000			01935nam a2200229Ia 4500
003			NULRC
005			20250520102753.0
008			250520s9999 xx 000 0 und d
020			_a875890458
040			_cNULRC
050			_aLB 2326.3 .M379 1969
100			_aMartin, Warren Bryan _eauthor
245		0	_aConformity : _bstandards and change in higher education / _cMartin, Warren Bryan
250			_aFIRST EDITION
260			_aSan Francisco, California : _bJossey-Bass Inc., Publishers, _cc1969
300			_axxii, 264 pages ; _c23 cm.
504			_aIncludes bibliographical references and index.
505			_aI. Ideology, organization, and innovation -- II. Eight diverse schools -- III. Institutional character study -- IV. Educational philosophy and institutional goals -- V. Conventional standard of excellence -- VI. Change, innovation, experimentation -- VII. Faculty: the different and the like -- VIII. Beyond conformity.
520			_aThe biblical admonition, "Beware when all men speak well of you" need not be applied to educational researchers. They have never had the privilege of being threatened by universal adulation. The biological and physical scientists may require such a warning, but seven decades of educational research have produced an impressive mass of data matched only by the complaints raised against it. When Guy T. Buswell, T. R. McConnell, Ann Heiss, and Dorothy Knoell of the Center for the Study of Higher Education, University of California, Berkeley, presented their report of 1966 entitled "Training for Educational Research," they began by stating certain problems in educational research that are the basis for persistent criticisms of the field. Research, they said, is often "fragmentary and small-scale," "of relatively unimaginative and uncomplicated design," and "the climate which nurtures research has too often been missing.
650			_aHIGHER EDUCATION
942			_2lcc _cBK
999			_c14935 _d14935