James E. Crowfoot

Institutional Changes to Support School Desegregation: Alternative Models Underlying Research and Implementation

This articles focus is on practical alternatives that may be useful in implementing local desegregation plans. It examines program options that may generate community support, alter organizational features of schools, promote classroom innovations, and enable the individuals within schools to change. All the policies and programs suggested here were features of at least one school systems desegregation plan; all have some grounding in scientific theory and research. Finally, all offer considerable promise for helping to achieve one or more of the positive outcomes of desegregated schooling. Many of the policies and programs we describe and analyze have not been subjected to well-designed social scientific research; that is, there often is little hard evidence regarding their payoffs to students and to others members of the school community. Where research exists, we have so indicated; in some cases, however, we have speculated and drawn policy implications without benefit of empirical data and analysis. This is not a novel situation. Even the best technical research often leaves

Conflict Control and Industrial Reform: Three Approaches

All industrial organizations need to develop mechanisms for maintaining control of their external and internal environments. In the midst of an externally pluralistic and competitive environment, all successful organizations establish order and regularity to obtain and utilize the means of production—raw materials, capital, technology and labor, and delivery of goods and services to market. Given a diverse labor force, firms also must establish internally efficient and effective ways of ordering and utilizing human resources. Thus, they create organizational structures that define certain kinds of relationships between workers and managers, among workers, and between workers and materials of production.