Level and Remedy in School Desegregation Research / Marzell Smith and Charles Dziuban.
The purpose of this paper is to suggest the utility of an alternate level of data collection for desegregation research. There appears to exist an important disparity between the results generated by a large number of empirical studies and their application to segregation remedy at the classroom, sc...
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| Main Authors: | , |
| Format: | eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
1977.
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MARC
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| 100 | 1 | |a Smith, Marzell. | |
| 245 | 1 | 0 | |a Level and Remedy in School Desegregation Research / |c Marzell Smith and Charles Dziuban. |
| 264 | 1 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 1977. | |
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| 520 | |a The purpose of this paper is to suggest the utility of an alternate level of data collection for desegregation research. There appears to exist an important disparity between the results generated by a large number of empirical studies and their application to segregation remedy at the classroom, school, and district level. This paper's bias is that the "numerical indicators" and correlates of desegregation which have been used in national level studies have had minimal impact in moving schools from the segregated to desegregated to the integrated stages. The emphasis then of this data collection model is focused on those school and district level factors which continue to render schools for all practical purposes segregated. These school and district level factors are classified as follows: Organizational Patterns (Fiscal Considerations, Funding Patterns, Allocation of Educational Resources; Policy Considerations; Adjustment Procedure Mentality, Acquiescent Mentality), Administrative Patterns (Staffing Patterns, System-Individual Metaperspective, Information Access), and Instructional Patterns (In-School Segregation, Counseling, Special Education, Co-Curricular Activities). This paper indicates that these factors are critical to the desegregation process. Although a school has been designated legally desegregated, occurrences within it can render it for all practical purposes virtually racially segregated. Thus, a school which is desegregated or desegregating, can through manipulations of the above factors, become resegregated. (Author/JM) | ||
| 650 | 0 | 7 | |a Administrative Organization. |2 ericd. |
| 650 | 0 | 7 | |a Data Collection. |2 ericd. |
| 650 | 0 | 7 | |a Desegregation Effects. |2 ericd. |
| 650 | 0 | 7 | |a Desegregation Methods. |2 ericd. |
| 650 | 0 | 7 | |a Educational Resources. |2 ericd. |
| 650 | 0 | 7 | |a Grouping (Instructional Purposes) |2 ericd. |
| 650 | 0 | 7 | |a Integration Studies. |2 ericd. |
| 650 | 0 | 7 | |a Measurement Techniques. |2 ericd. |
| 650 | 0 | 7 | |a Research Design. |2 ericd. |
| 650 | 0 | 7 | |a Research Methodology. |2 ericd. |
| 650 | 0 | 7 | |a Resource Allocation. |2 ericd. |
| 650 | 0 | 7 | |a School Desegregation. |2 ericd. |
| 650 | 0 | 7 | |a School Organization. |2 ericd. |
| 650 | 0 | 7 | |a School Segregation. |2 ericd. |
| 650 | 0 | 7 | |a Special Education. |2 ericd. |
| 700 | 1 | |a Dziuban, Charles, |e author. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED141472.pdf |z Full Text (via ERIC) |
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