According to the reviewer, Coleman claims that many current social policies deliberately or inadvertently undermine families, clans, religious organizations, and community institutions that have been sustaining social structures for thousands of years. Coleman suggests that "modern corporate actors" (even schools) cannot replace…

During the 1970s, the curriculum field underwent a "reconceptualization," shifting from commitment to developing curriculum toward interest in understanding curriculum. This article presents an alternative rationale: disillusionment with traditional institutions/preoccupation with private interests, fascination with "interesting…

A review of 50 articles on giftedness analyzed the degree to which four world views (contextualism, organicism, formism, and mechanism) shape the thinking of scholars in the field. Results indicate philosophical biases toward contextualism and organicism in terms of subject-matter emphasis and a bias toward mechanism in the preferred research…

Explores home-school relations by using three social psychology theories: (1) symbolic interactionism; (2) social exchange theory; and (3) reference group theory. States that these theories can contribute to the understanding and development of home-school relations in Hong Kong (China). (CMK)

A multiparadigm perspective of educational administration is offered in this paper, which offers a conceptualization of administration as a heuristic device for considering multiple views of education. The first section describes the work of Sirotnik and Oakes (1986) whose "critical inquiry" multipardigm approach comprises three paradigms:…

Postulates that creativity is a state of being challenged by the socialization process in Western civilization, which stifles creativity from early childhood. Explores definitions and theories of creativity, the functions of the social ego, and the different modes of being. Discusses implications for education. (Author/CR)

Traces through Thomas Greenfield's work his use of Max Weber's interpretive social analysis, including Weber's view of the individual unit of analysis, value topologies, comparative history methods, and analytical ideal topologies. Compares Greenfield's and Weber's metaphysical assumptions, ontological perspectives, and epistemological frameworks.…

Although educational leaders may be optimistic about initiating change, lasting reforms are rare. The group polarization literature, although dated, provides an important explanation for a very current problem. The theory holds that when there are differences of opinion to begin with, a counter-conformity effect works among members of groups.…

Refutes sociological and anthropological theories about the generation gap held by Kingsley Davis, Margaret Mead, and Ruth Benedict. Argues for a psychological interpretation of intergenerational conflict. The latter is not a product of adult rigidity, but a natural consequence of adult generational responsibility toward youth. (MLH)

Noting the incompatibility of education with the organizational structure of schooling and the stagnation in the educational debate on school organization in the 1970s, this article offers new approaches to the relationship of organization and education. Both the rationalistic and mechanistic approaches are discarded in favor of concepts which…

Examines the state of educational policy analysis, discussing the field's history, conceptual approaches to policy, areas of policy that have been studied, and methodological issues. Concludes with speculation on the future of policy research. (MCG)

In replies to two critiques of his 1980 article, appearing in the fall 1982 issue of "Educational Administration Quarterly," the author first questions the notion that all organizations must meet certain requirements to survive and, second, denies that structured observation research on school administrators is "neo-Taylorism."…

Using three Oakland, California, case studies concerned with implementing the Public Works and Economic Development Act (1965), this article explores the limits of science in policy implementation. Sources of uncertainty are examined and the science of chaos introduced as a possible interpretive framework for extending policy science. Includes 20…

Discusses Max Weber's importance in Greenfield's work, particularly in Greenfield and Ribbins'"Greenfield on Educational Administration" (1993). In concentrating on human actors' subjective understanding, Greenfield was a faithful Weberian. However, he deviated from Weber by disavowing structural explanations of social and organizational…

Opines that there are three benefits to incorporating biology and other natural sciences into social studies programs: (1) students are exposed to interdisciplinary thinking; (2) social studies materials are placed on a more secure scientific basis; and (3) a biologized social studies program reveals human nature uncontaminated by recent culture.…