Organizations and Social Cohesion
HOD 2780
Fall 2002
Wednesdays 4-7 pm
Stephen P. Heyneman
Professor of International Education Policy
Box 514, Peabody College
Vanderbilt University
Nashville, TN 37203
Office – Payne 205 B
Tel: 615 322-1169
Fax: 615 343-7094
s.heyneman@vanderbilt.edu
Course Description
Why is it that some communities and some nations are more ‘cohesive’ than others? Why do
some manage adversity more successfully? Why do some recover from natural disasters quicker,
reinvest more rapidly following a bear market, change governments more peacefully?
Some recent scholars have studied how communities and nations adhere to the rules of the game
without having to resort to extreme sanctions or authoritarianism. They have postulated that there
are four types of organizations necessary to affect social cohesion: social, political, economic and
educational.
This course will study how each category of organization affects community social cohesion. It
will cover literature from sociology and economics concerning social cohesion, and will bring a
range of examples to bear in the discussions. However, special emphasis will be placed on the
roles and functions of schools and universities.
Course Format
This course will utilize lectures, readings, written assignments, group discussions, and
presentations. The final class session will give students the chance to analyze current policy
issues, events, and dilemmas by incorporating knowledge gained from the course.
Requirements
Students will be expected to:
(i)
Participate in class discussions and demonstrate knowledge of the assigned readings.
(ii)
Submit a brief (10-15 page) paper covering a topic of the student’s choice. These
topics should represent issues covered by the course, and the papers should provide
an analysis which incorporates an international perspective. Topics should be
approved by October 2nd. The final draft is due by December 11th.
(iii)
Presentation on a certain event or issue to be assigned during the first half of the
semester and presented during the last class sessions. Various issues or events will
be presented, each featuring a current dilemma or major topic of debate in education
today. One hour will be set aside for each topic, during which one or two students
will present the issue and lead a class discussion of the issue. Students will be
assessed on how well they (a) cover the background and relevant issues and (b) frame
the topic in an international perspective.
Grading
Paper
Topic Presentation
Class Discussion
40%
40%
20%
Readings
NOTE: All required readings (marked by asterisks [*]) will be made available through
Prometheus (prometheus.vanderbilt.edu), electronic reserve (http://eres.library.vanderbilt.edu), or
classroom distribution.
Session 1: Introduction to the Course (August 28th)
Session 2: Organizational Foundations of Social Cohesion (September 4th)
*McMahon, Walter W. (1999). Education and development: Measuring the social benefits.
New York and Oxford, England: Oxford University Press.
*Olson, M. (1965). The Logic of Collective Action: Public Goods and the Theory of Groups.
Cambridge: Harvard University Press.
Central HM 131 .055 1971
*Heyneman, S.P. (2000). “From the Party/State to Multi-Ethnic Democracy: Education and
Social Cohesion in the Europe and Central Asia Region.” Educational Evaluation and
Policy Analysis, 22 (2), pp. 173-191.
Broadman, H. G. and Recanatini F. (1999) Seeds of Corruption: Do Market Institutions Matter?
Wasing ton, D.C.: Poverty Reducation and Economic Management Department; Europe and
Central Asia Regional Operations; World Bank;. (I-iv); 1-36
Decentralization and the challenge of hard budget constraints. (2000) World Bank Prem Notes
Azfar, Omar et. al. (1999) Decentralization, Governance and Public Service: The Impact of
Institutional Arrangements – A Literature Review
Strengthening Peru’s Tax Policy. World Bank Prem Notes
An Anticorruption Strategy for Revenue Administration. World Bank Prem Notes
Social Capital and Democracy
Producing Social Capital: National Social Movements and Civil Society
Towards a Multicultural Civil Society: The Role of Social Capital and
Democratic Citizenship
Social Structure and Personality Under Conditions of Radical Social
Change: A comparative Analysis of Poland and Ukraine
Democracy's Social Capital: Civil Society in New Era
Session 3: Social and Human Capital and Social Cohesion (September 11)
*Coleman, J.S. (1988). “Social Capital in the Creation of Human Capital.” American Journal of
Sociology, 94, pp. 95 - 120.
*Putnam, R. D. (1993). Making Democracy Work: Civic Traditions in Modern Italy. Princeton,
N. J.: Princeton University Press.
Central JN 5477 .R35 P866 1993
*Fukuyama, F. (1995). Trust: The Social Virtues and the Creation of Prosperity. New York :
Free Press.
Central HB 72 .F85 1995
Haveman, R. H. & Wolfe, B. (1984). Schooling and economic well-being: The role of nonmarket effects. Journal of Human Resources, 19, 378-407.
Coleman, J.S. (1987). “Norms as Social Capital,” in Radnitzky, G., and Bernholz, P. (eds.)
Economic Imperialism. New York: Paragon, pp. 133- 155.
Central HB 71 .E24 1987
Putnam, R.D. (2000). Bowling Alone: The Collapse and Revival of American Community. New
York: Simon and Schuster.
Aucoin, P. (1990) Administrative Reform in Public Management: Paradigms, Principles,
paradoxes and Pendulums. Governance: An International Journal of Policy and
Administration, 3(2); 115-137
W’O Okot-Uma, R. Electronic Governance: Re-inventing Good Governance.
Yingyi Qian. The Modern Market Economy and the Rule of Law, Perspectives, Vol. 1, No. 5
The Quality of Public Expenditure: Challenges and solutions in result-focused management in the
Public Sector. OECD country report.
Full text is available on http://www.oecd.org/pdf/M00027968.pdf
Chad Leechor. (1999) Banking on Governance? Conflicts of interest facing bank owners
and supervisors.
Malcolm Rowat. (1999) Reforming Insolvency Systems in Latin America.
Sunita Kikeri. (1999) Labor Redundancies and Privatization: What should governments
do?
Rose-Ackerman (1996) The Political Economy of Corruption-Causes and Consequences.
David Scott. (11995) Money Laundering and International Efforts to fight it.
Heywood Fleising. (1995) The right to borrow: legal and regulatory barriers that limit
access to credit by small farms and businesses.
Session 4: Education and Democracy (September 18)
*Lipset, S.M. (1959). “Some Social Requisites of Democracy: Economic Development
and Political Legitimacy.” American Political Science Review, 53, pp. 69-105.
*Gutmann, A. (1999). Democratic Education. (Rev. ed.) Princeton, NJ: Princeton University
Press. LA217 .G88 1987
*Mitter, W. (1996). “Democracy and Education in Central Europe,” in Oldenquist, A. (ed.) Can
Democracy be Taught? Bloomington, Indiana: Phi Delta Kappa Educational Foundation.
*Kamens, D. (1988). Education and democracy: A comparative institutional analysis. Sociology
of Education, 61, 114-127.
Puryear, J. M. (1994). Thinking politics: Intellectuals and democracy in Chile 1973-1988.
Baltimore, MD: Johns Hopkins University Press.
Session 5: Educational Organizations and Social Cohesion (September 25th)
*Heyneman, S.P. “A Proposed Model of Education’s Influence on Social Cohesion,” International
Journal of Educational Policy, Research and Practice 2003 (forthcoming).
*Bryk, Anthony S. (1988). “Musings on the Moral Life of Schools.” American Journal of
Education, 96 (2), pp. 256-290.
*Feinberg, W. (1998). Common Schools/Uncommon Identities: Cultural Difference, National
Unity. New Haven, Connecticut: Yale University Press, forthcoming.
http://80-www.netlibrary.com.proxy.library.vanderbilt.edu/ebook_info.asp?product_id=53486
*Heyneman, S.P., and Todoric-Bebic, S. (2000). “A Renewed Sense of Purpose of Schooling:
Education and Social Cohesion in Africa, Latin America, Asia and Europe and Central
Asia.” Prospects, 30 (2) pp. 145–166.
Green, Andy (get document from Jason and PJE)
Heyneman, S.P. Review of Social Capital as a Policy Resource edited by John Montgomery and
Alex Inkeles in Comparative Education Review 1992 (forthcoming)
Heyneman, S.P. “Education and Social Cohesion,” Encyclopedia of Education. New York:
Macmillan Publishers, 2002 (forthcoming)
Session 6: Civics Education and the Influences of Curriculum (October 2rd)
*Fogelman, K. and Edwards, J. (1997). Education for Citizenship: A Pedagogic Dossier.
*Torney-Purta, J., and Schwille, J. (1986). “Civic Values Learned in School: Policy and Practice
in Industrialized Nations.” Comparative Education Review, 30 (1), 30–49.
*Torney-Purta, J.; Lehmann, R.; Oswald, H.; and Schulz, W. (2001). Citizenship and Education
in 28 Countries: Civic Knowledge and Engagement at Age 14. use executive summary
*Flanagan, C.; Jonsson, B.; Botcheva, L.; Scapo, B.; Bowes, J.; Macek, P. Averina, I. &
Sheblanova, E. (1999) Adolescents and the ‘Social Contract’: Developmental Roots of
Citizenship in Seven Countries,” in Yates, M. and Youniss, J. (eds.) Roots of Civic
Identity: International Perspectives on Community Service and Activism in Youth.
Cambridge: Cambridge University Press.
Hahn, C. L. (1977). Comparative perspectives on citizenship: A five-nation study. Albany, NY:
SUNY Press.
Nie, N. H., Junn, J., & Stehlik, B.K. (1996). Education and democratic citizenship in America.
Chicago: University of Chicago Press.
Central JK 1764 .N54 1996
Niemi, R., & Hepburn, M. (1995). The rebirth of political socialization. Perspectives on
Political Science, 24, 7-16.
Central 6th Flr. JA1 .P47
Packer, J. (1996). “On the Content of Minority Rights,” in Raikka, J. (ed.) Do We Need Minority
Rights” Conceptual issues. The Hague: Martinus, Nijhoff Publishers, pp. 121-78.
Torney-Purta, J. (1996). The Second IEA Civics Education Project: Development of content
guildelines and items for a cross-national test and survey. Canadian and International
Education. 25, 199-213.
Torney-Purta, J. (1995). Psychological Theory as a Basis for Political Socialization Research.
Perspectives on Political Science, 24, pp. 23-33.
Central 6th Flr. JA1 .P47
Verba, S., Nie, N., & Kim, J. (1978). Participation and political equality: A seven national
comparison. London: Cambridge University Press.
Central JF 2001 .V46
October 9th. SH Traveling.
October 17th. SH traveling.
Session 7: School Climate, School Culture and the Mechanisms of Adjudication (find
someone to lead discussion) (October 23rd.)
*Taylor -Haynes, K. “Evaluating the Potential for Using Various Methods for the Study of One
Function of Social Cohesion: School Climate,” Vanderbilt University, Department of
Leadership, Policy and Organizations, May, 2002 (mimeographed)
*Dauber, S.L., Alexander, K.L., and Entwisle, D.R. (1996). “Tracking and Transitions through
the Middle Grades: Channeling Educational Trajectories.” Sociology of Education, 69
(4), pp. 290-307. (delete?)
*Bossert, S.T. (1979). Tasks and Social Relationships in Classrooms. New York: Cambridge
University Press.
*Heyneman, S. P. “ America’s Most Precious Export.” American School Board Journal 182 (3)
(March, 1995), pp. 23-26.
*Oakes, J. (1995). “More Than Meets the Eye: Links between Tracking and the Culture of
Schools,” in Beyond Tracking: Finding Success in Inclusive Schools, Pool, H., and Page,
J.A. (eds.) Bloomington, Indiana: Phi Delta Kappa Educational Foundation.
*Metz, M.H. (1978). Classrooms and Corridors: The Crisis of Authority in Desegregated
Secondary Schools. Los Angeles, CA: University of California Press.
Educ LC 214.2 .M47
*Ogbu, J. 1974). “Social Stratification and the Socialization of Competence.” Anthropology
Educational Quarterly. 10(1), pp. 3-20.
Deal, T., and Peterson, K. (1999). Shaping School Culture: the heart of leadership. San
Francisco: Jossey Bass.
Farkas, S., and Johnson, J. (1996). “Tracking students by ability is a useful way for schools to
deal with diversity.” In Given the Circumstances: Teachers Talk about Public Education
Today. New York: Public Agenda Foundation, p. 41.
Hallinan, M.T. (1994). “Tracking: From Theory to Practice.” Sociology of Education, 67 (2),
pp. 79-84.
Hannaway, J. and Talbert, J.E. (1993, May). “Bringing Context into Effective School Research:
Urban-Suburban Differences.” Educational Administration Quarterly. 29 (2), pp. 164186.
Kilgore, S.B. (1991). “The Organizational Context of Tracking in Schools.” American
Sociological Review, 56 (2), pp. 189-203.
Oakes, J. (1992). Can Tracking Research Inform Practice? Technical, Normative, and Political
Considerations.” Educational Researcher, 21 (4), pp. 12-21.
Rowan, B., and Miracle, A.W. (1983). “Systems of Ability Grouping and the Stratification of
Achievement in Elementary Schools.” Sociology of Education, 56, pp. 133-144.
Slavin, R.E., and Dickle, E. (1981). “Effects of Cooperative Learning Teams on Student
Achievement and Race Relations.” Sociology of Education, 54, pp. 174-180.
Blalock, H. (1967). Toward a Theory of Minority-Group Relations. New York: Wiley Press.
Comer, J.P. (1988). Educating poor minority children. Scientific American, 29(5), 42-48.
Session 8: Nationalism in education – case studies (October 30th.)
*De Young, A. & Nadirbekyzy, B. (1996). Redefining Schooling and Communism in PostSoviet Kazzkhstan,” in A.J. De Young (ed.), Politics of Education Association Yearbook.
Washington, D.C.: Falmer Press, pp. 71-8.
*Hagan, J., Merkens, H., and Boehnke, K. (1995, January). “Delinquency and Disdain: Social
Capital and the Control of Right-Wing Extremism Among East and West Berlin Youth.”
American Journal of Sociology, 100 (4), pp.1028-1052.
* Nissan, E. (1996). Sri Lanka: A Bitter Harvest. London: Minority Rights Report.
Shadrikov, V. (1993) “Ethnic cultural and national requirements in the education policy of the
former Soviet Union,” in Schleicher, K. (ed.) Nationalism in Education. Sonderdurck:
Peter Lang Publishers, pp. 135 – 51.
Tibbitts, Felisa, and Judith Torney-Purta. Preparing for the Future: Citizenship Education in
Latin America (Cambridge, MA/Washington, DC: HREA/Inter-American Development
Bank, 1999). Full text available at:
http://www.hrea.org/pubs/idb-monograph/index.html
Session 9: The Social Cohesion Role of International Organizations in Education
(November 6th.)
*Heyneman, S.P. “Education, Social Cohesion and the Future Role of International
Organizations,” Vereinte Nationen (United Nations) Bonn: Vol. 50 No. 1 (February,
2002), pp. 16 – 20; under review for publication in English and French: Canadian
Institute of Strategic Studies.
*CIVITAS International. (1995). Strengthening citizenship and civics education, East and West.
Conference proceedings, Washington, D.C.: USIA.
Session 10: Policy Option (November 13th.)
*Byani, C.; Graham-Brown, S. Gundara, J. Jones, C.: Thornberry, P. and Warner, R. (1994).
Education Rights and Minorities Lodnon: Minority Rights Group, Ltd.
* Heyneman, S.P. Education: A Passport to Social Cohesion and Economic Prosperity (co-edited
with Guntars Catlaks and Indra Dedze), Riga: Soros Foundation – Latvia, 2001.
Wehlage, G.G.; Rutter, R.A.; Smith, G.A.; Lesko, N.; and Fernandez, R.R. (1989). Reducing the
Risk: Schools as Communities of Support. New York: Falmer.
Wachtel, P. (1975). The effect of school quality on achievement, attainment levels, and lifetime
earnings. Explorations in Economic Research, 2, 502-536.
Session 11: Student Presentations (November 20th)
Session 12: Student Presentations (November 27th.)
Session 13: Student Presentations (December 4th.)
Session 13: Summary (December 11th.)
Bibliography
Blalock, H. (1967). Toward a Theory of Minority-Group Relations. New York: Wiley Press.
*Bossert, S.T. (1979). Tasks and Social Relationships in Classrooms. New York: Cambridge
University Press.
*Bryk, Anthony S. (1988). “Musings on the Moral Life of Schools.” American Journal of
Education, 96 (2), pp. 256-290.
*Byani, C.; Graham-Brown, S. Gundara, J. Jones, C.: Thornberry, P. and Warner, R. (1994).
Education Rights and Minorities Lodnon: Minority Rights Group, Ltd.
*CIVITAS International. (1995). Strengthening citizenship and civics education, East and West.
Conference proceedings, Washington, D.C.: USIA.
Coleman, J.S. (1987). “Norms as Social Capital,” in Radnitzky, G., and Bernholz, P. (eds.)
Economic Imperialism. New York: Paragon, pp. 133- 155.
*Coleman, J.S. (1988). “Social Capital in the Creation of Human Capital.” American Journal of
Sociology, 94, pp. 95 - 120.
Comer, J.P. (1988). Educating poor minority children. Scientific American, 29(5), 42-48.
*Dauber, S.L., Alexander, K.L., and Entwisle, D.R. (1996). “Tracking and Transitions through
the Middle Grades: Channeling Educational Trajectories.” Sociology of Education, 69
(4), pp. 290-307.
Deal, T., and Peterson, K. (1999). Shaping School Culture: the heart of leadership. San
Francisco: Jossey Bass.
*De Young, A. & Nadirbekyzy, B. (1996). Redefining Schooling and Communism in PostSoviet Kazzkhstan,” in A.J. De Young (ed.), Politics of Education Association Yearbook.
Washington, D.C.: Falmer Press, pp. 71-8.
Farkas, S., and Johnson, J. (1996). “Tracking students by ability is a useful way for schools to
deal with diversity.” In Given the Circumstances: Teachers Talk about Public Education
Today. New York: Public Agenda Foundation, p. 41.
*Feinberg, W. (1998). Common Schools/Uncommon Identities: Cultural Difference, National
Unity. New Haven, Connecticut: Yale University Press, forthcoming.
*Flanagan, C.; Jonsson, B.; Botcheva, L.; Scapo, B.; Bowes, J.; Macek, P. Averina, I. &
Sheblanova, E. (1999) Adolescents and the ‘Social Contract’: Developmental Roots of
Citizenship in Seven Countries,” in Yates, M. and Youniss, J. (eds.) Roots of Civic
Identity: International Perspectives on Community Service and Activism in Youth.
Cambridge: Cambridge University Press.
*Fogelman, K. and Edwards, J. (1997). Education for Citizenship: A Pedagogic Dossier.
*Fukuyama, F. (1995). Trust: The Social Virtues and the Creation of Prosperity. New York :
Free Press.
*Gutmann, A. (1999). Democratic Education. (Rev. ed.) Princeton, NJ: Princeton University
Press.
*Hagan, J., Merkens, H., and Boehnke, K. (1995, January). “Delinquency and Disdain: Social
Capital and the Control of Right-Wing Extremism Among East and West Berlin Youth.”
American Journal of Sociology, 100 (4), pp.1028-1052.
Hahn, C. L. (1977). Comparative perspectives on citizenship: A five-nation study. Albany, NY:
SUNY Press.
Hallinan, M.T. (1994). “Tracking: From Theory to Practice.” Sociology of Education, 67 (2),
pp. 79-84.
Hannaway, J. and Talbert, J.E. (1993, May). “Bringing Context into Effective School Research:
Urban-Suburban Differences.” Educational Administration Quarterly. 29 (2), pp. 164186.
Haveman, R. H. & Wolfe, B. (1984). Schooling and economic well-being: The role of nonmarket
effects. Journal of Human Resources, 19, 378-407.
Heyneman, S.P. Review of Social Capital as a Policy Resource edited by John Montgomery and
Alex Inkeles in Comparative Education Review 1992 (forthcoming)
*Heyneman, S. P. “ America’s Most Precious Export.” American School Board Journal 182 (3)
(March, 1995), pp. 23-26.
*Heyneman, S.P. (2000). “From the Party/State to Multi-Ethnic Democracy: Education and
Social Cohesion in the Europe and Central Asia Region.” Educational Evaluation and
Policy Analysis, 22 (2), pp. 173-191. (KTH has)
*Heyneman, S.P. Education: A Passport to Social Cohesion and Economic Prosperity (co-edited
with Guntars Catlaks and Indra Dedze), Riga: Soros Foundation – Latvia, 2001
*Heyneman, S.P. “Education, Social Cohesion and the Future Role of International
Organizations,” Vereinte Nationen (United Nations) Bonn: Vol. 50 No. 1 (February,
2002), pp. 16 – 20; under review for publication in English and French: Canadian
Institute of Strategic Studies.
Heyneman, S.P. “Education and Social Cohesion,” Encyclopedia of Education. New York:
Macmillan Publishers, 2002 (forthcoming)
*Heyneman, S.P. “A Proposed Model of Education’s Influence on Social Cohesion,” International
Journal of Educational Policy, Research and Practice 2003 (forthcoming).
*Heyneman, S.P., and Todoric-Bebic, S. (2000). “A Renewed Sense of Purpose of Schooling:
Education and Social Cohesion in Africa, Latin America, Asia and Europe and Central
Asia.” Prospects, 30 (2) pp. 145–166.
*Kamens, D. (1988). Education and democracy: A comparative institutional analysis. Sociology
of Education, 61, 114-127.
Kilgore, S.B. (1991). “The Organizational Context of Tracking in Schools.” American
Sociological Review, 56 (2), pp. 189-203.
*Lipset, S.M. (1959). “Some Social Requisites of Democracy: Economic Development
and Political Legitimacy.” American Political Science Review, 53, pp. 69-105.
Loveless, T. (1999). The tracking wars. Washington, D.C.: Brookings Institute.
MacMahon
Katherine Marshall
NGOs – ask Bill Partridge
Civic, legal and political
Education
*Metz, M.H. (1978). Classrooms and Corridors: The Crisis of Authority in Desegregated
Secondary Schools. Los Angeles, CA: University of California Press.
*Mitter, W. (1996). “Democracy and Education in Central Europe,” in Oldenquist, A. (ed.) Can
Democracy be Taught? Bloomington, Indiana: Phi Delta Kappa Educational Foundation.
Nie, N. H., Junn, J., & Stehlik, B.K. (1996). Education and democratic citizenship in America.
Chicago: University of Chicago Press.
Niemi, R., & Hepburn, M. (1995). The rebirth of political socialization. Perspectives on
Political Science, 24, 7-16.
*Nissan, E. (1996). Sri Lanka: A Bitter Harvest. London: Minority Rights Report.
Oakes, J. (1992). Can Tracking Research Inform Practice? Technical, Normative, and Political
Considerations.” Educational Researcher, 21 (4), pp. 12-21.
*Oakes, J. (1995). “More Than Meets the Eye: Links between Tracking and the Culture of
Schools,” in Beyond Tracking: Finding Success in Inclusive Schools, Pool, H., and Page,
J.A. (eds.) Bloomington, Indiana: Phi Delta Kappa Educational Foundation.
*Ogbu, J. 1974). “Social Stratification and the Socialization of Competence.” Anthropology
Educational Quarterly. 10(1), pp. 3-20.
*Olson, M. (1965). The Logic of Collective Action: Public Goods and the Theory of Groups.
Cambridge: Harvard University Press.
Packer, J. (1996). “On the Content of Minority Rights,” in Raikka, J. (ed.) Do We Need Minority
Rights” Conceptual issues. The Hague: Martinus, Nijhoff Publishers, pp. 121-78.
Puryear, J. M. (1994). Thinking politics: Intellectuals and democracy in Chile 1973-1988.
Baltimore, MD: Johns Hopkins University Press.
*Putnam, R. D. (1993). Making Democracy Work: Civic Traditions in Modern Italy. Princeton,
N. J.: Princeton University Press.
Putnam, R.D. (2000). Bowling Alone: The Collapse and Revival of American Community. New
York: Simon and Schuster.
Rowan, B., and Miracle, A.W. (1983). “Systems of Ability Grouping and the Stratification of
Achievement in Elementary Schools.” Sociology of Education, 56, pp. 133-144.
Slavin, R.E., and Dickle, E. (1981). “Effects of Cooperative Learning Teams on Student
Achievement and Race Relations.” Sociology of Education, 54, pp. 174-180.
Shadrikov, V. (1993) “Ethnic cultural and national requirements in the education policy of the
former Soviet Union,” in Schleicher, K. (ed.) Nationalism in Education. Sonderdurck:
Peter Lang Publishers, pp. 135 – 51.
*Taylor -Haynes, K. “Evaluating the Potential for Using Various Methods for the Study of One
Function of Social Cohesion: School Climate,” Vanderbilt University, Department of
Leadership, Policy and Organizations, May, 2002 (mimeographed)
Tibbitts, Felisa, and Judith Torney-Purta. Preparing for the Future: Citizenship Education in
Latin America (Cambridge, MA/Washington, DC: HREA/Inter-American Development
Bank, 1999). Full text available at:
Torney-Purta, J. (1995). Psychological Theory as a Basis for Political Socialization Research.
Perspectives on Political Science, 24, pp. 23-33.
Torney-Purta, J. (1996). The Second IEA Civics Education Project: Development of content
guildelines and items for a cross-national test and survey. Canadian and International
Education. 25, 199-213.
*Torney-Purta, J., and Schwille, J. (1986). “Civic Values Learned in School: Policy and Practice
in Industrialized Nations.” Comparative Education Review, 30 (1), 30–49.
*Torney-Purta, J.; Lehmann, R.; Oswald, H.; and Schulz, W. (2001). Citizenship and Education
in 28 Countries: Civic Knowledge and Engagement at Age 14.
Verba, S., Nie, N., & Kim, J. (1978). Participation and political equality: A seven national
comparison. London: Cambridge University Press.
Wachtel, P. (1975). The effect of school quality on achievement, attainment levels, and lifetime
earnings. Explorations in Economic Research, 2, 502-536.
Wehlage, G.G.; Rutter, R.A.; Smith, G.A.; Lesko, N.; and Fernandez, R.R. (1989). Reducing the
Risk: Schools as Communities of Support. New York: Falmer.