Stockard, Jeanhttps://scholarsbank.uoregon.edu/xmlui/handle/1794/36982024-03-28T17:05:15Z2024-03-28T17:05:15ZA Cross-cultural and Intra-cultural Analysis of Six Values of Students in Greece and the United StatesDougherty, MaureenStockard, Jeanhttps://scholarsbank.uoregon.edu/xmlui/handle/1794/284212023-06-21T07:31:51Z1975-01-01T00:00:00ZA Cross-cultural and Intra-cultural Analysis of Six Values of Students in Greece and the United States
Dougherty, Maureen; Stockard, Jean
It is my hope that this introduction will provide you with a
comfortable framework for experiencing this study. The sections
that follow will further expand on my process and findings. My involvement with this study began in January of 1974 while
I was on a one semester Study Abroad Program in Athens, Greece. I
traveled to Greece eager to enhance my personal growth in the
social and physical milieu of a foreign country, and to increase
my experience as an environmental design student. At the onset
of the program (Study in Greece, Inc.), Ms. Katharine Butterworth,
the director, arranged far me to do an environmental design project
with Mr. Nikos Kalogeras , an Athenian architect/planner. Early
in the semester, after preliminary social and physical analysis,
I defined my environmental design project problem statement as:
"The island of Skyros does not have adequate educational opportunities
to meet the needs of the local inhabitants." I then began
to thoroughly research the Skyrian milieu- qualitatively and
quantitatively- in order ta develop an understanding of the social
and physical forces that substantiated my problem statement. My
research techniques included observing, reading, interviewing,
questionnaire sampling, and participating.
This entry includes two separate PDF files: "Main article" 112 pages, and "Skyros mileu" 16 pages.
1975-01-01T00:00:00ZUse of Clustering Techniques in a Social Stratification SystemStockard, Jeanhttps://scholarsbank.uoregon.edu/xmlui/handle/1794/284202023-06-21T07:31:47Z1968-01-01T00:00:00ZUse of Clustering Techniques in a Social Stratification System
Stockard, Jean
In The Conduct of Inquiry Abraham Kaplan states that “what makes a concept significant is that the classification it institutes is one into which things fall as it were of themselves.” It is common to hear people speak of social class as though the distinctions between the groups were as clear as Kaplan’s significant concepts. Respondents to questionnaires are often asked to check one of three to five social classes of which they consider themselves a member. And in everyday conversations we glibly toss around phrases such as “middle class” or “lower class closed quotes as descriptive categories representing distinct value systems, economic groups, or ways of life. We seem to assume a stratification system which embodies discrete classes characterized by unique socioeconomic attributes and lifestyles. Several social scientists feel this conception of discrete groups is valid and have supported their contentions with various studies, of which the work of Lloyd Warner is perhaps the most famous. On the other hand, some sociologists have suggested continuum theories of social class defined by Cuber and Kenkel the “idea that there are several privileged, power, and status ranges, more or less continuous from top to bottom with no clear lines of demarcation.” They claimed that acceptance of this concept provides A sounder theoretical ground for social science. One piece of research supporting this theoretical perspective is Lenski’s study of a New England village.
This entry includes six separate PDF files: "Main article" 11 pages, "Proposal" 6 pages, "Progress report" 1 page, "Letter to advisor" 1 page, "Presentation note cards" 8 pages, and "Notes" 26 pages.
1968-01-01T00:00:00ZThe Relative Status of Women Administrators: Not a Unitary GroupStockard, Jeanhttps://scholarsbank.uoregon.edu/xmlui/handle/1794/284192023-06-21T07:31:45Z1985-01-01T00:00:00ZThe Relative Status of Women Administrators: Not a Unitary Group
Stockard, Jean
This paper examines the relative status of women school
administrators using data from a representative, national sample.
Results indicate that the administrators varied significantly on
prestige-related variables (salary, number of people supervised, and
size of district) and that it was possible to differentiate distinct
groups of women administrators using these variables. Very few (7.5%)
held high status position, while a substantial minority (32%) were in
relatively low status posts. Members of the status groups also differed
from each other on a variety of career-related, demographic, and lifestyle
related variables.
This entry includes five separate PDF files: "Main article (1985 version)" 17 pages, "Main article (1986 version)" 19 pages, "Questionnaires" 321 pages, "Data and other" 95 pages, and "Codebook and frequencies" 254 pages.
1985-01-01T00:00:00ZThe Management of Education Professionals: In Instructionally Effective Schools: Toward's a Research AgendaCEPM Educational Professions CommiteeHersh, Richard H.Carnine, DouglasGall, MeredithStockard, JeanCarmack, Mary AnnGannon, Paulhttps://scholarsbank.uoregon.edu/xmlui/handle/1794/284052023-06-15T07:31:18Z1981-09-01T00:00:00ZThe Management of Education Professionals: In Instructionally Effective Schools: Toward's a Research Agenda
CEPM Educational Professions Commitee; Hersh, Richard H.; Carnine, Douglas; Gall, Meredith; Stockard, Jean; Carmack, Mary Ann; Gannon, Paul
This paper was written by the Education Professions Committee which is part
of an NIE-funded program in the Center for Educational Policy and Management
(CEPM) at the University of Oregon. The mission of the program is to investigate
how policy and management affect student mastery of basic
skills in reading and mathematics. The Education Professions Committee was
formed because the CEPM staff believes that human resources represented by the
various education professions have an important impact on school productivity.
These resources need to be better understood, through a program of research, so
that policy makers can use them effectively to improve students' achievement of
the basic skills.
The purpose of this paper is to provide an initial conceptualization of the
parameters, relationships, and scope of work that the Education Professions
Committee might include in its research agenda. The reader is advised to read
another CEPM paper, "Linking Educational Policy and Management with
Student Achievement," (Duckworth 1981) to see how the Committee's work
relates to the larger mission of the Center’s research program on human
resource management.
60 pages
1981-09-01T00:00:00Z