Berman, Carol, Ed.; And Others (1989). Keeping Track: Tracking Systems for High Risk Infants and Young Children. Second Edition. The report describes tracking systems which address the need for early, reliable, and consistent identification and follow-up for children at risk for developmental disability. The systems, developed by 15 states that participated in the "Project Zero to Three" network, demonstrate how states may approach the linkages among prevention, early identification, and early intervention services. The efforts and strategies of the 15 states reflect the diversity of approaches, philosophies, systems, and state initiatives to identify infants at risk and to assist their families in locating and accessing early intervention and health care services. Discussed are goals of a tracking system, cost versus benefit of a tracking system, criteria for inclusion, criteria for discharge, instruments and techniques needed for optimal tracking and linkage to services, agency responsibility, and the role of parents. Appendices provide, for each of the 15 states, an outline of the system's… [PDF]

Dailey, Lyn, Ed.; Evinger, Sara, Ed.; Guralnick, Eva, Ed.; Kunitz, Judith, Ed.; Oku, Cheryl, Ed.; Sherman, Marsha, Ed.; Zamani, Rahman, Ed. (2002). Child Care Health Connections, 2002. Child Care Health Connections, v15 n1-6 Jan-Dec. This document is comprised of the six 2002 issues of a bimonthly newsletter on children's health for California's child care professionals. The newsletter provides information on current and emerging health and safety issues relevant to child care providers and links the health, safety, and child care communities. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources, and "Ask the Nurse," a Question-Answer column. A special pull-out section contains discussion of interest to parents and health and safety notes in both English and Spanish versions. Also included is a list of conferences and other events of interest to the California child care community. Featured story topics for each newsletter follow: (1) injury prevention curriculum (Jan-Feb); (2) new car seat… [PDF]

Holdren, Peggy A.; Nelson, Patricia (1995). Promoting Democracy and Inclusion through Outcome-Based Teacher Education. Susquehanna University (Pennsylvania) has worked to reorganize its teacher education program to raise the level of understanding of issues associated with diversity and inclusion through outcome-based education. The curriculum has been restructured according to an outcome-based model; a team model has been instituted for placement of student teachers; and a methods course practicum has been established at the elementary level. The new model includes the development of program learning outcomes and the development of a professional year sequence at a clinical teaching site (practicum) in collaboration with a public elementary school or schools. The process was begun with collaborative strategic planning by student teachers, administrators, faculty, and state department of education representatives and liberal arts faculty in conjunction with teacher teams from the local elementary schools. Seventeen program outcomes were identified in three broad areas: knowledge, teaching behavior… [PDF]

Fontan, Jean-Marc; Graefe, Peter; Harvey, Jean; Jenson, Jane; Kymlicka, Will; Maioni, Antonia; Shragge, Eric (2001). Building Citizenship: Governance and Service Provision in Canada. CPRN Discussion Paper. Citizenship is about more than the passport an individual holds; it goes far beyond nationality. The terms of citizenship determine in part who has access to goods, services, and resources and how they are distributed within a community. Rules of citizenship determine who can participate, who can decide about matters of diversity, distribution, inclusion, and exclusion. While citizenship is a useful concept, sometimes it is also a confusing one. The paper provides a brief overview of the concept of governance. It turns to a consideration of the appropriateness of this social initiative by the International Development and Research Centre (IDRC). It examines some of the reasons why Canada's historic and current experience of citizenship might advance IDRC's thinking about a citizenship entry point for its research agenda, and its attempt to answer the key question: "To what extent does the Canadian experience past and present have anything to say about options for… [PDF]

Andrews, Lanna (1997). Diversity: Changing Perspectives Using Case-Based Methods. The case method is a popular teaching tool that can be applied to training for diversity and particularly the preparation of general education teachers for the inclusion of diverse learners in their classrooms. Case-based methodology teacher training activities focus on actual classroom experiences and prompt reflection and personal involvement. A study was done to validate these techniques with 56 student teachers in 2 groups. One group used a problem-solving strategy to analyze differing case features. This strategy group did 40 percent better on case problem-solving than those solving case problems without the strategy. A comparison was made of the identification of features with problem-solving scores to determine if the strategy was the determining factor, and a high positive correlation was found. The case method of teaching was found to promote classroom problem-solving when cases are systematically varied and when student teachers are given a strategy that guides transfer of… [PDF]

Webb, Rosemary, Ed. (2006). Changing Teaching and Learning in the Primary School. Open University Press In this topical book, leading academics in primary education evaluate New Labour's Education policy. They draw on the findings of the latest research to discuss the impact of policies on primary school practice and on the views and experiences of primary school teachers and pupils. Current issues and initiatives are analyzed to identify the extent to which policy is shaped by past events, trends and assumptions. The contributors consider the future of primary education, offer recommendations at school, LEA and national level, and make suggestions for future research. \Changing Teaching and Learning in the Primary School\ emphasizes the central importance of taking children's perspectives into account when making changes in policy and practice. By focusing predominantly on teaching and learning at Key Stage 2, the book addresses the imbalance between the range and depth of information offered on pre-school and infant education and that available on junior teaching. This book begins… [Direct]

Carter, Margie (1993). Supporting the Growing Identity and Self-Esteem of Children in Gay and Lesbian Families. Noting that children in gay and lesbian families have many of the same needs as children in other families, this paper provides a rationale for the inclusion of gays and lesbians in early childhood anti-bias practices. The paper begins with an overview of who and what are gay and lesbian families, and discusses why they need to be included in anti-bias practices. The issues examined in the remainder of the paper are: (1) meeting the needs of children in gay and lesbian families, especially helping children develop identity and self-esteem; (2) including gay and lesbian families in the curriculum that emphasizes families as a cornerstone; (3) supporting children's identity formation in cross-gender related play; (4) welcoming and including gay and lesbian parents in early childhood programs; (5) supporting gay and lesbian staff members in the program and profession; and (6) activities and resources for ongoing cultural sensitization for children of gay and lesbian families, parents,… [PDF]

Adams, J. Q., Ed.; Welsch, Janice R., Ed. (1995). Multicultural Education: Strategies for Implementation in Colleges and Universities. Volume 4. The 21 essays of this book discuss strategies for implementing multicultural education at the higher education level, especially in Illinois. Following a statement on multicultural education by former Senator Carol Moseley-Braun and an introduction by the text's editors (J. Q. Adams and Janice R. Welsch), the papers are: "Multicultural Education: Development, Dimensions, and Challenges" (James A. Banks); "The Multicultural Campus: Facing the Challenges" (Nancy "Rusty" Barcelo); "Multicultural Transformation of the Academy" (James B. Boyer); "Creating Inclusive and Multicultural Communities: Working Through Assumptions of Culture, Power, Diversity, and Equity" (Brenda M. Rodriguez); "Personality and Prejudice" (Bem P. Allen); "Diversity Reading Clubs" (Samuel Betances);"Self-Regulated Learning and Teaching: An Introduction and Overview" (Reinhard W. Lindner); "Ending the Silence: Encouraging Dissensus… [PDF]

Anglin, Leo W., Ed.; Patton, William E., Ed. (1979). Stating the Case: 6 Approaches to the Election of Community Councils. To help educators and community members design and conduct community council elections, this book describes six successful election projects conducted in midwestern communities in response to federal Teacher Corps regulations. The projects exhibit a variety of approaches and were conducted in varied settings with limited resources. The first chapter reviews the development of community councils, their role in formalizing community involvement in decision-making, and the federal regulations mandating the inclusion of elected community councils in Teacher Corps projects. Chapters 2 through 7 present case studies of six projects, all of which involved collaboration among local districts, nearby institutions of higher education, and local community representatives. The school districts and their cooperating institutions were Akron, Ohio, and Kent State University; Berlin, Wisconsin, and the University of Wisconsin at Oshkosh; Farmington, Michigan, and Oakland University; Lorain, Ohio,… [PDF]

Wonacott, Michael E. (2001). Postmodernism: Yes, No, or Maybe? Myths and Realities No. 15. These key features overlap, criss-cross, and reoccur in discussions about postmodernism: plurality of perspectives, antiessentialism, antifoundationalism, antiscientism, and end of metaphysics and ideology. Other characterizations focus on the discrediting of modernism's grand narrative, the positivist assumption that objectivity is the only truth, and that all questions could be answered by a hierarchy of sciences, principles, and beliefs. Discussing the nature of knowledge in adult learning, Kilgore (2001), on the other hand, characterizes postmodernism and critical theory, an overlapping paradigm, in terms of the interplay between knowledge, power, and learning. The merits of postmodernist thought are hotly debated. Some find a self-defeating paradox in the key features of postmodernism. Some disagree with postmodernist views on objective reality and on our ability to know that reality accurately. Others question the quality of some postmodern writing and thought. At the same… [PDF]

(1985). Latin American Youth in a Time of Change and Crisis. This 4-part study reaffirms the concepts of a previous study entitled "Situation and Prospects of Youth in Latin America" and approved in 1983, and on the basis of new knowledge explores more deeply national situations and their diversity. It offers new conceptual and theoretical contributions on the condition of youth in Latin America and its significance. It also analyzes a number of new topics relating to the situation of youth in the region. These include: changes in the socioeconomic structure; social institutions as a possible channel of economic integration for youth; consumerism in Latin America and its impact on young people; implications of the world of work; the importance of symbolic dimensions in the condition of youth; and the identity of youth vis-a-vis social stratification in the region. Part 1, "Social Change and Its Effect on Youth," looks at the youth of the region and their relationship with the processes of transformation of the social…

Docking, Jim, Ed. (2000). New Labour's Policies for Schools: Raising the Standard?. This book, which is designed primarily for undergraduate and graduate students of education, contains 12 papers devoted the New Labour's policies for schools in the United Kingdom. "Introduction" (Jim Docking) presents an overview of the book's contents and lists questions to help evaluate the effectiveness of New Labour's educational policies. "What Is the Problem?" (Jim Docking) examines the background to the standards debate and the government's rationale for increasing investment in education and intervention to raise standards. "What Is the Solution? An Overview of National Policies for Schools, 1979-99" (Jim Docking) recaps successive governments' policies to raise standards. "Target Setting, Inspection and Assessment" (Derek Shaw) explains how standards are monitored and considers problems of benchmarking. "Curriculum Initiatives" (Jim Docking) reviews national programs to raise standards in literacy, numeracy, and information…

Prentice, Susan, Ed.; Stalker, Jacqueline, Ed. (1998). The Illusion of Inclusion: Women in Post-Secondary Education. The 17 monographs in this book are written from the perspective of Canadian women students, faculty, and administrators about their experiences in postsecondary education. Selections are organized under five headings: (1) "Post-Secondary Education: The Inclusion Myth Then and Now"; (2) "Women as Students: The Marginal Majority"; (3) "Women as Faculty: The Marginal Majority"; (4) "Policies and Practices: More Illusion"; and (5) "Warming the Climate: Towards Inclusion." Monograph titles are: "The Four Phases of Academe: Women in the University" (Margaret Gillett); "Strangers in Canadian Classrooms: Native Students and Quebec Colleges" (Linda Collier); "Making the Grade Against the Odds: Women as University Undergraduates" (Judith Blackwell); "It's Still a Man's World: Women and Graduate Study" (Vande Jane Vezina); "The Academic Shunning of Fat Old Women" (Bobbi Spark); "An…

Harris, Larry B.; Wingett, Terry J. (1993). Increasing Multicultural Awareness: Understanding the Global Society from a Rural Perspective. The Nebraska Legislature has mandated that each school district in the state develop a multicultural program for incorporation into all phases of the curriculum, kindergarten through grade 12. In Northeast Nebraska, the Division of Education at Wayne State College has accepted the charge to be a leader in providing impetus for the inclusion of multicultural education in the school systems, including those located in rural areas. This paper presents an overview of related literature, and a rationale, philosophy, and methodology for incorporating multicultural education in both preservice and inservice education in rural regions. Teachers in the schools have received training in human relations and multicultural education skills through inservice workshops. Preservice teachers are required to participate in at least one field based experience in a multicultural setting. Specific strategies are presented which will enable the rural teacher educator to successfully implement these… [PDF]

N√≠ Sh√©aghdha, Aoife; √ì Ceallaigh, T. J. (2023). Leadership and School Self-Evaluation in Irish-Medium Immersion: A Roadmap for Success. Educational Management Administration & Leadership, v51 n4 p949-968 Jul. While research on Irish-medium immersion education (IME) has heralded benefits such as cognitive skills, academic achievement and language and literacy development, many studies have also identified challenges to its successful implementation. Immersion-specific research-validated tools can help school leaders navigate the school self-evaluation journey, critically review and evaluate the quality of aspects of their school's provision and plan for improvement. This paper reports on one theme, leadership, from a larger study, Quality indicators of best practice in Irish-medium immersion (√ì Ceallaigh and N√≠ Sh√©aghdha, 2017). Qualitative in nature, the study was guided by the following research question: What are IME educators' perceptions of best practices in IME?. The study explored 120 IME educators' perceptions of best practice in IME to inform the development of IME quality indicators. Individual interviews and focus group interviews were utilised to collect data. Data analysis… [Direct]

Banks, Cherry A. McGee; Banks, James A. (2006). Multicultural Education: Issues and Perspectives. 6th Edition. Jossey-Bass, An Imprint of Wiley Today's classrooms are more diverse than ever before. In order to reach these students, educators must be aware of the issues facing their various cultural, racial, ethnic, and language groups. Focusing on the pertinent issues in multicultural education, this new edition raises these critical issues and facilitates meaningful discussion. It has been completely updated with the latest developments in the field to provide the educator with all the tools necessary to become effective practitioners. This book is divided into the following five parts and 17 chapters. Part I, Issues and Concepts, contains the first set of chapters: (1) Multicultural Education: Characteristics and Goals (James A. Banks); (2) Culture in Society and in Educational Practices (Frederick Erickson); and (3) Race, Class, Gender, and Disability in the Classroom (Carl A. Grant and Christine E. Sleeter). Part II, Social Class and Religion, contains the next two chapters: (4) Social Class and Educational Equality… [Direct]

Almeida, Patr√≠cia Albergaria, Ed.; Chigisheva, Oksana, Ed.; Hilton, Gillian, Ed.; Ogunleye, James, Ed.; Popov, Nikolay, Ed.; Wolhuter, Charl, Ed. (2013). Education in One World: Perspectives from Different Nations. BCES Conference Books, Volume 11. Bulgarian Comparative Education Society This volume contains papers submitted to the 11th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Plovdiv, Bulgaria, 14-17 May 2013, and papers submitted to the 1st International Distance Partner Conference, organized by the International Research Centre "Scientific Cooperation," Rostov-on-Don, Russia. The 11th BCES Conference theme is "Education in One World: Perspectives from Different Nations." The Distance Partner Conference theme is "Contemporary Science and Education in a Globally Competitive Environment." The book consists of 92 papers, written by 141 authors, and grouped into 7 parts. Parts 1-4 comprise papers submitted to the 11th BCES Conference, and Parts 5-7 comprise papers submitted to the Distance Partner Conference. Studies presented in the book cover all levels of the educational system–preschool, primary, secondary, postsecondary, and higher education. Topics in the field of general,… [PDF]

Clarke, Marianne (1994). Achieving Equity In Mathematics, Science, and Engineering Education. In Brief. (National Governors' Association Series, Economic Development and Commerce Policy Studies.). To aid in increasing the number of students choosing careers in science and engineering, the National Governors' Association has been working with states to develop policies to increase the number of women and minorities in mathematics and science. The following examples of state activities are discussed: (1) California Advocacy for Mathematics (CAMS) and Science, which is aimed at preparing all students to take college preparatory courses in mathematics and science; (2) CONSTRUCT, Connecticut's Statewide Systemic Initiative (SSI), which focuses on the achievement of female students in mathematics, science, and engineering in Connecticut; (3) Georgia Initiative in Mathematics and Science (GIMS), which has an overarching goal of diversity; (4) Michigan's Statewide Systemic Initiative (MSSI) addresses equity concerns in education and teacher education; (5) Systemic Initiative for Montana Mathematics and Science (Simms), which includes the development of an action plan to increase the…

(1999). A Bridge to the Future: Higher Education Planning for the Next Century. This document summarizes recommendations contained in five recent reports on California higher education and is directed to policymakers involved in higher education planning. The five reports were intended to raise public awareness of the major challenges facing higher education in California and to provide policymakers and others with various policy options. The first section of this summary report presents a review of the conditions which led to the development of the five reports, especially the difficult economic restraints of the early and mid-1990s and enrollment pressures, as well as a discussion of what defines higher education planning. Following sections bring together recommendations made by the several commissions and task forces involved in the earlier set of reports. They include recommendations concerning: (1) access (e.g., financing, enrollment, use of independent institutions, capital outlays and facilities use, educational technology, educational equity/diversity,… [PDF]

(2000). Best Program Practices. This document, which is intended for use by adult literacy programs in Saskatchewan, Canada, consists of three questionnaires. The questionnaires were developed under the guidance of Saskatchewan's 11-member Good Practice Task Force to give adult literacy programs an opportunity to reflect on their current initiatives, identify their strengths, and plan further improvements. The program questionnaire is to be completed by program staff, board, and/or advisory committee members. It contains questions devoted to program details and 13 areas for which the Good Practice Task Force developed standards to serve as guidelines for development of a uniquely Saskatchewan-based model for literacy and literacy activities and programs to meet a broad range of literacy needs and realities. The 13 areas are as follows: assessment; community-based programming; equity and diversity; partnerships and participation; learner-centered programming; planning and evaluation; content and delivery; ongoing… [PDF]

(1993). Cultural and Linguistic Diversity in Education. Task Force Report. This document examines how to meet the educational needs of children and youth from diverse cultures. Selected data and vignettes are used to provide a context for the lives of children in America. Values that currently drive the educational enterprise are listed, accompanied by a list of reformed values that address the needs of students from diverse cultural and linguistic backgrounds. A vision of society, community, and education is then presented, calling for: a society free of prejudice and bias that embraces diversity and in which each individual has intrinsic worth that is acknowledged and respected; a community that strives to achieve basic goals of equity, representation, and opportunity, where there is caring and acceptance of all individuals; and an educational system that takes a holistic approach to nurturing all students and embraces individual and cultural differences. Strategies for achieving the three visions are presented for federal, state, and local levels, in… [PDF]

Clinchy, Evans; Kolb, Frances Arick, Ed. (1989). Planning for Schools of Choice: Achieving Equity and Excellence. Book I: Rationale. Controlled choice is a method of desegregation that is voluntary, empowers parents and school staff, and leads to new and exciting school organization and curriculum. To move in the direction of controlled choice, substantial changes in present school organization and operation must be made. This planning guide, based upon the actual experiences of four Massachusetts school systems (Cambridge, Lowell, Worchester, and Fall River), has been prepared to assist local school systems in the exploration, development, and implementation of plans to achieve both desegregation and educational excellence through the introduction of controlled choice. Information is divided into four chapters: "The Case for Choice: Moving Towards Equity and Educational Excellence"; "Choice and Desegregation: Case Examples"; "Planning for Choice: Some Do's and Don'ts"; and "The Development of Choice Plans: An Overview." The introduction of school diversity through the… [PDF]

Boss, Suzie; Railsback, Jennifer; Reed, Bracken (2001). Profiles of Progress: What Works in Northwest Title I Schools. By Request Series. The Northwest Regional Educational Laboratory asked state department of education staff members of Alaska, Washington, Oregon, Idaho, and Montana to recommend Title I schools that had made significant improvement in student achievement. The Title I schools have schoolwide or targeted assistance and vary in size, grade configuration, diversity, and percentage of low-income students. The turnaround of the 12 schools is profiled, with an address and a contact person provided for each. Then follows a section discussing effective strategies shared by these schools and the supporting research. While specifics of reform may vary, research shows that it is an ongoing process of determining goals and benchmarks by conducting needs assessments, using data to guide decision-making, aligning goals for student performance with state and local standards, and evaluating results to fine-tune reform strategies. There is a shared vision of excellence and equity, with students and staff engaged in… [PDF]

(1993). Teachers' Professional Development and Education Reform. CPRE Policy Briefs. This policy brief presents excerpts from an article by Judith Warren Little that addresses the problem of the "fit" between current state and local reforms and prevailing approaches to professional development. The brief addresses first five major themes of reform and their implications for teaching. These themes are: reforms in subject matter teaching (standards, curriculum, and pegagogy); reforms centered on problems of equity and the increasing diversity of the student population; reforms in the nature, extent, and uses of student assessment; reforms in the social organization of schooling; and reforms in the professionalization of teaching. It is claimed that policymakers and administrators confront major challenges in matching existing resources for professional development to such challenges. These challenges are summarized under four headings: surmounting the limitations of packaged knowledge; the spread of innovation; centering learning opportunities in the school… [PDF]

Andrews, W'Dene Eddings (1996). Practicing What We Preach: New Roles for Professional Educators. In the context of striving for an effective educational equity agenda and school community commitment to diversity, this action research study sought to determine when and how teachers' attitudes, values and self-awareness should be evaluated, and how knowledge of their misconceptions could be used to enhance the success of students attending urban high schools. At a high school in the Indianapolis Public School Corporation serving 1052 ethnically diverse students, faculty were asked to think about each of their present students with regard to two attributes: general academic ability and learning personality. They then considered 29 instructional alternatives and chose which would be appropriate for each student. These choices were then compared with an expert's instructional choice. Participants then responded to items contained in "critical conversations" task sheets on equalizing educational opportunities, participated in various staff development activities, and were… [PDF]

Kagan, Sharon L. (1995). The Changing Face of Parenting Education. ERIC Digest. Research has increased our knowledge about the relationship between demographic conditions, family life, and child outcomes. Such increased knowledge has filtered into public consciousness. American parents recognize they can benefit from help in meeting their parenting duties, and social service providers are responding to parents' needs. Parenting education and family support programs are growing in number and becoming increasingly diverse on many dimensions of program operation. What binds these diverse programs together is a common set of principles: (1) focusing on prevention; (2) working with the entire family; (3) viewing the family as an active participant in planning the program; (4) nourishing cultural diversity; (5) focusing on strength-based needs analyses programming, and evaluation; and (6) employing flexible staffing practices. Parenting education programs are also facing a number of important issues. These issues are: equity; the voluntary/involuntary issue;… [PDF]

Jones, Lee, Ed. (2000). Brothers of the Academy: Up and Coming Black Scholars Earning Our Way in Higher Education. This book offers 26 papers by black male scholars that examine the experience of being a black man in the academy and demonstrate what black men have contributed to the scholarly enterprise. After a Foreword by the editor and an Introduction by Lee Jones, in Part 1, "Characteristics of the Academy," includes eight papers that cover topics such as: equity and parity in higher education policy; black administrators at white institutions; racial identity and historically black and historically white institutions; the language and scholarship of freedom and resistance; mastering historical, cultural, and social dialectical challenges; multicultural curricula; and institutional ethics. Part 2, "Navigating the Academy," focuses on black male psychology; African American men in various academic disciplines, preparing a university for diversity; the role of mentoring, the impact of American social systems on African American men; managing family and career; and working…

Harris, Zelema M.; Kayes, Pauline (1996). New Statewide Regional Initiative on Creating Inclusive Educational Communities for Minority Students. Despite the existence of a college-wide Committee on Access, Equity, and Cultural Diversity and other efforts, minority retention rates at Illinois' Parkland College remained disproportionately low. In 1996, the college received a grant through the Higher Education Cooperation Act to develop an approach to recruit and retain minority students. Instead of blaming minority students for failing to persist and continuing to use ethnocentric approaches, the project seeks to provide a cohesive, holistic approach to minority student articulation by assisting schools and colleges in creating inclusive educational communities for minority students. The focus is on evaluating, assessing, and transforming the total educational environment. In addition, to respond proactively to the barriers that affect minority students and to attempt to facilitate change in the educational environment, the project consists of the following four interconnected phases: (1) describing and prioritizing… [PDF]

Halter, Mary H.; Lang, Barbara Fierro (1994). Making Choices: Life Skills for Adolescents. Curriculum. This text was designed to help adolescents develop skills which will encourage them to make healthy and positive choices about life. In addition, its design will assist adults, parents and teachers, as they guide young people through the process. The book uses a series of written exercises designed to help organize the students' goals and aspirations for life. The subjects are divided into five sections: Appreciating Differences, Personal Development, Family and Values, Making Choices, and Making a Difference. The guide contains 96 one-hour lessons, including 18 student-driven classes which are scheduled to occur once a week. Topics in the text include gender equity and cultural diversity. The stages of personal development are examined in depth, with special attention given to self-esteem, creating dreams, and skills development (communication, decision making, and time management). The importance of personal integrity and personal health are also highlighted, along with the need…

Adkison, Judith A. (1979). Conflict and Stress in Interorganizational Structures. Interorganizational structures may have elements that promote or reduce stress and conflict among participants. This study identified such elements in an interorganizational structure that was classified as a loosely coupled system. The interorganizational structure examined was the Internships, Certification, Equity-Leadership, and Support (ICES) Project, a project designed to test a model for increasing the number of women holding administrative positions in the Kansas Public School System. Data were collected through participant observations of the project coordinator. Project elements that promoted conflict included diversity of goals of participants, the liabilities of newness, the organization's brief lifespan, marginality of its goals to the concerns of cooperating agencies, responsibility overload by participating administrators, and asymmetrical interdependence of units. A reduction of conflict was brought about by the project being a loosely coupled system, that is, a… [PDF]