James Welsh

A Structure for NIE

Campbell, E. Q. and Coleman, J. S. Inequalities in educational opportunities in the United States. Paper presented at the meeting of the American Sociological Association, Miami Beach, Florida, August, 1966. Campbell, D. T. and Stanley, J. C. Experimental and quasi-experimental designs for research on teaching. In Gage, N. L. (Ed.), Handbook of research on teaching. Chicago, Ill.: Rand McNally & Company, 1963. Pp. 171-247. Davidson, D. Actions, reasons, and causes. The Journal of Philosophy, 1963, 60, 685700. Davidson, D. Causal relations. The Journal of Philosophy, 1967, 64, 691-703. Ennis, R. H. Logic in teaching. Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1969. Gasking, D. Causation and recipes. Mind, 1955, 64, 479-487. Hart, H. L. A. and Honore, A. M. Causation in the law. Oxford: Clarendon Press, 1959.

NIE: Glennan’s Confirmation

firmed the appointment with little discussion and no opposition. The committee also cleared the way for Sydney Marland to become assistatn secretary of Health, Education and Welfare, but not before issuing a lengthy report that seeks to limit sharply the scope of Marlands operations with respect to OE and NIE, and also to limit the size of the staff working for him. In the opinion of many observers, Marland can, and probably will, easily ignore this Congressional challenge, although the whole business sets the stage for many a sharp fight later.

NIE: A Reality at Last:

and conducting coherent programs of esearch using the new tasks. The re??n for insisting on non-school taks, of course, is that school-subj?? tasks cannot be used in such reserch until the present lock on the ti??ling of their introduction is openet And that lock cannot be opened until we know enough to make a key. In conclusion, I want to emphasize my agreement with Bereiters dictum: schools should teach only what is teachable (Bereiter, 1969). But the only way to find out what is teachable is by discovering how and when it can be learned with ease. Some may disagree with these dicta, believing that learning is not learning unless it hurts. But I know of no evidence and can draw on no experience to contradict the conviction that failing to learn mainly teaches us to hate learning, and in the process, how to fail.

Toward Autonomy: New Policy for Labs and Centers:

F the last year and a half USOE has been putting together a new institutional support policy for the nations educational research labs and R & D centers. That policy is now ready to go into effect. Although the transition from old to new has been, and will be, smoothed as much as possible, OEs policy nevertheless ushers in an unprecedented era for the labs and centers. They will be treated much more than in the past as mature institutions, capable of standing on their own. They will be expected to vie for funds not only from OEs National Center for Educational Research and Development, or its successor, the National Institute of Education, but from a variety of sources. NCERD (NIE) intends to relate to the labs and centers primarily as a purchaser of services. And it will judge them in terms of how their programs are succeeding rather than how they are growing and functioning as institutions.

Compensatory Education: Still More Funds

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