Cites legislation which was not implemented to prevent pollution of the New York Bight. Summarizes testimony heard by the Subcommittee on Air and Water Pollution, and subsequent political action. Discusses problems of implementing controls. (EB)

A series of articles discusses the responsibility of the state for the work of educational organizations. Traces the history of this support in Finland and Sweden from the 1920s to the present. Details the history of the Labour Party in Finland as a significant factor in the development of these educational organizations. (NJ)

Discusses the events leading up to the elimination of federal funding for cooperative education. Outlines suggestions for future agendas and debate. Proposes a network of representatives to unite fragmented regions into a political force. (JOW)

Discusses civil rights policy and legislation in the United States during the 1940s. Describes President Harry S. Truman's civil rights program, the development of the Fair Employment Practices Commission, and the Congressional deliberations they underwent. (MJL)

Asserts that feminist thinkers must self-consciously and critically confront various traditions of political discourse, feminist and nonfeminist. Reviews a number of these traditions and examines several modes that seem promising for the creation of a feminist discourse that rejects domination. (Author/GC)

American Educational Research Association's (AERA) lobbyist in Washington promotes educational research as a positive resource for educators. He acts to influence governmental policies which affect research. AERA represents a diversified membership by supporting a broad portfolio of government investments in educational research. AERA never takes…

The main concern of those federal executives surveyed before implementation of the Civil Service Reform Act of 1978 was that the reform would introduce politics into the civil service. Those surveyed also were concerned about affirmative action, bureaucratic image, bonuses, cronyism, managerial power, pay, performance evaluations, and unions.…

Studies the significance of the conservative victory in the 1980 election. Also evaluates the increasing support of conservative policies such as the dismantling of civil rights, women's rights, and environmental gains. Concludes that an important element in this drift to the right is the resurgence of laissez-faire liberalism. (DB)

Discusses the prevailing myth that education is not and should not be influenced by politics. Reviews the political histories of (1) a Wisconsin bill merging the State's two university systems, and (2) California's Proposition 13, as examples of political struggles over educational issues. (GC)

Discusses the politics involved in creating programs for gifted and talented students and the nature of the students and teachers who should be involved in such a program. Available from Private School Quarterly, P.O. Box 21587, Fort Lauderdale, FL 33335. (IRT)

More than half the items come from the "Washington Post" and "The New York Times," and the proportion from these two papers seems to be rising. (KS)

Explores the relationship between knowledge use and curriculum-change management with respect to technical dynamics, political dynamics, and cultural dynamics. The conceptual framework is explained, and results indicate that the political dynamics of the implementation process stand out as being an important correlate of knowledge use. (Author/LRW)

Suggests nursing curricula have changed over time due to the influence of prevailing ideologies, such as the current market orientation. Notes that to meet the needs of both students and society, educators must recognize the influence of contexts and their ideological underpinnings. (SK)

Conducted a study of school choice in Boulder, Colorado, throughout the 1990s, showing how interest groups took advantage of federal, state, and district policies meant to promote school choice and molded them into a system of schools that met individualistic interests more than the common good. (SLD)

Looks at the changes in values that perestroika has wrought and at the complexities of implementing adequate educational reform that truly reflects the changes in values in the USSR. (Author)