Ray C. Rist – författare

There is continual concern about the ability of governments to perform the duties and responsibilities that their citizens have come to expect from them. Many citizens view government as inept, arthritic, and dedicated to the preservation of the bureaucratic status quo. As we close the twentieth century, the challenge for democratic governments is to become adaptive, flexible, innovative, and creative. In short, they need to become learning organizations. This book explores what it will take for governments to break out of their traditional ways of approaching problems and learn new approaches to finding solutions. Can Governments Learn? examines organizational learning in the public sector. It seeks to understand the role policy and program evaluation information can play in helping governments learn. Among the democratic societies studied are Belgium, Canada, the Netherlands, Sweden, and the United States. Significantly, the studies documented here show that the concept of organizational learning has vitality and applicability cross-nationally. Can Governments Learn? evaluates preconditions for governmental learning as well as the institutional and human resource factors that contribute to the process. This volume in the Comparative Policy Analysis Series is essential for policymakers, government officials, and scholars interested in improving the performance of governments.

There is continual concern about the ability of governments to perform the duties and responsibilities that their citizens have come to expect from them. Many citizens view government as inept, arthritic, and dedicated to the preservation of the bureaucratic status quo. As we close the twentieth century, the challenge for democratic governments is to become adaptive, flexible, innovative, and creative. In short, they need to become learning organizations. This book explores what it will take for governments to break out of their traditional ways of approaching problems and learn new approaches to finding solutions. Can Governments Learn? examines organizational learning in the public sector. It seeks to understand the role policy and program evaluation information can play in helping governments learn. Among the democratic societies studied are Belgium, Canada, the Netherlands, Sweden, and the United States. Significantly, the studies documented here show that the concept of organizational learning has vitality and applicability cross-nationally. Can Governments Learn? evaluates preconditions for governmental learning as well as the institutional and human resource factors that contribute to the process. This volume in the Comparative Policy Analysis Series is essential for policymakers, government officials, and scholars interested in improving the performance of governments.

Great intellectual effort has gone into the development of sophisticated designs and methodologies to study individual policies, programs, and projects. Costly efforts to find the smallest evidence of a policy or program impact have been undertaken in the presumption that such data are central to policy decision making. Meanwhile, the intergovernmental nature of political and policy governance has been ignored. Whether it is Canada, the United States, England, Denmark, Sweden, Germany, Japan, or any other industrial country, the governmental structure is essentially a web of interrelated policies, programs, and projects. To understand local responsibilities and requirements, one must also understand the role that regional and national governmental agencies and administrations play. Politics and Practice of Intergovernmental Evaluation is a landmark work in the area of the evaluation of intergovernmental policies, programs, and projects. Comparative and cross-national in its perspective, the material presented here not only provides a systematic theoretical and empirical treatment of intergovernmental evaluation, but does so with case material from seven nations and the European Union. No other such comparative work exists on this topic. Contributors include: Jan Eric Furubo; Mary Henkel; Linda G. Morra; Robert V. Segsworth and Dale H. Poel; and Willi Zimmermann and Peter Knoepfel. The Politics and Practice of Intergovernmental Evaluation will be of interest to political theorists, policymakers, and scholars and students of government and the evaluation community.

Great intellectual effort has gone into the development of sophisticated designs and methodologies to study individual policies, programs, and projects. Costly efforts to find the smallest evidence of a policy or program impact have been undertaken in the presumption that such data are central to policy decision making. Meanwhile, the intergovernmental nature of political and policy governance has been ignored. Whether it is Canada, the United States, England, Denmark, Sweden, Germany, Japan, or any other industrial country, the governmental structure is essentially a web of interrelated policies, programs, and projects. To understand local responsibilities and requirements, one must also understand the role that regional and national governmental agencies and administrations play. Politics and Practice of Intergovernmental Evaluation is a landmark work in the area of the evaluation of intergovernmental policies, programs, and projects. Comparative and cross-national in its perspective, the material presented here not only provides a systematic theoretical and empirical treatment of intergovernmental evaluation, but does so with case material from seven nations and the European Union. No other such comparative work exists on this topic. Contributors include: Jan Eric Furubo; Mary Henkel; Linda G. Morra; Robert V. Segsworth and Dale H. Poel; and Willi Zimmermann and Peter Knoepfel. The Politics and Practice of Intergovernmental Evaluation will be of interest to political theorists, policymakers, and scholars and students of government and the evaluation community.

Americans worry continually about their schools with frequent discussions of the "crisis" in American education, of the "failures" of the public school systems, and of the inability of schools to meet the current challenges of contemporary life. Such concerns date back at least to the nineteenth century. A thread that weaves its way through the critiques of American elementary and secondary schools is that the educational system is not serving its children well, that more should be done to enhance achievement and higher performance. These critiques first began when the United States was industrializing and were later amplified when the Soviets and Japan were thought to be grinding down the competitive position of America. At the start of the twenty-first century, as we discuss globalization and maintaining our leadership position in the world economy, they are being heard again.

The Urban School: A Factory for Failure challenges these assumptions about American education. Indeed, a basic premise of the book is that the American school system is working quite well-doing exactly what is expected of it. To wit, that the schools in the United States affirm, reflect, and reinforce the social inequalities that exist in the social structures of the society. Stated differently, the schools are not great engines for equalizing the existing social inequalities. Rather, they work to reinforce the social class differences that we have had in the past and continue to have in more pronounced ways at present.

Rist uses both sociological and anthropological methods to examine life in one segregated African-American school in the mid-western United States. A classroom of some thirty children were followed from their first day of kindergarten through the second grade. Detailed accounts of the day-by-day process of sorting, stratifying, and separating the children by social class backgrounds demonstrates the means of ensuring that both the poor and middle-class students soon learned their appropriate place in the social hierarchy of the school. Instructional time, discipline, and teacher attention all varied by social class of the students, with those at the bottom of the ladder consistently receiving few positive rewards and many negative sanctions.

When The Urban School was first published in 1973, the National School Boards Association called it one of the ten most influential books on American education for the year. It remains essential reading for educators, sociologists, and economists.

Americans worry continually about their schools with frequent discussions of the "crisis" in American education, of the "failures" of the public school systems, and of the inability of schools to meet the current challenges of contemporary life. Such concerns date back at least to the nineteenth century. A thread that weaves its way through the critiques of American elementary and secondary schools is that the educational system is not serving its children well, that more should be done to enhance achievement and higher performance. These critiques first began when the United States was industrializing and were later amplified when the Soviets and Japan were thought to be grinding down the competitive position of America. At the start of the twenty-first century, as we discuss globalization and maintaining our leadership position in the world economy, they are being heard again.

The Urban School: A Factory for Failure challenges these assumptions about American education. Indeed, a basic premise of the book is that the American school system is working quite well-doing exactly what is expected of it. To wit, that the schools in the United States affirm, reflect, and reinforce the social inequalities that exist in the social structures of the society. Stated differently, the schools are not great engines for equalizing the existing social inequalities. Rather, they work to reinforce the social class differences that we have had in the past and continue to have in more pronounced ways at present.

Rist uses both sociological and anthropological methods to examine life in one segregated African-American school in the mid-western United States. A classroom of some thirty children were followed from their first day of kindergarten through the second grade. Detailed accounts of the day-by-day process of sorting, stratifying, and separating the children by social class backgrounds demonstrates the means of ensuring that both the poor and middle-class students soon learned their appropriate place in the social hierarchy of the school. Instructional time, discipline, and teacher attention all varied by social class of the students, with those at the bottom of the ladder consistently receiving few positive rewards and many negative sanctions.

When The Urban School was first published in 1973, the National School Boards Association called it one of the ten most influential books on American education for the year. It remains essential reading for educators, sociologists, and economists.