Search

This volume contains the papers presented at a workshop which brought together authorities from several different disciplines, each working in the area of natural language analysis, to participate in intensive, technical discussions of the issues involved in developing adequate grammars and semantics of natural languages. The disciplines represented were linguistics, philosophy, and psychology. Introductory remarks provide details on workshop procedures and participants. The 19 papers presented at the workshop are included in the main part of the document. [Not available in hard copy due to marginal legibility of original document.] (VM)

The papers in this report fall into three focus areas: (1) new goals and objectives for educational institutions, with a stress on normative analysis of public policy alternatives and a reexamination of prior assumptions on which research is based; (2) the political education of youth, with a particular examination of directions in research on political socialization inclusive of cross-cultural studies; and (3) an analysis of the governance of educational institutions, with special emphasis on power, role, and decisionmaking issues. A section on workshop background, participants, and procedures is also available as ED 051 567. (Several sections of the document, between pages 90-214, page 318, and between pages 506-527, may reproduce poorly.) (Author/JF)

This report, the result of a 5-day conference on the politics of education, reviews the four research focus areas covered during the conference: (1) new goals and objectives for educational institutions, (2) the political education of youth, (3) analysis of the governance of educational institutions, and (4) the study of input/output/feedback relationships in educational policymaking. All conference papers proferred specific suggestions for urgently needed research in the politics of education. (JF)

The purpose of this research was to study the link between effective management strategies and the impact of educational research and development. The 19 R & D Centers and Regional Laboratories of the United States Office of Education were selected as the focal organizations for analysis. Using document analysis and interviews, the researchers drew a number of conclusions about effective organizational strategies in (1) Program Focuses and Evaluation Systems, (2) Commitment to Dissemination and Implementation, (3) Staffing Patterns, (4) Relations with Field Users of R & D Innovations, and (5) Relations with Educational Training Institutions. The 3-fold task included the descriptive phase, which outlined various practices within the labs and centers on the above topics; the analysis phase, which pointed to some practical consequences of using different styles of management; and the recommendation phase, which suggested some management policies that the authors felt should be widely adopted. The authors consider this project to be an example of "policy research", or that research which analyzes a practical problem with specific policy outcomes in mind. They therefore present a set of recommendations that may actually be implemented in Educational Research and Development centers. (Author)

This publication seeks to provide a basis for constructive action in improving and reforming the policy making machinery of American public education. The material is presented in the form of 11 recommendations directed at the three policy making levels: local, State, and Federal. A recommendation concerning all levels is that policy making staffs be upgraded and compensated accordingly. At the local level, reductions in the absolute number of school districts and elimination of fiscal inequities among school districts are suggested. State governments and the Federal Government are urged to assume greater financial participation in educational programs. A Federal Department of Education with Cabinet rank is proposed. (RA)

The authors of this planning review claim that educational research and development has been underfunded, has had less than distinguished standing in the scholarly and scientific community, and has had little national leadership. They assert that the National Institute of Education (NIE) is intended to bring about an improvement on all three counts. Consideration is given to some of the problems that must be confronted if NIE is to have a substantial influence on the conduct of American education. Proposals are made for the initial incorporation of six components felt to be essential in the organization of NIE: R & D Centers and Regional Laboratories; a National Educational Laboratory; extramural R & D, supporting investigator-initiated grants and programmatic research; research manpower training; institutional development for research; and functions specifically transferred from OE. Assuming an initial funding of 125 million dollars, the authors have prepared an approximate budget suggesting the appropriate emphasis for each of these components. (Author)