Political Science and School Politics: The Princes and PunditsSamuel Kimball Gove, Frederick M. Wirt Transaction Publishers, 1 янв. 1976 г. - Всего страниц: 143 |
Содержание
1 | |
Do Innovations Work? | 3 |
Adaptiveness and School Effectiveness | 5 |
Toward More Adaptive Schools | 8 |
Implications for the Organization and Administration of Schools | 19 |
Comments | 23 |
Professionalism Community Structure and Decisionmaking School Superintendents and Interest Groups | 39 |
The Problems of Conflict Management | 44 |
Comments | 83 |
Dont Trouble Me with the Facts Congress Information and Policy Making for Postsecondary Education | 91 |
Questions without Answers | 94 |
The Internal Dynamics of Congress | 96 |
Higher Education as an Issue Arena | 103 |
Many Different Worlds | 105 |
Weakness of the Information Sources | 110 |
Comments | 111 |
The Group Structure of Educational Policy Making | 47 |
Interest Groups and Decision Making | 51 |
Comments | 61 |
Political Perspectives on Recent Efforts to Reform School Finance | 69 |
The Federal Arena | 71 |
The State Arena | 73 |
The Politics of School Finance at the State Level | 75 |
The Future | 79 |
Overview | 82 |
John Rawls and Educational Policy | 121 |
Rawlss Method and Argument | 124 |
The Principles and Education | 129 |
Implications | 134 |
Conclusions | 141 |
About the Contributors | |
About the Editors | |
Другие издания - Просмотреть все
Political Science and School Politics: The Princes and the Pundits Frederick M. Wirt Недоступно для просмотра - 1985 |
Political Science and School Politics: The Princes and Pundits Great Source,Samuel Kimball Gove,Frederick M. Wirt Недоступно для просмотра - 1976 |
Часто встречающиеся слова и выражения
ability achieve adaptive schools adopted analysis arena authors basic behavior Chris Argyris classroom Committee concern conflict management Congress congressional costs decision decision-making conflict difference principle education programs educational administration Educational Administration Quarterly educational policy effective equal evaluation executive branch experience fiscal formulas funds goals Higher Education impact implementation individual innovation institutions interaction interest group conflict involved Irving Janis issues John Rawls legislative legislatures liberty logrolling moral National needs Office of Education opportunity organizational organizations person political postsecondary education principle of paternalism principles of justice problem professional public conflict public policy public schools questions Rawls says Rawls's reasons responsibility result revenues role Ronald Lippitt school board school districts school finance reform Shalala social society structure studies substantial suggest superintendents teachers teaching theory Theory of Justice tions University University of Oregon values Willis D worst-off
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Стр. 127 - First principle: each person is to have an equal right to the most extensive total system of equal basic liberties compatible with a similar system of liberty for all. Second principle: social and economic inequalities are to be arranged so that they are both: (a) to the greatest benefit of the least advantaged, consistent with the just savings principle, and (b) attached to offices and positions open to all under conditions of fair equality of opportunity.
Стр. 128 - Each generation must not only preserve the gains of culture and civilization, and maintain intact those just institutions that have been established, but it must also put aside in each period of time a suitable amount of real capital accumulation.
Стр. 124 - Other things equal, human beings enjoy the exercise of their realized capacities (their innate or trained abilities), and this enjoyment increases the more the capacity is realized, or the greater its complexity.
Стр. 128 - First Priority Rule (The Priority of Liberty) The principles of justice are to be ranked in lexical order and therefore liberty can be restricted only for the sake of liberty.
Стр. 128 - The principles of justice are to be ranked in lexical order and therefore liberty can be restricted only for the sake of liberty. There are two cases: (a) a less extensive liberty must strengthen the total system of liberty shared by all; (b) a less than equal liberty must be acceptable to those with the lesser liberty.
Стр. 130 - Chances to acquire cultural knowledge and skills should not depend upon one's class position, and so the school system, whether public or private, should be designed to even out class barriers.
Стр. 129 - ... political liberty (the right to vote and to be eligible for public office) together with freedom of speech and assembly; liberty of conscience and freedom of thought; freedom of the person along with the right to hold (personal) property; and freedom from arbitrary arrest and seizure as defined by the concept of the rule of law'.)18 Second Principle.
Стр. 128 - The parties are thought of as representing continuing lines of claims, as being, so to speak, deputies for a kind of everlasting moral agent or institution.