National institute of education

목차 (Table of Contents)

• [Volume. 1]----------
• CONTENTS
• 1. NATIONAL INSTITUTE OF EDUCATION : PRELIMINARY PLAN FOR THE PROPOSED INSTITUTE / Roger E. Levien = R-657-HEW
• 2. THE PERFORMANCE CONTRACTING CONCEPT IN EDUCATION / J. F. Stucker ; G. R. Hall = R-699.1-HEW
• 3. THE PERFORMANCE CONTRACTING CONCEPT, APPENDIX : A CRITIQUE OF THE THEORY / James P. Stucker = R-699 ／ 2-HEW
• 4. MAKING EVALUATION EFFECTIVE : A GUIDE / R.A. Levine ; A. P. Williams, Jr. = R-788-HEW ／ CMU
• 5. AN X - Y PLATFORM FOR RANDSIGHT-TYPE INSTRUMENTS / R. W. Clewett ; S. M. Genensky ; H. E. Peterson = R-831-HEW ／ RC
• 6. ALTERNATIVE MODELS FOR THE ERIC CLEARINGHOUSE NETWORK / P. W. Greenwood ; D. M. Weiler = R-951-HEW
• [Volume. 2]----------
• CONTENTS
• PREFACE = ⅲ
• SUMMARY = ⅴ
• ACKNOWLEDGMENTS = xiii
• Section
• Ⅰ. INTRODUCTION = 1
• Why a National Institute of Education? = 1
• How Can Improvement and Reform Be Achieved? = 2
• What Can Educational R&D Provide? = 3
• Why Have the Potential Benefits of Educational R&D Not Been Achieved? = 4
• How Can Educational R&D Be Strengthened? = 6
• How Can Federal Support and Leadership Be Strengthened = 8
• The Proposal To Create the NIE = 9
• The President's Message on Education Reform = 11
• NIE Legislation = 14
• Planning for the NIE = 15
• Conduct of the Planning Study = 16
• Continuing Planning for the NIE = 17
• Ⅱ. OBJECTIVES = 19
• Primary Objective : To Improve and Reform Education Through Research and Development = 20
• Supporting Objective I : To Help Solve or Alleviate the Problems and Achieve the Aspirations of American Education = 24
• Supporting Objective Ⅱ : To Advance the Practice of Education as an Art, Science, and Profession = 29
• Supporting Objective Ⅲ : To Strengthen the Scientific and Technological Foundations on Which Education Rests = 33
• Supporting Objective Ⅳ : To Build a Vigorous and Effective Educational Research and Development System = 33
• Ⅲ. PROGRAM = 46
• Major Program Structure = 46
• Program Area Ⅰ : Solution of Major Educational Problems = 47
• Program Area Ⅱ : Advancing Educational Practice = 50
• Program Area Ⅲ : Strengthening Education's Foundations = 52
• Program Area Ⅳ : Strengthening the Research and Development System = 53
• Program Design = 54
• Tentative Program Activities = 56
• Program Element I-1 : Improving Education of the Disadvantaged = 61
• Program Element I-2 : Improving the Quality of Education = 66
• Program Element I-3 : Improving the Effectiveness of Resource Use in Education = 69
• Program Element Ⅱ-1 : Improving the Instructional Process - Content and Method = 72
• Program Element Ⅱ-2 : Improving the Educational System - Organization and Administration = 75
• Program Element Ⅱ-3 : Improving Educational Assessment - Measurement and Evaluation = 78
• Program Element Ⅱ-4 : Improving the Education of Educational Personnel = 82
• Program Element Ⅲ-1 : Increasing the Knowledge of the Individual as a Learner = 85
• Program Element Ⅲ-2 : Increasing Knowledge of Group Processes as They Affect Learning = 86
• Program Element Ⅲ-3 : Increasing Knowledge of Societal Influences on Education = 87
• Program Element Ⅲ-4 : Increasing the Ability to Use Technology and Media Effectively in Education = 89
• Program Element Ⅳ-1 : Developing a Supply of Competent R&D Manpower = 91
• Program Element Ⅳ-2 : Developing a Supply of Competent R&D Institutions = 93
• Program Element Ⅳ-3 : Strengthening the Linkage Between R&D and Practice = 95
• Program Element Ⅳ-4 : Developing Structures for Information Transfer = 97
• Program Alternatives = 99
• Educational Problems = 99
• Educational Levels = 100
• R & D Activity Types = 101
• Ⅳ. ORGANIZATION = 103
• Overall Organizational Structure = 103
• Position Within HEW = 106
• Stature Within Government = 107
• Personnel and Salary System = 109
• National Commitment = 110
• Possible Problems = 110
• Alternatives = 111
• National Advisory Council on Educational R&D = 114
• Director ／ Deputy Director = 117
• Directorate of Program = 118
• Directorate of Research and Development = 123
• Center for Education Studies = 129
• Organizational Alternatives = 133
• Ⅴ. RELATIONS WITH THE EDUCATIONAL SYSTEM = 137
• Principles for Relationships = 138
• Office of Education = 139
• Other Federal Agencies = 140
• National Foundation on Higher Education = 141
• State Agencies and Interstate Consortia = 142
• Local Agencies = 144
• Private and Nonformal Educational Organizations = 144
• Regional Laboratories and R&D Centers = 145
• Schools of Education = 147
• Colleges and Universities = 148
• Scientific and Professional Societies = 148
• Ⅵ. INITIAL ACTIVITIES = 150
• Initial Program = 150
• Initial Staffing = 151
• Initial Budget = 152
• Transfer of Responsibilities = 153
• Appendix
• A. PREVIOUS PROPOSALS FOR NATIONAL INSTITUTE(S) OF EDUCATION = 155
• B. QUESTIONS ASKED DURING PLANNING STUDY = 161
• C. INDIVIDUALS AND ORGANIZATIONS CONSULTED DURING PRELIMINARY PLANNING FOR THE NATIONAL INSTITUTE OF EDUCATION = 164
• D. BIBLIOGRAPHY = 181
• E. NATURE OF EDUCATIONAL RESEARCH AND DEVELOPMENT = 188
• F. PERFORMERS OF EDUCATIONAL RESEARCH AND DEVELOPMENT = 192
• G. A COMPARISON OF RESEARCH AND DEVELOPMENT IN AGRICULTURE, EDUCATION, AND HEALTH = 196
• [Volume. 3]----------
• CONTENTS
• PREFACE = ⅲ
• SUMMARY = ⅴ
• ACKNOWLEDGMENTS = ⅶ
• FIGURES = ⅸ
• TABLES = ix
• Section
• Ⅰ. INTRODUCTION = 1
• Origins of Performance Contracting = 1
• Outline of the Study = 3
• Ⅱ. PERFORMANCE CONTRACTING = 5
• Types of Contracts = 5
• Program ／ Product Specification = 6
• Selecting a Contracting Method = 7
• Tradeoffs in Contract Selection = 9
• Summary = 12
• Ⅲ. CONTRACTING FOR STUDENT ACHIEVEMENT : GENERAL CONSIDERATIONS = 13
• Educational Goals and Objectives = 13
• Contract Specifications and Noncontractual Objectives = 15
• Present Curricular Limitations on Contractors = 16
• Relative Technologies and Management Skills = 17
• Institutional Considerations = 19
• Other Considerations = 22
• Summary = 23
• Ⅳ. CONTRACTING FOR STUDENT ACHIEVEMENT : CURRENT PROGRAMS
• Current Programs = 25
• Program Objectives and Specifications = 29
• Contract Objectives and Specification = 31
• Prob1lems with Testing = 31
• Learning System Contractors = 34
• Program Risks = 37
• Program Costs and Contract Prices = 38
• Program Support = 40
• Some Implication = 43
• Ⅴ. SUMMARY AND CONCLUSIONS = 45
• Appendix
• SOME CONTRACTING EXPERIENCES IN OTHER SECTORS = 49
• Project ／ Product Definition = 49
• Incentive Fees in Contracts = 53
• NOTES = 67
• CONTENTS
• PREFACE = ⅲ
• SUMMARY = ⅴ
• Section
• Ⅰ. INTRODUCTION = 1
• Ⅱ. THE THEORY OF CONTRACTING = 3
• Ⅲ. THE GENERAL OF INCENTIVES = 7
• The Incentive Problem Under Certainty = 10
• The Incentive Problem Under Uncertainty = 14
• First Formulation : Identical Probability Beliefs on the Outcomes = 16
• Second Formulation : Different Probability Beliefs = 23
• Ⅳ. THE THEORY OF INCENTIVES FOR COST REDUCTION = 26
• Scherer's Model = 27
• The Agent's Problem = 28
• The Principal's Problem = 29
• Negotiations Over the Sharing Rate = 30
• Risk and Its Allocation = 31
• Intriligator's Model = 32
• The Agent's Problem = 33
• The Principal's Problem = 35
• Identical Probability Beliefs = 36
• Berhold's Model = 37
• Other Related Models = 40
• Midler's Model = 40
• McCall's Model = 40
• Ⅴ. SUMMARY AND CONCLUSIONS = 45
• [Volume. 4]----------
• CONTENTS
• PREFACE = ⅲ
• ACKNOWLEDGMENTS = ⅴ
• Section
• Ⅰ. INTRODUCTION = 1
• Ⅱ. TYPOLOGY OF EVALUATION AND RELATED ACTIVITIES = 3
• A. For What Purpose? = 3
• B. What Is Being Evaluated? = 8
• C. For Whom? = 8
• Ⅲ. ANNUAL EVALUATION PLANNING = 10
• A. Statement of Strategic Objective = 11
• B. Evaluation Briefs = 12
• C. Tabular Summaries = 13
• Ⅳ. THE RATIONALE FOR A SPECIFIC EVALUATION = 18
• A. Where in the Typology of Part Ⅱ Does the Evaluation Fit? = 18
• B. What Decision or Decisions May Be Affected by the Evaluation Report? = 19
• C. How Might Possible Alternative Results of the Evaluation Affect the Decision? = 21
• E. How Will Make the Final Decision? = 21
• E. How Will the Availability of Evalution Results Match the Decision Timetable? = 24
• F. Will the Evaluation Results be Read and Understood? = 27
• G. Are the Evaluation Results Linkely to be Mis-interpreted? = 29
• H. If and Evaluation-based Decision Is Made, Can It Be Implemented? = 31
• I. Why Do Decisionmakers Want the Evaluation Results? = 31
• J. Who Has the Managerial and Technical Competence and Time to Do the Evaluation? = 32
• K. How Credible is Evaluation? = 32
• L. How Does the Cost of the Evaluation Compare with the Program Dollars to be Affected by the Decision? = 35
• Ⅴ. THE CRITICAL PROGRAM SUMMARY = 37
• A. What Is the Program in Question, and to What Problems is it Addressed? = 37
• B. What Do We Know about the Program? = 37
• C. What Do We Think about the Program? = 38
• D. What Action Do We Recommend in Regard to the Program? = 38
• E. What Additional Knowledge Would We Like to Have about the Program? = 38
• F. What Should Be Done to Obtain this Information? = 39
• Appendix
• A. Document Summary = 40
• [Volume. 5]----------
• CONTENTS
• PREFACE = ⅲ
• SUMMARY = ⅴ
• ACKNOWLEDGMENTS = ⅶ
• Section
• Ⅰ. INTRODUCTION = 1
• Ⅱ. DESCRIPTION OF THE X - Y PLATFORM = 2
• Ⅲ. READING AND WRITING WITH THE X - Y PLATFORM = 15
• Ⅳ. CONCLUDING REMARKS = 29
• [Volume. 6]----------
• CONTENTS
• PREFACE = ⅲ
• SUMMARY = ⅴ
• Section
• Ⅰ. INTRODUCTION = 1
• Ⅱ. EDUCATION INFORMATION AND THE ERIC SYSTEM : A SUMMARY OF THE EVIDENCE = 7
• Education Information = 7
• Opinions About ERIC's Role = 9
• ERIC's Current Performance = 10
• Ⅲ. POTENTIAL SYSTEM OBJECTIVES = 16
• Useful Services and Products = 17
• Potential System Functions = 18
• User Groups = 20
• System Objectives = 23
• Ⅳ. ALTERNATIVE ERIC MODELS = 28
• Ⅴ. CHOOSING A MODEL = 46
• Comparing the Models Against Each Objective = 46
• Weighing Objectives = 50
• Additional Evaluation Criteria = 52
• Conclusions = 55
• Appendix
• A. ERIC TODAY = 57
• B. INDIVIDUALS INTERVIEWED AS PART OF THIS STUDY = 73
• BIBLIOGRAPHY = 77