been helpful in meeting immediate needs. This document provides 12 papers summarizing the farm crisis and programs designed to deal with it in each of the North Central states. Research needs are enumerated. (JHZ)

The essays and annotations in this publication provide an opportunity for citizens and students to consider not only the history of the Northwest Ordinance but also basic and enduring issues in U.S. political life. The book is divided into three main parts. The first part provides a background to the Ordinance and its passage by the Confederation Congress. In the lead essay, Andrew Cayton discusses the Ordinance from the perspective of the Indians, Anglo-Americans, and French, who lived on the frontier. In an accompanying essay Robert M. Taylor, Jr. introduces the relatively unknown men who voted on the Ordinance legislation in the Confederation Congress. The second part of the book comprises commentaries on specific sections and articles of the Ordinance itself. In the third part of the book Patrick Furlong discusses the transformation of a paper plan into a functioning government. He details the resulting problems and delays, the strife among officials, the divisions of the territory, and the quests for statehood. This volume also includes a chronology of events, a 66-item selected bibliography, illustrations, and a series of maps, all related to the Northwest Ordinance and the Northwest Territory. (SM)

The effectiveness of state enterprise zone programs was examined by using a hypothetical-firm model called the Tax and Incentives Model-Enterprise Zones (TAIM-ez) model to analyze the value of enterprise zone incentives to businesses across the United States and especially in the 13 states that had substantial enterprise zone programs by 1990. The study raised considerable doubts regarding state enterprise zone programs' benefits to states, businesses, and targeted workers. The following policy suggestions were offered: (1) exempt some percentage of zone income from state corporate income taxation; (2) think of enterprise zones as concentrations of the hard-to-employ, and base criteria for creating zones entirely on residents' demographics; and (3) integrate enterprise zones with transportation and social policy to provide better access to jobs for those most in need of them. (Forty-seven tables/figures are included. The following are among the items appended: detailed description of the TAIM-ez model; a comparison of the TAIM and TAIM-ez models; discussions of the tax elasticity of employment and fiscal break-even; information about the Standard Statistical Establishment List data; guidelines for translating enterprise zone boundaries and tax characteristics of zones; detailed study results; information on gravity-based commuting models; and a discussion of enterprise zones and commuting. The bibliography lists 162 references.) (MN)

This book examines welfare reform, occasioned by the federal Personal Responsibility and Work Opportunity Reconciliation Act (PRWORA), which abolished Aid to Families with Dependent Children (AFDC) and replaced it with Temporary Assistance for Needy Families (TANF). It is based on research in Ohio, Kansas, Wisconsin, Minnesota, and Michigan that included interviews with political and administrative leaders in state and local governments; review of state documents, contracts, reports, press releases, and other information on welfare reform; and detailed case studies of two local sites within each state. Chapters and authors are as follows: "Learning from Midwestern Leaders (Carol S. Weissert); "Welfare Reform Meets the Devolution Revolution in Ohio" (Charles F. Adams, Miriam S. Wilson); "Kansas Carves Out a Middle Ground" (Jocelyn M. Johnston, Kara Lindaman); "Wisconsin's W-2 Program: Welfare as We Might Come To Know It?" (Thomas Kaplan); "Minnesota's Balancing Act: Boosting Work Incentives and Job Readiness While Controlling Costs" (Thomas F. Luce, Jr.); "Michigan's Welfare Reform: Generous but Tough" (Carol S. Weissert); and "Concluding Comments: Welfare Reform and Governance" (Thomas L. Gais). An "About the Authors" section concludes the document. (KC)

The slogan "study the victimizers, not the victims," can too easily become an excuse for substituting the ideologies and preconceptions of white and black intellectuals for the often different reality revealed by empirical research. This monograph tries to present a modest but complex set of data gathered using attitude sample survey methods, and to do so within a relatively objective framework of analysis and reporting. The main final comparison samples were representative of Detroit black heads and wives of heads of house, ages 21-69 inclusive, at each of three points in time. The first set of data is drawn from interviews with 2,809 black respondents, ages 16-69, in Detroit and 14 other American cities. These interviews were carried out between January 6 and March 31 of 1968. A second independent survey of black attitudes was carried out in Detroit by the Detroit Area Study April 24-July 31 of 1968. It included six questions from the first study. Because the assassination of Martin Luther King occurred during the three weeks between the completion of the first study and the beginning of the second, a comparison of responses to the six repeated questions permits assessment of the immediate effect of the assassination on attitudes of the Detroit black adult population. The third survey, also a Detroit area study, was carried out in 1971, April 15-September 26. (Author/JM)

This booklet describes and evaluates an experimental home teaching program based on Piagetian developmental theory. The project was designed to stimulate infants' cognitive development and help mothers become more effective teachers of their children. Sixty-five infants, primarily from low socioeconomic status homes, were enrolled in the program at 3, 7, or 11 months of age, following administration of the Bayley Scales of Infant Development. Subjects were divided into three groups. Infants and mothers in the experimental group had weekly sessions (60-90 minutes each for a period of 16 months) with professional teachers experienced in early education or in working with parents and infants. Formally sequenced sets of informal infant play activities, individualized by the teacher to each mother child pair, were used in these sessions. The second group of mothers and infants had similar sessions conducted by college students and teacher aides rather than professionals. No formal curriculum was followed in these sessions; home visitors planned their activities autonomously. The first and second groups of infants were tested every four months along with a third group designated as controls. Experimental group children were found to perform at significantly higher levels on intelligence tests and showed greater linguistic skill than children from either of the other two groups. Other findings are reported. (BRT)

This book describes the establishment, organization, and policies of Spaulding for Children, a small, voluntary, specialized adoption program in Michigan that works at placing hard-to-place children who are legally free for adoption. The agency was created to supplement existing public and private child placement services. Topics covered include: funding, organization and policies of the Spaulding adoption program; evaluation of children and services provided for them; types of children served by the agency; finding, preparing, and maintaining adoptive homes; provision of services to adoptive families; and cooperation with other adoption agencies, the courts, and health agencies. Appendices contain a history of the agency; an outline of materials used with prospective parents, and resources for adoption workers and parents. (SB)