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| Hawley, Willis D. | 7 |
| Crain, Robert L. | 1 |
| Rosenholtz, Susan J. | 1 |
| Rossell, Christine H. | 1 |
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| Opinion Papers | 4 |
| Journal Articles | 3 |
| Reports - Research | 3 |
| Information Analyses | 2 |
| Reports - Evaluative | 2 |
| Books | 1 |
| Guides - Non-Classroom | 1 |
| Reports - General | 1 |
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Hawley, Willis D. – Phi Delta Kappan, 1983
Considers the kinds of changes occurring in desegregated schools and suggests several strategies for meeting the challenges and taking advantage of the opportunities offered for improving education and racial relations. Proposes policies that the federal government can use to encourage desegregation without substantial expenditure or assertive…
Descriptors: Change Strategies, Educational Policy, Elementary Secondary Education, Federal Government
Peer reviewedRossell, Christine H.; Hawley, Willis D. – Educational Evaluation and Policy Analysis, 1982
The context and effects of desegregation on the racial composition of school districts are described with the characteristics and causes of White flight from the schools involved. Federal and state policy options are presented in terms of desegregation plan design, public information needs, metropolitan-wide programs and incentives for voluntary,…
Descriptors: Desegregation Effects, Educational Policy, Elementary Secondary Education, Federal State Relationship
Download full textHawley, Willis D.; Rosenholtz, Susan J. – 1986
While desegregation is neither a necessary nor a sufficient condition for ensuring either equity or quality education for minorities, the evidence is convincing that it is "educationally more difficult" to improve student achievement in segregated schools. Desegregation offers the opportunity to enhance the quality of education, particularly when…
Descriptors: Academic Achievement, Classroom Desegregation, Cultural Differences, Diversity (Student)
Peer reviewedHawley, Willis D. – Peabody Journal of Education, 1982
This paper is based on a review of research and other commentary about educational policies in desegrated schools. It identifies four general conditions likely to affect educational quality and suggests 12 policies and practices concerning school and classroom organization, human relations activities, and school staff. (PP)
Descriptors: Classroom Techniques, Desegregation Effects, Educational Research, Educational Strategies
Hawley, Willis D.; And Others – 1983
A synthesis of existing research and commentary, this book seeks to clarify the national experience with school desegregation and to identify ways of maximizing the potential benefits and reducing the possible costs of desegregation. Chapters 1 and 9 discuss assumptions about the overall consequences of desegregation, while Chapters 2 through 8…
Descriptors: Change Strategies, Community Involvement, Desegregation Effects, Desegregation Plans
Hawley, Willis D.; And Others – 1981
This project report examines strategies for effective school desegregation based on case studies of individual schools, national school surveys, ethnographic studies of classrooms, trend analyses, opinion surveys and conference interviews, and court documents. The strategies identified in the report include the attainment of one or more of the…
Descriptors: Academic Achievement, Case Studies, Curriculum Development, Desegregation Effects
Crain, Robert L.; Hawley, Willis D. – 1981
This paper agrees that there are inadequacies in school desegregation research and suggests strategies for improving its quality and availability as well as improving current educational policies. It is suggested that the interaction of power and resources determines the post-desegregation changes in school policies. The effects of desegregation…
Descriptors: Academic Achievement, Desegregation Effects, Desegregation Methods, Discipline
