This text introduces the logic of conversation developed by Paul Grice, who proposed the cooperative principle and a set of maxims on which conversationalists rely. This framework is applied to topics including: research on person perception; decision making; and public opinion research.

While visiting New Mexico, the author was struck with the opportunity the state presents to explore the school-community relationship in rural, religious, and multiethnic sociocultural settings. In New Mexico, the school-community relationship can be learned within four major culture groups -- Indian, Spanish-American, Mexican, and Anglo. Together, studies of these culture groups form a portrait of schooling in New Mexico, further documenting the range of ways that host communities in our educationally decentralized society use the prerogatives of local control to "create" schools that fit...

Provides a unified explanation of how dominant colonial educational practices have functioned over time to marginalize native peoples, in this case Hawaiians; focuses on evolution of culture and language policies in Hawaiian schools.

In this critical examination of the beginnings of mass communications research in the United States, written from the perspective of an educational historian, Timothy Glander uses archival materials that have not been widely studied to document, contextualize, and interpret the dominant expressions of this field during the time in which it became rooted in American academic life, and tries to give articulation to the larger historical forces that gave the field its fundamental purposes. By mid-century, mass communications researchers had become recognized as experts in describing the effects...

During the 1960s and the 1970s standard educational journals were ignoring the rising numbers of Asian-American children. This work analyzes the range of Asian-American education and provides American readers with information about individual ethnic groups.

No matter how mathematics achievement and persistence are measured, African Americans seem to lag behind their peers. This state of affairs is typically explained in terms of student ability, family background, differential treatment by teachers, and biased curricula. But what can explain disproportionately poor performance and persistence of African-American students who clearly possess the ability to do well, who come from varied family and socioeconomic backgrounds, who are taught by caring and concerned teachers, and who learn mathematics in the context of a reform-oriented mathematics...

Commemorating the 25th anniversary of the Telecommunications Policy Research Conference (TPRC), this volume begins with a historical survey of a quarter-century of TPRC meetings as one measure of change in and research about the telecommunications industry. Additional papers reflecting the ongoing pace of change in technological, economic, and policy issues are organized around four topics:
* economic analysis of local and international telephone policy;
* media industry studies including video competition, guidelines for children's educational television, and the setting of AM...

This volume presents research on the US Title I federal compensatory education programmes. It documents the programme's history, and points to its potential for the future, building on 35 years of research, development and practical experience.

This volume presents the most recent research on Title I federal compensatory education programs. Over the past three decades, Title I of the Elementary and Secondary Education Act has served as the cornerstone of the federal commitment to equality of opportunity. It is the federal government's single largest investment in America's schools. As Title I begins a new century, this book documents the program's history and points to the potential for its future, building on 35 years of research, development, and practical experience. The research and analysis it provides fills a void for...

Explains and illustrates dialogic teacher research with immigrant and refugee families--which encompasses methods that are at once ethnographic, participatory, and narrative. Engages teacher-researchers and participants in dialogues that shed light on economic, political, social, and cultural relationships and provides examples of how dialogic teacher research can inspire changes in teaching, curriculum, and school-community relations. Intended for researchers, teachers, and students in the areas of educational foundations; second-language, multicultural, and comparative educational language...