25

Twenty-five Years of Grantmaking

THE SPENCER FOUNDATION 1996 ANNUAL REPORT The above quote was found in Lyle Spencer’s notes on the formation of the Foundation. The handwritten draft reads: “All the Spencer dough was earned, improb- ably, from education. It makes sense, therefore, that most of this money should be returned eventually to investigating ways in which education can be improved, around the world. Broadly conceived, wher- ever learning occurs.” The Spencer Foundation 25thAnniversary of Grantmaking TABLE OF CONTENTS

iii Table of Contents v Directors, Advisors, & Staff 1 Introduction 2 Lyle M. Spencer I. THE FOUNDATION 1971-1995 6 Twenty-five Years of Grantmaking 14 Major Research Grants Program 20 Fellowship Programs 27 Small Research Grants Program 32 Current Foundation Initiatives 34 The Foundation and Chicago 36 Administrative and Financial History 40 Directors, 1971-1996 II. 1996 ANNUAL REPORT for year ended March 31, 1996 44 President’s Comments 46 Report of the Vice President 48 Application and Review Information The Foundation’s Programs: Research Programs: 52 Major Research Grants iii 53 Small Research Grants 56 The John D. and Catherine T. MacArthur Foundation/ Spencer Foundation Professional Development Research Grants Fellowship Programs: 57 Spencer Dissertation Fellows 58 NAE/Spencer Postdoctoral Fellows 59 Spencer Fellows at the Center for Advanced Study in the Behavioral Sciences 60 Spencer Senior Scholar Grants Experimental Research Training Grants Spencer Mentor Awards 61 AERA/Spencer Doctoral Research and Travel Fellows 62 Other Grants 63 Major Research Grants-in-Progress 67 Publications Received from Grantees 70 Report of the Treasurer 72 Financial Statements III. SPENCER GRANTEES, 1971-1995 79 Grant Listings Address The Spencer Foundation 900 North Michigan Avenue Suite 2800 Chicago, Illinois 60611-1542 312-337-7000 (telephone) 312-337-0282 (facsimile) 1996 ANNUAL REPORT

DIRECTORS, ADVISORS, & STAFF

BOARD OF DIRECTORS Cynthia M. Bentel PROGRAM ADVISORY COMMITTEE David S. Tatel Program Assistant Courtney Cazden Chair Elizabeth Carrick Vivian Gadsden William Julius Wilson Program Assistant to the Vice Pamela Grossman Vice-Chair President Patricia Gumport Frank L. Bixby Josephine Craven Stephen Raudenbush Patricia Albjerg Graham Systems Administrator/ Marcelo Suarez-Orozco Magdalene Lampert Office Activities Coordinator Robert A. LeVine Mary Patterson McPherson Doris E. Fischer DISSERTATION George A. Ranney, Jr. Administrative Assistant FELLOWSHIP SELECTION COMMITTEE John S. Reed Kathryn A. Gray Jennifer Hochschild Albert Shanker Program Assistant Lee S. Shulman Carol D. Lee Craig M. Joseph James Leloudis Research Associate/ Robert Margo STAFF Systems Planner Susan Florio-Ruane Geoffrey Saxe Patricia Albjerg Graham Judith Klippenstein Enrique Trueba President Administrative Assistant Angela Valenzuela John H. Barcroft to the President Vice President and Treasurer R. David Matthews Ines M. Milne Staff Assistant PROFESSIONAL DEVELOPMENT RESEARCH Secretary and Controller Carrie A. McGill & DOCUMENTATION Program Assistant ADVISORY COMMITTEE Rebecca Barr v Sarah Gonzales Senior Program Officer Mary Jo Miller Paul Hill Program Assistant Catherine A. Lacey Jacqueline Jordan Irvine Senior Program Officer Mary Ellen Natonski Janice E. Jackson Peggy Mueller Assistant Secretary to the Susan Moore Johnson Director, Professional Foundation Harry Judge Susan Lytle Development Research Grants Martin A. Robinson Harold Richman Program Financial Assistant Tony Rotundo Lisa R. Lattuca Jennifer P. Savarirayan Associate Program Officer Program Assistant PRACTITIONER RESEARCH COMMUNICATION & Therese D. Pigott Patrick M. Sheahan MENTORING ADVISORY Associate Program Officer Research/Administrative COMMITTEE Mark E. Rigdon Associate Martha Rutherford, Chair Dixie Goswami Associate Program Officer Janet S. Szymanski Diane Waff Nidhi Mehrotra Program Assistant Assistant Program Officer Courtney Cazden Senior Advisor on Research on Practice

* As of September, 1996 The Spencer Foundation

TWENTY-FIVE25 YEARS OF GRANTMAKING Introduction

very year since its formal this section to be the ensemble work grant-making began in 1971, of most of the current profession- Ethe Spencer Foundation has al staff, we celebrate and analyze published an Annual Report, our past with many different voic- describing grant programs, listing es. grants made, displaying the finan- Section II contains the cial condition of the Foundation, “Annual Report” on our twenty- providing information about appli- fifth year of operation, the year cation procedures, and noting any which ended March 31, 1996. significant events, activities, or pro- Section III contains a full list gram changes. This is the 26th of the grants made and fellowships such publication, and it serves a awarded by the Spencer Foundation, dual purpose. 1971 through 1995 (the 1996 list is As an annual report, it in Section II), on the principle that includes the information noted we should provide what an histo- 1 above for the fiscal year which rian might call the “primary ended March 31, 1996. However, sources” for our reflections and this is not only an annual report; interpretations of the Foundation’s it is also a twenty-five year report, grant-making. This list faithfully seeking to capture the experience reproduces, by year, the grants and of twenty-five years of support for fellowships published in each of research on education by the the Foundation’s Annual Reports Spencer Foundation. The volume beginning with the first such report is in three sections. in 1971. We believe that these annu- Section I contains essays by al reports were complete. However, current staff members of the we would be grateful to know of any Foundation, reflecting on twenty- omissions or inaccuracies. five years of work, mostly by our Patrick M. Sheahan predecessors, to whom we are Editor deeply indebted. Since we wished THE SPENCER FOUNDATION

ganized as a commercial firm in 1939 and have been going up ever since.” In 1964 the firm was pur- chased by IBM, but Spencer con- tinued as chief executive and guid- ing spirit until his death in 1968. His colleagues at SRA and friends in higher education referred to him as a businessman who was always an educator, a man who was a researcher all his life. Charles Dollard, Spencer’s friend and an Lyle M. Spencer original director of the Spencer 2 Lyle M. Spencer was a twen- Foundation, noted, “Lyle had a ty-seven-year-old graduate student passionate belief in education as in sociology at the University of the modus vivendi of a democra- Chicago in 1938 when he founded tic society. He was particularly Science Research Associates (SRA), concerned both professionally and the educational publishing firm personally with the education of which provided the basis of his the young. He liked to say that it wealth and ultimately made pos- was quite as important where one sible the creation of the Spencer went to kindergarten as where one Foundation. Speaking to employ- went to college.” While leading his ees of the firm in 1961, Mr. Spencer business career, he served as a noted that SRA was initially a non- trustee of three universities, was profit organization and “we near- a director of what is now the ly went broke in the first year before United Negro College Fund, and we gave up that idea....We reor- was on the visiting committees 1996 ANNUAL REPORT

1911-1968Lyle M. Spencer

for education at Harvard and the his notes on the role and pur- University of Chicago. pose of the Foundation have been Mr. Spencer spent much of preserved: his childhood in Appleton, Wisconsin, but went to college in “Improve learning process, includ- the Pacific Northwest. He received ing diffusion into developing his undergraduate and master’s countries. Maybe non-cognitive.” degrees in sociology from the University of Washington in “Prejudiced against bricks and Seattle, where his father was pres- mortar.” ident from 1927-1933, then he “All support periods finite.” continued his graduate work in sociology at the University of “Projects where other money not Chicago. readily available at this point.” 3 He established the Spencer Foundation in 1962. In the same “Tend to bet on people even more year, he presented testimony to than the project itself.” Congress, as President of SRA, in which he commented, “In my judgment, hard-minded, sensi- On August 21, 1968, Lyle ble investments in educational Spencer died of pancreatic cancer, research can provide the most and was buried in Appleton, effective single method of Wisconsin. Almost thirty years strengthening our schools.” later, the grants of the Spencer After the sale of his firm Foundation keep alive the intel- to IBM in 1964 it was clear that lectual vitality and the curiosity the Spencer Foundation might for knowledge and its uses which be of significant size. Some of characterized his life. The Foundation, 1971-1995

ince 1971 the Foundation has sup- Sported a wide range of research on educational topics — from how children learn to the culture of the classroom; from the effects of teacher interventions to the 4 economics of school finance; from the roles which ethnicity and gender play in edu- cation to the promise of new technologies. This section contains essays on the diverse ways in which the Foundation has sup- ported research aimed at understanding education and improving its practice. 5 THE SPENCER FOUNDATION

TWENTY-FIVE YEARS OF GRANTMAKING Patricia Albjerg Graham, President

University, Lawrence University, and the University of Chicago. During the settle- ment of Spencer’s estate, Charles Dollard and the eminent educator, Ralph Tyler, began preparations for the organization of president’s essay president’s the foundation to be created with the funds remaining after provision for Spencer’s family and other commitments. The ini- tial distribution to the Foundation from Spencer’s estate in 1971 was about $43 mil- PATRICIA ALBJERG GRAHAM lion; by 1973 the bulk of the estate had been received and totalled $79 million; by 1982 when the final distributions were completed 6 the endowment from Lyle Spencer totalled wenty-five years ago the Spencer just over $82 million. In June 1970, the Foundation began its formal program Dean of the Stanford University School of Tof making grants to individuals to Education, H. Thomas James, was elected investigate education, in order to understand president of the fledgling Foundation, and it and to improve it. The initial leadership Dollard assumed the chairmanship of the for the Foundation came from its chairman, Board. James served as president until he Charles Dollard, and its president, H. Thomas retired in 1985 and was succeeded by James, but the idea for the Foundation had Lawrence A. Cremin, then Frederick A.P. been that of the donor, Lyle M. Spencer, who Barnard Professor of Education and recent- had created an earlier version of it in 1962. ly retired president of Teachers College, After the sale of his company, Science Columbia University. Cremin served until Research Associates, to International Business his death in 1990, when the Board select- Machines in 1964 the possibility for a sub- ed me as president in January, 1991. I was stantial foundation existed. then Dean of the Harvard Graduate School Spencer, his lawyer, Harlowe E. of Education and remain on a part-time Bowes, and his friend and former president basis the Charles Warren Professor of the of the Carnegie Corporation, Charles History of Education at Harvard. Frank Dollard, presided over the Foundation as Bixby, a colleague of Harlowe Bowes at the a vehicle for Spencer’s philanthropy from Chicago law firm Sidley & Austin, which 1962 until his death in 1968, concentrating handled Spencer’s estate, followed Dollard most of their giving to the National as chairman of the Spencer Board in 1975 Scholarship Service and Fund for Negro and served in that capacity for fifteen years Students (predecessor of the United Negro until his initial retirement from the Board. College Fund), the Menninger Foundation, David S. Tatel, then a partner at Hogan & the Asheville School for Boys, Harvard Hartson in Washington, D.C. and now a 1996 ANNUAL REPORT

Judge on the U.S. Court of Appeals for Foundation have expressed these senti- the District of Columbia, has been chair- ments in more formal terms, but the essence man of the Board since 1990 and will retire has remained the same: to support indi- from the Board in January, 1997 when the vidual researchers in their investigations new chair of the Board will be Mary of educational issues in ways that will yield Patterson McPherson, the president of Bryn new knowledge about education or improve president’s essay president’s Mawr College. A complete list of members its practice. The fundamental continuity of the Board, including Spencer’s widow, of the Foundation’s twenty-five years has Catherine, and namesake son, Lyle M. been the effort to find such researchers and Spencer, Jr., and their dates of service is to evaluate their ideas to determine which provided on pages 40 & 41. should be supported with the limited funds Among the papers found after Lyle of the Foundation. Beginning with the pres- Spencer’s death was a note, written in 1967, idency of James, the Foundation has main- a photograph of which now hangs in the tained a high standard for the selection of 7 Foundation’s offices in Chicago, in which its researchers and has said, “no, thank you” Spencer set out in his own words his hopes to many more proposals than it has been for the Foundation: “All the Spencer dough able to fund. Many of those not supported was earned, improbably, from education. by the Foundation have been completed It makes sense, therefore, that most of this under other auspices money should be returned eventually to and have also made investigating ways in which education can distinguished con- The Spencer Foundation’s con- be improved, around the world. Broadly tributions to the sistent and overarching goal conceived, wherever learning occurs.” His research literature throughout its twenty-five years final observation about the Foundation, in education. has been to identify the best peo- made several months later, was “Tend to The work that bet on people even more than the project the Foundation has ple with the best ideas about edu- itself.” funded is docu- cation and to support them to The Spencer Foundation’s consistent mented by my col- investigate those ideas. and overarching goal throughout its twen- leagues in other ty-five years has been to identify the best parts of this report, people with the best ideas about education especially Rebecca Barr’s and Catherine and to support them to investigate those Lacey’s chapters. A comprehensive list ideas. The Foundation has always relied of the awards made by the Foundation is on researchers themselves to determine found in Section III. Even a cursory glance the most important issues to pursue and at that compilation will reveal the extra- has not released “requests for proposals” ordinarily distinguished group whom the on certain subjects of particular concern Foundation has been privileged to support. to the Foundation. In addition to finding individuals and Subsequent presidents of the supporting research that is intended to yield THE SPENCER FOUNDATION

new knowledge about education or to tional questions and to the American improve its practice, the Foundation has Educational Research Association for an maintained a second fundamental conti- annual cohort of doctoral student fellow- nuity of interest in its twenty-five year his- ships. They are listed on pages 60 & 61. tory: concern for renewal of the educa- The focus upon the renewal of the tional research community. The first two educational research community has grants of the Foundation (January, 1971) stemmed from two principal concerns: (1) were to support junior researchers; the first, the steadily diminishing support for edu- $163,500 over three years, to the National cational research from other organizations Academy of Education to select, supervise, over our twenty-five year history and the and support Academy Associates and consequence that in a time of short funds, Fellows; and the second, $450,000 over the less well known or junior scholars are three years, to five universities to be select- at a comparative disadvantage in funding ed by James for “young scholars working competitions; and (2) the tradition com- on problems related to education.” The mon in many graduate schools of educa- five institutions James initially chose were tion, but less so in distinguished graduate Harvard University, Northwestern departments in the arts and sciences, of president’s essay president’s University, Stanford University, University part-time study for doctoral students, thus of Chicago, and the University of Wisconsin. precluding the kinds of research appren- These efforts to reach beginning researchers ticeships with practicing scholars that most concentrated on persons whose academic still believe are the best way to prepare background was typically in the behavioral researchers in any field. The junior schol- or social sciences, not education, and the ars need both money to support themselves hope of the Foundation leadership was to and a professional community that rec- lure these bright, junior scholars to study ognizes the legitimacy of their scholarly 8 educational problems. During the first activities. Unless greater support for junior decade of the Foundation’s history near- scholars interested in educational ques- ly half the grant funds supported these tions is available now, there will be no senior efforts and others patterned on them, such scholars in the next generation prepared as the long-term support for fellows in edu- to tackle the difficult problems of under- cation at the Center for Advanced Studies standing and improving education that will in the Behavioral be essential for the improvement of that Unless greater support for junior Sciences in Palo Alto. society. scholars interested in education- More recently, as The third principal element of con- al questions is available now, there Catherine Lacey dis- tinuity in the history of the Foundation has cusses in her report, been our special attention to the philan- will be no senior scholars in the significant efforts thropic and educational needs of our home next generation prepared to tack- have been made to city, Chicago. Traditionally in Chicago we le the difficult problems of under- expand the postdoc- have supported “good neighbor” grants in standing and improving education toral and dissertation education that allowed us to assist wor- fellowships and to ini- thy education efforts either by ourselves that will be essential for the tiate support for doc- or jointly with others in the philanthrop- improvement of that society. toral students in edu- ic community. In Chicago our custom- cation at six institu- ary limitation on research has loosened a tions (Chicago, Harvard, Michigan, Stanford, bit to include projects in the policy realm UCLA, and Wisconsin). These attempts at that went beyond traditional definitions of reaching scholars at earlier levels have been theory-driven research. We are particu- augmented by mentor grants which per- larly fortunate to have been located in mit professors in a variety of disciplines to Chicago during a period of intense concern support their students working on educa- with public schooling, triggered by the 1988 1996 ANNUAL REPORT

state legislative decentralizing action, which riculum and pedagogy to the effect of that created local educational councils for curriculum and pedagogy upon children, Chicago schools. The Chicago education- namely assessment; from focus upon laws al advocacy community has been unusu- of learning that would be universally applic- ally broadly-based and has included a num- able in explaining learning and human ber of distinguished researchers who have development to turned their attention to the issues of the recognition of the An emerging area of particular Chicago public schools, their students, and significance of con- their faculties and administrations. From text and its influ- interest for the Foundation is the James’ initial leadership of the then emerg- ence on how, study of educational practice. We ing philanthropic consortium, the Chicago when, and why find this an extraordinarily chal- Donors Forum, through my participation people learn and lenging but vitally important area as vice-chair of the Chicago Annenberg develop; from end- Challenge, the Foundation has worked vig- less debates over of inquiry… orously with its Chicago colleagues on behalf the presumed of the educational needs of Chicagoans. superiority or inferiority of various quan- While a continuity of commitment titative methods of data analysis to prima- president’s essay president’s to support the best research about educa- ry concern with finding an important ques- tion, including that undertaken by begin- tion and letting it determine the appro- ning scholars, and a special sense of oblig- priate means of answering it; and finally, ation to the educational needs of Chicago from research reports filled with staid analy- have characterized much of the Foundation’s ses sometimes choked by educational jar- twenty-five year history, some important gon and cloaked in seemingly value-free changes have also occurred. They have statements to educational research prose come in three principal areas: the content increasingly utilizing narratives to present 9 of the research that we have supported, the insights from investigations. We are pleased context in which research about education to have supported the earlier work in cur- has been conducted, and the corporate cul- riculum, pedagogy, methodology, and exper- ture of the Foundation itself. imental psychological studies, particular- ly on biological bases of learning, all of CONTENT OF SPENCER- which were presented in standard prose, SUPPORTED RESEARCH and we expect to support many more. We By far the biggest single shift in the are intrigued, however, to observe the grad- research that the Spencer Foundation has ual shift in the center of the educational funded has been the relative decline of research gravity that these new emphases studies in which the discipline of psychology portend. was the primary lens. An internal analy- An emerging area of particular inter- sis of Foundation-funded projects in 1977 est for the Foundation is the study of edu- found that fifty-two percent of the grants cational practice. We find this an extraor- had been in psychology. In more recent dinarily challenging but vitally important years the percentage has dramatically area of inquiry, both for its intellectual pos- declined, as work in other social science sibilities of revealing hitherto ignored aspects disciplines, especially, has increased. The of educational processes that will bright- proportion of scholars whose primary aca- ly illumine our understanding of educa- demic affiliation is education has always tional theory, as well as for its immediate and continues to be a minority of our access to insights into the realities of edu- grantees. cational settings. Because of our deep inter- During the last twenty-five years we est in getting a better understanding of edu- have seen four fundamental shifts in edu- cational practice and our recognition of cational research: from attention to cur- how difficult such learning will be for the THE SPENCER FOUNDATION

Foundation, we have made a special effort edly had a profound influence on the way to identify individuals for our Board of in which Americans judged their educa- Directors and our professional staff who tional system and the educational needs can help us with this question. and accomplishments of their children. A Our foray into the deeper under- Nation at Risk appeared in May, 1983 and standing of educa- stimulated a broad, national, and persis- …the problems of practice are both tional practice will tent debate about the adequacy of our chil- not be completed dren’s preparation for adulthood and the so important and so intellectual- soon. Earlier efforts role of schools in helping them. Perhaps ly engaging that it seems to us that in the Foundation’s coincidentally the onset of this public dis- we need to bring all the insights history to support cussion came at a period of severe reduc- and efforts that we can muster to educational policy tions in the amount spent for research about research, as the pres- education, particularly by the U.S. federal address these fundamental issues ident noted at the government, previously the primary fun- of how and why people learn and time, did not bear der of educational research, and, of course, develop as they do. fruit. These studies the source of the report, A Nation at Risk. of practice may not The Spencer Foundation, established president’s essay president’s either. But the prob- in 1971, and the National Institute of lems of practice are both so important and Education, created by the federal govern- so intellectually engaging that it seems to ment in 1972, were for a brief period in the us that we need to bring all the insights and 1970s and early 1980s the most visible fun- efforts that we can muster both from the ders of educational research in the United traditional educational research commu- States. This period coincided with a decline nity as well as from the educational prac- in educational research funding among sev- titioner community to address these fun- eral large private foundations, which in ear- 10 damental issues of how and why people lier eras had been prime supporters of learn and develop as they do. Our efforts, research in education, as well as with a tem- thus far, have included supporting several porary decline in support of science edu- studies of practice through our tradition- cation in the National Science Foundation. al research grants programs. Several of the The National Academy of Sciences has young scholars we support in both the dis- reported that federal government support sertation and the postdoctoral fellowship for educational research has declined by programs wrestle with these questions. In over two-thirds during the Foundation’s his- addition, we have set aside some funds tory while the successor organization to the to support practitioner-initiated inquiries National Institute of Education, the Office and to assist the practitioner community of Educational Research and Improvement, in thinking about its research. Finally, joint- reports a ninety percent decline from the ly with the John D. and Catherine T. early seventies to the early nineties in its MacArthur Foundation we are adminis- funding for educational research. Even tering a research competition for grants to more important for the Spencer Foundation, study professional development, and we very few of the federal dollars for educa- have completed three cycles in those grant tional research go to individually-initiated competitions, which are discussed by Peggy projects, probably less than one percent, Mueller on pages 32 & 33. while the comparable figure for the National Institutes of Health is 56 percent and for CONTEXT OF EDUCATIONAL the National Science Foundation, 94 per- RESEARCH cent. Thus, the opportunities for collabo- Midway through our twenty-five year rative funding between Spencer and the history a small, blue report was published government on educational research pro- by the federal government that unexpect- jects have diminished. 1996 ANNUAL REPORT

The other major change in the con- to be least effective. Although this may be text for educational research which A Nation an unhappy fact to face, it is instructive, at Risk illustrates is the continuing concern and we have learned a hard lesson over the about the education of our children. past decade and more: although interven- Concomitant with that expression of unease tions in schooling may be useful, they about their education has been a focus upon are simply not sufficient to overcome dis- the school, not the family, nor the com- advantages resulting from malfunctions in munity, nor the broader culture, as a means other institutions as well.” Thus, James of changing the behavior and values, as was arguing that the most important intel- well as the academic learning of our young lectual questions about determinants of people. The contradiction that has emerged education were not school-based. Cremin’s is a message to schools to remedy the prob- central argument in his three-volume his- lems of the young, many of which are tory of American education, completed just brought about by the broader society in before he became president of the which they live, and cannot be amelio- Foundation, was that there are “many agen- rated by schooling alone. Schools in the cies that educate,” and all must be under- United States and all other nations sup- stood in the varied contributions that they president’s essay president’s ply an important but limited portion of chil- make. Many of the grants made by the dren’s education. Foundation during Cremin’s tenure reflect- Leading educational researchers tra- ed this expansive view of education. ditionally have not focused much attention Finally, not only were studies of on schools. James observed in his President’s schooling, which were, of course, studies Comments in the 1974 Annual Report, “Our of educational practice, not seen as being faith in schooling persists, despite the recent as potentially significant in explaining edu- upsurge of attacks upon it by romantic crit- cation as were broader studies of social- 11 ics....studies should be directing our atten- ization, but school studies forced investi- tion to the many other entities contribut- gators into dealing with problems of prac- ing to education in our society. The fam- tice that were at variance with the metic- ily, peer groups, the media, and many other ulous experimental research designs favored factors contribute importantly to preschool by leading researchers during most of this education: they undoubtedly continue century. Studies of practice were “messy” to contribute throughout the period of for- and hence were not likely to be “scientif- mal schooling, and they again become para- ic” at a time that in mount after schooling is completed.” James the United States Today we are less confident that continued, “For those interested in equal- the terms for “sci- all scholarship must be scientific ity of opportunity in education, the results entific” and “schol- in the limited sense of science dri- of studies of contributions made to educa- arly” were inter- tion other than through formal schooling changeable. There ven by the traditions of the nat- are likely to be as distressing as the stud- could be no work ural sciences. ies of formal schooling referred to above - that was scholarly for one simple reason. We have many without its being scientific. schools that are eminently satisfactory to Today we are less confident that all the clientele they serve; they are usually scholarship must be scientific in the lim- located in communities where the family, ited sense of science driven by the tradi- the churches, local government, the media tions of the natural sciences. The Spencer for communication, and many kinds of Foundation’s unique heritage is one of con- social agencies also work reasonably well. cern with behavioral sciences and educa- Where schools are least effective, howev- tion. While we remain committed to the er, all those other potential contributions contributions of the behavioral sciences, to the education of children are also likely we are also more aware today than we were THE SPENCER FOUNDATION

twenty-five years ago of the range of edu- pose of the Foundation. Our current assets cational dilemmas whose puzzles do not of $315.5 million have grown from an ini- yield easily to interventions by the behav- tial base of $79 million in 1973. Grant expen- ioral sciences alone. ditures authorized by the Foundation dur- Schooling, and its improvement for ing its twenty-five year history amount to all children, has become for the first time $157.3 million. Details on our financial his- in American history an important, though tory are presented by John Barcroft and still not dominant, issue for the entire pop- Ines Milne on pages 36 to 39. ulace. That was the nascent sentiment As we at Spencer have learned, which catapulted A Nation at Risk into promi- endowments go up and go down and in our nence. It remains much easier to assign first fifteen years we had more experience the problems inherent in the society to the with their going down in purchasing power schools for them to correct with the chil- than in going up. When they do rise, how- dren than to address them with adults in ever, the Foundation needs to be nimble in the society at large. Thus, late twentieth spending the increased funds wisely and century Americans give good schooling for in ways that take into account the possible all a prominence unique in our history. subsequent decline. Our decision has been president’s essay president’s Such public attitudes affect our environ- to keep our full-time professional staff rel- ment, as our fellow foundation and gov- atively small and to rely extensively on out- ernment colleagues struggle to find strate- side advisory committees to assist us in gies for school improvement they can fund. making recommendations to our Board for The most persistent question is “will this expenditures. The principal virtue of the intervention work and why?” Thus, the committee structure is that we are able need is for educational research of a high to attract a much wider variety of experts quality that will help educators become on educational research than we would 12 more effective with all children. ever be able to hire, and we hope that these advisors will publicize our programs to their CORPORATE CULTURE OF THE colleagues so that we can attract the best FOUNDATION possible applicants for our funds. Thus far, The most important aspect of the we have been very pleased with the efforts internal life of the Spencer Foundation dur- of these committees, and we are extraor- ing the last twenty-five years has been the dinarily grateful to the gifted professionals stability of its assets in terms of “buying who have found time in their busy sched- power” and the extraordinary growth in ules to help us in our deliberations. terms of “nominal Finally, as a staff and as a Board dollars.” Despite our we sometimes wonder whether we are Schooling, and its improvement obligation to expend doing as good a job as we should. For a for all children, has become for the five percent of our research foundation, particularly, that is first time in American history an assets annually, we a difficult question to answer in the short important, though still not domi- have managed to find term since the proof of our pudding is in investment managers the degree to which the work we sup- nant, issue for the entire populace. who have earned port improves our knowledge and prac- enough money for us tice of education. Even after twenty-five to do that and keep our endowment at a years, the answer is not immediately clear. slightly greater value than we had initial- We do feel reasonably confident that we ly. Most importantly during the last sev- are supporting some of the best research eral years we have reduced our investment in education, certainly in the U.S. and pos- costs by nearly one million dollars annu- sibly even some of it abroad. Our grantees, ally, and those additional funds are avail- particularly our older ones, have received able for grant-making, which is the pur- significant recognition for their work. 1996 ANNUAL REPORT

Nearly all the U.S. winners of the Ultimately, however, the Spencer Grawemeyer Award in education have Foundation has put its faith in the wisdom been earlier Spencer recipients, for exam- of the field in determining what were the ple. We also know that we have made most important research questions to inves- some mistakes. Rather to my chagrin, I tigate related to education and who was best have come to realize that over half of the able to undertake them. Through our fel- persons we have invited to be Spencer lowships we want to make sure that junior Senior Scholars were earlier turned down people seeking research careers have a chance by us on research projects. One wonders for support from us. We seek to support a particularly about the roads not taken; for community of researchers in education who example, the decision not to support a pro- will have rigorous standards for their work fessorship related to behavioral sciences and commitment to improving education and education at the Princeton Institute for all. We try to keep our own organization for Advanced Study when it was attempt- as efficient as possible so that the maximum ing to develop a strong social science pro- amount of the Spencer endowment can go gram. to support the researchers, not the Foundation. president’s essay president’s

13 THE SPENCER FOUNDATION

THE MAJOR RESEARCH GRANTS PROGRAM Rebecca Barr, Senior Program Officer

ince the Spencer Foundation initi- values of adults. This diversity of foci has ated formal grantmaking in 1971, its continued to characterize the grants fund- Spolicy has been to welcome propos- ed by the Foundation during the twenty- als from a wide variety of fields on a vir- five years of its existence, but the relative tually unlimited range of topics and issues weight that scholars have attached to spe- related to education. For twenty-five years, cific methods and areas of investigation research proposals to be funded have “com- has shifted from time to time. In this brief peted” against one another not only in terms overview of our experience, we focus first of the quality of the design, but in terms of on the shift in research topics, then on the importance of the issue being investi- changes in methods, and finally on the gated, and in both cases through judgments characteristics of the scholars funded. made in large measure by the assessments of peer reviewers and other professionals. RESEARCH TOPICS The result of this approach to grantmak- To illustrate ways in which trends in ing is that in many ways the Foundation’s our funding of educational research have grants for the last twenty-five years have changed over twenty-five years, we clas- been reflective of two forces: (1) the curios- sified all proposals funded by the Major ity of individual researchers; and (2) the Grants Program by research topic. Some intellectual maturation of research about cognitive studies focused mainly on the major research grants major research human learning and development and thinking and learning of individuals. Other 14 about the institutions, particularly schools, studies of social development placed these which support them. individuals in the context of families, com- Over this twenty-five year period, the munities, and societies. Still other grantees Foundation has committed a total of were interested in schooling processes as $97,383,825 to research conducted through they occur in classrooms and schools. The the Major Grants investigations in this area focused on the Program. This amount curriculum, teaching and learning of stu- …in many ways the Foundation’s has risen over the years dents, and the learning of teachers. Some grants for the last twenty-five years from an average of researchers, viewing educational phe- have been reflective of two forces: $1,570,791 (nominal nomena from a larger perspective, were (1) the curiosity of individual dollars) per year dur- concerned with the determinants of learn- ing the first five-year ing and relationship among factors influ- researchers; and (2) the intellec- period of funding encing and mediating school success and tual maturation of research about (1971-1975) to an aver- success thereafter. Others studied educa- human learning and development… age of $6,415,597 (nom- tional organizations—how they work and inal dollars) per year how they are related to other institutions. during the last five-year Investigators of a smaller but substantial period (1991-1995). In constant dollars, body of funded proposals viewed educa- 1973 values, this represents an increase of tional phenomena from a historical per- 35 percent (see Figure 2, page 39). spective. Among the first projects funded in During the 1970s and early 1980s, the early 1970s were a longitudinal follow- Spencer-funded educational research tend- up of the High/Scope pre-school inter- ed to focus on individuals. As shown in vention, a study of scientifically precocious Figure 1, awards to scholars studying cog- youth, and an analysis of the enduring nition and learning clearly exceeded awards effects of education on the knowledge and in other areas during the first fifteen years 1996 ANNUAL REPORT

of the Major Grants Program. Research cal bases of learning has declined. Only during this period focused on such topics two studies with this focus were funded as cognitive development in pre-school from 1986-1990, and none was funded after children, semantic integration of sentences 1991. Thus, a substantial portion of the and pictures, intrinsic motivation, and mem- decrease in funding for cognitive research ory development in adolescence. can be accounted for by the current small Studies exploring the biological bases number of funded studies focused on the of learning were also included in this group. biological bases of learning. Topics pursued included genetic analysis A second contributing factor may be of reading disabilities, neurobehavioral mat- the general trend away from educational uration and school readiness, brain later- research focused on the laboratory-based, alization in newborns, and diversities in decontextualized learning of individuals to hemispheric arousal patterns. These that concerned with learning and devel- accounted for about half of the studies on opment in the context of families, com- cognition and learning in 1971-1975, and munities, classrooms and schools. Indeed, about 30 percent in 1976-1980 and 1981- some psychologists and psycholinguists 1985. who were funded for studies of individu- The number of cognitive studies als in laboratory settings during the early focusing on individuals has declined years of the Spencer Foundation, were fund- markedly during the past ten years. Where ed in later years for work conducted in fam- grants major research once these dominated Spencer’s research ily and school settings. For example, in 15 grants program, they now share the 1974 Spencer grantee Howard Gardner Foundation’s resources more evenly with focused on the development of symbolic other topical areas. What may have led capacities. His most recent work, funded to this reallocation? Most obviously, the by Spencer in 1990, focused on enhancing number of studies focused on the biologi- disciplinary understanding in teachers and

Figure 1: Topical Foci of Research Grants, 1971-1995 40 35 30 25

Percent 20 15 10 5 0 1971-1975 1976-1980 1981-1985 1986-1990 1991-1995 Five-Year Periods Cognitive Research Schooling Processes History Social Development Determinants Other Organizations THE SPENCER FOUNDATION

guage maintenance and shift in early ado- lescence. Nevertheless, as reflected in this area and in the other topical areas, there has been a dramatic increase in the num- ber of studies focused on issues of gender and ethnicity. Across all areas, there has been an increase from an average of two studies per year during the first ten years of the Foundation, to an average of six per year during the past ten years. Figure 1 shows that studies of class- room culture and learning were not heav- ily supported in the early and middle years of the Foundation. Scholarly interest in classroom studies increased during the 1986- 1990 period and grew even more during the Senior Program Officer Rebecca Barr. (Photo: Stuart-Rogers) most recent five-year period. This body of research included some projects focused students. Similarly, in 1984 Catherine Snow on topics such as an evaluation of a Piaget- focused on factors affecting the acquisition based school curriculum, assessment of the of conversational and literacy skills. In 1993 relations among textbook difficulty, read- she was funded by the Foundation for her ing achievement and knowledge acquisi- study of language and literacy development tion, and an examination of subject matter

major research grants major research in home and school. as a context for high school teaching. Projects The second topical area includes also focused on the social context of learn- 16 investigations concerned with the devel- ing in classrooms; one, for example, assessed opment of individuals in the context of fam- the relations among classroom organiza- ily, community, and society. These con- tion, instruction, and learning; another textual studies, conducted mainly by devel- examined peer interaction as a context opmental psychologists and anthropolo- for mathematics learning; and a third gists, pursued research on social develop- explored reconfiguring the contexts of edu- ment, cultural transmission, and the devel- cation. Other projects pertaining to the edu- opment of identity. As Figure 1 indicates, cation of minority groups focused on lit- there were thirteen studies of social devel- eracy experiences, the social context of opment during the first five years of grant- emergent Spanish literacy, and reading and making by the Foundation. This number writing in inner-city communities. A final increased to an average of about thirty-eight group of projects was concerned with class- studies for each five-year period from 1976- room discourse and examined such topics 1990. Since 1990, the number of such stud- as dialogue and education, learning through ies declined to about twenty-six. talk, and the processes of conceptual learn- Studies of social development fund- ing during conversational discourse. ed during the first ten years of the Three major trends have occurred Foundation focused on such topics as the in the area of classroom studies. First, such effect of day care on psychological growth, studies have become more multifaceted the socialization of affect in early childhood, than in earlier years. Richer descriptions and the ecology of adolescent self-esteem. of classroom processes are attempted and During the past ten years, investigations a greater effort is made to represent more have continued in a similar vein as indi- than one aspect of classroom instruction cated by such topics as coping patterns of such as discourse and curriculum, teacher school-aged children, intergenerational decision-making, and students’ percep- transmission of parenting, literacy among tions. Second, as in the case of studies Mexican immigrants in Chicago, and lan- of social development, there has been 1996 ANNUAL REPORT

increased focus on the learning of inner- of organizational structure and policy. That city students, particularly those from minor- is, recent projects bring to bear more com- ity groups. Third, studies of teacher learn- plex organizational models, especially as ing in classrooms have mushroomed in these pertain to urban schools (monitoring recent years. The few studies in this area and researching the effects of school reform conducted during the 1970s and 1980s in Chicago; reconstructing state school sys- focused on such topics as knowledge growth tems: the case of Kentucky; an economic in a profession, the role of clinical edu- model of teacher turnover; how state assess- cation in professional training, and career ments influence curricular content and class- ladders in education. During the period room processes; and system-wide gover- from 1991-1995, studies of teacher learn- nance in the Chicago Public Schools). ing have increased and now account for Figure 1 shows that studies of the about 20 percent of all funded studies in history of education rose during the early the area of classroom culture and learn- years of the Foundation to a pinnacle dur- ing. Topics such as teacher inquiry and ing the 1986-1990 period. During the past the epistemology of teaching, urban teach- five years, there has been a slight decline ers’ struggles in sharing power with their in the number of historical studies of edu- students, new roles for teachers, and under- cation. Historical studies are quite varied standing learning in teacher/researcher in their foci and include those pertaining communities are being pursued. to school reform and its interpretation and Research which focuses on educa- the social history of educational research. tional outcomes, and especially on factors Other projects focus on issues of gender, influencing and mediating school success, examining the history of women in British

has been supported historically by the universities; women scholars in social sci- grants major research Spencer Foundation, but particularly in ence disciplines; and women teachers in 17 the 1980s and early 1990s. As previous- American history. Still others pursue issues ly noted, the earliest study of this type of ethnicity and education, for example the focused on secondary analysis of evidence educational vision of the Black middle class to assess the enduring effects of education during 1900-1960; and racial conflict and on the knowledge and values of adults. cultural politics in the United States. Finally, Other early work included studies of a group of historical studies interpret the antecedents of academic performance and lives of noted educators, such as M. Carey educational attainments, cultural and social Thomas, Nicholas Murray Butler, and class variations in child training values, Gertrude Battles Lange. the economics of time allocation in schools, In sum, the Major and the International Educational Research Grants Program of the …recent projects bring to bear Assessment (IEA) mathematics study. Spencer Foundation continues More recent projects show an increased to be characterized by a diver- more complex organizational mod- focus on minority groups and greater atten- sity of foci that was discernible els, especially as these pertain to tion to processes affecting learning (e.g., even in its first funding cycle. urban schools… passages through adolescence with impli- There have, however, been cations for educational outcomes; minor- some changes in topical focus. ity suburbanization and the achievement Notable trends include a preference for psy- of minority students; children of immi- chological studies focused on individuals grants: the adaptation process of the sec- during the 1970s through 1985. From 1986- ond generation; extra-curricular influences 1995, however, the number of funded psy- on paths into and out of academic diffi- chological studies declined until it reached culty; and a longitudinal study of school a level similar to that of projects in other outcomes for high-risk children). topical areas. We see this as part of a more A similar pattern is shown for studies general trend toward the study of indi- THE SPENCER FOUNDATION

viduals as they interact with families and the period from 1989-1995 in the following in communities, instead of in laboratory methodological categories: ethnographic, settings working on artificial tasks, and observational, documentary analysis, inter- toward representing phenomena in more views, surveys and tests, and experimen- complex ways. tal. This analysis revealed more descrip- Topically, we have seen an increase tive methods (ethnography and observa- in proposals concerned with ethnicity and tion) in recent grants with an almost total gender and those concerned with reform, eclipse of experimental designs during this particularly in urban schools. There also time period. appears to be a shift away from the study We believe that the number of inves- of educational issues from the perspective tigators using multiple methods increased of a single discipline to problems that cross- during this period. More seemed to include, cut the boundaries of several disciplines. for example, a historical component to sit- For example, the studies of language main- uate an ethnography or a survey in con- tenance and acculturation draw on psy- texts that were the focus of in-depth descrip- cholinguistic theories of language devel- tion through interviews, description, and opment, as well as sociological theories of ethnographies. In order to test this impres- culture and acculturation. Projects exam- sion, we clustered related methods: ethno- ining new forms of assessment are graphic with observational approaches and addressed in the context of formulations interview with survey methods. Our analy- of content learning and organizational the- sis, summarized in Figure 2, shows that by ories. 1990, the number of studies using single or related methods was almost equalled by RESEARCH METHODS major research grants major research the number using multiple methods. Since These changes in substantive focus 1990, there has been a dramatic increase 18 are paralleled by changes in methodolog- in the number of investigators who pursue ical approach in recent years. We classi- their questions using multiple methods. fied all Major Research Grants funded in

Figure 2: Proportion of Studies Using Single or Related Methods and Those Using Multiple Methods, 1990 — 1995 80 70 60 50 40 30 Percentage 20 10 0 1990 1991 1992 1993 1994 1995 Year Single/Related Methods Multiple Methods 1996 ANNUAL REPORT

CHARACTERISTICS OF SCHOLARS FUNDED Who have been the recipients of Major Research Grants during the twenty-five years of the program? We pursued this question by examining the institutional and departmental affiliations of the grantees. Researchers successful in the Program have tended to be faculty members at major U.S. research universities. On average 75 per- cent come from universities that are cat- egorized as “Research I Universities” (Carnegie Classification). This percentage Board Chairman David Tatel and Board member George has tended to remain constant over the Ranney discuss proposals brought to the Board for con- twenty-five year period. sideration. The Foundation’s Board meets three times With regard to departmental affilia- a year to discuss grant proposals. (Photo: J. Ziv) tion prior to 1990, Major Research Grants funds went primarily to researchers from the disciplines. During this twenty-five ever, slightly more than half of the inves- year period only a quarter of the scholars tigators have been women. Most schol- receiving grants were located in depart- ars funded by the Program are sole inves- ments or schools of education. However, tigators. The number of projects with mul- in the 1990s, there has been more balance tiple investigators has tended to average in the departmental location of investiga- between 25 to 30 percent during the twen- grants major research tors. On average, since 1990, 40 percent of ty-five years of the Program. 19 successful applicants have been faculty in In contrast to the changes observed education departments or schools. in topics and methods over the past twen- However, the Program continues to draw ty-five years, we see relatively few changes a majority of recipients from disciplines in the characteristics of scholars who receive rather than from the field of education, and the grants. Most of those funded have been the majority of recipients continues to be established male scholars from major affiliated with major research universities. research universities and from departments As would be expected, most of the other than education. In recent years there Major Research Grants Program recipients has been an increase in the proportion of are established scholars. About 60 percent female scholars funded and a slight increase received their Ph.D.s ten or more years ago. in the number of recent graduates funded. Few are recent graduates; less than 10 per- The Spencer Foundation, through its cent received their Ph.D.s five years ago or Major Research Grants Program, has pro- less. There has, however, been a slight vided funds to highly regarded scholars increase in the number of recent graduates, to pursue issues related to educational from an average of fewer than 3 percent for processes, practice, and policy. While inter- the period from 1986-1990 to an average of est in a diverse set of issues has charac- about 10 percent from 1990-1996. terized the program during the last twen- In general during this twenty-five ty-five years, we see a trend toward pur- year period, more grants have been award- suing these issues in more contextual- ed to men than to women. From 1971-1991, ized ways with multiple methods that cap- the percentage of female investigators aver- ture more completely the complex nature aged about 35 percent. Since 1992, how- of education. launched newones… ceived earlierinitiatives and young researchers. Itrecon- professional development of investment infellowships for the nificantly increased itsown changed, theFoundation sig- …as academicjobmarkets fellowship programs 20 THE SPENCERFOUNDATION Academy ofEducation to support Spencer to Universities andagrant to theNational imental fellowship programs: SeedGrants made grants totaling $613,500 intwo exper- first year ofgrant-making, theFoundation research amongyoungscholars. Duringits the Foundation to foster education-related lowships for theprofessional development cantly increased itsowninvestment infel- markets changed,theFoundation signifi- ically inthe1980s, andasacademicjob in the1970s andthento diminishdramat- these andothersources beganto decline science research related to education.As 1970s, especiallyfor behavioral andsocial private fundinginthelate1960sandearly availability ofothersources ofpublicand consistent, buildingstrategically onthe of educationalresearchers was modestbut 1980s, thiseffort to increase thenumber study ofquestionsrelevant to education. and thosewell established there —to the of scholars —thosenewto theacademy designed to attract andholdawidevariety ship ofitsfirst president, H.ThomasJames, of fellowship programs undertheleader- then, theFoundation initiatedanumber tiveness ofeducation.From itsinception, great promise for increasing theeffec- as well asinthefieldofeducation, held L Throughout the1970s andinto the basic research inthedisciplines, Foundation withtheconvictionthat yle Spencerestablished theSpencer evidence ofthecommitment the Foundation (1971) provides improvement ofeducation. bear ontheunderstanding and insights ofallthedisciplinesto to develop talent andbringthe launched newonesinitsdesire ceived earlierinitiatives and of youngresearchers. Itrecon- EARLY INITIATIVES: 1971- Catherine A.Lacey,SeniorProgram Officer THE FELLOWSHIP PROGRAMS The first AnnualReport of 1986 fifteen years, eventually givingatotal of the SeedGrant Program during thenext of instruction.” ters ofclassroom managementormethods tion for schoolingto purely technicalmat- publicized ideassuchasracial integra- practical to theesoteric;from nationally- a 1973report commented,“from theover- concerns related to educationranging, as ies supportedcovered avery broad setof cational psychology,andlaw. Thestud- diverse associologyandpediatrics, edu- these went to researchers from fieldsas from $100 to $11,500 intheearly years, and of awards to individualscholars ranged with widevariation resulting. Theamount its program to itsuniquesettingandneeds, phenomena. op newlinesofinquiryinto educational span two ormore disciplinesanddevel- ulty members. Ideally,theseprojects would and fundresearch proposals ofyoungfac- school ordepartmentofeducationto review bers would beconvened bythedeanof the plinary committeeofseniorfaculty mem- Foundation envisionedthataninterdisci- Grants ofvarying amounts. Ineach,the years, otherinstitutionsreceived Seed ty educationalresearch. Insubsequent ciplinary communicationandhigh-quali- versities whichgave evidenceofcross-dis- three years, to five leadingresearch uni- Grants of$90,000each,to beusedover the SpencerFoundation awarded Seed into themid-1980s. programs continuedasoriginallyconceived stimulate themostpowerfulresearch. Both tutions to findthemostablepeopleand both utilized theabilityofexisting insti- young talent for educational research and grams soughtto identifyandencourage Fellows andAcademy Associates. Bothpro- SEED GRANTS TO UNIVERSITIES The Foundation continuedto adjust In practice, each university tailored As oneofitsfirst initiatives in1971, within theFoundation. Research Grants Program administered Program ofgreater reach andaSmall duced to doso:aPostdoctoral Fellowship of theeffort. Two alternatives were intro- approaches mightbetterserve thepurposes research community,butthatother for thework oftheAmericaneducational ing adifficulttimeofreceding resources Foundation’s mostimportant activitiesdur- Seed Grant Program was oneofthe Lawrence A.Cremin to concludethatthe uation oftheprogram ledPresident Black institutions. In1986,extensive eval- number ofsouthernand/orhistorically ty-four different universities, includinga $6,520,000 inSeedGrants to atotal oftwen- an annualstipend($7,500attheProgram’s Fellows annuallyandprovided themwith invaluable. Theyselectedfive Spencer of theNational Academy members proved ally spannedfifteenyears, thestrengths ars. Through thisinitiative, whicheventu- years to fundandencourage youngschol- approximately $55,000peryearfor three National Academy ofEducation(NAE) Spencer Foundation hadawarded the Figure 1:GenderofNAE/Spencer Fellows 1972-1986 Number of Fellows 0 1 2 3 4 5 EDUCATION FELLOWSHIP In asecondinitiative of1971, the NATIONAL ACADEMY OF 7 7 7 7 7 7 7 7 8 8 8 8 8 8 ’86 ’85 ’84 ’83 ’82 ’81 ’80 ’79 ’78 ’77 ’76 ’75 ’74 ’73 ’72 PROGRAM aeFemale Male Year Senior Program OfficerCatherineA.Lacey. doctorate(see Figure 1).Sincedeliberate in five to seven years ofhavingearnedthe (fifty menandtwenty-five women) with- named atotal ofseventy-five SpencerFellows icy-related topic. National Academy member, oftenonapol- do summerresearch inconsultation witha year andsupportedthemmore modestlyto also namedtwo Academy Associatesper vidual learningandcognition).TheNAE out ofthree studiedprocesses related to indi- sue work oftheirownchoosing(nearlytwo beginning; $10,000 byitsconclusion)to pur- Between 1972and1986,theNAE 1996 ANNUAL REPORT (Photo: Stuart-Rogers) 21 fellowship programs fellowship programs 22 THE SPENCERFOUNDATION some fiftyinstitutionsofgreat diversity. own institutions, theseFellows hailedfrom not concentrated inAcademy members’ efforts were madeto identifyyoungtalent plinary boundaries. the intenseexchange there across disci- year’s residency atCASBS andhave enriched have pursued theirownresearch duringa ninety-nine menandforty-three women the socialcontexts oflearning.To date, education, development, cognition,and who have particularinterests inissuesof three to twelve SpencerFellows annually tributed to thesupportatCenter of in Education,theFoundation hascon- million ofinvestment for SpencerFellows in Palo Alto, California. Through some$3.5 Study intheBehavioral Sciences(CASBS) since 1971, isto theCenterfor Advanced port educationalinquirythere. enced scholars andto stimulateandsup- most creative andproductive ofexperi- of interdisciplinary exchange amongthe to academe. Italsoattemptedto locatesites its earlyfellowship activityto thosenew STUDY INBEHAVIORAL SCIENCES Figure 2:NAE/Spencer Postdoctoral Fellows, 1987-1995Departmental Affiliation AT THECENTERFOR ADVANCED SUPPORT OFSENIORSCHOLARS One suchcommitment,sustained The SpencerFoundation didnotlimit

Percentage 20 30 40 50 60 80 70 10 0 1987 9818 9019 9219 941995 1994 1993 1992 1991 1990 1989 1988 dcto Other Education Year minority graduate studentfellowships. ed studentsineducation,asdidFord inits and postdoctoral support,explicitly exclud- did initiateprograms for graduate student interim. TheMellonFoundation, which cern offoundations established duringthe cational research was notaprioritycon- eliminated. Ingeneral, supportfor edu- National InstituteofEducationhadbeen Act TitleIVfellowships were gone, andthe such astheNational DefenseEducation emic graduate training. Federal programs doned theirfellowship programs for acad- and Woodrow WilsonFoundations hadaban- younger scholars. TheDanforth, Rockefeller, 1980s, thisdeclineespeciallyaffected cantly from theearly1970s. Inthemid- interested ineducationdeclinedsignifi- and private sources for scholars specifically society expanded, thefundsfrom public educational opportunitiesinademocratic work ineducationexpanded asaccessto had changed.Even astheneedfor creative in educationalinquiry.Funding realities port adiverse group ofFellows interested expanded itsefforts to attract andsup- the SpencerFoundation significantly ership ofPresident Lawrence A.Cremin, RMTEMD18sTO THEMID- FROM THEMID-1980s 1990s: DEVELOPMENT OF THEFEL- During themid-1980s, underthelead- LOWSHIP PROGRAMS These numbers continued to grow over the the amountofstipend (to $25,000). their doctoral degree (to twenty-five) and given to researchers withinfive years of expanded boththenumberoffellowships new initiatives were proposed. ground. Earlierinitiatives were reconceived; ed for publishingorchartingnewresearch absence —thekindoftimegenerally need- equate to provide for ayear’s leave of (the average was $8,800in1985)was inad- stipend awarded to NAE/Spencer Fellows research competenceandagendas. The resources to supportthedevelopment of ing” universities, withlimitedtimeor themselves inliberal artsand/or“teach- obtain appointmentsinthem;theyfound ing universities, were nolongerableto talented researchers, well-educated inlead- demic jobmarket was tighteningup.Young Jeffrey Snodgrass, Gregory Anderson, DavidSlater Julie Foertsch. SecondRow Standing (leftto right);Jeffrey Mullins, George Boudreau, Lewis, Richard Patz, Sandra Black, Katherine Simon,Sharon Hobbs, ClaudiaBuchmann, Sofia Villenas, EmilioParrado, Rebecca Edwards, JulieFrazer, LincolnQuillian,Stephen Nidhi Mehrotra. First Row Standing (leftto right);CynthiaBrock, MaryCarroll Johansen, Senior Program Officer, Deborah Lustig,Sandra Stein,MenahPratt, GiglianaMelzi, Andrea Nagy, MingChiu,Elizabeth Lynn,AssociateProgram Officer, CatherineLacey, 1995 SpencerDissertation Fellows: Seated(leftto right);Adina Back,Richard Senghas, THE NATIONAL ACADEMY OF POSTDOCTORAL PROGRAM While fundingwas dryingup,theaca- In 1985,theSpencerFoundation EDUCATION/SPENCER Directors ofthe Foundation had explored uals andonscholarship inthefield. the impactoffellowships onindivid- the Postdoctoral Program inorder to assess porting anindependentfollow-up studyof Figure 2). TheFoundation iscurrently sup- disciplines andthefield ofeducation (see almost evenly balancedbetween traditional to scholars from abroad range offields, and hasawarded atotal of280fellowships million insupportfrom theFoundation Program hasreceived approximately $10 NAE/Spencer Postdoctoral Fellowship its first tenyears (1986-1995),the nity to present work atoneofthem.During ings peryearandproviding the opportu- dance for Fellows attwo Academy meet- gram inotherways as well, offeringatten- Academy ofEducationenhancedthepro- of $40,000are given eachyear. TheNational ensuing years; currently somethirtyawards FELLOWSHIP FOR RESEARCH THE SPENCERDISSERTATION RELATED TO EDUCATION In 1971, H.Thomas Jamesandthe (Photo: JohnNovajosky) 1996 ANNUAL REPORT 23 fellowship programs fellowship programs 24 THE SPENCERFOUNDATION across academicandintellectualbound- come together three timesfor exchange each cohortofDissertation Fellows has opportunities. Duringthepastthree years, to $17,000)withprofessional development port (thestipendhasgrown from $12,500 gram bycomplementingmonetary sup- Graham, theFoundation enhancedthepro- agement ofPresident Patricia Albjerg nally attheFoundation. Withtheencour- since 1992,ithasbeenadministeredinter- Foundation administered theprogram; (1986-1992), theWoodrow Wilson For thefirst seven years ofitsoperation an investment ofapproximately $5million. has supported260Dissertation Fellows with ation (1987-1995),theSpencerFoundation growth ofableresearchers inthefield. tation, thushelpingto ensure acontinued in thecompletionofdoctoral disser- scholars interested ineducationalresearch this effort assiststwenty-five to thirtyyoung Dissertation Fellowship Program. Annually, A. Cremin proposed the Spencer later, newly-selectedPresident Lawrence doctoral “career line”. More thanadecade about thebestpointofinterventionin in abeyanceuntilreaching greater clarity doctoral students, buttheyhadheldaction a variety ofways ofsupportingadvanced Figure 3:SpencerDissertation Fellows Departmental Affiliation,1993-1995 Over nineyears oftheProgram’s oper-

Percentage 20 30 40 50 60 80 70 10 0 9319 95Total 1995 1994 1993 dcto Other Education Year currently provide $350,000over athree- of significantresearch careers. ground, andcontributeanewthelearnings ars timeto reflect, integrate, break new to comeby;thisprogram gave proven schol- risky research arenas was especiallyhard education, supportfor neworpotentially Given decliningresources for thestudyof who are judgedto beat“peakofcareer.” number ofeminenteducationalresearchers Program to supportthework ofasmall Foundation initiatedtheSpencerScholars direction ofPresident Cremin, the field ofeducation.Thus, in1988,underthe encourage significantscholarship inthe part intheSpencerFoundation’s efforts to of education. ciplines andindepartmentsschools tional inquiry,bothwithintraditional dis- munity ofscholars committedto educa- that are designedto buildastrong com- NAE/Spencer Postdoctoral Fellows inways with eachother, seniorscholars, and es to thestudyofeducationshare work ety offields(seeFigure 3)andapproach- aries. Theseyoungresearchers from avari- THE SPENCERSCHOLARS The awards, whichare invitational, Senior scholars have playedaunique PROGRAM plinary seminarto foster conversation in attempted to implementacross-disci- local needs. In addition,mostoftheschools arrangements for studentsinresponse to oped abroad variety offinancialaid dents, thesixschoolsultimatelydevel- traditional multi-yearfellowships to stu- Although initialthinkingleanedtoward research-training baseuponwhichto build. regarded to have anexisting strong ments ofeducationwhichwere widely over three years to sixschools/depart- cial aidranging from $450,000to $900,000 institutional blockgrants for studentfinan- Training Grant Initiative hasprovided has three elements. First, theResearch tional research communityingeneral. er venue for strengthening theeduca- the Foundation hopedto findyetanoth- ration ofneweducationalresearchers, that would encourage rigor intheprepa- graduate studyineducationamanner forms offinancialsupportfor full-time tice andschoolreform. Byproviding new ingly criticalissuesofeducationalprac- facing newfiscalconstraints andincreas- strength ofgraduate training programs well asconcernsabouttheintellectual researchers ineducationparticular, as research ingeneral andfor training of decline infiscalsupportforeducational President Graham notedcontinuing ing theGraduate Fellowship Program, in educationalresearch. Inrecommend- port graduate studentspursuing careers three newfinancialaidinitiatives to sup- from traditional disciplines. ments orschoolsofeducation,andhalf male. Roughly halfhave comefrom depart- Spencer Scholars. Seventy-two percent are ars from tendifferent institutionsto become has invitedeighteendistinguishedschol- Between 1988and1996,the Foundation sue broadly-defined research agendas. to-five-year period,freeing awardees to pur- THE GRADUATE FELLOWSHIP The Graduate Fellowship Program In 1993,theFoundation introduced PROGRAM INITIATIVES research groups, to travel funds. to smallstipendsfor participantsin to supportstudents, from fullfellowships, generated a variety ofcreative methods Spencer Mentor Network members have appointments intraditional disciplines. ulty withjointappointmentsor of education,andtheremainder to fac- to faculty locatedinschools/departments more than halfoftheseawards were made expenditure ofabout$1.5million.Slightly thirty-one faculty members, for atotal twenty-nine awards have beenmadeto with them.Inthree years ofoperation, to beusedto supportstudentsworking and active mentors ofgraduate students, who were strong educationalresearchers $50,000 to individualfaculty members Network initiative, provided grants of Fellowship Program, theSpencerMentor ed seniorscholars. tutes, attendedbyFellows andbyinvit- sored national-level research training insti- tunities for fellowship recipients andspon- istrators have developed mentoring oppor- ing withAERAresources, program admin- ships. BysupplementingSpencerfund- gram hasprovided thirty-eightfellow- In thefirst two years ofoperation, thepro- students inabroad range ofinstitutions. to provide studyandtravel fellowships to of $250,000,renewable over three years, Research Associationreceived agrant January, 1994,theAmericanEducation Fellowship andTravel Grant Program. In Association/Spencer Doctoral Research Educational Research was theAmerican Fellowship Program ment oftheGraduate the sixinstitutions. dents ofeducationin financial aidto stu- vided atotal ofmore than$3.5millionin years ofoperation, theinitiative haspro- research training inparticular. Inthree about educationalresearch ingeneral and the larger faculty-student community The third elementoftheGraduate The secondele- 1996 ANNUAL REPORT of education. significant scholarship inthe field Foundation’s efforts to encourage unique partintheSpencer Senior scholars have playeda 25 fellowship programs fellowship programs 26 THE SPENCERFOUNDATION (Photo Stuart-Rogers) and Mentoring Program andtheMajorGrants Program. as well asthePractitioner Research Communication responsibilities includework intheFellowship Programs, Foundation staff duringthesummer of1996.Her Associate Program OfficerLisaR.Lattucajoinedthe In order to fulfillitsmissionofsupporting munity through itsfellowship programs. the future oftheeducationalresearch com- Foundation haspurposively invested in From itsbeginnings, theSpencer ing educationfor thetwenty-first century. inquiry isbrought to bearontheissuesfac- view to assure thatthebestofthoughtand strong research training there —allwitha arena ofgraduate educationto support Program has taken three routes into the most recently, theGraduate Fellowship Spencer Scholars Program. Further, and Dissertation Fellowship Program, andthe Fellowship Program, theSpencer represented bytheNAE Postdoctoral stantial investments ofthoughtandfunds in Behavioral Sciencesto themore sub- of Fellows attheCenterfor Advanced Study the SeedGrant Program, andtheSupport the earlyNAE/Spencer Fellows Program, the modestlevels ofsupportprovided in the years, theFoundation hasmoved from dilemmas ofeducationhasincreased. Over for fresh andrigorous insightinto the vate fundinghave declinedandastheneed years asothersources ofpublicandpri- new to thefield,hasintensified over the ment ofsuchresearchers, especiallythose commitment to theprofessional develop- to thestudyofeducational problems. This scholars ofanyageandmanydisciplines has beenintentuponattracting talented knowledge abouteducation,theFoundation research thatgives promise ofyieldingnew F grant-making existence —1987and1988 at theFoundation. months from thetimeproposal arrives veyed to applicantswithintwo to three quickly. Award decisionsare usuallycon- the Program isto provide modestfunds disciplines andinstitutions. Theintentof al life, andwhoare locatedinavariety of are atdifferent stages oftheirprofession- to theneedsofeducationalresearchers who grants programs. be avital partoftheFoundation’s research Since thattimetheProgram has grown to leadership ofPresident Lawrence A.Cremin. was formally established in1986underthe ing, theSmallResearch Grants Program stability andcohesionto thisform offund- already underway. Inorder to give added er investigations, orcompleteresearch inquiry, pursue addeddimensionsoflarg- sums ofmoneyto explore newareas of through theprovision ofrelatively small tion of the SmallResearch Grants Program. her tenure attheSpencer Foundation, oneofherresponsibilities was the administra- 1 Dr. Banerji’s three-year termas AssociateProgram Officer expired inJuly,1996.During Figure 1:NumberofGrants: MajorResearch Grants and Small Research Grants Programs

Number of Grants In eachofthefirst two years ofits The SmallGrants Program responds researchers have beenencouraged up to thepresent, educational rom theearlydaysofFoundation 20 30 40 50 60 80 70 10 0 9718 9919 9119 9319 951996 1995 1994 1993 1992 1991 1990 1989 1988 1987 THE SMALLRESEARCH GRANTS Rukmini Banerji,Associate Program Officer ao rnsSmall Grants Major Grants PROGRAM Year the Program budget. cations andtheincreases inthesize of both therisingnumberofhigh-qualityappli- in thenumberofSmallGrant awards reflects Grants awardees (seeFigure 1).Theincrease Program hasexceeded thenumberofMajor ported bytheSmallGrants Research since 1990thetotal numberofscholars sup- because ofthemodestsize ofthe award, ed to MajorResearch Grant recipients. Yet, This ismuchlessthanthattypicallyaward- 1993, thisamountwas increased to $12,000. maximum individualgrant was $7,500;in amount was increased. Priorto 1993,the year. At thesametime, themaximumaward allocation was increased to $1.1millionper research community,andso,in1993,the increase inpopularityand value to the to $350,000.TheProgram continuedto amount available for awards was increased Effective withthe1989grant year, the — $250,000was allocatedto theProgram. Small Grants Program created for educa- RESEARCH OPPORTUNITIES What kindsofopportunitieshasthe CREATED 1996 ANNUAL REPORT 1 27 small research grants small research grants 28 THE SPENCERFOUNDATION (Photo: StuartRogers) sibilities includetheSmallResearch Grants Program. member oftheFoundation program staff. Herrespon- Associate Program OfficerTerri Pigottisthenewest the SmallGrants Program to helphimtake gation andschooloutcomes, heappliedto relationships between residential segre- first becameinterested instudying theinter- research oneducationalissues. Whenhe had notbeenengagedspecificallyin lyzing issuesrelated to urbanization but nificant portionofhisacademiccareerana- Kain ofHarvard University hadspentasig- any promise. For example, economistJohn explorations to seewhethertheirideashold cational research needresources for initial ies. Scholars enteringanewdomainofedu- first and predominant useisfor “pilot”stud- since theformalization oftheProgram. The these grants have beenusedinthetenyears we canidentifyseveral majorways inwhich the purposesofgrants intheProgram, ologically. cipline ortopic conceptuallyormethod- recipients to “testtheboundaries”ofadis- ence, itliesinthetendencyofSmallGrant Major Grants Program. Ifthere isadiffer- patterns are notdissimilarto thosefor the of SmallGrant projects isconcerned,the tional researchers? Asfar astopical focus Although it is difficult toAlthough itisdifficult categorize larger research project. ASmallGrant Program fundedspecificelementsofher sequent years. Helpfrom theSmallGrants continued to work onthisproject insub- NAE/Spencer Postdoctoral Fellow, butshe American women duringheryearasan generational usesofliteracy amongAfrican- Gadsden started herstudyoftheinter- ple, theUniversity ofPennsylvania’s Vivian or completingalarger project. For exam- of ongoingwork, extending priorresearch, been frequently usedto accelerate thepace National Academy of Education. ed SpencerPostdoctoral Fellowships bythe recipients have subsequentlybeenaward- moneys. Inaddition,several SmallGrant have laterbeensupported byMajorGrant helped themto develop larger projects that researchers whoseSpencerSmallGrant ten years there have beenatleasttwenty Program. Ourdata suggestthatinthelast cations to Spencer’s MajorResearch Grants of recipients are successfulintheirappli- versities. number Inaddition,asignificant from sources internalto thescholars’ uni- ernment, from private foundations, and grants have comefrom theFederal gov- sources otherthantheFoundation. These subsequently received research grants from of grantees intheProgram since1991 have project. Over onethird ofthetotal number can leadto afully-developed majorresearch pilot research supported byaSmallGrant tional policy. zational mobilization andresulting educa- torical analysisofgroup interest, organi- her to laythegroundwork for alarger his- turn ofthecentury.Thisresearch helped conflicts over educationintheSouthat Pam Walters’ preliminary research onclass supported IndianaUniversity sociologist Similarly, fundingthrough theProgram ity studentsofmovement to thesuburbs. da ontheeducationalimpactuponminor- dations ofafuIl-blownnewresearch agen- findings; itenabledhimto buildthefoun- study generated promising preliminary the first stepsdownthisnewpath.Thepilot Second, SmallResearch Grants have These are justtwo illustrations ofhow 1996 ANNUAL REPORT

enabled Carole Hahn of Emory University a fresh perspective. At the core of her pro- to continue her examination of how social posed work is a reconsideration of the studies curriculum influences the political writer’s workshop pedagogy, based on analy- socialization of adolescents in five Western sis of her own experiences in the classroom democracies. In 1995, John Meyer and in the years since In Francisco Ramirez of Stanford University The Middle was first The Small Grants program received funding to extend their cross- published. In addi- responds to the needs of edu- national research on educational systems tion, she argues that and to focus on global changes in univer- her own viewpoint cational researchers who are sity curricula from 1895-1990. Maris has been influenced at different stages of their pro- Vinovskis of the University of Michigan by the work of schol- fessional life, and who are locat- used his grant to complete his study of con- ars and teacher- ed in a variety of disciplines gressional oversight of federal research on researchers. Atwell education. believes that a revised and institutions. Third, researchers turn to the Small and expanded edition Research Grants Program to help them of In The Middle that focuses on the com- focus on a set of new and unfamiliar ques- plexities inherent in a teacher’s role will tions related to education that are gener- make a valuable intellectual and practi- ated from the main body of their research, cal contribution to the pedagogy of writ- which is not directly concerned with edu- ing. cation. For example, Lauren Benton, who Funding from the Small Grants teaches humanities at the New Jersey Program has enabled some researchers Institute of Technology, has published sev- to investigate unusual topics. An example: eral books on the training of workers in Eric Cummins, a historian at San Jose State grants small research industrialized countries. Her work on con- University has long been interested in prison 29 temporary conditions of worker training life. His Small Grant project focused on raised broader historical questions about educational activities in California prisons. links between education and the legal treat- As a part of this research, Cummins was ment of subordinate populations by dom- able to construct a comprehensive portrait inant groups. A Small Grant helped her of the informal education that gangs pro- to pursue these issues. In her final report vide for their incarcerated members. He to the Foundation, Benton emphasized how found that gang-organized educational activ- useful the grant had been to the progress ities, such as training in basic literacy skills, of the research, but in addition, she stressed are in some cases the only form of edu- how the grant “legitimated” her switch into cation available, and that the influence of a new, though related, area of research. this socialization and recruiting process A fourth category of Small Research lasts well beyond the member’s release Grant projects directly attempts to connect from prison. issues of theory and educational practice. Small Grant support has helped to An illustration of this use of funds is Nancie bring together researchers whose projects, Atwell’s project on the teaching of writing. and by implication, their contributions to Based on her experiences as a teacher, educational research, are strengthened by Atwell published in 1987 a book titled In the cross-fertilization of ideas implicit in the Middle: Writing, Reading and Learning such collaborations. For instance, in prior with Adolescents. The book had a significant work, Nancy Budwig, a psychologist at Clark impact on the teaching of writing in mid- University, has shown how verbal inter- dle schools, and to date has sold over 250,000 action between a mother and her pre-school copies. In her application to the Program child can influence the child’s successful in early 1995, Atwell requested support integration into school life. Budwig had to enable her to go back into the text from conducted her original research in the THE SPENCER FOUNDATION

United States and in East Germany. that are not as well known for research However, in a Small Grant-funded project, as well as those in major research univer- she teamed with Nandita Chaudhary, a sities. Therefore, we are interested in var- child- development ious characteristics of the scholars who researcher from receive funding and in trends in these char- The Foundation hopes to fund India, to test whether acteristics. Comparing Small Grant recip- junior as well as senior researchers, theories of early lan- ients to those in the Major Grants Program and to support outstanding schol- guage socialization is useful because it helps the Foundation ars located in institutions that are developed in the West assess the extent to which the Small Grant can be applied to Program has been able to perform the flex- not as well known for research non-Western popula- ible outreach for which it was designed. We as well as those in major research tions. A different sort are able to address the same set of ques- universities. of collaboration was tions to both programs in order to evaluate built by Mark Faust whether the characteristics of researchers and Ronald Kieffer of differ for the two research grants programs. the University of Georgia. With the help of While comparison of Small Grants Small Grant funds, these two university- recipients with those in the Major Grants based researchers teamed up with an ele- Program shows a similar gender distribu- mentary school teacher and a secondary tion — roughly half men and half women school teacher to explore how portfolio in each program — there are distinct dif- evaluation can be used to examine issues ferences between the two programs with in teaching and learning in the classroom. regard to the institutional location of the grantees and with regard to the stage of small research grants small research CHARACTERISTICS OF SCHOLARS their careers at which they receive fund- FUNDED ing. For example, although close to 50 per- 30 One of the main aims of the Small cent of Small Grants in most years between Grants program has been to support schol- 1986 and 1996 were awarded to scholars in ars at different stages of their careers. The major research universities, the other 50 Foundation hopes to fund junior as well as percent went to outstanding researchers at senior researchers, and to support out- institutions not as well known for their standing scholars located in institutions strength in research activities. Traditionally,

Figure 2: Percentage Recipients at Institutions other than “Research 1:” Major Research Grant and Small Research Grant Programs

60

50

40

30

20 Percent non-Research I non-Research Percent

10

0 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 Year Major Grants Small Grants shows thatinmostyears, youngerschol- since receipt oftheirdoctorate). Figure 4 those withfive years orlesshavingelapsed support for youngerscholars (definedas grams ismore pronounced withregard to for halfto three-quarters ofallgrantees. by contrast, established researchers account to ahalfofallgrantees. InMajorGrants, prior to receiving funding),compriseathird earned theirdoctorates tenormore years lished researchers (definedasthosewho that intheSmallGrants Program, estab- in theirresearch careers. Figure 3shows scholars atmore varied andearlierstages to besuccessfulinsupportingresearch by institutions, asitwas intendedto do. reaching scholars atamore diverse setof suggests thattheSmallGrant Program is ients atsuchinstitutions. Thiscomparison the roughly 50percent ofSmall Grant recip- the CarnegieClassification, compared to than “Research IUniversities” according to funding were locatedinuniversities other cipal investigators receiving MajorGrants on average, onlyabout25percent ofprin- Figure 2shows, between 1986and1996, bers atmajorU.S.research universities. As Program have tendedto befaculty mem- researchers successfulintheMajorGrants Figure 4:Percentage ofPrincipalInvestigators withinFive Years ofPh.D.: The difference between thetwo pro- The SmallGrants Program appears

Percentage Major Research Grant andSmallResearch Grant Programs 15 20 25 30 35 40 10 0 5 9718 9919 9119 9319 951996 1995 1994 1993 1992 1991 1990 1989 1988 1987 ao rnsSmallGrants Major Grants Figure 3:Percentage ofPrincipalInvestigators WithTen ormore Years sincePh.D.: efforts to supportresearch oneducation. gram playsacrucialrole intheFoundation’s tutional locations, theSmallGrants pro- ars atdifferent stages, disciplinesandinsti- ibility anditscommitmenttofundschol- edge abouteducation.Byvirtueofitsflex- improving, andrefining theavailable knowl- its programs, iscommittedto extending, recipients. account for 10 percent orlessofMajorGrant Grants recipients, whiletheytypically ars compriseaboutaquarterofallSmall

Years Percentage 20 30 40 50 60 80 70 10 0 The Foundation, through eachof Major Research Grant andSmallResearch Grant Programs 9718 9919 9119 9319 951996 1995 1994 1993 1992 1991 1990 1989 1988 1987 1996 ANNUAL REPORT ao rnsSmallGrants Major Grants Year 31 small research grants THE SPENCER FOUNDATION

CURRENT FOUNDATION INITIATIVES Peggy Mueller, Associate Program Officer

n the first half of the 1990’s, the Foundation to examine the current status Foundation focused its attention on and potential future directions of research Iways to support the renewal of the edu- in specific areas of education. cational research community. These efforts included strengthening the Foundation’s RESEARCH ON PRACTICE, Dissertation Fellowship Program, working RESEARCH BY PRACTITIONERS to build stronger connections between expe- The primary mission of The Spencer rienced researchers and researchers at early Foundation is the support of field-initiated stages in their careers, and providing sup- research that has as its fundamental pur- port for the doctoral training of graduate pose investigating ways in which educa- students planning to become researchers tion can be understood and improved. in education. Accordingly, the Foundation has received In the second half of this decade, the and supported, from its inception, projects Foundation seeks to address the ways in which examined important aspects of edu- which the value of research on education cational practice. These projects have usu- current initiatives current can be enhanced through efforts to iden- ally come from researchers situated in col- tify and support high-quality research on leges and universities and characteristi- educational practice; exploration of the role cally have followed the modes of acade- of the school practitioner as a researcher; mic research in the social sciences. In recent experiments in disseminating significant years, there has been considerable dis- findings from educational research to a cussion of whether research on practice 32 broad public; and through a limited num- can fully capture the needed knowledge ber of conferences initiated by the without adding research methods less well- developed and less well-understood than traditional social science modes. At the same time, it has been suggested that research conducted in school sites by edu- cational practitioners may offer specific and useful knowledge about education which can best be, perhaps only be, gen- erated out of the experience of the practi- tioner. The Foundation has begun to explore in a sustained way the relationship of research to practice by renewed efforts to consult and think carefully about the char- acteristics of strong research on practice. In a research grant program jointly sup- ported by the John D. and Catherine T. MacArthur Foundation, the Spencer Foundation supports research projects illu- minating a particularly important area in In 1995 The John D. and Catherine T. MacArthur the practice of education, professional devel- Foundation and the Spencer Foundation began a joint opment programs and policies for adults program investigating professional development pro- working in schools. Concurrently, the grams and policies for adults working in schools. Foundation has initiated a grant program Associate Program Officer Peggy Mueller directs the to support increased communication and program. (Photo: Stuart-Rogers) mentoring among practitioner researchers learning. agencies interested inadultprofessional est amongschools, universities, andother Program hasgenerated widespread inter- ment. SinceitsinceptioninFall, 1995,the and sustain effective professional develop- ers andeducators abouthowto implement viding relevant information for policymak- Program supportsresearch aimedatpro- in elementary andsecondaryschools. The administrators, andotheradults working in thecontinuingeducationofteachers, concerns abouttheneedfor significantchange derived from thetwo Foundations’ shared Research andDocumentation Program is ited numberofdissemination experiments Foundation hasinvited andsupportedalim- consideration ofabroad public. The cies ofpublicimport—-to theattentionand different sidesofeducationalissuesandpoli- is to bring itssignificantfindings—-onmany to enhance thevalue ofeducationalresearch those already well-established. Afurtherway which newvoices andnewmodesaddto be enhancedbyexploration ofthe ways in that thevalue ofeducationalresearch can Grants andSmallGrants Programs. practitioners were welcome initsMajor publications to clarifythatproposals from current action,theFoundation reviewed its mal academicresearch paradigms. Asacon- edge whichisdifficultto accessthrough for- source ofaddedunderstanding andknowl- ing isincreasingly regarded asapotential their ownteachingandstudents’learn- form ofinquiryundertaken by“insiders” on known asteacher-research, thisemerging ducted bypractitioners inschools. Typically phenomenon ofresearch definedandcon- Mentoring Program stemsfrom thegrowing DISSEMINATION OFFINDINGSFROM character ofsuchresearch. aimed atdefiningandstrengthening the EDUCATIONAL RESEARCH The Professional Development The efforts describedabove assume The Practitioner Communicationand rienced researchers intheirfield. educational research communitywithexpe- er way to connectyoungermembers ofthe of modestsize andduration, maybeanoth- anticipate thatconferences ofthissort, conducting research inspecificareas, we ongoing way. Beyondthevalue to those on aninvitational basis, inasustained and intent isto establish suchconversations, to timethroughout itshistory, ourcurrent versations from time undertaken suchcon- the Foundation has ing education.While standing andimprov- fulness inunder- optimize theiruse- reflection inorder to which seemripefor cational research isto areas identify specific AERA/Spencer Graduate Fellowship Program. Program aswell astheSpencerMentor Network andthe work ontheProfessional Development Research andDocumentation staff duringthesummerof1996.Hisresponsibilities include Associate Program OfficerMarkE.RigdonjoinedtheFoundation and objective fashion. research findingsinaninteresting, relevant electronic mediacanpresent important aimed attestinghowprintpublicationsand INVITATIONAL CONFERENCES Yet anotherway to benefit from edu- 1996 ANNUAL REPORT enhanced. research oneducationcanbe the ways inwhichthevalue of the Foundation seeksto address In thesecondhalfofthisdecade, (Photo: Stuart-Rogers) 33 current initiatives Chicago involvement 34 with thatcommunity. to preserve, a close relationship has benefitedfrom, andhassought munity, theSpencerFoundation …springing from theChicagocom- THE SPENCERFOUNDATION L tered around three mainenterprises: Foundation’s activitiesinChicagohave clus- tionship withthatcommunity.The and hassoughtto preserve, acloserela- the SpencerFoundation hasbenefitedfrom, springing from theChicagocommunity, that Mr. Spencerspenthisadultlife. Thus quarters were inChicago,anditwas here University ofChicago.Thefirm’s head- and universities: DePaul University, ars haslargely beenChicago-area colleges recipients ofresearch grants. Since 1971, 195scholars intheChicago of ChicagoandNorthwestern University. of youngresearch faculty attheUniversity tions. Thesegrants were for thesupport six were awarded to Chicago-area institu- making year, two grants outofatotal of • support for strengthening• philanthropy support for research • andanalysisaimed the fundingofresearch byscholars based • in Chicago. reform inChicago;and through twenty-eight grants for school Foundation hasgranted $4.2million Chicago PublicSchools;since1977the at strengthening andreforming the in Chicago; researchers attwenty-seven institutions has granted closeto $19.5millionto in Chicago;since1971 theFoundation firm whileagraduate studentatthe idea for hiseducationalpublishing yle Spencerdeveloped theformative The institutionalbaseoftheseschol- In 1971, theFoundation’s first grant- THE FOUNDATION ANDCHICAGO John H.Barcroft, VicePresident Fellows and140 cation Postdoctoral Academy ofEdu- Spencer/National tion Fellows, ten Spencer Disserta- includes forty-five ed. Thisnumber area have beenfund- munity addressing schoolimprovement on-going supportoftheresearch com- the ChicagoAnnenberg Challengeand school reform through participationin Foundation continuesitscommitmentto Research, andDesignsfor Change. The the ConsortiumonChicagoSchool Chicago, theCommunityRenewal Society, Committee oftheCommercial Clubof Chicago UrbanLeague, theCivic Public SchoolFinancesandPolicy, the port, includingtheChicagoPanel on have beentherecipients ofSpencersup- ing andtheschoolreform effort inChicago ic andcivicinstitutionsstudyingschool- tive inChicago.Almost alltheacadem- research to helpmake schoolreform effec- has granted afurther$3millionfor 1988 schoolreform act,theFoundation in theChicagopublicschools. Sincethe for research oneducationalimprovement Foundation awarded $1.2millioningrants school reform legislationfor Chicago,the the Illinoislegislature passedfundamental education. Between 1977and1988, when Board ofEducationfor research onurban Center for UrbanEducationofthe Chicago for thispurposewas $508,000to the since 1977.TheFoundation’s first grant nected withschoolreform inChicago Foundation hassupportedactivitiescon- cational research andresearchers, the Newberry Library. Region EducationalLaboratory andthe Opinion Research Center, North Central Hospital andMedicalCenter, National tutions have includedMichael Reese Wheaton College. However, otherinsti- University ofIllinoisatChicago,and University, University ofChicago, Northwestern University, Roosevelt Northeastern Illinois University, University, National-Louis University, Governors State University, Loyola In additionto thesupportofedu- 1996 ANNUAL REPORT

HE FOLLOWING IS A LIST OF INSTITUTIONS IN THE CHICAGO AREA THAT HAVE RECEIVED SUPPORT FROM THE FOUNDATION FOR RESEARCH ON EDU- TCATION, RESEARCH ON SCHOOL REFORM, OR SUPPORT FOR PHILANTHROPY: Alternatives, Inc. Institute for Metropolitan American Bar Association Affairs Chicago Board of Education Loyola University Chicago Panel on Public School Michael Reese Hospital and Finances and Policy Medical Center Chicago Urban League National Opinion Research Citizens School Committee Center (University of Civic Committee of the Chicago) Commercial Club of Chicago National-Louis University Coalition for Educational Newberry Library Rights North Central Region Community Renewal Society Educational Laboratory Chicago involvement Consortium on Chicago School Northeastern Illinois Research University 35 DePaul University Northwestern University Designs for Change Roosevelt University Donors Forum of Chicago University of Chicago Governors State University University of Illinois at Hadley School for the Blind Chicago

and school reform in Chicago. This group Thomas James, was also the first presi- of researchers is among the leaders in the dent of the new organization, which by country in bringing research to bear upon 1974 brought corporate philanthropic pro- school performance and school improve- grams and independent private founda- ment. tions together in a renamed organiza- Finally, the Foundation has been an tion —-the Donors Forum. The Donors active participant in efforts to strengthen Forum has been supported by the communication, collaboration and pro- Foundation with grants for its research fessionalism in the philanthropic com- library, its core operating budget, and spe- munity in Chicago through its support cial projects such as the development of of the Donors Forum of Chicago which a computerized database of grant-making began in 1972 as the Chicago Foundations by foundations and corporations in greater Group. Spencer’s first president, H. Chicago. administration & finance 36 THE SPENCERFOUNDATION (Photo: Stuart-Rogers John H.Barcroft, VicePresident andTreasurer L Goodwin Faldet, whohadworked withLyle Secretary oftheFoundation Marion meeting, theDirectors appointedas program oftheFoundation.” At thesame time professional educator to conductthe the Directors authorized asearch for “a full- Lyle Spencer’s deathinAugust ofthatyear, of theFoundation inSeptember, 1968,after pose. Foundation have beendriven bythatpur- istrative structure andhistory ofthe to improve educationalpractice. Theadmin- and would encourage theuseofresearch research relevant to educationalproblems hope thattheFoundation would stimulate before hisdeath,inwhichhediscussed versation withMr. Spencerin1967,ayear tors, haswrittenofanafternooncon- Tyler, oneoftheFoundation’s earlydirec- —- bothinandoutoftheclassroom. Ralph understanding andimproving education sized thevalue ofresearch asalever to cussions withothers heconsistentlyempha- in notesmadefor hisownuseandindis- By JohnH.Barcroft, Treasurer andInesM.Milne, Secretary the work oftheFoundation, andboth purpose whichhesawascentral to yle Spencerconsidered atlengththe At aspecialmeetingoftheDirectors ADMINISTRATIVE ANDFINANCIAL HISTORY included Ralph W. Tyler andJacobW. community. Thus, in1970, theBoard the educationandeducationalresearch edgeable businessandcivicleaders and ance Board membership between knowl- Foundation’s management hasbeento bal- sion for aquarterofcentury. kept theFoundation trueto itsoriginalmis- reduced ordiscontinuedtheirsupport,have research abouteducationas others have the Foundation to remain committedto founder andtheincreased socialneedfor together withtheexpressed intentofthe continuity ofmemoryandexperience, prior to herappointment(1983-1991). This in 1991, served asaDirector for eightyears Foundation’s third andcurrent President Albjerg Graham, whobecamethe to hisappointment(1973-1985).Patricia served asaDirector for twelve years prior Foundation’s secondPresident in1985, Lawrence A.Cremin, whobecamethe prior to theirappointmentasPresident. Foundation served asmembers oftheBoard the two succeedingPresidents ofthe With theexception ofthefirst President, Thomas James, served for fifteenyears. Foundation’s first full-timePresident, H. an average ofeighteenyears. The of Directors oftheFoundation in1970 served individuals whowere members oftheBoard its Board andinitsPresidents. Thenine management hasbeencontinuity,bothin full yearofgrant-making beganin1971. September, 1970, andtheFoundation’s first University. Dr. Jamesbeganhistenure in Dean oftheSchoolEducationatStanford appointment ofH.ThomasJames, then its search for afull-timePresident withthe until herretirement inNovember, 1992. time employeeoftheFoundation andserved Associates. Ms. Faldet was thefirst full- Spencer inhiscompany,ScienceResearch A secondmajorpatternofthe A majorpatternintheFoundation’s In April,1970, theBoard concluded graduate students, andasmallnumber President, theSecretary, three part-time Foundation, thestaff consistedofthe increased. Intheearlyyears ofthe the size andscopeofitsgrant-making increasing professionalization ofitsstaff as Foundation’s managementhasbeenthe 40 &41. Directors, 1971-1996, ispresented onpages to serve. AfulllistoftheFoundation’s ed to bothoftheconstituenciesitseeks kept thework oftheFoundation connect- between scholars andthelarger societyhas the DistrictofColumbia.Thisbalance Tatel, JudgeontheCourtofAppealsfor administrator DonnaShalala;andDavidS. and WilliamJuliusWilson;thescholar/ ing scholars asLindaDarling-Hammond recently, theBoard hasincludedsuchlead- the President ofChemicalBank.More torian ofeducation;andDonaldPlatten, Lawrence A.Cremin, adistinguishedhis- Shortly thereafter, theBoard added President oftheCarnegieCorporation. IBM; andCharlesDollard, aformer ences; T. VincentLearson, President of Getzels, leadingscholars inthesocialsci- Figure 1:TheSpencerFoundation Growth ofPrincipalandAssets, 1971-1996

Dollars ($ million) A third majorpatternof the 150 200 250 300 350 100 50 0 1971 oia olr osat17 olr BuyingPower of Principal Constant 1973 Dollars Nominal Dollars 79.2 9517 9318 911995 1991 1987 1983 1979 1975 Year the additionoftwo experienced scholar/ sional staff oftheFoundation grew first by ly, consultation withtheBoard ofDirectors. nication, review processes, andultimate- manage thesubsequenttasks ofcommu- other thanthePresident andSecretary to essentially as“first readers” withnoone with part-timegraduate students, serving made itimpractical to continueto operate grams suchastheSmallGrants Program, expansion ofpro- process, andthe nal peer-review Foundation’s exter- malization ofthe the increasing for- lowship program, nally-managed fel- tion ofaninter- making, theaddi- Foundation’s grant- scope ofthe 1992 thesize and 1992. However, by continued until reliance onpart-timegraduate students of supportstaff. Thepatternofheavy Between 1992and1996,theprofes- sion for aquarterofcentury. Foundation trueto its original mis- their support,have kept the ers have reduced ordiscontinued research abouteducationasoth- Foundation to remain committedto increased socialneedfor the intent ofthefounder andthe rience, together withtheexpressed This continuityofmemoryandexpe- 1996 ANNUAL REPORT 315.5 91.2 37 administration & finance THE SPENCER FOUNDATION

educators as program officers, then by the As Figure 1 indicates, the “buying addition of two younger postdoctoral schol- power” of the corpus of $79.2 million has ars as associate program officers. Thus, been sustained, and has modestly increased, the total num- measured in constant 1973 dollars, to $91.2 …the Foundation should exist into ber of full-time million. Total assets also have increased the indefinite future, because fresh program posi- somewhat in constant 1973 dollars. research into the nature of education tions at the The investment policy of the Board Foundation has of Directors has been and remains to assume and problems in the practice of edu- risen to six. that the Foundation should exist into the cation will have enduring social value. These program indefinite future, because fresh research officers manage into the nature of education and problems program expenditures which have grown in the practice of education will have endur- from an average of $7 million in the years ing social value. As a result, from incep- 1986-91 to a current average of almost $13 tion its policy has been to assume appro- million annually for the last three years. priate risk in the financial markets in order The growth in the size and scope of to have the resources to mount effective the Foundation’s grant-making has depend- grant programs and, at the same time, pre- ed fundamentally on its success in main- serve the value of the Foundation’s prin- taining and, when possible, increasing the cipal. From 1973 to 1983, the amount of actual value —- the “buying power,” or in the Foundation’s assets allocated to equi- our case, the grant-making power —- of the ty holdings was fairly traditional for foun- Foundation’s assets. Over a twelve-year dations, usually ranging from 55 to 70 per- period from 1970 through 1982, the estate cent of assets. of Lyle M. Spencer distributed $82.2 mil- In 1983, the allocation of assets to lion to the Foundation; however, the great equities rose to over 80 percent, and in administration & finance administration 38 bulk of the Foundation’s corpus was received 1985, in a fundamental investment deci- by the end of the 1973 fiscal year, when the sion, the Board chose to commit virtually amount totaled $79.2 million. all of the Foundation’s assets to the domes- tic and foreign equity markets. In a care- fully-reasoned policy text, the Board noted that the history of returns in traditional debt markets was not equal to that of equi- ties, and that foreign equities have histor- ically had a relatively low correlation with the domestic equity market. The Board committed itself to implementing this pol- icy through active portfolio managers, and established an overall portfolio allocation of approximately 80 percent to domestic equities, up to 10 percent to foreign equi- ties (subsequently raised to 20 percent), and the remainder in existing real estate investments and cash or cash equivalents. As Figure 1 indicates, this policy produced evident progress toward regaining the value of the Foundation’s assets in constant 1973 dollars. In 1993, the Board made a further adjust- Ines M. Milne, Secretary and Controller (Photo: Stuart-Rogers) ment in its investment strategy. While rec- ognizing that the Foundation’s unusually managed. Asaresult, investment expense Foundation’s assetshasbeenpassively ties index fundin1992). folio hadbeenmoved to aforeign equi- (the Foundation’s foreign equitiesport- the otherhalfto asingleactive manager folio to anS&P500Index fund,allocating moved halfofthedomesticequityport- able to reduce investment costs, theBoard equities was prudent,butthatitwas desir- 1994. Believingthatthecommitmentto approximately thatlevel annuallyuntil almost $1.5million,andremained at 1987, investment expense hadgrown to one halftimes, to $603,000.However, by ment expense hadrisenroughly two and the portfolio hadtripledinvalue andinvest- these expenses were $242,000.By1985, which was managementfees. In1973, ment expense, themaincomponentof ment vehicles. Ofconcernwas invest- agers orto move to various indexed invest- tinue thisstrategy through active man- addressed theissueofwhetherto con- markets hadproved valuable, theBoard aggressive commitmentto theequities Figure 2:Grant Expenditures byProgram Area, Constant 1973 Dollars 1.0 M 1.5 M 2.0 M .5 M Thus, since1994,thebulkof 0 ao rnsSalGat Fellowships SmallGrants Major Grants in Constant 1973Dollars 9117 9618 9118 9619 1991-1996 1986-1990 1981-1985 1976-1980 1971-1975 Programs Foundation’s grant-making. the entire twenty-five years ofthe has remained relatively constant across expenses, measured asapercent ofgrants, Figure 3indicatesthatadministrative of theFoundation’s mainprogram areas. permitted continuityandgrowthineach Foundation’s “grant-making power” has figure indicates, themaintenanceof assets isillustrated inFigure 2.Asthat the real dollarvalue oftheFoundation’s stant initsinvestment convictions. in itsmission,ithasalsoremained con- as theFoundation hasremained constant lio. Itisfair to say,however, thatjust recent move to alargely indexed portfo- early to assessthe resources, itistoo Foundation’s dollar value inthe to healalossofreal has clearlyhelped mitment to equities and $500,000annually.Whilethecom- ranging between approximately $400,000 has dropped to one-third itspriorlevel, The positive results ofmaintaining Foundation’s mainprogram areas. continuity andgrowth ineachofthe “grant-making power” haspermitted …the maintenanceoftheFoundation’s 1996 ANNUAL REPORT Figure 3:Administrative Expensesasa

Percentage12 15 3 6 9 0 9117 9618 9118 9619 1991-1995 1986-1990 1981-1985 1976-1980 1971-1975 Percentage ofGrants, 1971-1995 Five-Year Periods 39 administration & finance THE SPENCER FOUNDATION

1962-1996Board of Directors

Lyle M. Spencer Harlowe E. Bowes Charles Dollard Frank L. Bixby 1962-1968 1962-1975 1962-1975 1967-1990 & 1991-present

Ralph W. Tyler T. Vincent Learson Catherine M. Spencer Jacob W. Getzels Farwell Smith 1967-1973 & 1977-1987 1968-1984 1969-1991 1970-1991 1970-1988

H. Thomas James Donald C. Platten Lyle M. Spencer, Jr. Lawrence A. Cremin 1970-1985 1971-1979 1972-1990 1973-1990 1996 ANNUAL REPORT

Franklin H. Williams George A. Ranney, Jr. Patricia Albjerg Graham David S. Tatel 1973-1989 1983-present 1983-present 1987-present

William Julius Wilson Donna Shalala John S. Reed Robert LeVine Linda Darling-Hammond 1987-present 1988-1993 1988-present 1991-present 1992-1994

Lee S. Shulman Mary Patterson McPherson Albert Shanker Magdalene Lampert 1992-present 1993-present 1993-present 1994-present THE SPENCER FOUNDATION STAFF, SEPTEMBER 1996 Seated (left to right); Lisa Lattuca, Patrick Sheahan, Doris Fischer, David Matthews, Carrie McGill, Mark Rigdon, Martin Robinson. Standing (left to right); Nidhi Mehrotra, Craig Joseph, Peggy Mueller, Mary Jo Miller, Kathryn Gray, Rebecca Barr, Catherine Lacey, Patricia Albjerg Graham, John Barcroft, Ines Milne, Josephine Craven, Elizabeth Carrick, Therese Pigott, Cynthia Bentel, Mary Ellen Natonski. Not pictured: Jennifer Savarirayan and Janet Szymanski. (Photo: Stuart-Rogers) THE1996 SPENCER ANNUAL FOUNDATION REPORT

1996Annual Report for the year ended March 31, 1996

43 THE SPENCER FOUNDATION

PRESIDENT’S COMMENTS, 1996 Patricia Albjerg Graham, President

hroughout this century the dominant Such disciplines provided both a framework for mode of educational research has been the study and a body of recognized scholarly Tscientific. For many “scientific” was syn- literature. onymous with “scholarly,” as, in fact, the Germans These identification points, the framework and Russians use the terms “Wissenschaft” and and literature, helped us understand the study. “nauka.” Although educational psychologist They also helped us understand the researcher. Edward L. Thorndike was generally acknowl- Nearly all were faculty members at one of a small edged as the father of the science of education number of major research universities in which with his studies on learning beginning in the early their academic destinies were determined in large years of this century, even John Dewey, a man part by their successful completion of studies whose interests in education went far beyond which their peers at their own and at other uni- Thorndike’s narrower focus, used the term in one versities found comprehensible and deemed sig- of his most famous essays, “Progressive Education nificant. About two-thirds were in academic depart- and the Science of Education” (1929). The lead- ments, and about one-third in a very small num- ing organization promoting the study of educa- ber of schools of education. tion changed its name from the National Society In short, the system for major grants that for the Study of Education to the National Society we have used for the last two decades has served for the Scientific Study of Education in 1903 and us well. The issue we face now is what adapta- returned to its original name in 1909. tion we need to make to support studies of edu- The scientific tradition, though increas- cational practice. While some university-based president’s comments president’s ingly frequently challenged in the twentieth cen- research on practice is ongoing and has been rep- 44 tury, has persevered. It is the tradition of our resented on our Board by Linda Darling- founder, Lyle Spencer, whose studies at the Hammond, Lee Shulman, and Magdalene University of Chicago enabled him, he believed, Lampert, and has occasionally been supported to utilize the findings of the behavioral sciences by us, our present procedures and our institu- in order to understand and to improve education. tional culture do not make funding of studies He was financially successful in his company, of educational practice easy. Science Research Associates, and attributed his Lyle Spencer wrote of funding research that success to his scientific understandings gleaned would improve educational practice. Unques- from his studies as well as to his business acu- tionably some basic research of the scientifical- men acquired in the Chicago marketplace. He ly reputable variety can achieve that goal. As has endowed this Foundation in order to support been frequently observed, nothing is as practical research about education. One imagines that his as a good basic idea. But it is also possible that mid-century model of research met most of the some research focused directly on practice and canons of the scientific paradigms then current. the means of improving it can achieve that goal During our twenty-five year history we at as well. Our discussions at our Board meeting the Spencer Foundation have wisely eschewed a year ago affirmed our desire to explore more the trendy but academically dubious enthusi- investigations of practice. We agreed to under- asms which have gripped educational research. take two particular kinds: (1) the joint program We have not been supporters of the action research with the John D. and Catherine T. MacArthur current in the early years of our history nor have Foundation for support of research about the pro- we leaped to fund most of the work undertak- fessional development of adults who work in the en in schools of education, much of it method- schools; and (2) research initiated by practi- ologically mediocre and intellectually vacuous. tioners dealing with dilemmas of their educa- Instead, we have concentrated our attention upon tional practice. studies which were rooted in an academic dis- What we have learned from the research cipline, though for a decade or more we have about professional development is that most pro- avoided the term “scientific” in describing them. posals wish to support professional development 1996 ANNUAL REPORT

itself, not investigate it. Thus far, nearly all education are often likely to come from obser- proposals have come from school or university vation, analysis, reflection, historical inquiry or people interested in school practitioners. We philosophical investigation. In the current def- have not heard from many persons in other fields initions these are all “qualitative methodologies.” who are also interested in the professional devel- Confounding the confusion about research opment of their workforce, be it in medicine, on educational practice with the debate on quan- banking, social work or whatever. titative and qualitative methodologies is the addi- Our initial inquiries into practitioner-initi- tional discussion about practitioner knowledge ated research have concentrated upon finding and its role in educational research. Many of a staff person who could assist us with this ven- us believe that intelligent and gifted persons who ture. Initially nearly everyone with whom we work in schools know many things about chil- talked seriously about this position conceived of dren, schools, and education that are valuable it as a means of professional development for the and would be useful contributions to the research practitioner, not as a means of bringing new knowl- literature. Few of us, however, know how to cap- edge that would be helpful to education. We do ture that knowledge and express it in coherent not object, certainly, to enhancing the skills and forms that would add to the cumulative knowl- deepening the insights of individual practition- edge about education that research ordinarily ers, but our intention as a foundation is to increase tries to augment. knowledge about education with the hope that Much of this debate focuses upon what some of that knowledge may improve the prac- counts as knowledge. This is not a new question. tice of education. We are delighted, therefore, to Today many advocates of teacher research would comments president’s have appointed as a Senior Advisor, Courtney argue that “knowledge from practice” is as valid 45 Cazden, recently retired from a professorship as “knowledge from research.” Traditional at the Harvard Graduate School of Education; and researchers, on the other hand, would challenge Marty Rutherford, who recently received her doc- that assertion since most “knowledge from prac- torate at the University of California, Berkeley, tice” does not appear to meet the usual require- to assist us in our efforts to support studies of ments of reliability, validity, predictability, or practice. replicability. It is often highly context-specific, Understanding and improving the practice which allows it to pursue issues much more deeply, of education falls dramatically outside the sci- but which may limit its breadth of application. entific paradigm that has driven much univer- Our dilemma is deciding how to judge both sity-based educational research in this century. kinds in a research environment in which the Whether that will continue to be so remains to canons of objective knowledge are being chal- be seen. lenged by the social constructivists, who believe Not only do studies of practice typically that the culture and context of the time deter- depart from the traditional tight research designs mine our understandings of what is true and common to good work in the social and behav- important. We believe that learning how to make ioral sciences, but most also rely heavily on “qual- those judgments and then recommendations to itative methodologies” whose interpretive canons the Board is our highest priority for the coming are less well defined or understood than the years. statistical manipulations common to quantita- tive methodologies. To the uninitiated (of whom there are many!) any mode of inquiry that does not rely heavily on numbers, control groups, sam- pling, or surveys is “qualitative.” For these, qual- itative is non-quantitative, not a helpful or clar- Patricia Albjerg Graham ifying definition. Nonetheless, insights that are President fundamental to understanding and improving vice president’s report 46 THE SPENCERFOUNDATION I initiative oftheFoundation. tional research. Suchsupportisusuallyatthe addressing concernsinspecific areas ofeduca- the convening ofworking groups ofresearchers Foundation supportsonaseverely limitedbasis Advanced Study intheBehavioral Sciences. doctoral degree and; for scholars withinfive years oftheaward oftheir ing approximately 30postdoctoral fellowships Spencer Postdoctoral Fellowship Program, offer- ments for thedoctoral degree; students whohave completedallotherrequire- for completionofthedissertation to graduate Program, offeringapproximately 30fellowships working amongresearchers employedinschools; tal program to supportcommunications andnet- and Mentoring Grant Program, anexperimen- in schools; the professional development ofadultsworking on successfulpoliciesandpractices furthering sional development, which supportsresearch and documentation grant program for profes- Foundation/Spencer Foundation jointresearch with costrequirements of$12,000orless; research projects upto oneyearinduration and in grant support; in duration andrequiring more than$12,000 porting research projects longer thanoneyear allocated to thefollowing programs: lion. Thesepaymentsandauthorizationswere 220 newgrants andfellowships totalling $8.6mil- other grant programs. Inaddition,itauthorized programs, and$8millionintheresearch and ments included$4.9millioninthefellowship fellowships totalling $12.9million.Thesepay- Foundation madepaymentsongrants and n thefiscalyearendingMarch 31, 1996,the Finally, theFoundation continues to exper- Scholars inResidence attheCenterfor The National Academy ofEducation/ The SpencerDissertation Fellowship The Practitioner Research Communication The JohnD.andCatherineT. MacArthur The SmallGrants Program, supporting The MajorResearch Grants Program, sup- In additionto theseongoingprograms the REPORT OFTHEVICEPRESIDENT John H.Barcroft between themand established scholars. nication amongthefellowship recipients and vide usefulguidanceonways to buildcommu- Additionally, theCommitteecontinuedto pro- ships from anexcellent fieldof640applicants. identifying the1996recipients ofthesefellow- bership islistedonpagev, didyeomanwork in Fellowship SelectionCommittee, whosemem- sory committees, theFoundation’s Dissertation strong projects ineducationalresearch. We are grateful for theirinterest infurthering last fiscalyear, 165scholars served asreviewers. we support,to serve aspeerreviewers. Inthe of scholars, inthemanydisciplinesandfields research grants program withoutthewillingness strengthening ourreview process. ful for thethoughtandtimetheydevote to mittees islistedonpagev;we are deeplygrate- in thatprogram. Themembership ofthesecom- and Mentoring Advisory Committeefor ourgrants as doesthePractitioner Research Communication joint program withthe MacArthurFoundation, Committee performs thesamefunctionfor our Professional Development Research Advisory peer reviewers for individualprojects. The posals andto theidentification ofappropriate from different disciplinesto thereview ofpro- Major Research Grants Program bringsexpertise policy andmakes finaldecisionsongrants. our active andengagedboard ofdirectors sets ance ofothers. Inperhapstheforemost instance, benefits enormouslyfrom theadviceand guid- processes, canbefound beginningonpage48. well asadescriptionofthe Foundation’s review Foundation. are conductedsolelyattheinvitation ofthe they are intendedasexperiments, theseprojects might bemore broadly disseminated.Because ported andmethodsbywhichresearch results toral studyinthefieldofeducationmightbesup- iment withways inwhichtheearlystagesofdoc- Since ourlastreport, theprofessional staff In aparallel fashion to theresearch advi- We couldnotoperate afield-initiated The Program Advisory Committeefor the In allofitsactivities, theFoundation staff More information onspecificprograms, as 1996 ANNUAL REPORT

of the Foundation has seen the departure of two graduate student initiatives. We shall miss them. Associate Program Officers: Rukmini Banerji and At the same time, we welcomed to the staff three Elizabeth Lynn, whose three year terms at the new Associate Program Officers who began three- Foundation concluded in summer, 1996. Rukmini year terms at the Foundation in summer, 1996. and Elizabeth were the pioneers in developing Lisa Lattuca, Mark Rigdon and Therese Pigott and defining the Foundation’s rotating-term pol- bring new and diverse experiences and per- icy, which brings fresh insights from diverse spectives to the grant-making work of the fields and disciplines into the Foundation’s staff Foundation, and we consider ourselves fortu- and returns our staff to their fields with, we hope, nate to have attracted them as colleagues. a broadenened knowledge of significant research activity throughout the world. Rukmini Banerji was an exceedingly valu- able colleague in our Major Research Grants Program, and she dramatically developed the uses of our Small Research Grants Program. Elizabeth Lynn was a key resource for the Foundation’s Fellowship Programs and con- John H. Barcroft tributed mightily to the development of our new Vice President vice president’s report vice president’s

47 THE SPENCER FOUNDATION

APPLICATION INFORMATION AND REVIEW PROCEDURES

GENERAL SCOPE OF SUPPORT cific deadlines for preliminary proposals; they he Foundation defines education broadly are welcome at any time. As a general policy, Tto include all the situations and institutions the Foundation does not accept full proposals in which education proceeds, across the entire for the Major Research Grants Program unless life span. It has as its primary mission, by the it has requested them on the basis of a pre- intent of its founder, “to investigate ways in liminary proposal. The Foundation’s Program which education can be improved, around the Information brochure provides detailed infor- world.” To achieve this goal, the Foundation is mation on the nature and content of prelimi- committed to supporting high quality investi- nary proposals, and applicants are encouraged gation of education through its research pro- to review the brochure before developing their grams and to strengthening and renewing the preliminary proposal. The brochure is available educational research community through fel- from the Foundation and is distributed wide- lowship programs and related activities. An ly within the educational research communi- important expectation of the Foundation is that ty. Inquiries about the Major Research Grants the activities it supports, taken together over Program should be addressed to: the years, will contribute significantly to the John H. Barcroft enhancement of educational opportunity for Vice President all people. The Spencer Foundation The research programs, comprised of 900 North Michigan Avenue, Suite 2800 Major Research Grants, Small Research Grants, Chicago, IL 60611-1542 application information and Professional Development Research Grants 48 support work that shows promise of contribut- The Foundation’s Small Research Grants ing new knowledge, insight, understanding, and Program supports research projects with grant improvement of educational thought and prac- budgets of $12,000 or less. There are no pre- tice. The fellowship programs support educa- established deadlines, and proposals are wel- tional researchers at different stages of their come at any time. Unlike the Major Research professional careers, providing resources to both Grants Program, a preliminary proposal is not young and senior researchers to pursue con- required. Detailed information on the nature centrated intellectual activity. Practitioner and content of a Small Grant proposal is found Research Communication and Mentoring Grants in the Program Information brochure which support strengthening of the research capaci- is widely distributed as well as available from ty of researchers employed in schools. the Foundation. Inquiries about the Small As a matter of policy, the Foundation is Research Grants Program should be addressed unable to support requests for capital funds, to: operating or ongoing program expenses, direct Small Research Grants Program support for teacher or staff preservice or inser- The Spencer Foundation vice training, funds for developing tests, cur- 900 North Michigan Avenue, Suite 2800 ricula, or programs, and grants for travel fel- Chicago, IL 60611-1542 lowships. Through the Professional Development INFORMATION ON RESEARCH Research and Documentation Program, the John PROGRAMS D. and Catherine T. MacArthur Foundation and he Foundation’s Major Research Grants the Spencer Foundation jointly support research TProgram responds to research projects and documentation studies about the profes- requiring more than $12,000 in grant support. sional development of adults working in ele- Researchers seeking support should submit a mentary and secondary schools. brief preliminary proposal. There are no spe- Through this program, the two Foundations 1996 ANNUAL REPORT

seek to engage a wide range of individuals and Practitioner Research groups in describing, analyzing, and explain- Communication and Mentoring Program ing professional development practices, process- The Spencer Foundation es, conditions, and/or policies that help to make 900 North Michigan Avenue, Suite 2800 schools more productive learning environments. Chicago, IL 60611-1542 Studies are sought that will aid educators, pol- icymakers, and school communities in under- INFORMATION ON FELLOWSHIP standing, establishing and sustaining effec- PROGRAMS tive professional development, particularly of he only fellowship program administered teachers and administrators. directly by the Foundation is the Spencer Grants range from $5,000 - $50,000 annu- T Dissertation Fellowship Program, which seeks ally. Practitioners, researchers and policy ana- to encourage a new generation of scholars from lysts in education as well as other fields, and a variety of fields to undertake research rele- community-school partners are eligible indi- vant to the improvement of education. A vidually or in groups. A brochure describing brochure detailing eligibility and application application procedures and deadlines is avail- procedures is available from the Foundation able from the Foundation. Inquiries about the and is also widely distributed on academic cam- Professional Development Research and puses. Inquiries concerning the Dissertation Documentation Program should be addressed Fellowship Program should be addressed to: to:

Catherine A. Lacey application information Peggy Mueller Dissertation Fellowship Program Professional Development Research and 49 The Spencer Foundation Documentation Program 900 North Michigan Avenue, Suite 2800 The Spencer Foundation Chicago, IL 60611-1542 900 North Michigan Avenue, Suite 2800 Chicago, Illinois 60611-1542 Other Spencer-supported fellowship pro- grams are administered as described below. The Spencer Foundation Practitioner Research Communication and Mentoring Grants The Spencer Postdoctoral Fellowships are aim to support groups of teachers who wish administered by the National Academy of to engage in educational research. In general Education. The program is open to scholars any- the grants range from $2,000 to $15,000. where in the world who have received their doc- The purpose of the Communication and toral degree within the past five years and who Mentoring grants is twofold: wish to conduct research relevant to education. To help teachers and other educational Inquiries should be addressed to: practitioners refine their research strategies National Academy of Education through research mentoring networks. Spencer Fellowship Program To support conferences, journal and elec- Stanford University tronic networks where teacher researchers can School of Education, CERAS 108 share knowledge they are developing. Stanford, CA 94305-3084 Fulltime teachers, communities of teacher- researchers, networks of teacher-researchers and With Spencer Foundation support, the teacher-researcher/university-researcher part- Center for Advanced Study in the Behavioral nerships are eligible to apply. Application dead- Sciences offers a limited number of partial lines for grants are June 1 and December 1. stipends to bring to the Center scholars con- Inquiries about these grants should be addressed ducting research in education. Inquiries should to: be addressed to: THE SPENCER FOUNDATION

Director THE FOUNDATION’S REVIEW Center for Advanced Study in the PROCESS Behavioral Sciences esearch proposals and fellowship appli- 202 Junipero Serra Boulevard R cations submitted to the Spencer Stanford, CA 94305 Foundation go through a rigorous review process. In 1994, the Foundation established three In addition to reviews by Spencer profession- experimental initiatives dealing with prepara- al staff, external peer reviews are undertaken tion of doctoral students for careers in educa- with respect to the quality and the value of the tional research. Two of these programs, the proposed inquiry. An additional dimension of Spencer Research Training Grant Initiative and expertise is added to the Foundation’s opera- the Spencer Mentor Network, are open only by tions by the Program Advisory Committee, which specific invitation of the Foundation. Both are guides and assists the research programs; the administered through the institutions receiv- Dissertation Selection Committee, which per- ing grants. forms a similar function in the Dissertation The third initiative is the American Fellowship Program; the Professional Educational Research Association/Spencer Development Research and Documentation Doctoral Research Training Fellowship Program, Advisory Committee, and the Practitioner providing one-year fellowships and/or travel Research Communication and Mentoring grants for graduate students midway through Advisory Committee. their doctoral programs. This experimental ini- The goal of the external review is not to application information tiative is administered by the American achieve some threshold rating from reviewers; 50 Educational Research Association. Inquiries rather, it is to bring solid advice to the staff and should be addressed to: to the Board of Directors of the Foundation, who ultimately make the decision as to whether the AERA /Spencer Doctoral Research proposed research can be supported. Fellowship Program The American Educational Research Association 1230 17th Street, NW Washington, DC 20036 Programs

The Spencer Foundation supports research and fellowships which give promise of yielding new knowledge leading to the improvement of edu- cation. This work is divided into two 51 main categories: Research Programs and Fellowship Programs. Grants and fellowships authorized under these programs during this year are listed on pages 52 to 62, and ongoing grants are listed on pages 63 to 66. THE SPENCER FOUNDATION

1996 MAJOR RESEARCH Isabel L. Beck and Margaret G. Michelle Fine (joint research Sally Lubeck McKeown project with Lois Weis at SUNY) Measuring the Construct of “Social Transforming Knowledge into Sites of Possibility in Urban America Context” in Preschool Programs for Tangible Resources to Support Graduate School and University Economically Disadvantaged Pedagogical Change Center Children Learning Research and City University of New York School of Education Development Center $274,545 over three years University of Michigan University of Pittsburgh $137,100 over one year $296,810 over three years James Paul Gee and Sarah Ann Michaels Kenneth Ludmerer Vern L. Bengtson Talk, Text, and Identity: American Medical Examination in Generation X and Their Elders: Understanding Teaching and the Twentieth Century Intergenerational Influences on Learning in a Post-Progressive Science School of Medicine Educational and Occupational Program Washington University Attainment Over Four Generations School of Psychology and Education $30,000 over fourteen months Gerontology Research Institute Clark University University of Southern California $300,310 over three years David McNeill $257,900 over three years Children’s Representation of Motion Claudia Goldin Events

research grants research Mary Lynn McCree Bryan The Making of Educated Americans: Department of Behavioral Sciences The Jane Addams Papers The Rise of the American High School University of Chicago Duke University and its Economic Consequences, $418,400 over four years $20,000 over two years 1890-1970 National Bureau of Economic Diana C. Mutz Donna Christian Research The Company of Strangers: Social Support for Phase I of the Language $102,725 over three years Context and the Public Sphere Education Study Department of Political Science Center for Applied Linguistics Usha Claire Goswami University of Wisconsin-Madison $30,000 over six months Factors Influencing the Use of $79,500 over thirty months Analogical Reasoning by Young Philip A. Cusick Children Anat Ninio The Michigan English Language Arts Department of Experimental The Acquisition of a Dependency Framework Project: A Longitudinal Psychology Grammar 52 Case Study of Reforming the System University of Cambridge Department of Psychology Department of Educational $111,100 over two years Hebrew University of Jerusalem Administration $218,775 over four years Michigan State University Jerry A. Jacobs $79,300 over eighteen months Gender and the College Curriculum Jody D. Nyquist, Donald H. Department of Sociology Wulff, Ann E. Austin, and Jo Michael David-Fox University of Pennsylvania Sprague Academia in Upheaval: The Origins $169,475 over two years The Development of Graduate and Demise of the Communist Students as Prospective Teaching Academic Regime in Russia and East Amy Kyratzis Scholars: A Longitudinal Research Central Europe Gender, Peer Groups, and Social Project Department of History Identity in the Preschool Instructional Development and University of Maryland at College Department of Education Research Park University of California, Santa University of Washington $60,000 over twenty months Barbara $254,450 over fifty-three months $55,200 over two years David K. Dickinson Martin Nystrand Examining and Changing Discourse Carol D. Lee Historic Conditions for the Emerging Environments in Preschool Cultural Modeling in Reading New Discourse About Writing in the Classrooms Comprehension: Implications for Late 1960s Family, School, and Community Teacher and Student Cognition Department of English Division School of Education and Social Policy University of Wisconsin-Madison Education Development Center, Inc. Northwestern University $35,000 over sixteen months $299,700 over thirty months $136,250 over three years Mary C. O’Connor Howard B. London and Teacher Discourse in Middle School Robert E. England, David E. Kathleen M. Shaw Mathematics Classrooms Wright III, and Michael W. Cultures of Success: A Study of School of Education Hirlinger Community Colleges with High Boston University Second Generation Discrimination Transfer Rates $212,500 over three years and American Indian Education Department of Sociology Department of Political Science Bridgewater State College Oklahoma State University $130,300 over two years $25,000 over one year 1996 ANNUAL REPORT

SMALL GRANTS Christine Pappas Lois Weis (joint research project Nancie Atwell Urban Teachers’ Struggles in Sharing with Michelle Fine at CUNY) Effective Teacher Roles in the Power with Their Students: Exploring Sites of Possibility in Urban America Teaching of Writing to Middle School Changes in Literacy Curriculum Department of Educational Organi- Students Genres zation, Administration, and Policy The Center for Teaching and College of Education, State University of New York, Learning University of Illinois at Chicago Buffalo $40,000 over six months $312,455 over three years S. Paige Baty American Women in the Mid-to Late- James E. Rosenbaum The Spencer Foundation Major nineteenth Century Survey of the Long-Term Effects of Research Grants Program is admin- Department of Political Science Residential Mobility on Low-Income istered by the Spencer Foundation. Williams College Black Youth Inquiries may be directed to John H. Center for Urban Affairs and Policy Barcroft, Vice-President, The Nicholas M. Beattie Research Spencer Foundation, 900 North The Freinet Movement Northwestern University Michigan Avenue, Suite 2800, Department of Education $503,000 over forty months Chicago, IL 60611-1542. University of Liverpool

Michael Rosenthal Margaret Healy Beauvois

Biography of Nicholas Murray Butler, Computer-Mediated Communication grants research President of Columbia English as a Second Language from 1902-1945 Program at the Universite Department of English and Montepellier III—Montpellier, France Comparative Literature Department of Romance Languages Columbia University University of Tennesse, Knoxville $93,000 over two years Robert Berne and Carol Ascher Heidi Ross and Jing Lin Performance Contracting: A Forgotten Social Stratification and Equality of Experience in School Privatization Educational Opportunity in China Institute for Higher Education and Department of Education Social Policy Colgate University and McGill New York University University $40,000 over six months Mary E. Brenner 53 Learning to Talk about Algebra in Two John Schuster Languages: Language Minority The Academic Labor Market: New Students in Mathematics Reform Realities and Policy Implications for Classrooms Higher Education and Government Graduate School of Education Center for Educational Studies University of California, Santa Claremont Graduate School Barbara $16,000 over one year David C. Brotherton Christopher A. Stray Battening Down the Hatches or The Shaping of a Discipline: Classics Giving Students a Voice?: A Study of in Cambridge, 1822-1914 Contrasting Approaches to the Threat Department of Classics and Ancient of Violence in Two New York City High History Schools University of Wales, Swansea Sociology Department $101,100 over two years John Jay College of Criminal Justice City University of New York Douglas R. Weiner “Curiosity For Its Own Sake”: Boris David Buckingham Evgen’evich Raikov And The Problem Television News and the Development of Soviet Science Education In The of Political Understanding 1920s Annenberg School for Department of History Communication University of Arizona University of Pennsylvania $52,800 over thirty months Elaine Chin Literacy for Adult Life: Case Studies of Adult Literacy Learning in Four Educational Contexts School of Education University of Michigan THE SPENCER FOUNDATION

Michael I. Cragg and Matthew Melissa Evans-Andris Diana Wright Guerin E. Kahn Information Sharing and Computer Fullerton Longitudinal Study Education’s Role in Insuring Workers Implementation in Elementary Department of Child Development Against Economic Adjustment Schools of Rural School Districts California State University, Department of Economics and Department of Sociology Fullerton School of International and Public University of Louisville Affairs Jacquelyn Hall Columbia University Rachel Joffe Falmagne From One Generation to Another: Reasoning Processes in Women Katherine Du Pre Lumpkin and the William J. Crittenden Department of Psychology Minds of the Modern South Democratic Schools Clark University Department of History Department of Political Science University of North Carolina at Arizona State University Susan Florio-Ruane Chapel Hill Exploring the Concepts of Culture, Joanne F. Carlisle Social Identity and Schooling in Jane Hannaway and Learning Words Through Oral and Beginning Teachers’ Discussions of Duncan Chaplin Experiential Contexts Ethnic Autobiography Structured Activity and Youth Department of Communication College of Education Achievement Sciences and Disorders Michigan State University The Urban Institute

research grants research Northwestern University Michele L. Foster Annette Henry Anne E. Cunningham Exemplary Teachers in Ethnically New American Voices Rising A Developmental Study of the Diverse Classrooms: An Exploratory Department of Curriculum & Cognitive Consequences of Literacy Study Instruction Graduate School of Education Center for Educational Studies College of Education University of California, Berkeley Claremont Graduate School University of Illinois at Chicago

Donna L. Deyhle and Elvira Kassie Freeman Deborah A. Hicks Souza Lima High-Achieving African American Biographies of Learning: A Study of The Karaja Project: Cultural Change High School Students’ Participation Working Class Children’s Social Through Children’s Drawings and the and Retention in Higher Education Construction of Self in the Primary Implications for Schooling Department of Educational Grades Department of Educational Studies Leadership Department of Educational 54 University of Utah Vanderbilt University Development University of Delaware John W. DuBois Rochel Gelman and Language Socialization Practices in Elana Joram Stephen S. Kaagan One Navajo Community’s Early Developing a Semantics of Lessons in Public Affairs Leadership: Education Program Measurement: Building Links The Life of Gregory R. Anrig Department of Linguistics between Measurements and their Educational Administration University of California, Referents Michigan State University Santa Barbara Department of Psychology University of California, Sandra Katz Patricia Edwards Los Angeles Identifying the Support Needed in Literacy Stories from Parents of Young Computer-supported Collaborative Children Ratna Ghosh Learning Systems Department of Teacher Education Economic Liberalization and its Learning Research and Michigan State University Impact on Education in India Development Center Administration and Policy Studies University of Pittsburgh Gilbert Elbaz in Education HIV/AIDS Education as a Social McGill University Barry C. Keenan Movement Confucian Higher Education John Jay College of Criminal Diane Gillespie and Jeanette Department of History Justice Seaberry Denison University City University of New York Implementing Case Studies that Promote Dialogues about Richard G. Kern Evelyn Margaret Evans Multicultural Issues and Campus Life Foreign Language Literacy: From The Emergence of Final Cause Goodrich Scholarship Program Theory to Practice Reasoning University of Nebraska, Omaha Department of French Department of Psychology University of California, Berkeley University of Toledo R. Kenneth Godwin, Frank R. Kemerer and Valerie J. Martinez A Study of Private and Public School Choice in San Antonio Department of Political Science University of North Texas 1996 ANNUAL REPORT

Richard A. King Keith K. Millis Alan R. Sadovnik Standards, Assessments and Dollars: The Impact of Rereading and Reading Coeducation at Wheaton College: The The Role of Financial Incentives in Ability on the Comprehension of Effects of ‘Conscious Coeducation’ on the Improvement of K-12 Education Expository Texts Gender Equity College of Education Department of Psychology School of Education Educational Leadership and Policy Northern Illinois University Adelphi University Studies University of Northern Colorado Michael J. Nakkula Sini Prosper Sanou Young Negotiators Study Epistemic Beliefs and Politics of Maurice Kogan and Graduate School of Education Foreign Language Teachers and Stephen R. Hanney Harvard University Students Elite Formation and Higher Department of French and Italian Education Policymaking in the UK Sharon Nelson-Barber University of Arizona Department of Government Teaching Mathematics and Science in Brunel University Micronesia Daniel Scheinfeld and Far West Laboratory for Educational Gillian Dowley McNamee Xiufeng Liu Research and Development Evaluating Educational Innovation in Assessing Students’ Conceptual an Inner City Setting Inspired by Change in Structural Characteristics Suet-Ling Pong Principles from Reggio Emilia

in Science through Student Writings Single-Motherhood, Women’s Status, Erikson Institute grants research and Digraphs and Children’s Schooling in Department of Education Peninsular Malaysia Michael S. Schudson St. Francis Xavier University College of Education Political Learning and Political Department of Education Policy Communication in the United States: Bruce London Studies 1690-1990 Analyses of Education in Classic Pennsylvania State University Department of Communication Community Studies University of California, San Diego Department of Sociology Claire L. Ramsey Clark University Interactions between Ethnicity and Susan F. Semel Disability at School: Mexican- Coeducation at Wheaton College: A Susan Martin Macke Heritage Deaf Children History of ‘Conscious Coeducation’ Educator and Community Views of Center for Human Information and Gender Equity Teacher Activism, Cincinnati, 1964- Processing Department of Curriculum and 1994 University of California, San Diego Teaching 55 School of Education Hofstra University Indiana State University Nancy Dodge Reyome Teachers’ Awareness of Child and Mary Ann Shea Marie Gerald McNeal Adolescent Maltreatment Investigating Discipline-Specific Balancing Vision and Reality: Department of Psychology Epistemologies and Their Effects on Teaching and Learning in a Child- State University of New York, Pedagogy Centered Mathematics Classroom Potsdam Faculty Teaching Excellence Graduate School of Education Program University of Pennsylvania Ellen M. Rintell University of Colorado, Boulder Language, Education, and the Khmer Dominique Meekers Community of Eastern Massachusetts Jianping Shen Pregnancy-Related School Drop-outs Department of Education Teacher Retention and Attrition in in Botswana Salem State College Public Schools Department of Sociology College of Education Pennsylvania State University Doreen Rosenthal University of Washington Parents as Sex Educators: Richard M. Merelman Communicating with Adolescents Theodore Steinberg The National Conversation on about Sexuality A Historical Perspective on Natural American Pluralism and Identity Centre for the Study of Sexually Disaster Education: Assessing Department of Political Science Transmissible Diseases Human Responsibility for Calamity University of Wisconsin-Madison La Trobe University in the United States Department of Humanities John W. Meyer and Kate Rousmaniere New Jersey Institute of Technology Francisco O. Ramirez Margaret Haley: The Life and A Cross-National Study of the Leadership of an American Teacher Linda Stone and University Curriculum, 1894-1994 Department of Educational Nancy P. McKee Department of Sociology Leadership Gender and University Students’ Stanford University Miami University Occupational Choices Department of Anthropology Washington State University THE SPENCER FOUNDATION

THE JOHN D. AND CATHERINE T. James F. Stratman William Nelson Winser MACARTHUR Investigation of Law Students’ Case A Functional Description and FOUNDATION/ Reading and Analysis Processes Analysis of the Features of Language SPENCER Department of Communication that Apply to Young School-Aged PROFESSIONAL University of Colorado, Denver Learners (K-3rd grade) DEVELOPMENT Faculty of Education GRANTS Lisa M. Sullivan University of Wollongong Preserving Work Ethics during Economic Crises: Newfoundland Roger A. Wojtkiewicz Popular Theater as a Medium for the An Examination of Hispanic Cathy Caro-Bruce and Kenneth Transmission of Community Educational Attainment Using the M. Zeichner Economic Values, 1972-1994 National Education Longitudinal The Nature and Impact of an Action Department of Humanities and Study Research Program for Teachers and Social Sciences Department of Sociology Principals in One Urban School Harvey Mudd College Louisiana State University District Madison Metropolitan School Margaret Connell Szasz Benjamin D. Wright and District, Madison, Wisconsin Tribal, Missionary and Federal Gad Yair $79,000 over two years Schooling for American Indians Excellence in Formal and Informal

research grants research 1780s-1920s Classrooms: A Multi-Level Analysis Iris Feldman, Karen Gallas, Department of History Department of Education Linda Goldman, and Anne C. University of New Mexico, University of Chicago Martin Albuquerque Teacher-Initiated Professional Dali L. Yang and Houkai Wei Development: The Lawrence School Julie I. Tallman and Decentralization and Regional Teacher Study Groups Lyn Henderson Educational Disparities in China The Public Schools of Brookline, Mental Models and Mediating Department of Political Science Massachusetts Processes of the Library Media University of Chicago $94,620 over three years Specialist and Student in One-on-One Instructional Interactions Using Michael F. Young G. Williamson McDiarmid Electronic Database Resources Learning with Generative Hypertext: Teachers in Charge: A Study of Department of Instructional Generating Meaning or Confusion Kentucky Teachers’ Professional Technology Educational Psychology Development Plans 56 College of Education Department National Center for Research on University of Georgia University of Connecticut Teacher Learning Michigan State University Angela R. Taylor and Marlene Zepeda $150,000 over three years Sandra Machida An Ecocultural Approach to Predictors of Early School Success of Understanding Infant Development in Economically Disadvantaged Latino Households Children Department of Child and Family Division of Family Studies Studies University of Arizona California State University, Los Angeles Deborah L. Tolman Dimensions of Desire—Phase Two Inquiries about the Small Research Center for Research on Women Grants Program may be directed to Wellesley College Small Research Grants Program, The Spencer Foundation, 900 North Jonathan Tudge Michigan Avenue, Suite 2800, The Cultural Ecology of Young Chicago, IL 60611-1542. Children Department of Human Development and Family Studies University of North Carolina, Greensboro

Martha H. Verbrugge Recreating the Body: Women Physical Educators in America, 1880-1980 Department of History Bucknell University

Elga R. Wasserman Leading Women Scientists Women’s Studies Program Yale University 1996 ANNUAL REPORT

SPENCER DISSERTATION FELLOWS Catherine Awsumb David Gamson Mark Jury Judicial Mandates and Legislative District by Design: Progressive Urban Inventing Work in a Rural Coalitions: Institutional Capacity in School Reform in Five Western Cities, Community: Exploring the Social, the School Finance Policy Process 1910-1940 Historical, and Cultural Dimensions School of Education School of Education of School-to-Work and Work-to-Work University of North Carolina at Stanford University Transitions Chapel Hill School of Education Steven Glazerman University of California, Berkeley Anthony Berkley School Quality and Racial Sorting Language and Power: Ethnographic under Alternative Policies: An Yuri Kuwahara and Historical Perspectives on Maya Empirical Investigation of Public Situated Selves: Inner-City Youth Language Instruction in Yucatán School Choice Identities, Language Use, and Department of Anthropology School of Public Policy Studies Schooling University of Chicago University of Chicago School of Education Stanford University Mary Bodwell Pamela Grundy Conversation as Teaching and “The Conditions of Success”: Jorge Larreamendy Learning: The Social Construction of Basketball, Education and Social Learning Science from Text: Effects of Knowledge, Practice, and Identity Change in North Carolina, 1893-1993 Theory and Examples on Students’ Department of Linguistics Department of History Ability to Construct Explanations in Boston University University of North Carolina at Evolutionary Biology Chapel Hill School of Education Margaret Carlock University of Pittsburgh Reciprocity: The Essence of Laura Hamilton Community, Meaningful Science Construct Validity of Constructed- Gess LeBlanc fellowship awards fellowship Learning, and Identity Response Assessments: Male and The Shift in Roles in the Expert-Novice School of Education Female High School Science Dyad University of California, Berkeley Performance Department of Psychology School of Education Graduate School and University Nikolaos Chrissidis Stanford University Center Education and Faith in Russia 1680- City University of New York 1730: The Brothers Leikhudes and the Dongping Han “Grecophiles” Between Orthodox East Educational Reform and Political Ritty Lukose and Latin West Empowerment in Rural China during Learning Modernity: The Culture of 57 Department of History the Cultural Revolution 1966-1976 the College in Kerala, South India Yale University Department of Political Science Department of Anthropology Brandeis University University of Chicago Nicholas De Genova Working the Boundaries, Making the Emily Hannum Shuaib Meacham Difference: Race and Space in Educational Inequality: Hidden Multicultural Connections: A Study of Mexican Chicago Consequences of the Reform Era in the Intercultural Tensions and Department of Anthropology Rural China, 1978-1990 Linkages of Literacy Instruction in a University of Chicago Department of Sociology Multicultural Classroom University of Michigan, Ann Arbor College of Education Jack Dougherty University of Illinois, Urbana- More than One Struggle: African- Christopher Higgins Champaign American School Reform Movements Transforming Talk: Psychoanalysis in Milwaukee from Brown to the 1990s and the Multicultural Classroom in Keiko Nakamura School of Education Dialogue Pragmatic Aspects of the Acquisition University of Wisconsin-Madison Teachers College of Japanese: The Development of Columbia University Sociolinguistic Awareness Kimberley Edelin Department of Psychology Changes in Academic Motivation and Amanda Holzrichter University of California, Berkeley General Well-Being across the Interactions between Deaf Mothers Transition to Middle School: The Role and Their Deaf Infants: A Ana Ramos-Zayas of Race, Space, and Class Crosslinguistic Study Nationalist Ideologies, Ethnic School of Education Department of Linguistics Identities and Social Reform among University of Michigan, Ann Arbor University of Texas at Austin Puerto Ricans in Chicago Department of Anthropology Tamela Eitle Mizuko Ito Columbia University Institutional Discrimination: Causes Participation in Virtual Worlds: An and Consequences of Within-School Interaction Analysis of Technology Segregation and Learning Department of Sociology School of Education Indiana University, Bloomington Stanford University THE SPENCER FOUNDATION

NAE/SPENCER POSTDOCTORAL FELLOWS Sonya Ramsey Nancy A. Abelmann Davison M. Douglas More than the Three R’s: African- Educational Mobility Across the Black and White Attitudes towards American Women Teachers and Border: An Ethnographic Study of Segregated Schools in the North, 1865- School Desegregation in Nashville, Chicago Area Korean American High 1954 Tennessee, 1943-1983 School Students and their Parents Law School Department of History Department of Anthropology College of William and Mary University of North Carolina at University of Illinois, Urbana- Chapel Hill Champaign Patricia Enciso Landscapes of Reading and Sean Reardon Arnetha F. Ball Relationship: The Socio-Cultural Social Class and the Culture of Developing a Framework for Nature of Children’s Placement and Adolescent Drug Use Considering how American and South Displacement in Reading Education Graduate School of Education African Urban Preservice Teachers School of Education Harvard University Move from Internalization to Action University of Wisconsin-Madison in Teacher Education Programs Salvatore Saporito School of Education Rosalie P. Fink Class and Race Segregation in University of Michigan Successful Dyslexics: A Study of Schools: The Unintended Literacy Development in Dyslexic Consequences of School Choice Angela M. Calabrese Barton Women Department of Sociology Redefining Relationships: Department of Humanities Temple University Intersections between Urban Lesley College Homeless Children and a Pedagogy of Paul Skilton Sylvester Liberation Rene Galindo Fighting the Tides or Pushing Them? College of Education Discourse Genres in the Language and A Comparison of Organizational Hofstra University Literacy Socialization of Young fellowship awards fellowship Change in an Inner City School and a Mexican-Origin Bilingual Children Fortune 500 Company Allan B. I. Bernardo School of Education Graduate School of Education Improving Analogical Transfer in University of Colorado, Denver University of Pennsylvania Mathematical Problem Solving Department of Psychology Teresa Garcia Corrine Taylor University of the Philippines The Multifaceted Self: Negotiating A Reexamination of the Effects of and Coping with Multiple Roles, School Expenditures on Student C. Cryss Brunner Multiple Goals 58 Achievement Profiles of Power: Superintendents, College of Education Department of Economics Decision-Making, and Collaboration University of Texas at Austin University of Wisconsin-Madison School of Education University of Wisconsin-Madison M. Julia Grant Bernadette Wilkin Defining Normal Childhood: A Social Learning from Multimodal Jinfa Cai History of the Concept of Information: A Cognitive Model Mathematical Tasks, Mathematical Development School of Education Discourse, and Mathematical James Madison College University of California, Berkeley Problem Solving in U.S. and Chinese Michigan State University Classrooms Susan Yonezawa Department of Math, Statistics and Douglas K. Hartman Making Decisions about Students’ Computer Sciences Doing Things with Texts: Mapping the Lives: An Interactive Study of Marquette University Textual Practices of Two African Secondary School Students’ Academic American Male High School Students Program Selection Marilyn J. Chambliss College of Education Graduate School of Education and Children as Thinkers Interacting with University of Pittsburgh Information Studies Challenging Text University of California, Graduate School of Education Annette Mary Henry Los Angeles University of California, Berkeley “Invisible to the Naked Eye” Gender, Race, Class and Schooling: An Inquiry The Spencer Dissertation John F. Connelly into the Practice of Black Women Fellowship Program is administered Communist Higher Education Teachers Regarding Young-Adolescent by the Spencer Foundation. Policies in the Czech Lands, East Black Girls Inquiries may be directed to Germany, and Poland: 1945-56 College of Education Catherine A. Lacey, Dissertation Department of History University of Illinois at Chicago Fellowship Program, The Spencer University of California, Berkeley Foundation, 900 North Michigan Deborah Kerdeman Avenue, Suite 2800, Chicago, IL Victoria B. Costa Preservice Teachers’ Self- 60611-1542. “We Study All That Matters”: The Understanding Negotiation of Knowledge and Roles College of Education in Science Classrooms University of Washington School of Education California State University, Fullerton 1996 ANNUAL REPORT

SPENCER FELLOWS AT THE CENTER Bradley A. Levinson Shelby A. Wolf FOR ADVANCED School Practice, Student Culture and Differences to Make a Difference: STUDY IN THE Social Identity at a Mexican Preparing Preservice Teachers for BEHAVIORAL Secondary School: An Ethnographic Culturally Conscious Pedagogy SCIENCES Case Study School of Education School of Education University of Colorado, Boulder Indiana University Marcia Linn Sandra L. Wong Mathematics, Science, and Dave E. Marcotte Curricular Reform, Cultural Politics, Technology Education: Theories of Learning in the Labor Market: The and the Reconstruction of a Pluralistic Instruction; Cognition and Importance of Education and American Identity Technology; Gender and Science Training after “Formal” Schooling Department of Sociology School of Education Ends Wesleyan University University of California, Berkeley Center for Governmental Studies Northern Illinois University Stanton E. F. Wortham Roy Pea Awareness of Classroom Cognitive and Sociocultural Theories Meta Mendel-Reyes Relationships: A Pedagogical of Learning, Education, and Symbol “Becoming Ourselves”: Popular Resource? Systems; Science Education; Inventive Education for Multicultural Department of Education Roles for Computer and Democracy Bates College Communication Technologies in Department of Political Science Interactive Learning Environments Swarthmore College Gad Yair School of Education and Social Mind the Mood and Engage Cognition Policy Katherine M. Neckerman Department of Sociology Northwestern University Race, Legitimacy, and Schooling in Hebrew University of Jerusalem fellowship awards fellowship Chicago, 1900-1960 Alan Peshkin Department of Sociology Conduct of Qualitative Inquiry Columbia University College of Education The Spencer Postdoctoral University of Illinois, Urbana- Claire L. Ramsey Fellowship Program is administered Champaign Everyday Literacy Practices in the by the National Academy of U.S. Deaf Community Education through a grant made in Center for Human Information the 1994 fiscal year by the Spencer 59 Processing Foundation for $4,322,000 over three Fellowship awards are administered University of California, San Diego years. Inquiries may be directed to by the Center for Advanced Study in National Academy of Education, the Behavioral Sciences through a Douglas S. Reed Spencer Fellowship Program, grant made in the 1994 fiscal year by Democracy v. Equality: Legal and Stanford University, School of the Spencer Foundation of Political Struggles Over Educational Education, CERAS-108, Stanford, CA $1,075,000 over six years for support Finance Reform 94305-3084. of Fellows. Inquiries may be direct- Department of Government ed to Director, Center for Advanced Georgetown University In 1996 a grant of $104,000 was made Study in the Behavioral Sciences, to Abt Associates of Cambrige, MA, 202 Junipero Serra Boulevard, Leslie J. Reese for a follow-up study of the Stanford, CA 94305. The Influence of Contrasting Cultural NAE/Spencer Postdoctoral Settings on Parental Strategies for Program. Promoting their Adolescent Children’s Success Garfield School Long Beach Unified School District

Judy A. Temple Longer-Term Effects of Extended Educational Intervention: Longitudinal Results from a Large- Scale Program Department of Economics Northern Illinois University

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SPENCER SENIOR SCHOLARS EXPERIMENTAL RESEARCH Ann L. Brown Sara Lawrence-Lightfoot TRAINING GRANTS Psychological Theory and Crossing Boundaries and Forging Educational Reform: From the Relationships: The Art and Science of University of California, Los Committee of Ten to the Bush Portraiture Angeles Initiatives Graduate School of Education Los Angeles, California School of Education Harvard University $810,000 in 1994 University of California, Berkeley 1995 1992 University of Chicago James G. March Chicago, Illinois Robert B. Cairns Organizational Learning $450,000 in 1994 Social Development and School Graduate School of Business Adaptation in Longitudinal Stanford University Harvard University Perspective: Childhood to Maturity 1994 Cambridge, Massachusetts Department of Psychology $900,000 in 1994 University of North Carolina at Richard J. Murnane Chapel Hill Economic Analyses to Improve University of Michigan 1990 Education Ann Arbor, Michigan Graduate School of Education $450,000 in 1994 Courtney B. Cazden Harvard University Writing Development and Instruction 1996 Stanford University in the English-Writing World Stanford, California Graduate School of Education Gary Orfield $525,000 in 1994 Harvard University Education and Equity in Metropolitan 1991 Society: Trends, Causes, and the New University of Wisconsin- Policy Madison fellowship awards fellowship Michael Cole Graduate School of Education Madison, Wisconsin Creating and Sustaining New Forms Harvard University $450,000 in 1994 of Educational Activity in Community 1988 Settings Department of Communication Lee S. Shulman University of California, San Diego Toward a Pedagogy of Substance SPENCER MENTOR 1995 School of Education NETWORK AWARDS Stanford University 60 Mihaly Csikszentmihalyi 1990 John and Jean Comaroff The Cultivation of Creativity in Later Department of Anthropology Life David Tyack University of Chicago Department of Psychology Purposes, Policies, and Politics in University of Chicago American Education Marvin Lazerson 1989 School of Education Graduate School of Education Stanford University University of Pennsylvania Carol Gilligan 1996 The Psychology of Women and the James Leloudis II Development of Girls Multi-year Senior Scholar Grants Department of History Graduate School of Education are awarded to distinguished educa- University of North Carolina at Harvard University tional researchers at the invitation Chapel Hill 1990 of the Foundation. Judith Warren Little Paul T. Hill School of Education A Long-Term Inquiry into the Hidden University of California, Berkeley Curricula of K-12 Schools Institute for Public Policy and Claude Mason Steele Management Department of Psychology University of Washington Stanford University 1993

Jean Lave Learning in Practice School of Education University of California, Berkeley 1988 University ofGeorgia College ofEducation School, 1896-1904 University ofChicagoElementary Relation to theActivities ofthe Dewey’s TheoryofExperienceandits The Role ofImaginationinJohn Dee Russell Claremont Graduate School Department ofEducation Fourth Grade and Achievement: TheAnomaly of African AmericanChildren, School, Tryphenia BridgettePeele Vanderbilt University George Peabody College School andFamily Partnerships Plan inSt.Louis:AnExamination of Families intheInterdistrict Transfer African AmericanStudentsand Jerome EllisMorris Stanford University School ofEducation Systems Quality ofPerformance Assessment A Statistical Modelto Improve the Haggai Kupermintz Michigan State University College ofEducation Immigrant Lives andLearning Educating New Americans:Hmong Donald Francis Hones University ofAlabama College ofEducation and IdeasofEducators intheField Teaching andLearning:TheAttitudes The ImpactofOn-LineTechnology on David Andrew Heflich Arizona State University College ofEducation First Century Building aUniversity for theTwenty- Administrator Experiencesin Dreams andRealities: Faculty and Kenneth Paul Gonzalez Harvard University Graduate SchoolofEducation Classrooms Science LearninginBilingual Costanza M.Eggers-Pierola FELLOWS AERA/SPENCER DOCTORAL RESEARCH Champaign University ofIllinois, Urbana- Communication Department ofSpeech Competence The EmbodimentofWritten andOral Sociocultural Approaches to Literacy: Greg Waddoups Columbia University Teachers College Ruined byRemarriage? Achievement: DefeatedbyDivorce? Parent Involvement andAdolescent Pamela J.Theroux 1996 ANNUAL REPORT GRANTEES RESEARCH TRAVEL DOCTORAL AERA/SPENCER University ofMichigan Department ofAnthropology the Popularization ofSocialPsychology Magazines: Science, Capitalism, and The LoopingEffectsofAdolescent Rachel Heiman University ofCalifornia, LosAngeles Information Studies Graduate SchoolofEducationand Play ofDominoes African-American Children inthe Domino Math:MathLearningof Venus Dawson Purdue University School ofEducation Teacher of BecominganElementary Science Investigating Reflection intheProcess Lynn Bryan Washington, DC20036. Street NW,Association, 123017th American EducationalResearch Research Fellowship Program, The directed to AERA/SpencerDoctoral Foundation. Inquiriesmay be yearthe 1995fiscal by the through agrant of $250,000madein Research Association(AERA) by theAmericanEducational Grant Programs are administered Research Fellowship andTravel The AERA/SpencerDoctoral University ofMaryland College ofEducation Inappropriate ChildCare Developmentally Appropriate and Children’s Perceptions of Nancy W. Wiltz University ofSouthernCalifornia School ofEducation Access andAffectinLiteracy Acquisition Jeffrey L.McQuillan University ofCalifornia, LosAngeles Information Studies Graduate SchoolofEducationand Bilingualism Linguistic CodeSwitching and Jeffrey MacSwan University ofCalifornia, Davis Division ofEducation Social ConstructionofChildhood Transnational Migration andthe Jeffrey L.Lewis 61 fellowship awards THE SPENCER FOUNDATION

OTHER GRANTS Christopher Cross Donald R. Moore A Review of the U.S. and World Partial support of the School History Standards Community Standards Project Council for Basic Education Designs for Change $25,000 over three months $390,000 over three years

David Featherman Gary B. Nash Planning grant for research consortia Dissemination of the Revised on school reform National History Standards Social Science Research Council University of California, Los $10,000 over one year Angeles $10,000 over six months Carol Gilligan New Psychologies Conference Judith Pinch other grants Harvard University Conversion of the Woodrow Wilson $25,000 over ten months Fellows files to CD-ROM Woodrow Wilson National Stephen Graubard Fellowship Foundation Special Daedalus issue on American $10,000 over six months Education American Academy of Arts & Harold A. Richman Sciences Planning for a policy research agenda $10,000 over six months for school and community learning and development of children and Adele Hast and Rima Lunin youth Schultz The Chapin Hall Center for The Historical Encyclopedia of Children Chicago Women University of Chicago University of Illinois at Chicago $28,000 over nine months $20,000 over eighteen months Dorothy Ross Stanley J. Heginbotham Conference on the history of the social Merit Review and Merit Selection: and behavioral sciences since the late 62 Principles and Practice for Higher nineteenth century Education, Science and Foundations Johns Hopkins University New York Academy of Sciences $30,000 over fourteen months $25,000 over one year Barbara Schneider Paul Hill Comparison of Historical and current Colloquium on Democratic Purposes longitudinal data on studies of youth of High School University of Chicago University of Washington $10,000 over one year $20,000 over six months Carol Weiss Anne Kubisch Conference for scholars who attended Roundtable on Comprehensive the 1995 CASBS Summer Institute Community Initiatives for Children Harvard University and Families $18,000 over sixteen months The Aspen Institute $25,000 over one year

Linda Lenz Support for “Catalyst: Voices of Chicago School Reform” Community Renewal Society $80,000 over two years

Valerie Lies and Barack Obama Start-up costs for the Chicago Annenberg Challenge Donors Forum as fiscal agent for the Chicago Annenberg Challenge $22,500 over six months $377,250 in1995 New York University Department ofPsychology Meaning MakinginContext Jerome Bruner $297,150 in1995 University ofIllinoisatChicago Psychology Department ofEducational Reliability, Validity, andFeasibility During CasePresentations: Studiesof Diagnostic andSemanticCompetence Assessing MedicalStudents’ Georges Bordage $321,700 in1993 University ofArizona Department ofPsychology Syntactic SupportinWord Learning Paul Bloom $176,440 in1993 Stanford University Department ofPsychology of SocialandAcademic Development onTrajectoriesImpact ofSelf-Efficacy Albert Bandura $321,200 in1993 Education Ontario Institutefor Studiesin Adolescent DelayedReaders Instruction withInner-City Engaged inCollaborative Strategy The Development ofTeachers Bereiter Valerie Anderson andCarl $238,900 in1995 University ofVirginia Department ofPsychology Among At-Risk Adolescents Into andOutofAcademic Difficulties Extra-Curricular onPaths Influences Joseph P. Allen $285,000 in1994 Education Ontario Institutefor Studiesin Extending LearningThrough Talk Shechter, andC.Gordon Wells John Patrick B. Allen,Myriam $410,000 in1993 Johns HopkinsUniversity Department ofSociology Early Withdrawal from School of theLong-Term Process thatLeadsto Disengagement andDropout: AStudy Roberts Entwisle Karl L.Alexander andDoris GRANTS IN-PROGRESS 1996 $125,000 in1993 University ofCalifornia, Berkeley Graduate SchoolofEducation Schools Development inUrbanPrimary Sociocultural Diversity andLiteracy Anne HaasDyson $133,900 in1994 Carnegie MellonUniversity Department ofPsychology Interactive Electronic Texts Individualizing Learningwith Larkin Diana Dee-LucasandJillH. $256,700 in1992 University ofPennsylvania Graduate SchoolofEducation of Teaching Teacher InquiryandtheEpistemology Susan L.Lytle Marilyn Cochran-Smith and $174,500 in1994 University ofPittsburgh Development Center Learning Research and Tutoring Construction ofExplanationsDuring Self-Construction andCo- Michelene T. H.Chi $214,100 in1994 WAMC PublicRadio Research Dissemination ofEducational Alan S.Chartock $277,800 in1993 University ofWisconsin-Madison Administration Department ofEducational Community: ACriticalEthnography Community Servicesinthe The Coordination ofSchooland Colleen A.Capper $619,800 in1994 University ofChicago Department ofEducation School Research Renewal: TheConsortiumonChicago Anthony S.Bryk $132,700 in1994 Washington University Department ofEducation Academy, 1890-1940 Women SocialScienceScholarsinthe Mary AnnDzuback 1996 ANNUAL REPORT $55,000 in1995 The Foundation Center General Support Sara Engelhardt $169,050 in1994 Institute for Research onLearning Department ofLinguistics Differentiation Confidence andAcademic Preadolescent Girls’Crisisof Identities: AnEthnographic Studyof Gender Restructuring andAcademic Penelope Eckert $312,500 in1995 University ofMichigan Institute for SocialResearch Outcomes Implications for Educational Passages Through Adolescence: Bonnie L.Barber Jacquelynne S.Ecclesand $313,000 in1993 Northwestern University Policy Program Human Development andSocial Tutors intheSchool Understandings byUsing Parent Constructions ofArithmetical Supporting UrbanLatinoChildren’s Karen C.Fuson $86,500 in1995 Park University ofMarylandatCollege Policy Center for Philosophy andPublic Education Multicultural Education asMoral Robert K.Fullinwider $262,500 in1994 Rutgers University Analysis Center for EducationalPolicy Assessments District Responses to State Alternative William A.Firestone $265,150 in1995 University ofIllinoisatChicago Department ofEnglish among Mexican Immigrant Families Traditions andLiteracy Practices Language, Literacy, andGender:Oral Marcia Farr $50,000 in1995 Drug Strategies, Inc. Programs Consumer’s Guideto DrugEducation Mathea Falco 63 grants in-progress THE SPENCER FOUNDATION

Ronald G. Gallimore and Shirley Brice Heath and Alan C. Kerckhoff Claude N. Goldenberg Milbrey W. McLaughlin Comparative Analysis of Ability The Research/Practice Nexus: The Learning for Anything Everyday: The Grouping: Extension and Case of Home and School Effects on Role of Neighborhood-Based Clarification Latino Students’ Academic Organizations for Youth Department of Sociology Achievement Department of English and Duke University Department of Psychiatry and Linguistics $129,100 in 1993 Biobehavioral Science Stanford University University of California, Los $441,400 in 1993 Stephen Kulis Angeles Black Scientists and Engineers on $300,000 in 1992 James J. Heckman Postsecondary Faculties: The Value of Certifying Skills: A Case Organizational Barriers to Roger L. Geiger Study of the GED Recruitment and Equity in Academic Dynamics of Institutional Change in Harris School of Public Policy Rewards Higher Education: American Colleges University of Chicago Department of Sociology and Universities in the Nineteenth $216,900 in 1994 Arizona State University Century $86,520 in 1993 College of Education George Hillocks Pennsylvania State University How State Assessments Influence Ellen Condliffe Lagemann $42,750 in 1993 Curricular Content and Classroom The Social History of Educational Practice: The Case of Writing Research in the United States From Susan Goldin-Meadow Department of Education the 1860s to the 1960s Gesture-Speech Mismatch as an University of Chicago History of Education Educational Tool: Using the Hand to $278,200 in 1994 Teachers College Read the Mind Columbia University grants in-progress grants Department of Psychology Susan D. Holloway and Bruce $368,450 in 1987 University of Chicago Fuller $219,475 in 1994 Choice Illusions? How Working-Poor Magdalene Lampert Mothers Construct Early Childhood Practices of Teaching and Learning Artin Goncu and Define Preschool Quality Authentic Mathematics for Cultural Variations in the Play of Graduate School of Education Understanding in School Young Children Harvard University School of Education College of Education $112,200 in 1993 University of Michigan 64 University of Illinois at Chicago $345,000 in 1991 $185,200 in 1991 A. Michael Huberman The Conceptual Effects of Annette P. Lareau John I. Goodlad Disseminating Research-Based Managing Childhood: Social Class Financing Partner Schools and Knowledge to Educational and Race Differences in Parents’ Centers of Pedagogy Professionals Management of Children’s The Institute for Educational Graduate School of Education Organizational Lives Inquiry Harvard University Department of Sociology $52,000 in 1995 $163,600 in 1993 Temple University $259,300 in 1991 James G. Greeno Philip W. Jackson Processes of Conceptual Learning Teaching and Learning through the Bonnie J. Leadbeater and During Conversational Discourse Arts: A Post-Deweyan Perspective Niobe Way School of Education Department of Education A Six-Year Prospective Study of Stanford University University of Chicago Educational and Employment $396,900 in 1995 $184,500 in 1993 Outcomes for Adolescent Mothers and Early School Adjustment for their Sara Harkness and Charles John F. Kain Children McAfee Super Minority Suburbanization and the Department of Psychology Parental Ethnotheories, Cultural Achievement of Minority Students Yale University Practices, and the Transition to School Department of Economics $190,600 in 1994 Department of Human Harvard University Development and Family Studies $182,100 in 1994 Marjorie Y. Lipson, James H. Pennsylvania State University Mosenthal, and Jane E. $442,650 in 1995 Morton Keller and Phyllis Mekkelsen Keller Change in Math and Writing Success and Its Discontents: Harvard Instructions: Teachers’ Responses to and Higher Education in America, Statewide Assessment Portfolio 1936-1995 Mandate Department of History Professional Education and Brandeis University Curriculum Development $228,650 in 1995 University of Vermont $219,500 in 1994 $58,154 in1991 Champaign University ofIllinois, Urbana- Psychology Department ofEducation Perspective Society: AStudyinComparative School andCommunityinAmerican Alan J.Peshkin $187,500 in1994 University ofCalifornia, Santa Cruz Department ofEducation Early Adolescence Language MaintenanceandShiftin Kenji Hakuta Lucinda Pease-Alvarez and $167,000 in1994 Education Ontario Institutefor Studiesin Belief inEducation David R.Olson $274,625 in1994 Angeles University ofCalifornia, Los Department ofAppliedLinguistics Physics Laboratory Scientific KnowledgeinaUniversity The Collaborative Constructionof Elinor Ochs $189,300 in1995 Carnegie MellonUniversity Department ofHistory Data Developmental StudyEmployingIEA Children’s Lives: AComparative Schooling andSchoolLearningin John Modell $225,000 in1994 Harvard University The Harvard EducationLetter Research Dissemination ofEducational Edward Miller $303,500 in1994 Johns HopkinsUniversity Schools Center for SocialOrganization of and Solutions and HighSchool:Problem Sources Student AbsenteeisminMiddleSchool and WillJ.Jordan L. McDill,DouglasMacIver, James M.McPartland, Edward $367,200 in1995 Northwestern University Policy School ofEducationandSocial Generativity inBlackandWhite Dan P. McAdams $121,460 in1993 Harvard University Graduate SchoolofEducation Community Moral Authority inaPluralistic Who CommandstheRespect ofYouth: Thomas A.Shaw $265,200 in1995 University ofVirginia Department ofPsychology and Failure Student-Athletes’ Academic Success Factors AssociatedwithCollege Institutional andProgrammatic Robert M.Sellers $90,200 in1994 University ofCalifornia, Berkeley Writing andLiteracy National Centerfor theStudyof Integrated MaintenanceModel Bilingual Development: Toward an Family LanguageEnvironment and Bayley Sandra R.SchecterandRobert $93,100 in1994 University ofCalifornia, Santa Cruz Department ofPsychology Participate inanInnovative School Transformations asNew Members and Cultural Activity: Development inIndividual,Group, Barbara Rogoff $269,350 in1995 Pennsylvania State University Policy, andComparative Education Department ofAdministration, Mexico Schooling: AStudyofChile, Peru, and Family Welfare andChildren’s Dennis P. Hogan Jensen, David G.Abler, and David M.Post, LeifIngram $339,000 in1995 Johns HopkinsUniversity Department ofSociology Generation Adaptation Process oftheSecond Children ofImmigrants: The Alejandro Portes $1,500,000 in1993 Brown University Coalition ofEssentialSchools ATLAS Project Development Working Party ofthe Partial SupportoftheDesignand and JanetWhitla Comer, Howard E.Gardner, Theodore R.Sizer, JamesP. 1996 ANNUAL REPORT $157,600 in1994 University ofSussex School ofSocialSciences Women inBritain 1920s-1970s Oral History ofHigherEducated Patricia MaryThane $213,900 in1991 University ofChicago Department ofEducation School Teaching Subject MatterasaContextfor High L. Grossman Susan S.Stodolsky andPamela $50,000 in1995 The AmericanProspect Information Media,andtheSchools” Conference on“Reform, New Paul Starr $368,250 in1992 Harvard University Graduate SchoolofEducation Literacy Development Home-School StudyofLanguageand Catherine E.Snow $240,000 in1994 TERC Researcher Communities Understanding LearninginTeacher and CynthiaBallenger Beth Warren, AnnS.Rosebery, $269,450 in1995 Indiana University Department ofSociology 1880-1920 and thePolitics ofPublic Education, Organizations, Group Mobilization, Private Interests andPublicVoices: Pamela Barnhouse Walters $429,100 in1993 University ofChicago Department ofBehavioral Science Comprehension Talking AloudduringReading Thomas R.Trabasso $113,800 in1994 Emory University Department ofPsychology Language Joint Attention andtheEmergence of Michael Tomasello $119,400 in1991 University ofChicago Department ofSociology of SuccessagainsttheOdds Underachievement: TheConundrum Social Context and Marta Tienda 65 grants in-progress THE SPENCER FOUNDATION

Rhona S. Weinstein Smart or Dumb? The Power of Expectations in Schooling Department of Psychology University of California, Berkeley $120,000 in 1994

James V. Wertsch The Socialization of Cognition and Values: An International Study Department of Education Washington University $348,225 in 1990

Allan Wigfield Children’s Competence Beliefs, Achievement Task Values, and General Self-Esteem Department of Human Development University of Maryland at College Park $37,000 in 1995

John B. Williams grants in-progress grants National Colloquium on Systemwide Desegregation of Higher Education Graduate School of Education Harvard University $90,000 in 1994

Samuel S. Wineburg Historical Sense-Making: An Intergenerational Study 66 College of Education University of Washington $156,800 in 1995

Ron Wolk Dissemination of Educational Research Editorial Projects in Education $235,500 in 1994 School Policy, 1995 Chicago, IL:TheChicago Panel on School Year 1993-94 Chicago PublicSchoolData Book Hess, G.Alfred, Jr. New York, NY: PlenumPress, 1994 Aspects Gifted IQ:EarlyDevelopmental Guerin Bathurst, andDianaWright Eskeles Gottfried,Kay Gottfried, AllenW., Adele Books, 1995 New York, NY: HarperCollins-Basic Leadership Leading Minds:AnAnatomy of Gardner, Howard London, England:UCLPress, 1995 No DistinctionofSex? Dyhouse, Carol 1995 Washington, D.C.:Falmer Press, Protean Literacy Delgado-Gaitan, Concha Institute, 1995 Washington, DC:TheAspen Community Initiatives New Approaches to Evaluating Carol H.Weiss Kubish, LisbethB. Schorr, and Connell, JamesP., AnneC. Associates, 1995 Hillsdale, NJ:Lawrence Erlbaum Cultures Meaning: Interaction inClassroom The Emergence ofMathematical Bauersfield Cobb, Paul andHeinrich California Press, 1995 Berkeley, CA: University of Universities Advanced EducationinModern Places ofInquiry:Research and Clark, Burton R. California-Berkeley, 1995 Berkeley, CA: University of Equally inView Clifford, Geraldine Joncich Inc., 1995 Thousand Oaks, CA: CorwinPress, Democratic PrinciplesinAction Anderson, andSherryDungan Blase, Joseph,JoBlase, GaryL. GRANTEE PUBLICATIONS RECEIVED Westport, CT: Praeger, 1995 Educational Reform Responsibility for America’s Not BySchoolsAlone:Sharing Waddock, Sandra A. Press, 1995 Cambridge, MA:Harvard University Tinkering Toward Utopia Tyack, David andLarryCuban Press, 1995 Cambridge, MA:Harvard University The Power ofNews Schudson, MichaelS. 1995 Boston, MA:Houghton MifflinCo., Education inAmerica Possible Lives: ThePromise ofPublic Rose, Mike New York, NY: Routledge, 1995 United States Conflict andCultural Politics inthe Representing BlackCulture: Racial Merelman, Richard M. University PrintingServices, 1995 Bloomington, IN:Indiana School Reform intheInformation Age Mehlinger, Howard D. North Carolina Press, 1996 Chapel Hill,NC:TheUniversity of Schooling theNew South Leloudis, James L. Press, 1995 New York, NY: Oxford University Can DoAboutIt Its Youngest Children andWhatWe Starting Right:HowAmericaNeglects Alfred J.Kahn Kamerman, SheilaB. and Press, 1995 New York, NY: Teachers College Chicago Perspective Restructuring UrbanSchools:A Hess, G.Alfred, Jr. Press, 1995 Chicago, IL:University ofChicago American Democracy Self Rule: ACultural History of Wiebe, Robert H. University Press, 1995 New York, NY: Cambridge Sociocultural StudiesofMind Rio, andAmeliaAlvarez Wertsch, James V., Pablo Del 1996 ANNUAL REPORT Press, 1995 New Haven, CT: Yale University Opportunity Education, Society,andEconomic Vinovskis, MarisA. Press, 1995 Cambridge, MA:Harvard University in AmericanPolitics Voice andEquity:CivicVolunteerism Brady Schlozman, andHenryE. Verba, Sidney, Kay Lehman 67 grantee publications

1996Financial Statements for the year ended March 31, 1996

69 financial statements 70 THE SPENCERFOUNDATION O the Foundation office. Foundation’s assetsisavailable for inspectionat Chicago iscustodian bank.Acompletelistofthe allocation policy.TheFirst National Bankof to discussinvestment policy,andto settheasset Directors are invited)to review investment results, convening regularly (atmeetingsto whichall performance oftheFoundation’s investments, the Treasurer andbytheController, oversees the Committee oftheBoard ofDirectors, assistedby Street Bank,Boston. TheFinanceandAudit EAFE indexed equityfundsmanagedbyState Management, New York, andinS&P500 actively managedbyCedarpointCapital assets are invested primarilyinequities Foundation totaled $315.5 million.These n March 31, 1996,theassetsofSpencer REPORT OFTHETREASURER John H.Barcroft Spencer Foundation beginonpage72. year. Theauditedfinancial statements ofthe mately thesamelevel through the1997fiscal Directors anticipatesmakinggrants atapproxi- lowships totaling $12.9million,andtheBoard of Foundation madepaymentsongrants andfel- fiscal years. Duringthe1996fiscalyear, the of which$11.4 millionremains payableinfuture rized grants andfellowships of$157.3million, in 1971 andthrough March 31, 1996hasautho- March 31, 1996 Treasurer John H.Barcroft The Foundation madeitsfirst distributions mates madebymanagement,aswell asevalu- accounting principlesusedandsignificant esti- todians. Anauditalsoincludesassessingthe 1996 and1995,bycorrespondence withthecus- 31, firmation ofsecuritiesowned,asMarch ments. Ourprocedures includedobtaining con- amounts anddisclosures state- inthefinancial ing, onatestbasis, evidencesupportingthe rial misstatement. Anauditincludesexamin- whether thefinancialstatements are free ofmate- the auditto obtain reasonable assurance about standards require thatwe planandperform with generally acceptedauditingstandards. Those ments basedonouraudits. is to express anopiniononthesefinancialstate- Foundation’s management.Ourresponsibility cial statements are theresponsibility ofthe cash flows for theyears thenended.Thesefinan- 1995, andtherelated statements ofactivitiesand for-profit corporation) asofMarch 31, 1996and W Chicago, Illinois The SpencerFoundation Board ofDirectors We conductedourauditsinaccordance Spencer Foundation (anIllinoisnot- ments offinancialpositionThe e have auditedtheaccompanyingstate- INDEPENDENT AUDITORS’ REPORT financial statements. standards retroactively byrestating the1995 of Not-for-Profit Organizations,” andappliedthe Made,” andSFAS No. 117, “FinancialStatements for ContributionsReceived andContributions of FinancialStandards (SFAS) No. 116, “Accounting accounting principles. ended inconformity withgenerally accepted operations anditscashflows for theyears then March 31, 1996and1995,theresults ofits cial positionofTheSpencerFoundation asof present fairly, inallmaterialrespects, thefinan- sonable basisfor ouropinion. tion. We believe thatourauditsprovide area- ating theoverall financialstatement presenta- May 31, 1996 Chicago, Illinois Deloitte &Touche LLP In 1996,theFoundation adoptedStatement In ouropinion,suchfinancial statements 1996 ANNUAL REPORT 71 financial statements financial statements 72 THE SPENCERFOUNDATION THE SPENCERFOUNDATION LIABILITIES ASSETS March 31, 1996and1995(ThousandsofDollars) See notesto financialstatements UNRESTRICTED NETASSETS (NOTE 6) noetxspybe283 209 455 Income taxes payable Other aal oboes562,503 15,539 506 11,418 147 291 Accounts payableandaccruedexpenses Payable to brokers Grants Payable Other assets: Cash (includingfundsheldbyinvestment custodians: Investments, atquotedmarket value (Note 3) STATEMENTS OFFINANCIAL POSITION a e eudbe1437 1,350 114 96 1,255 144 2,462 259,681 $ 312,318 $ Taxes refundable Accrued interest anddividends Receivable from brokers 1996 -$432;1995$768) (cost 1996-$229,387;1995-$233,745) oa iblte 22518,472 12,215 Total liabilities oa ses3543262,628 315,493 Total assets 0,7 244,156 $ 303,278 $ 961995 1996 THE SPENCERFOUNDATION GRANTS ANDOTHER EXPENSES See notesto financialstatements UNRESTRICTED NETASSETS UNRESTRICTED NETASSETS INCREASE INUNRESTRICTED NETASSETS REVENUE ANDGAINS Years endedMarch 31, 1996and1995(ThousandsofDollars) noetxs(oe4 1 374 443 1,880 110 520 1,972 21,695 56,997 Income taxes (Note 4) Investment services Administrative expenses Increase inunrealized gains Grants authorized (Note 2and5) neet571,052 5,191 587 (452) $ 5,374 $ 7,369 Realized gains(losses) Interest Dividends STATEMENTS OFACTIVITIES oa rnsadohrepne 12515,787 11,205 Total Grants andotherexpenses oa eeu n an 03727,486 70,327 Total revenue andgains n fya 0,7 244,156 $ 303,278 $ – Endofyear – Beginning ofyear(Note 2) 1996 ANNUAL REPORT 4,5 232,457 244,156 961995 1996 91211,699 59,122 ,0 13,090 8,603 73 financial statements financial statements 74 THE SPENCERFOUNDATION THE SPENCERFOUNDATION INCREASE (DECREASE)INCASH CASH FLOWS FROM INVESTINGACTIVITIES See notesto financialstatements CASH CASH CASH FLOWS FROM OPERATING ACTIVITIES Years endedMarch 31, 1996and1995(ThousandsofDollars) ucae fivsmns(205 (66,173) 19,574 (32,075) 31,220 Proceeds from salesofinvestments Purchases ofinvestments aia xedtrs-nt(4)(15) (246) Capital expenditures -net nraei rsrce e ses$5,2 11,699 $ 59,122 $ Changes inassetsandliabilities: Adjustments to reconcile increase inunrestricted netassets Increase inurestricted netassets noetxspybe23(283) 283 Income taxes payable rnspybe411(100) (560) 472 44 4,121 1,997 (77) (1,268) 22 70 172 1,350 (144) (48) 452 (21,695) (56,997) (7,369) Accounts payableandaccruedexpenses Payable to brokers Grants payable Taxes refundable Receivable from brokers Accrued interest anddividends Depreciation Unrealized gainoninvestments Loss (gain)onsaleofinvestments to netcashflows from operations: STATEMENTS OFCASH FLOWS einn fya ,5 58,914 1,255 – Beginningofyear n fya ,6 1,255 $ 2,462 $ – Endofyear e ahflw rmivsigatvte 111 (46,614) (1,101) Net cashflows from investing activities e ahflw rmoeaigatvte ,0 (11,045) 2,308 Net cashflows from operating activities 961995 1996 ,0 (57,659) 1,207 THE SPENCERFOUNDATION es ofnetassets-permanently restricted, tem- and theclassificationofresources into three class- which includesthree basicfinancialstatements ing standards for not-for-profit organizations, SFAS No. 117 establishes external financialreport- as follows: tively. Theeffectsoftheaccountingchangewere been restated to applythenewmethodretroac- Directors. The1995financialstatements have at thetimegrant isapproved bytheBoard of ments atthefair value oftheentire commitment be recognized asanexpense state- inthefinancial authorizes agrant to bepaid,suchamountshould 116 requires that,whentheFoundation SFAS No. tively byrestating the1995financialstatements. Organizations,” andappliedthestandards retroac- “Financial Statements ofNot-for-Profit 117, No. and ContributionsMade,” andSFAS 116, “Accounting for ContributionsReceived No. adopted Statement ofFinancial Standards (SFAS) Basis ofPresentation ACCOUNTING POLICIES 2. SUMMARY OFSIGNIFICANT Foundation’s investments. is derived primarilyfrom returns onthe aimed attheimprovement ofeducation.Support Foundation was established to supportresearch Will ofLyleM.Spencer, deceased.The nized in1962,istheresiduary legateeunderthe The SpencerFoundation (“Foundation”), orga- 1. NATURE OFOPERATIONS Years endedMarch 31, 1996and1995(ThousandsofDollars) whole (Note 5). relation to thefinancialstatements taken asa have amaterialeffectontheseamountsin cation ofpresent value calculationswould not however, theFoundation believes thatappli- respectively. Suchamountsare notdiscounted; increased by$4,270 anddecreased by$100, the increase inunrestricted net assetswas For theyears endedMarch 31, 1996and1995, March 31, 1996,1995and1994,respectively. decreased by$11,418, $15,539and$15,439at ties were increased andunrestricted netassets As aresult ofthisaccountingchange, liabili- NOTES TO FINANCIAL STATEMENTS - In1996,theFoundation al basis. and interest incomeare recorded ontheaccru- tion ofpremium onbondspurchased. Dividends adjusted for accretion ofdiscount oramortiza- sents theamountpaidfor securitiespurchased, date. Thecostofinvestment securitiesrepre- actions are recorded intheaccounts onthetrade basis, to proceeds from sales. Investment trans- parison ofcost,determinedonafirst-in, first-out Realized gainsorlossesare determinedbycom- “market value” provided bythereal estate fund. managers, andreal estate, whichiscarriedat carried basedonfair values provided bythefund investments otherthanindex funds, whichare gains. Quotedmarket values are usedto value of deferred federal excise tax onnetunrealized Investments are carriedatfair market value, net 3. INVESTMENTS report presentation. been reclassified to conform with1996financial Reclassifications - ket value (Note 3). Investments - differ from thoseestimates. ing thereporting period.Actual results could reported amountsofrevenues andexpenses dur- the dateoffinancialstatements, andthe disclosure ofcontingentassetsandliabilitiesat reported amountsofassetsandliabilities make estimatesandassumptionsthataffectthe accounting principlesrequires managementto ments inconformity withgenerally accepted Estimates - required. respectively. Statements ofCashFlows are also Financial Position andStatements ofActivities, in Fund Balancewere retitled Statements of Statements ofRevenue, Expense, andChanges of Assets, LiabilitiesandFund Balanceand as unrestricted. TheFoundation’s Statements assets oftheFoundation are classifiedentirely porarily restricted andunrestricted. Thenet The preparation offinancialstate- 1996 ANNUAL REPORT Investments are carriedatfair mar- Certain 1995balanceshave 75 financial notes financial notes 76 THE SPENCERFOUNDATION THE SPENCERFOUNDATION of investments atMarch 31 were asfollows: The costandquotedfair market value the required distribution. ried forward to future years andbeappliedagainst in excess oftheamountrequired, maybecar- not sodistributed.Distributionsinanyyear, ject to anexcise tax of15percent ontheincome as definedintheInternalRevenue Code, issub- an amountequalto aminimumreturn onassets, A private foundation whichdoesnotdistribute of activities. the changeinunrealized gainsinthestatements change insuchdeferred taxes isappliedagainst the netunrealized gainswere realized. The al excise taxes whichwould becomepayable if and 1995,respectively, representing thefeder- reduced by$1,690and$529atMarch31, 1996 The quotedmarket value ofinvestments was 1995. 31, 1996,and percent intheyears endedMarch The Foundation paidfederal excise tax ofone one percent ofnetinvestment income, asdefined. ble distributions, federal excise tax ispayableat defined, islessthanthecurrent year’s charita- net investment income inthecurrentyear, as ratio for thepastfive years plusonepercent of ment income, asdefined.Iftheaverage payout federal excise tax oftwo percent onnetinvest- vate foundation and,asaresult, issubjectto a Excise Tax 4. TAXES Years endedMarch 31, 1996and1995(ThousandsofDollars) oprt od ,3 171 100 (529) 5,711 1,139 500 5,724 102,070 (1,690) 152,158 4,773 91,816 $ 134,566 $ 5,587 127,127 182,108 $ 85,768 138,032 $ TOTAL Deferred federal excise tax TOTAL Real Estate Funds Corporate Bonds Preferred Stocks Common stocks Index funds NOTES TO FINANCIAL STATEMENTS - TheFoundation qualifies asapri- 2,8 1,0 3,4 260,210 233,745 $ 314,008 229,387 $ Cost 961995 1996 lows: outstanding asofMarch 31, 1996,payableasfol- The Foundation hasauthorized butunpaidgrants Foundation andthegrantees. erated uponmutualagreement between the on authorized butunpaid grants maybeaccel- ed whenrefunded bythegrantees. Payments of Directors andunexpended fundsare record- ed intheaccountswhenauthorized bytheBoard In accordance withSFAS No.116, grants are record- 5. GRANTCOMMITMENTS which issubjectto state andfederal incometaxes. business activitiesin1995,thenetincomeon Foundation alsohadrevenue from unrelated 501(c)(3) oftheInternalRevenue Code. The exempt from federal income tax underSection profit organization inthestate ofIllinoisandis Income Taxes 01156 TOTAL 2001 Market Value 00430 1,322 4,485 5,025 $ 2000 1999 1998 1997 1,1 259,681 $ 312,318 $ - TheFoundation isanot-for- Cost Market Value Ending March 31 Fiscal Year 11,418 $ 1996 ANNUAL REPORT

THE SPENCER FOUNDATION NOTES TO FINANCIAL STATEMENTS Years ended March 31, 1996 and 1995 (Thousands of Dollars) 6. UNRESTRICTED NET ASSETS Unrestricted net assets are composed of the following amounts: 1996 1995 Principal $ 82,203 $ 82,203 Cumulative excess of grants and other expenses over revenue (cumulative grants authorized of $157,285 at Mach 31, 1996) (61,494) (56,251) Cumulative net realized gains on sales of investments 199,637 192,268 Unrealized gain in investment portfolio 82,932 25,936 financial notes TOTAL $ 303,278 $ 244,156

7. PROFESSIONAL DEVELOPMENT PROGRAM During 1996, the Foundation established a joint and contributes 25 percent of the total awards venture Professional Development Research and and 50 percent of administration costs. MacArthur Documentation Program (the “Program”) with provides the remaining 75 percent of total awards The MacArthur Foundation. The program pro- and 50 percent of administration costs. At March 77 vides grants for research in the area of profes- 31, 1996, the cash balance of the Foundation sional development in schools and will pro- included $327 of funds advanced from The vide a total of $3 million in grants over a four- MacArthur Foundation not yet expended under year period. Based upon the terms of the agree- the Program. ment, the Foundation administers the program

Grant Recipients 1971-1995 79 This section contains a full list of the grants made and fellowships awarded by the Spencer Foundation, 1971 through 1995 (the 1996 list is in Section II), on the principle that we should pro- vide what an historian might call the “primary sources” for our reflections and interpretations of the Foundation’s grant-making. This list repro- duces, by year, the grants and fellowships pub- lished in each of the Foundation’s Annual Reports beginning with the first such report in 1971. THE SPENCER FOUNDATION

Christian Action Ministry Jerome Kagan FELLOWSHIPS Implementation and The Effect of Day Care on 1971 Evaluation of a Piaget-Based Psychological Development Awards to be Made by FELLOWSHIPS School Curriculum in a Day Harvard University Committees to Young Scholars Care Center $157,500 Working on Problems Related Awards to be Made by University of Illinois at to Education: Committees to Young Scholars Chicago Michael Lewis Claremont Graduate School Working on Problems Related $43,769 Mother-Infant Relationship $10,000 to Education: and the Growth of Intelligence I. Bernard Cohen Educational Testing Service University of California, Los Harvard University The Scientific Revolution and $32,075 $90,000 Angeles its Consequences for Man $90,000 Harvard University Walter W. McMahon Northwestern University $150,000 Sources of Effective Demand, $90,000 University of Illinois, Fluctuations, and Growth of Urbana-Champaign John Collier, Jr. Investment in Human Capital $90,000 Stanford University A Film Analysis of Cross- Through Higher Education $90,000 Cultural Teaching in Navajo University of Illinois, University of Michigan Reservation and San Francisco Urbana-Champaign $90,000 University of Chicago Inner City Schools $21,652 $90,000 San Francisco State College University of Minnesota $11,000 Jacob Ornstein and $90,000 University of Wisconsin Z. Anthony Kruszewski $90,000 Marvin W. Daehler and Cross-Cultural Project to University of Pennsylvania Nancy A. Myers Investigate Southwest Ethnic $90,000 For the Selection, Supervision Cognitive Development in One- Group Relationships and and Support of Academy to Three-Year-Old Children Conflicts Associates and Academy For Support of Visiting University of Massachusetts, University of Texas, El Paso Scholars Interested in Fellows Amherst $63,700 National Academy of Education $80,067 Center for Advanced Study in Education Eric Schaps $163,500 the Behavioral Sciences Elliot W. Eisner Research and Evaluation $300,000 Study of British Infant and Component of Community

grantees: 1971-1972 grantees: Primary Schools Drug Abuse Program 1972 Stanford University Alternatives, Inc. NAE/SPENCER MAJOR $3,000 $19,800 FELLOWS RESEARCH Edgar Epperly and Thomas L. Shaffer and GRANTS Kenneth A. Root Robert S. Redmount Paul Ammon 80 Rural Youth Migration Study Study of Legal Instruction and University of California, Formative Research and Luther College the Professionalization of Law Berkeley Evaluation in Educational $13,000 Students Television Production: A University of Notre Dame Thomas Good Research Training Program B. L. Garrett and $28,900 University of Missouri Children’s Television Michael P. Silver Workshop Biofeedback: The Voluntary Julian C. Stanley Donna E. Shalala $51,190 Control of Autonomic Study of Mathematically and Teachers College, Columbia Processes Scientifically Precocious Youth University International Association for DePauw University Johns Hopkins University the Evaluation of Educational $14,112 $266,100 Jon D. Swartz Achievement University of Texas University of Stockholm John T. Guthrie Leila Sussman $191,250 Identification and Instruction The Changes in Organization Douglas M. Windham of Children with Reading and Functioning Which Have University of North Carolina For Development of a Research Disabilities Occurred in Innovative Schools Capacity in Its New College of Johns Hopkins University Tufts University Education $96,000 $24,300 OTHER GRANTS Roosevelt University $256,000 David Herron Lawrence W. Towner Support of a Workshop Marquette University’s To Explore the Feasibility of Conducted by the National The Prelude Project Alternatives to Open Establishing a Center for the Society for The Study of Hadley School for the Blind Admissions Study of the Family in Education $65,000 Marquette University Historical Perspective University of California, Los $24,000 The Newberry Library Angeles Mountain View Center for $34,250 $6,800 Environmental Education Herbert H. Hyman University of Colorado The Enduring Effects of David P. Weikart $18,200 Education on Knowledge of Longitudinal Follow-up of Adults Three Compensatory J.T. Bonner Wesleyan University Preschool Education Projects Program in Neuroscience and $45,695 High/Scope Educational Behavior Research Foundation Princeton University $292,050 $330,000 $110,000 Council Social ScienceResearch Educability ofChildren Influences uponthe A Cross-Cultural Studyof Robert D.Hess $25,500 Haverford College Group ofYoung Men Competence for aSelected Determinants ofMaturingand A LongitudinalStudyofthe Douglas Heath $300,000 Educational Activities, Inc. Institute for Development of United States A StudyofSchoolinginthe John I.Goodlad $13,000 Milwaukee University ofWisconsin, Scientific Generalization Retroductive Inference, and Information Processing, Donald Gerwin $91,500 Stanford University Distribution ofIncome Research onEducationandthe Henry Levin Martin Carnoy and $123,000 University ofChicago Educational Process Understanding ofthe Psychoanalysis to the Contributions of Bruno Bettelheim $299,000 the States Education Commissionof Education FinanceCenter $80,000 and Fund for Negro Students National Scholarship Service Students Opportunities for Black Secondary School Various Pathways to Post- A One-Year Research Studyon $75,000 A BetterChance, Inc. Level Education attheHighSchool Effects ofIntervention in A LongitudinalStudyofthe GRANTS RESEARCH MAJOR 1973 $189,500 Johns HopkinsUniversity A StudyoftheVerbally Gifted Roger Webb Catherine Garvey and Robert Hogan, $28,750 University ofChicago Classrooms The Characteristics ofEffective Herbert A.Thelen $94,000 Wayne State University Narcotics Addicted Infants Early Development of Milton E.Strauss $69,750 Schools Montgomery CountyPublic Varied EducationalSettings Children’s Performance in Individual Characteristics and Daniel Solomon $19,500 Cornell University its Promise Open Admission: ItsPast and Robert A.Scott $110,500 Wayne State University Disadvantaged Children Play onCulturally Effects ofStimulatingFantasy Eli Saltz $100,000 The Menninger Foundation Development Pilot StudyofEarlyChild Alice E.Moriarty $135,000 Stanford University Organizations Theoretical Research on James G.March $90,000 Stanford University Behavioral Sex Differences Eleanor E.Maccoby $130,500 Carnegie MellonUniversity of Cognitive Development Information Processing Models David Klahr $80,000 Stanford University Individual Modernization Education andtheProcess of Alex Inkeles University ofWashington James A.Banks FELLOWS NAE/SPENCER $1,976,004 University ofChicago Behavior Education onHuman Research into theEffectsof FELLOWSHIPS $26,200 Madison University ofWisconsin- Reading Skills A Cross-Cultural StudyofPre- Richard L.Venezky $23,500 University ofVictoria of Stuttering An Investigation oftheCauses Beverly A.Timmons $590,000 Technology California Instituteof Behavioral Biology Research Program in $110,000 Council Social ScienceResearch Research Committee onCognitive GRANTS RESEARCH MAJOR 1974 $40,000 Council onFoundations, Inc. Support ofActivities $75,000 The Foundation Center Support ofActivities OTHER GRANTS University ofPittsburgh Margaret Wang Indiana University J. JaapTuinman Northwestern University James W. Hall New York University Joseph B. Giacquinta 1996 ANNUAL REPORT $17,500 San Francisco California State University, Francisco Inner-CitySchools Reservations andSan Cultural Teaching inNavajo A FilmAnalysisofCross- John Collier, Jr. $51,500 Berkeley University ofCalifornia, The Participants SpeakOut Century America: Education inNineteenth- Geraldine J.Clifford $23,500 Stanford University in anInfant LowlandGorilla and Behavioral Development Acquisition ofSignLanguage Richard C.Atkinson $150,000 Boston College Testing: ASocietal Experiment Introducing Educational The Consequencesof George F. Madaus Thomas Kellaghan and Peter W. Airasian, $39,500 Harvard University Capacities The Development ofSymbolic Howard E.Gardner $60,000 University ofDenver Organized Behavior as theDevelopment of Learning andProblem-Solving Kurt W. Fischer $60,000 Yale University Children Developmental Levels of New Information onthe Influence oftheIntroduction of David H.Feldman $87,500 Children’s Hospital ofBuffalo Identity Differentiation Hormonal EffectsonGender Bahlburg Heino F. L.Meyer- Anke Ehrhardt and $140,000 Boulder University ofColorado, Disabilities Genetic AnalysisofReading John C.DeFries 81 grantees: 1973-1974 THE SPENCER FOUNDATION

Willis D. Hawley Hans Lukas Teuber NAE/SPENCER The Structure of Schools as a Basic Mechanisms of Learning FELLOWS Source of Political Education Massachusetts Institute of 1975 Duke University Technology Robbie Case MAJOR $35,400 $245,374 University of California, RESEARCH Berkeley GRANTS Patricia A. Jacobs Robert L. Thorndike Cytogenics of Mental Longitudinal Study of Elizabeth S. Chatala Center for Research in Retardation Developmental Shifts in Weber State University Children’s Television University of Hawaii Binet IQ Harvard University $270,000 Teachers College, Columbia Gerald Grant $125,000 University Syracuse University Alan C. Kerckhoff $42,500 The Prelude Project Antecedents of Academic Carl F. Kaestle The Hadley School for Performance and Educational University of Wisconsin the Blind Attainments FELLOWSHIPS $11,250 Duke University Paul H. Mattingly $11,200 Awards to be Made by New York University Piagetian Tasks and Primary Committees to Young Scholars School Mechanics Wallace E. Lambert Working on Problems Related University of Colorado, Cultural and Social Class to Education: OTHER GRANTS Boulder Variations in Child Training $7,740 Values Atlanta University $90,000 Support of the Donor’s Forum McGill University of Chicago Program in Education for a $47,600 Harvard University Community Programs, Inc. Changing Society $90,000 $2,000 Aspen Institute of Hope Leichter Humanistic Studies Social Networks and the Lee J. Cronbach $185,000 Learning of Educative Styles Howard University $90,000 Consistency and Stability of Teachers College, Columbia Interaction Effects Among Mary D. Ainsworth University Classrooms The Development of Mother- $64,100 Nashville University Center $90,000 Stanford University Infant Attachment $5,000 Johns Hopkins University grantees: 1974-1975 grantees: Neal E. Miller $50,000 Extending the Scope of Human Stanford University $90,000 Richard A. Dershimer Learning: Voluntary Control The Federal Government Leonard D. Borman Over Specific Vasomotor Teachers College, Columbia in Educational Research Study and Assistance of Responses and Development Self-Help, Mutual-Aid, and Rockefeller University University 82 $90,000 American Educational Human Support Networks $64,500 Research Association Northwestern University $4,870 $41,250 M. Carr Payne, Jr. and University of California, Richard K. Davenport Los Angeles $90,000 Edgar V. Epperly and Robbie Case Reading Difficulty and Cross- Kenneth A. Root The Role of Maturation in the Modal Integration Migration of Rural Youth Processes of Intellectual Georgia Institute of University of Chicago $90,000 Luther College Development Technology $4,242 University of California, $55,750 University of Illinois, Berkeley Dean R. Hoge $8,000 Donald R. Pfost Urbana-Champaign $90,000 Changes in College Teacher Expectations and Students' Values John E. Coons Student Performance Princeton Theological Educational Credentialing as a Western Carolina University University of North Carolina $90,000 Seminary Basis for Employment $17,000 $3,576 Decisions University of California, David R. Roth University of Pennsylvania $60,000 Herbert H. Hyman Berkeley Culture and Intelligence Enduring Effects of Education $80,335 University of Texas Wesleyan University $17,764 University of Texas $90,000 $5,000 Lynn Fox The Development of an Gavriel Salomon J. Alan Thomas and Intellectually Gifted Child Cognitive Effects of Media University of Wisconsin $60,000 Valerien Harvey Study Group Hebrew University of Investments in Careers in Johns Hopkins University Jerusalem Educational Administration $91,000 $44,500 For the Selection, Supervision and Support of Academy University of Illinois at Associates and Academy Chicago Susan W. Gray Robert L. Selman $3,700 Follow-Up Study of the Longitudinal Follow-up Study Fellows National Academy Families of the Early of the Development of Training Project Interpersonal Understanding of Education $12,000 George Peabody College, During Childhood Vanderbilt University Harvard University $34,000 $187,400 1996 ANNUAL REPORT

Patricia M. Hodges FELLOWSHIPS R. Darrell Bock Beverly A. Timmons Estimates of Heritability in Analysis of Data and Causes of Stuttering Different Populations Awards to be Made by Preparation of a Report on University of Victoria California State University, Committees to Young Scholars Cognitive Studies Among $2,000 Los Angeles Working on Problems Related Residents of Barrow and $17,000 to Education: Wainwright, Alaska Bee-Lan Chan Wang Indiana University University of Chicago The Role of Education in Kenneth Kaye $60,000 $2,505 Determining the Position of The Social Context of Infant Ethnic Groups Relative to One Development New York University Lee J. Cronbach Another in a Social University of Chicago $60,000 Estimation of Between-Class Stratification System $115,000 and Within-Class Effects Wheaton College Tuskegee Institute of Individual Differences $4,000 Lawrence Kohlberg $90,000 on Instruction Value Education in Social Stanford University Studies University of Southern $19,250 1976 Harvard University California $13,500 $60,000 Curtis D. Hardyck MAJOR The Perception of Symmetry RESEARCH Wallace E. Lambert For Support of Visiting University of California, GRANTS Cultural and Social Class Scholars Interested in Berkeley Variations in Child Education $4,642 A Program of Research on the Training Values Center for Advanced Study in Family as Educator McGill University the Behavioral Sciences Curtis D. Hardyck Teachers College, Columbia $51,000 $100,000 Social Isolation Reexamined: University Cognitive Development in $150,000 Seymour M. Lipset Two Cultures The Impact of Unionization University of California, Developmental Technical and Collective Bargaining NAE/SPENCER Berkeley School Assistance to on Institutions for FELLOWS $4,536 States Engaged in School Higher Education Finance Reform Harvard University Eric R. Brown Robert J. Havighurst and Education Commission of $50,000 New York University Erik S. Lunde the States

Philanthropic Foundations $300,000 1975-1976 grantees: Gary Lynch James Garbarino and Education Anatomical and Physiological State University of New York University of Chicago Peter W. Airasian, Studies of Axon Growth Empire State College $2,500 Thomas Kelleghan,and University of California, George F. Madaus Irvine Tyll Van Geel Herbert H. Hyman The Consequences of $18,280 University of Rochester Tables Required in Publishing Introducing Educational 83 “The Enduring Effects Testing: A Societal Experiment David R. Olson Decker F. Walker of Education” Boston College A Study of Languages of Stanford University University of Chicago Press $90,000 Experience $7,000 Ontario Institute for Studies Thomas Wolanin Augusto Blasi in Education University of Wisconsin Alex Inkeles Responsibility: The Adolescent $15,500 Education and the Process of Forms and the Processes Individual Modernism of Development Ralph M. Reitan OTHER GRANTS Stanford University Boston University Adaptive Abilities and $30,000 $21,800 Academic Progress Among To Strengthen The Private Elementary School Children Foundation Sector Jerome Kagan Phebe Cramer University of Washington Commission on Private The Effect of Day Care on The Role of Defense $135,453 Philanthropy and Psychological Development Mechanisms in Cognitive Public Needs Harvard University Development Halbert B. Robinson $15,000 $40,000 Williams College Identification and Nurturance $10,000 of Extraordinarily Precocious Support of the Conference to Eleanor E. Maccoby Children: The Elementary Coordinate Research Efforts Behavioral Sex Differences William C. Dement School Years National Scholarship Service Stanford University Learning and Educational University of Washington and Fund for Negro Students $5,000 Problems in the Sleepy Child $46,500 $2,000 Stanford University Thomas L. Shaffer and Medical Center Mark G. Yudof Transportation of the U.S.A. Robert S. Redmount $40,550 The Legitimacy of Values Team to the 16th International Legal Education and Transmission by State Schools Mathematical Olympiad in the Professionalization of Virginia Demos University of Texas at Austin Erfurt, East Germany Law Students The Socialization of Affect in $21,000 The Mathematical University of Notre Dame Early Childhood Association of America $5,000 The Children’s Hospital $5,000 Medical Center $20,035 THE SPENCER FOUNDATION

Sibylle E. Escalona and Ann P. Streissguth Transportation of the U.S.A. Jean C. Lave Harvey H. Corman A Study of the Development Team to the 17th International Practical Arithmetic in Liberia The Emergence of Symbolic and Functioning of Children of Mathematical Olympiad in University of California, Functioning Mediated by Toys, Recovered Alcoholic Mothers Burgas, Bulgaria Irvine Pictures, and Words University of Washington The Mathematical $4,073 Yeshiva University $115,000 Association of America $57,650 $4,800 Joseph M. Williams and Carl E. Thoresen Rosemary Hake Frank H. Farley and Study of Self-Control Processes Exploratory Meetings to An Investigation into Overt Erich W. Labouvie and Adolescent Problems Investigate the Nature of the and Tacit Values Used by Individual Differences in Stanford University Field of Affective Development Composition Teachers Cognition in Adults and Aged $42,950 of Children University of Chicago University of Wisconsin- Social Science Research $3,000 Madison Thomas E. Wren Council $75,000 A Study of Motivation and $5,000 Thomas D. Yawkey Moral Development Oral Language Development in Jeremy D. Finn Loyola University of Chicago Support of the Donors Forum Native American Children of Quality of Schooling: A $8,000 Library Ages Four, Five, and Six Process Approach Donors Forum of Chicago University of Wisconsin- State University of New York, $5,000 Madison Buffalo FELLOWS $5,000 $28,900 Preservation of African For Support of Fellows Intellectual Resources Gene V. Glass Interested in the Study of Phelps-Stokes Fund 1977 Benefits of Psychotherapy and Education $5,000 Counseling: An Integrative Center for Advanced Study in MAJOR Analysis of Evidence the Behavioral Sciences Colin B. Burke RESEARCH University of Colorado $750,000 A Study of American Higher GRANTS $8,000 Education Moton Center for Independent University of Maryland, Center for Urban Education: Patricia M. Greenfield Studies (Fellowships) Baltimore County Support and Research Cognition and Robert R. Moton Memorial $3,000 Chicago Board of Education Communication in Institute $508,000 grantees: 1976-1977 grantees: Development $150,000 Elizabeth G. Cohen University of California, Power and Authority in Female Basic Mechanisms of Learning Los Angeles Work Groups Massachusetts Institute of $43,300 Stanford University Technology NAE/SPENCER $4,300 $200,000 Annegret Harnischfeger FELLOWSHIPS 84 and David E. Wiley Robert D. Hess Kenneth S. Bowers The Description and Analysis Vincent P. Franklin The Influence of Socializing Studies of Perceptions and of Classroom Procedures University of Illinois, Agents upon Cognitive Memory at Different Levels Cemrel, Inc. Urbana-Champaign Functioning, Communicative of Consciousness and $33,350 Styles, and Educability of Under Conditions of Daniel P. Keating Preschool Children in Japan Divided Attention Herbert H. Hyman University of Minnesota and the United States University of Waterloo The Enduring Effects of Social Science $20,950 Education on Values David L. Kirp Research Council Wesleyan University University of California, $28,500 Robbie Case $38,100 Berkeley Intellectual and Linguistic Alex Inkeles and Development in the Edgar L. Lowell Andrew Ortony Richard Suzman Preschool Years A Search for Performatives in University of Illinois, Psychological Outcomes of Ontario Institute for Studies Young Deaf Children Urbana-Champaign Schooling in Education John Tracy Clinic Stanford University $9,000 $25,000 Ruby Takanishi $2,650 University of California, Francis S. Chase Gavriel Salomon Los Angeles Kenneth Kaye The Transformation of Urban Cognitive Effects of Media Early Adaptation of Mother- Education Hebrew University Infant Systems The Council of Great City of Jerusalem OTHER GRANTS University of Chicago Schools $15,550 $4,850 $120,000 Support of Interdisciplinary Larry R. Squire Collaboration for Wallace E. Lambert Anthony M. Cresswell and Pharmacology of Memory Menninger Fellows Cultural and Social-Class Hervey A. Juris University of California, The Menninger Foundation Variations in Child Training The Impact of Collective San Diego $331,800 McGill University Bargaining on School Finance $47,800 $8,471 Northwestern University $31,600 1996 ANNUAL REPORT

Donald A. Erickson Kathy Pezdek Indiana University Anke Ehrhardt and A Comparison of Two Groups Semantic Integration of $30,000 Heino F. L. Meyer- of Catholic Schools in Canada, Sentences and Pictures Bahlburg One Group Financed by California State College, San New York University Hormonal Effects on Gender Government and the Other Not Bernardino $30,000 Identity Differentiations Simon Fraser University $10,000 The Children’s Hospital $29,000 Stanford University of Buffalo Robert Plomin $30,000 $5,000 Roger C. Farr and Hyperkinesis-Related Traits in Leo C. Fay a Normal Population of Twins Teachers College, Columbia David Feldman A Comparison of Reading University of Colorado University Influence of the Introduction Achievement Scores of Indiana $10,000 $30,000 of New Information on the Children: 1944 and 1976 Developmental Level Indiana University Halbert B. Robinson University of North Carolina of Children $15,000 Identification and Nurturance $30,000 Tufts University of Extraordinarily Precocious $20,000 Howard E. Gardner Children University of Wisconsin The Development of Symbolic University of Washington $30,000 Kurt W. Fischer Capacities $215,000 Learning and Problem-Solving Harvard University For Support of the Academy as the Development of $222,000 Thomas Romer and Fellows Program Organized Behavior Howard Rosenthal National Academy University of Denver Charles G. Gross and Education Finance and Local of Education $20,000 Marc H. Bornstein Referenda $50,000 Perceiving Mirror Images: Carnegie Mellon University Curtis D. Hardyck A Developmental and $40,000 Interhemispheric Transfer of Comparative Analysis NAE/SPENCER Figural Information Princeton University William H. Sewell and FELLOWS University of California, $32,125 Robert M. Hauser Berkeley Effects of Family Structure on Michelene T. Chi $1,817 Dale L. Johnson Educational, Occupational, University of Pittsburgh Additional Data Analysis on and Economic Achievements Stanley D. Nollen the Development of University of Wisconsin- Christopher M. Clark Recurrent Education for Adult

Competence in Mexican- Madison Michigan State University Workers in Europe and the 1977-1978 grantees: American Children $82,000 United States University of Houston Philip H. Dreyer Georgetown University $180,000 Julian C. Stanley Claremont Graduate School $1,400 Education of Mathematically Kenneth Kaye Precocious Youth Thomas S. Wallsten Donna H. Kerr 85 The Social Context of Infant Johns Hopkins University University of Washington Reading Rates and Development $115,200 Comprehension Scores in University of Chicago Steven R. Yussen Visual and Tactile Modalities $160,000 Abigail J. Stewart University of Wisconsin University of North Carolina Family Change and Children’s $4,000 William Kessen Affective Development Early Child Development and Boston University Education in Italy $57,000 OTHER GRANTS Yale University 1978 $15,900 F. F. Strayer Support of the Donors Forum MAJOR A Longitudinal Study of Donors Forum of Chicago RESEARCH David L. Kirp Mother-Child and Peer-Peer $10,000 GRANTS Dynamics of School Interactions in Three-, Four-, Desegregation and Five-Year Old Children Augusto Blasi The Chicago Reporter’s School University of California, University of Quebec, Responsibility: The Adolescent Policy Project Berkeley Montreal Forms and the Process Community Renewal Society $52,625 $25,000 of Development $45,000 Boston University Nadine M. Lambert and Carl E. Thoresen $4,940 Research Workshop on Jonathan H. Sandoval Self-Control Processes Television Role Models and Life Histories of Children among Adolescents: Lorelei R. Brush Early Adolescents Identified Hyperactive A Scientific Analysis Women’s Avoidance of the Action for Children’s University of California, Stanford University Study of Mathematics Television Berkeley $57,000 Radcliffe University $18,600 $98,900 $15,000 William M. Bart James G. March FELLOWSHIPS Blythe Clinchy and Formal Operations Among Theoretical Research on Claire Zimmerman High School Adolescents Organizational Settings in Cognitive Development in From Low & Mid SES: Awards to be Made by College Educational Institutions Committees to Young Scholars An Investigation of Scholastic Stanford University Wellesley College Import, Psychometric Working on Problems Related $4,840 $154,150 to Education: Structures, Styles of Reasoning University of Minnesota Harvard University $36,000 $30,000 THE SPENCER FOUNDATION

Colin B. Burke Aletha Huston-Stein and Jerome L. Singer and NAE/SPENCER American Higher Education John C. Wright Dorothy G. Singer FELLOWS Before the Civil War The Effects of Formal Features, A Longitudinal Study of the University of Maryland, Age, and Viewing History on Effects of Television A. Wade Boykin, Jr. Baltimore County Children’s Comprehension on Children Cornell University $10,054 of Television Yale University University of Kansas $74,000 Karen C. Fuson Mihaly Csikszentmihalyi $284,500 Northwestern University Intrinsic Motivation in Colwyn Trevarthen and Education Nancy Levin Arnez Alastair C. Mundy-Castle Marlene Scardamalia University of Chicago The Superintendency of the Development of Cooperative York University, Ontario $105,500 District of Columbia Public Understanding Between School System From October Mothers and Infants Robert Siegler Ruth S. Day 1973 to October 1975 University of Edinburgh Carnegie Mellon University A Study of Semantic Howard University $50,000 Individual Differences in $46,565 Claire E. Weinstein Cognition and Education James V. Wertsch University of Texas Center for Advanced Study in Richard J. Light The Development of the Behavioral Sciences Synthesizing Educational Metacognition and Adult-Child $24,000 Evaluations Interaction OTHER GRANTS Harvard University Northwestern University Greta G. Fein $135,300 $20,500 Support of Activities Peer Experience and the The Foundation Center Development of Social Skills Jane Loevinger Donald M. Wolfe and

grantees: 1978 grantees: $90,000 Merrill-Palmer Institute Measurement of Personality David A. Kolb $82,500 Development Learning Processes in Adult The Economics of a Washington University Development: A Study of Restructured Education Emilia Ferreiro $20,500 Cognitive and Social Factors in System for New York City Children’s Conceptualizations Mid-Life Transition Public Education Association of Graphic Representation Andrew N. Meltzoff Case Western Reserve $4,700 of Language Imitation and Cross-Modal University University of Geneva Matching in Human Neonates $175,000 Thomas G. Bever $21,000 University of Washington Familial Handedness and $50,000 Cerebral Asymmetries among Philip J. Foster FELLOWSHIPS Right-Handers University Development in the Ernst L. Moerk Columbia University West Indies The Teaching and Learning of Awards to be Made by $4,850 University of Chicago a First Language in the Home Committees to Young Scholars $10,000 California State University, 86 Working on Problems Related Lorelei R. Brush Fresno to Education: Women’s Avoidance of the Gene V. Glass $42,800 Study of Mathematics Benefits of Psychology and Harvard University $60,000 Radcliffe College Counseling: An Integrative Barnabas Otaala $603 Analysis of Evidence African Schooling and University of Colorado, Piagetian Theory Indiana University $60,000 Anthony M. Cresswell and Boulder Kenyatta University College Hervey A. Juris $22,755 $35,000 New York University The Impact of Collective $60,000 Bargaining on School Finance Charles G. Gross and C. Robert Pace Northwestern University Marc H. Bornstein The Construction of Measures $4,916 Perceiving Mirror Images: of the Quality of Effort College Stanford University $60,000 A Developmental and Students Invest in Their Own W. Phillips Davison and Comparative Analysis Learning and Development Teachers College, Columbia Gerald A. Fitzgerald Princeton University University of California, Education as a Factor in $122,650 Los Angeles University $60,000 Conflict Resolution $68,500 Columbia University Stuart T. Hauser $12,000 Familial Context of Arrests in Gavriel Salomon University of North Carolina $60,000 Adolescents' Ego Development Toward a Theory of Media Doris R. Entwisle Harvard University Education Teacher Differences and $89,700 Stanford University University of Wisconsin $60,000 Differences in Young Students’ $20,000 Achievement Diane Hedin and For Support of the Academy Johns Hopkins University Daniel E. Conrad Phillip R. Shaver $5,000 The Impact of Experiential Fear of Success and Fellows Program National Academy of Education on Student Fear of Failure Howard H. Garrison Participants New York University Education $100,000 Trends in Students’ University of Minnesota $58,800 Educational and Career $30,000 Aspirations Virginia Commonwealth University $5,000 1996 ANNUAL REPORT

Robert J. Havighurst W. W. Charters, Jr. Ellen Greenberger and A Comparison of Citizen’s Governance Systems of Laurence D. Steinberg Advisory Commissions on 1979 Elementary Schools Adolescents at Work: Effects Desegregation MAJOR University of Oregon of Part-Time Employment University of Chicago RESEARCH $34,000 on Family Relationships, $1,225 GRANTS Peer Relations, and Francis S. Chase Psychosocial Development Dean R. Hoge and Special Task Force on Equity Urban Education Studies: University of California, John E. Dyble and Excellence in Education Research and Evaluation Irvine Role Satisfaction and Religious State of New York The Council of Great City $29,400 Beliefs among Protestant $100,000 Schools Ministers in Chicago $86,000 Richard Guttenberg and Catholic University of Budget and Management Alan S. Blumner America Analyses of New York City’s Eve V. Clark Educational Research and $5,000 Public School System Word Formation in Language Development Project Educational Priorities Panel Acquisition: New Meanings Board of Education, Donald B. Holsinger $39,000 and New Forms New York City Changes in the Mental Ability Center for Advanced Study in $168,250 of Teachers Elizabeth A. Bates and the Behavioral Sciences University of Arizona Inge Bretherton $12,500 Robert J. Havighurst and $5,000 Prerequisites to Language: An Robert L. McCaul Epigenetic Approach to Roberta L. Corrigan A Critical Analysis of Alex Inkeles Communication in Infancy The Development of Early Programs for Desegregating The Impact of Nonformal University of Colorado, Representational Skills Public Schools in Chicago Training on Cognitive Skills in Denver University of Wisconsin- and Los Angeles Developing Countries $88,700 Milwaukee University of Chicago Stanford University $33,700 $33,150 $5,000 Benjamin S. Bloom The Development of Talents Allison Davis Richard M. Held, Susan E. Lewis B. Mayhew University of Chicago American Negro Leadership Carey, and Alan Hein Collegiate Institutional $290,000 and the Handling of Maturational Factors in Survival During the 1980s Aggression Human Development Stanford University R. Darrell Bock University of Chicago Massachusetts Institute

$5,000 Methods of Educational $85,500 of Technology 1978-1979 grantees: Assessment: A Study of $161,800 Judith Rubenstein Alternatives Susan Ervin-Tripp and A Two-Year Follow-Up of Center for Advanced Study in Ann L. Carter William B. Helmreich Infants in Day Care the Behavioral Sciences Sensorimotor Foundations The Yeshiva in America New England Medical $18,500 of Language City College of The City Center Hospital University of California, University of New York 87 $4,120 Byron W. Brown and Berkeley $15,700 Daniel H. Saks $26,200 George D. Spindler The Economics of Time Eckhard H. Hess Cultural Transmission and Allocation in Schools Kurt W. Fischer Pupillometrics as a Measure of Educational Adaptation in Michigan State University Social-Cognitive Development Reading Aptitude and Ability an Urbanizing German $84,000 in Adolescence and Adulthood University of Chicago Village: A Restudy University of Denver $41,000 Stanford University Frank Brown $66,500 $4,000 Minority Enrollment in Michael E. Lamb American Colleges and Nathaniel L. Gage Maternal Employment and Steven G. Vandenberg Universities, 1968-1976 The Development, Evaluation, Infant Social Development Development of State University of New York, and Application of Meta- University of Michigan Logicomathematical Concepts Buffalo Analysis Techniques With $45,000 in Twins $10,800 Special Reference to Research University of Colorado on Teaching Hope J. Leichter $5,000 George E. Carter Stanford University The Mediation of Television by Black Abolitionist $27,500 the Family Charles V. Willie Papers Project Teachers College, Columbia A Synthesis of Research on University of Wisconsin- Catherine Garvey University Urban Education La Crosse The Growth of Conversational $75,000 Harvard University $43,500 Skills in Preschool Children $5,000 Johns Hopkins University Harry Levin Robbie Case $45,300 The Language of Nurturance John T. Wilson Intellectual Development from and Affection Higher Education and Infancy to Adulthood Eleanor J. Gibson Cornell University Federal Policies Ontario Institute for Studies Development of Perception of $80,500 University of Chicago in Education Affordances and Expressive $7,500 $9,000 Behavior in Human Infants Jerre Levy Cornell University Cognitive and Behavioral $21,400 Correlates of Cerebral Lateralization University of Chicago $176,200 THE SPENCER FOUNDATION

Jane Loevinger Claire E. Weinstein Kenneth E. Duckworth Measurement of Personality Enhancing the Learning The Development of Norms in Development Competencies of the Classroom 1980 Washington University College Students University of Oregon MAJOR $112,800 University of Texas at Austin $5,000 RESEARCH $34,050 GRANTS Eleanor E. Maccoby Alice F. Healy and Behavioral Sex Differences Peter H. Wolff and Adam Drewnowski Development of the Law and Stanford University Deborah P. Waber The Size and Acquisition of Education Center $150,000 Neurobehavioral Maturation Reading Units Education Commission and School Readiness Yale University of the States Patricia Marks Greenfield The Children’s Hospital $5,000 $300,000 Cognition and Medical Center Communication in $104,000 Dean R. Hoge Elaine S. Andersen Development Long-Term Changes in College The Emergence of University of California, Students’ Values: 1947-79 Communication Competencies Los Angeles NAE/SPENCER Catholic University in Blind Children $102,000 FELLOWS of America University of $3,225 Southern California Janice R. Mokros and Mark Davison $137,600 Sumru Erkut University of Minnesota Andrew N. Meltzoff Professors as Models and Cross-Modal Matching in Samuel B. Bacharach Mentors for College Students Harvey J. Graff Human Neonates Interest Group Politics of Wellesley College University of Texas, Dallas University of Washington School Districts: $35,800 $8,500 A Comparative Study of Local Arthur Levine School Districts David Perkins Carnegie Foundation of Stanley W. Moore Cornell University Difficulties in Everyday Advancement of Teaching Emerging Patterns of Civic $92,300 Reasoning and Their Changes Awareness among Primary with Education Jacqueline Parsons School Children: A Joseph Ben-David Harvard University University of Michigan Longitudinal Perspective Changes in the Scientific Ethos $141,800 Pepperdine University Since the 1920s David R. Rogosa $5,495 University of Chicago grantees: 1979-1980 grantees: Alan Peshkin Stanford University $40,100 Religious Ideology and Ann Pytkowicz Educational Practice: The Streissguth Thomas G. Bever Good Shepherd Church’s OTHER GRANTS A Study of the Development The Interaction of Training School and Community and Functioning of Children of and Predisposition on the University of Illinois Recovered Alcoholic Mothers Acquisition of Musical Skill 88 $72,500 Support of the Donors University of Washington Forum Library and the Emergence of $7,765 Cerebral Specialization Anne C. Petersen Donors Forum of Chicago $1,000 Columbia University An Intensive Study of Factors Gary L. Riley $52,000 Related to Sex Differences The Organization and Inclusion of Data Tables in in Cognition Governance of Multicampus David F. Bjorklund Michael Reese Hospital and Education’s Lasting Influence Systems in Higher Education: on Values Children’s Recall Medical Center A Pilot Project and Organization of University of Chicago University of Chicago Press University of California, $3,730 Their Classmates $40,350 Los Angeles Florida Atlantic University $4,300 $41,000 William D. Rohwer, Jr. Peter W. Airasian, Memory Development in George F. Madaus, and Carolyn Saarni Thomas Kelleghan Thomas J. Bouchard, Jr. Adolescence Display Rules in Cognitive A Psychological and Medical University of California, The Consequences of Dissonance Introducing Educational Study of Monozygotic and Berkeley New York University Dyzygotic Twins Reared Apart $54,000 Testing: A Societal Experiment $9,400 Boston College University of Minnesota $32,000 Richard C. Savin-Williams $10,000 Eric W. Trupin, The Ecology of Adolescent Brenda D. Townes, and T. Berry Brazelton Self-Esteem Alison Clarke-Stewart Ralph M. Reitan Analysis of Young Children’s The Cumulative Effects of Cornell University Adaptive Abilities and Obstetric Medication and $91,500 Social Interactions in Six Academic Progress among Child-Care Arrangements Obstetric Risk Variables on Elementary School Children Infant Behavior Mary L. Serafine University of Chicago University of Washington $8,000 The Children’s Hospital The Development of Musical $4,200 Medical Center Cognition in Children $49,000 University of Texas at Austin Philip H. Dreyer $67,100 Disengaged Youth Claremont Graduate School Urie Bronfenbrenner $9,450 The Impact of Environmental Charles M. Super and Stresses and Supports in Robert A. LeVine Family Functioning: A Cross- Cognitive Development in Cultural Analysis Middle Childhood Cornell University Harvard University $310,000 $56,200 1996 ANNUAL REPORT

Harry S. Broudy Nathaniel L. Gage Philip W. Jackson Ralph M. Reitan Completion of Work Meta-Analysis of Research False Hope and Faith Restored: An Impairment Index of Brain in Progress Studies on Teaching On the Advancement of Function in Children National Council of Teachers Stanford University Teaching and Schooling University of Arizona of English $51,550 University of Chicago $42,650 $43,400 $24,350 Howard E. Gardner and Halbert B. Robinson Christine Chaille Dennis Wolf Morris Janowitz Identification and Nurturance Subtleties of Socialization: the The Development of Symbolic Civic Education and of Extraordinarily Enhancement of Sex Capacities Citizenship Precocious Children Differences Through Conflict Harvard University University of Chicago University of Washington Management in the Family $136,250 $63,800 $62,800 University of Connecticut $31,850 Michael Grossman and Lyle V. Jones David R. Rogosa Robert A. Shakotko Performance of Black and Analysis of Longitudinal Panel Jeanne S. Chall The Effects of Physical White Youth on Mathematical Data in Educational Research Textbook Difficulty, Reading Disabilities on Post-Secondary Achievement Tests University of Chicago Achievement, and Knowledge Educational Choices and University of North Carolina $20,100 Acquisition Outcomes at Chapel Hill Harvard University National Bureau of Economic $88,530 Joseph M. Scandura $78,500 Research Cognitive Representation and $25,750 Robert A. LeVine Instructional Sequencing of Alison Clarke-Stewart Additional Investigations of Structured Content Day Care and Development Ruben C. Gur the Family as Educator: University of Pennsylvania University of Chicago Variations in Hemispheric Early Development in an $48,800 1980 grantees: $17,100 Organization African Community University of Pennsylvania Harvard University Jerome L. Singer and Michael Cole and $184,600 $125,000 Dorothy G. Singer Alonzo B. Anderson A Longitudinal Study of Literacy Experiences in Norma Haan John L. McKnight the Effects of Television Minority Groups Moral Action and Development Social Networks in Education on Children University of California, University of California, Northwestern University Yale University San Diego Berkeley $21,200 $183,000 $89,700 $129,000 David McNeill Julian C. Stanley Michael Cole and Annegret Harnischfeger Iconic Gestures of Children A Study of Mathematically James A. Levin and David E. Wiley University of Chicago Precocious Youth: Evaluation Children’s Learning and Educational Opportunities $73,850 and Dissemination of Results Problem Solving with Available to Minority Johns Hopkins University Microcomputers Children, 1960-1980 Andrew N. Meltzoff $81,700 89 University of California, Cemrel, Inc. Cross-Modal Matching in San Diego $19,850 Human Neonates Karl K. Taylor $64,200 University of Washington Development of Operational Willis D. Hawley and $28,500 Reasoning Skills James M. Dabbs, Jr. Beryl A. Radin Illinois Central College Cerebral Blood Flow and A Study of the Establishment Walter P. Metzger $53,800 Learning Ability of the U.S. Department History of the American Georgia State University of Education Academic Profession from Evelyn B. Thoman $37,500 Duke University the Late Nineteenth Century Predictions of Developmental $106,500 to the Present Outcome of Normal and William Damon Columbia University High-Risk Infants The Development of Children’s Ernest R. Hilgard $173,000 University of Connecticut Understanding of Self and Preparation of Book on History $35,900 Self-Interest of Twentieth-Century James D. Nason Clark University Psychology Development of an In-House Marie Thourson Jones $115,000 Stanford University Museum for Children Dispersion and Differentiation $48,950 Children’s Orthopedic of Higher Education in Paul R. Daniels, Hospital and Medical Center North Africa Lynn H. Fox and Frank H. Hooper and $39,450 University of Chicago Gilbert B. Schiffman Judith Oakey-Hooper $15,200 The Identification of Children The Personality Correlates in David R. Olson who are Both Gifted and Intellectual Functioning in Oral Language Competence Colwyn Trevarthen Learning Disabled Young Adulthood to Old Age and the Acquisition of Literacy Development of Cooperative Johns Hopkins University University of Wisconsin- Ontario Institute for Studies Understanding Between $180,000 Madison in Education Mothers and Infants $38,279 $217,700 University of Edinburgh Jill G. de Villiers $79,500 Prototypicality in Francis A. Ianni Roy W. Phillipps Grammatical Categories A Study of Adolescents IEA Mathematics Study Smith College Teachers College, Columbia New Zealand Council for $24,500 University Educational Research $187,200 $193,000 THE SPENCER FOUNDATION

Raymond J. Trybus and University of Michigan Adam Drewnowski and Mary L. Serafine Michael A. Karchmer $150,000 Alice F. Healy The Development of Musical Cognitive Strategies and The Size and Acquisition of Cognition in Children Cognitive Flexibility in University of North Carolina Reading Units University of Texas at Austin Hearing-Impaired Children $150,000 Yale University $9,000 Gallaudet College $6,000 $86,000 University of Wisconsin Thomas E. Wren $150,000 Elliot W. Eisner Affective Base of Moral Values Bernard Weiner Mind as Cultural Achievement and Their Transmission Attribution, Affect, and Action For Support of the Academy Stanford University through Education University of California, Fellows Program $4,000 Loyola University of Chicago Los Angeles National Academy $9,550 $105,800 of Education Alvin C. Eurich $180,000 Reading Abilities of College David M. White Freshmen at the University of An Investigation into the Minnesota: 1928 and 1978 1981 Validity and Bias of the Law NAE/SPENCER Academy for Educational MAJOR School Admission Test FELLOWS Development RESEARCH National Conference of $6,950 GRANTS Black Lawyers Lloyd Bond $44,300 University of Pittsburgh Eleanor J. Gibson The Ethnography of Adult Development of Perception Learning Benjamin D. Wright Noah Friedkin in Infancy National Center for the Study Rasch Methodology for Rating University of California, Cornell University of Professions Scale Analysis Santa Barbara $3,783 $62,700 University of Chicago $59,300 David Hogan Susan W. Gray Walter R. Allen University of Pennsylvania Follow-up Study of the Early- Correlates of Black Student William Zumeta Training Project and Adjustment, Achievement, and The Changing Role of Harold S. Wechsler Adolescent Pregnancy Aspirations in Predominantly Postdoctoral Training in the University of Chicago George Peabody College for White Universities United States Teachers University of Michigan Higher Education Henry Wellman Vanderbilt University $70,000 grantees: 1980-1981 grantees: Research Institute University of Michigan $7,000 $59,000 J. Victor Baldridge Kenji Hakuta Environmental Threat and OTHER GRANTS Differential Success in Adult Institutional Response: FELLOWSHIPS Second Language Learners Higher-Education’s Reaction to Yale University the Enrollment Crisis 90 The Chicago Reporter Awards to be Made by $14,079 Higher Education Community Renewal Society Research Institute Committees to Young Scholars $75,000 Working on Problems Related Nicholas Hobbs $176,400 to Education: Review of the Current Status of To Aid the Integration of Project Re-ED Charles E. Bidwell George Peabody College, Research, Educational and Vanderbilt University The Political Economy of Vanderbilt University Clinical Operations $5,000 School Districts and the $150,000 The Menninger Foundation Local Distribution of $1,000,000 Kenneth Kaye Educational Resources Harvard University The Social Context of Infant University of Chicago $150,000 William M. Bart Development $85,600 Formal Operations among University of Chicago Indiana University High School Adolescents from $5,000 Thomas J. Bouchard, Jr. $150,000 Lower and Middle A Psychological and Medical Socioeconomic Classes Nathan Keyfitz Study of Monozygotic and New York University University of Minnesota Organization of Talcott Dyzygotic Twins Reared Apart $150,000 $3,936 Parson’s Papers University of Minnesota Harvard University $64,300 Ohio State University Blythe Clinchy and $9,160 $150,000 Claire Zimmerman Mary Jean Bowman Cognitive Development of Claire B. Kopp The Determinants of Primary Stanford University Women in College Review and Critique of School Enrollments in Brazil $150,000 Wellesley College Studies on Risk Factors and Mexico Since 1940 $9,518 in Development University of Chicago Teachers College, Columbia University of California, $28,700 University Arthur P. Coladarci Los Angeles $150,000 The Semantics of Educational $5,750 T. Berry Brazelton and Research, Evaluation, Barry M. Lester University of California, and Criticism Stanley W. Moore The Cumulative Effects of Los Angeles Stanford University Emerging Patterns of Civic Obstetric Medication and $150,000 $8,900 Awareness among Primary Obstetric Risk Variables on School Children: Infant Behavior University of Chicago A Longitudinal Perspective The Children’s Hospital $150,000 Pepperdine University Medical Center $6,452 $48,200 1996 ANNUAL REPORT

Joseph J. Campos and Robert Dreeben and Larry V. Hedges and Robert A. LeVine Harold Hill Goldsmith Rebecca Barr Ingram Olkin Additional Investigations of Genetics of Infant Classroom Organization, Development and Evaluation the Family as Educator: Temperament: Instruction, and Learning of Methods for the Quantitative Early Development in an A Longitudinal Study University of Chicago Synthesis of Research African Community University of Denver $395,400 University of Chicago Harvard University $26,600 $85,650 $108,550 David H. Feldman Linda Camras Child Prodigies: Development Bruce B. Henderson Morton A. Lieberman Dominance and Displays in and Education Social and Educational Self-Help and Urban Problems: Children’s Social Interactions Tufts University Influences on Young Children’s Alternative Help Systems DePaul University $21,000 Curiosity and Exploration University of Chicago $44,000 Western Carolina University $18,950 Jacqueline Fleming $53,000 Eve V. Clark The Role of Suppressed and Martha K. McClintock Word Formation in Language Perceived Hostility in Eckhard H. Hess Brain Lateralization in Acquisition: New Meanings Academic Performance: Pupillometrics as a Measure of Newborns and New Forms An Exploratory Study of Reading Aptitude and Ability University of Chicago Stanford University Black Students University of Chicago $43,900 $21,900 United Negro College Fund $90,000 $82,900 Molly Melching Blythe Clinchy and George Hillocks, Jr. Development of a Cultural Claire Zimmerman Eleanor J. Gibson A Meta-Analysis of Research Center for Senegalese Children Cognitive Development in Development of Perception of Related to Composition: Africare grantees: 1981 grantees: College Women Affordances and Expressive 1960-1980 $60,600 Wellesley College Behavior in Human Infants University of Chicago $14,700 Cornell University $37,500 Andrew N. Meltzoff $19,300 Touch and Vision: The John E. Craig Aletha Huston-Stein and Perception of Solidity Social Change and Susan Goldin-Meadow John C. Wright in Infancy Educational Expansion in The Advanced Stages of a The Effects of Formal Features, University of Washington the West, 1830-1980 Language-Like System Created Age, and Viewing History on $96,350 University of Chicago by Deaf Children Children’s Comprehension $97,500 University of Chicago of Television Edna Mitchell $65,900 University of Kansas Sex Differences in Friendship Helen J. Crawford $218,000 Patterns in Preadolescence: Visual Memory Processing: Harrison G. Gough Focus on Peer Acceptance of Within and Between Subject The Long-Term Consequences Francis A. Ianni the Newcomer Differences as Affected by of Graduate Study A Study of Adolescents: Mills College Hypnosis and Imagery Ability in Psychology Continuation Proposal $31,400 91 University of Wyoming University of California, Teachers College, Columbia $62,500 Berkeley University Charles Moskos $81,600 $95,300 Civic Education in the Military Mihaly Csikszentmihalyi Northwestern University and Jacob W. Getzels Patricia A. Graham Alex Inkeles $34,000 Talent and Achievement: National Purpose and Federal Convergence and Divergence in A Longitudinal Study of Policy for American the Development of National Robert M. Palaich Careers in Art Education: An Historical View Educational Systems Modeling Legislative Voting University of Chicago Harvard University Stanford University Behavior on School $152,100 $98,000 $118,000 Finance Legislation Education Commission of Colette Daiute Charles Harrington and Dale L. Johnson the States The Effect of Automatic Peter Gumpert Additional Data Analysis on $165,850 Prompting on Young Writers Negative Prediction Defiers: the Development of Teachers College, Columbia Educational Antecedents Competence in Seymour A. Papert University of Success Mexican-American Children The Computer’s Impact on a $151,579 Teachers College, Columbia University of Houston Child’s Thinking University $23,300 Massachusetts Institute Allison Davis $167,500 of Technology Psychological Development of Jerome Kagan $25,600 Martin Luther King, Jr. Lauren J. Harris and Autonomic Indexes of Infant University of Chicago Hiram E. Fitzgerald Apprehension Pamela J. Perun $52,800 Lateralization of Behavior Harvard University Equity in Undergraduate During the First Eighteen $61,700 Education for Women: Richard de Charms and Months of Life A Comprehensive Survey of Gary Natriello Michigan State University Herant Katchadourian Contemporary Issues Effects of Evaluation $176,000 The Study of Undergraduate Wellesley College Procedures in School Experience at Stanford $27,200 Organizations on The Stanford University Motivation of Teachers $52,650 Washington University $32,350 THE SPENCER FOUNDATION

Anne C. Petersen Hans N. Weiler Thomas J. Berndt Peter H. Hennessy An Intensive Study of Factors A Comparative Study of Stability and Change in A New Approach to Citizenship Related to Sex Differences Compensatory Legitimation in Childhood and Adolescent Education in Cognition Educational Policy Friendships Queen’s University Michael Reese Hospital and Stanford University Yale University $4,530 Medical Center $142,150 $9,500 University of Chicago Barbara Heyns $35,000 Carol K. Whalen and Colin B. Burke Parental Planning for Higher Barbara Henker American Higher Education Education with Emphasis on Alan C. Purves Processes in Social Cognition from the Civil War to the Sex Differences International Study of of Children’s Behavior Great Depression Wellesley College Achievement in Written Patterns University of Maryland, $6,450 Composition University of California, Baltimore County University of Illinois at Irvine $3,400 Spero A. Metalis Urbana-Champaign $79,100 Eye-Blink Rate as an Index of $178,000 Robert C. Calfee Mental Effort during Reading Willard Wirtz and Protocol Assessment of Loyola University of Chicago Diane Ravitch Archie E. Lapointe Decision Making by $3,550 A Historical Study of An Independent Review of the Reading Teachers American Education National Assessment of Stanford University Ricardo B. Morant Since 1945 Educational Progress $9,980 The Development of Teachers College, Columbia National Institute for Work Intersensory Coordination University and Learning Reginald M. Clark Brandeis University $75,800 $87,830 Family Authority Patterns, $13,500 grantees: 1981 grantees: Discourse Processes, David Riesman and Children’s Cognitive Richard J. Murnane A Study of the Selection, NAE/SPENCER Development Effects of Teachers’ Career Assessment, and Succession of FELLOWS Claremont Graduate School Choices on the Quality of College and University $10,738 Urban Public Schools Presidents Geoffrey Maruyuma Yale University Harvard University University of Minnesota Mihaly Csikszentmihalyi $9,500 $31,425 Pilot Study for a Longitudinal Gary Price Study of Careers in Art Gary M. Olson Halbert B. Robinson University of Wisconsin University of Chicago Follow-up Testing of Identification and Nurturance $4,500 Premature Infants of Extremely Charlene Rivera University of Michigan Precocious Children William D. Dannefer and $7,445 University of Washington Gail Thomas Susan K. Whitbourne $45,000 Johns Hopkins University Adult Identity Process and Wade C. Roof 92 Social Content: An A Reexamination of The Social Louis W. Sander Daniel Wagner Exploratory Study Sources of Denominationalism A Twenty-Five Year Follow-up University of Pennsylvania University of Rochester University of Massachusetts, of Infants Born at Risk $8,000 Amherst University of Colorado, $3,000 Denver James J. Gallagher $92,000 OTHER GRANTS Planning and Policy Analysis Robert L. Selman for Education of the Gifted Longitudinal Follow-up Study Abigail J. Stewart Support of Activities University of North Carolina of the Development of Family Change and Children’s Independent Sector at Chapel Hill Interpersonal Understanding Affective Development $30,000 $13,000 during Childhood Boston University Harvard University $130,000 Parents’ and Educators’ Views Catherine Garvey $2,400 on Teacher Accountability in The Growth of Conversational Ina C. Uzgiris the Chicago Public Schools Skills in Preschool Children George D. Spindler The Role of Imitation in Citizens Schools Committee Johns Hopkins University Follow-up Study of Resistance Pre-Verbal Communication $5,000 $6,287 to School Reform in a West Clark University German Village $68,500 Support of Obelisk Symbolizing Ronald K. Goodenow Stanford University Man’s Renunciation of War The International Progressive- $4,000 Tyll Van Geel and Corruption Education Movement and Fairness in Public Schools Peace Form One: Ralph J. Race Relations, 1920-1950 Franklin D. Stone University of Rochester Bunche Memorial Project Trinity College The Secondary School Head in $26,000 $10,000 $10,000 Comparative Perspective University of Iowa Bruce Watkins Eugene W. Adams Andrew M. Greeley $7,750 Structure and Processing of Predictors of Success for Enrollment Trends in Story Schema as a Function Minority Students in Nonpublic High Schools Charles V. Willie of Realistic Versus Veterinary Medicine National Opinion Race Relations and Higher Symbolic Presentations Tuskegee Institute Research Center Education University of Michigan $4,600 $14,100 Harvard University $90,800 $1,745 1996 ANNUAL REPORT

John T. Wilson Thomas A. DiPrete Richard Held and Richard A. Merelman Federal Policies and Academic The Structure of the School and Susan M. Carey Origins of Political Science Programs the Response of the Student Maturational Factors in the Recruitment: A Psycho- University of Chicago National Opinion Development of Visual Political Investigation $7,500 Research Center Perception in Children University of Wisconsin- $36,701 Massachusetts Institute Madison of Technology $42,550 Andrea A. diSessa $184,900 1982 Intuition as Knowledge: George A. Miller MAJOR A Clinical Study of the Dennis P. Hogan Organization of Lexical RESEARCH Cognitive Basis for Elementary Expectations of Youth Information GRANTS College Physics Concerning Transitions Princeton University Massachusetts Institute National Opinion $85,000 For Partial Support of a New of Technology Research Center Education Governance Center $33,700 $37,016 Francois Nielsen Education Commission of Hispanic Students and U.S. the States Lutz Erbring Janellen Huttenlocher Schools: Language and $300,000 Continuity Versus Change Conceptual Development: Achievement in Cognitive Skills and Evidence from Word Meanings National Opinion Charles E. Bidwell Social Values University of Chicago Research Center The Political Economy of National Opinion $211,350 $46,321 School Districts and the Research Center Local Distribution of $42,156 Willard J. Jacobson Rachel Rosenfeld Educational Resources Second I.E.A. Science Study: Parents’ Aspirations and University of Chicago Daniel G. Freedman U.S. Participation Their Effects 1982 grantees: $20,250 A Comparative Study of Teachers College, Columbia National Opinion Mother-Infant Interaction at University Research Center Lois Bloom Two Years: Interaction Styles of $235,500 $33,256 Studies in Early Language Chinese and Caucasian Dyads Development University of Chicago David Klahr Neal Schmitt Teachers College, Columbia $27,950 Instructing Young Children Extension of NASSP University in Problem-Solving Validation Effort $412,000 Beatrix T. Gardner and Carnegie Mellon University National Association of R. Allen Gardner $45,550 Secondary School Principals Thomas J. Bouchard, Jr. Psychobiology of Two-Way $21,400 A Psychological and Medical Communication Henry M. Levin Study of Monozygotic and University of Nevada, Reno Education and Productivity Karen Sheingold Dyzygotic Twins Reared Apart $105,550 Stanford University The Impact of Classroom University of Minnesota $111,100 Computer Experience on $85,000 John I. Goodlad Children’s Problem Solving, 93 For Organizing a Data Bank Noah Lewin-Epstein Planning and Peer Collaboration Joseph J. Campos and Based on a Study of Schooling School Programs and Student Bank Street College Harold Hill Goldsmith University of California, Destinations of Education Genetics of Infant Los Angeles National Opinion $357,500 Temperament: $20,000 Research Center A Longitudinal Study $35,310 Julian C. Stanley University of Denver Emil J. Haller Research with Youth who $25,000 Race, Class, and Ability: Dan A. Lewis, Reason Extremely Well Towards a New Explanation James E. Rosenbaum, and Mathematically Courtney B. Cazden of the Segregating Effects Leonard S. Rubinowitz Johns Hopkins University Oral Preparation for Writing in of Curricular Grouping Low-Income Black Children in $187,200 Elementary Classrooms: in Schools White Suburban Schools: Childrens’ Discourse Styles Cornell University A Quasi-Experimental Study J. Alan Thomas and Teachers’ Instructional $85,850 Northwestern University Allocating Educational Strategies $173,000 Resources for Efficiency Harvard University Alan A. Hartley and and Equity $45,300 Joellen Hartley Fritz Machlup University of Chicago Aging and the Acquisition Education: Research, Analysis, $25,600 Luvern L. Cunningham of Expertise and Evaluation Updating the Study of the Scripps College Princeton University Charles F. Turner Status of the American $48,000 $89,800 Bilingualism and Superintendent Cognitive Development American Association of Donald S. Hayes James G. March The National School Administrators Young Children’s Processing of Theoretical Research on Research Council $26,865 Televised Information Organizations $36,400 University of Maine Stanford University Richard J. Davidson $33,900 $180,000 Hemispheric Interaction in Reading-Disabled Children and Their Siblings State University of New York, Purchase $186,300 THE SPENCER FOUNDATION

Frank R. Vellutino An Independent Review of the Elizabeth Reynolds Welfel Paul Berliner Does a Printed Word Activate National Assessment of Cognitive Development During Learning and Creativity in its Constituents? Multilevel Educational Progress The College Years Minority Communities: A Case Coding and Interactive National Institute for Work Boston College Study of Jazz Improvisers Processing in Skilled and Less- and Learning $4,578 Northwestern University Skilled Readers $7,000 $98,300 State University of New York, Bruce D. Spencer Albany William K. Cummings Test Scores as Social Indicators: William K. Cummings $49,000 Educational Implications of Statistical Issues The Educational Implications the Emerging International Northwestern University of the Emerging International Charles G. Wells Labor Market: $8,218 Labor Market: Home and School Influences An International Inquiry An Asian Inquiry on Educational Attainment University of Chicago Joseph H. Stevens National University of in the Elementary Stage of $2,495 Social Supports for Singapore Education Black Families $20,500 University of Bristol Frances Z. de Kane Georgia State University $31,250 Three Types of Pictorial $13,734 William Damon Stimuli and Their Effects on The Development of Children’s Philip Wexler Young Children’s Language Elizabeth Sulzby Understanding of Self and Socialization for Work in University of Texas at Children’s Emergent Abilities Self-Interest Families and Schools San Antonio to Read Favorite Storybooks Clark University University of Rochester $6,675 Northwestern University $17,500 $30,750 $7,510 Lawrence J. Dolan W. Patrick Dickson Ellen Winner Continuity and Discontinuity Evelyn B. Thoman Effects of Parent-Child The Development of between Home and School Predictions of Developmental Communication on Cognitive Non-Literal Symbol Use Learning Environments Outcome for Normal and High Development in Japan and Boston College University of Rochester Risk Infants the United States $89,100 $5,223 University of Connecticut University of Wisconsin- $11,000 Madison Sanford M. Dornbusch $13,200 FELLOWSHIPS Moral Choices among Anne Marie Tietjen Adolescents and Evaluation Childhood and Family Life in Lynn Feagans and grantees: 1982-1983 grantees: For Support of Fellows Processes in Schools a Papua New Guinea Village Dale C. Farran Interested in the Study Stanford University University of Discourse Skills and of Education $7,840 British Columbia School Adaptation Center for Advanced Study in $9,000 University of North Carolina the Behavioral Sciences Karen C. Fuson at Chapel Hill $750,000 The Microcomputer and the Tyll Van Geel $31,100 94 Learning of Number Concepts Fairness in Public Schools Northwestern University University of Rochester Daniel G. Freedman $9,500 $3,600 A Comparative Study of NAE/SPENCER Mother-Infant Interaction at FELLOWS Harold Howe II Two Years: Interaction Styles of Pilot Work on Educational Chinese and Caucasian Dyads Bella M. De Paulo Policy Studies in the Eighties 1983 University of Chicago University of Virginia Harvard University MAJOR $11,800 $6,841 RESEARCH Hilda Hernandez GRANTS Susan Goldin-Meadow California State University, Aubrey P. Johnston and The Advanced Stages of a Chico David K. Wiles Thomas M. Achenbach Language-Like System Created Christian Schools and Public Coping Patterns of by Deaf Children Johnny Matson Schools in Small Rural School-Aged Children University of Chicago Northern Illinois University Communities of the Northeast University of Vermont $14,020 University of Vermont $130,300 William J. Reese $3,632 Harold W. Gordon Indiana University Joseph Ben-David The Relationship Between Marjorie M. Kulash Changes in the Scientific Ethos Individual Differences in Robert Sheehan Analysis of Tax Credit Votes in Since the 1920s Cognitive Functions and Cleveland State University Washington, D.C. University of Chicago Differences in Hormone Urban Institute $18,600 Concentrations $7,818 University of Pittsburgh OTHER GRANTS W. Lance Bennett $101,000 David McNeill The Effects of Mass Media Support for the Commission on Iconic Gestures of Children News on Political Learning Ruben C. Gur African Refugees University of Chicago University of Washington Variations in Hemispheric Phelps-Stokes Fund $9,300 $21,000 Organization $100,000 University of Pennsylvania Michael M. Piechowksi $64,900 Partial Support of Unbudgeted Developmental Potential: A Expenses Model of Giftedness Donors Forum of Chicago Northwestern University $2,000 $8,054 1996 ANNUAL REPORT

Larry V. Hedges Robert Plomin and University of Chicago Mel Greenlee Continued Development and Joseph F. Fagan III $150,000 A Developmental Study of Evaluation of Methods for The Genetic and Fricatives in Chicano Spanish the Quantitative Synthesis Environmental Origins of University of Wisconsin Stanford University of Research Intelligence $150,000 $9,800 University of Chicago University of Colorado, $71,400 Boulder For Support of the Academy Norma Haan $34,000 Fellows Program Moral Action and Development Eckhard H. Hess National Academy University of California, Pupillometrics as a Measure of David R. Rogosa of Education Berkeley Reading Aptitude and Ability Improving the Collection and $172,500 $6,500 University of Chicago Statistical Analysis of $28,550 Observational Data in Morris Janowitz Research on Teaching NAE/SPENCER Civic Education and Robert D. Hess Stanford University FELLOWS Citizenship Family Influences on $34,600 University of Chicago Motivation for Achievement in Loreta Colman $15,000 Math in the People’s Republic Miles F. Shore, M.D. University of Michigan of China: Comparisons with A Study of Collaborative Wallace E. Lambert and Japanese, American-3rd- Creativity Ronna Dillon Donald M. Taylor Generation Chinese, and Harvard University Medical Southern Illinois University Education Programs for American-Whites School Ethnolinguistic Minorities in Stanford University $60,200 Robert Halpern American Public Schools: $76,900 Comparative Perspectives

High/Scope Educational 1983 grantees: Robert J. Sternberg Research Foundation McGill University David E. Lavin, Insight in the Gifted $13,640 Edgar F. Borgatta, Yale University Elfrieda Heibert Barry Kaufman, and $56,350 University of Kentucky Lee C. Lee James Murtha Development of Prosocial Education and Work: Impact of Thomas R. Trabasso James Rounds, Jr. Behavior in Children of the the Open-Admissions Policy at Causal Thinking in Discourse State University of New York, People’s Republic of China CUNY upon Labor Market Comprehension Buffalo Center for Advanced Study in Experiences of Low-Income University of Chicago the Behavioral Sciences and Minority Students $122,450 $11,179 Graduate School and University Center David Tyack OTHER GRANTS Molly Melching City University of New York Social History of the Law in Development of a Cultural $108,950 American Public Education The Chicago Reporter Center for Senegalese Children Stanford University Education Policy Project Africare Dan C. Lortie $69,900 Community Renewal Society $8,000 95 Elementary School Principals: $90,000 Career Patterns and Charles V. Willie Heino F. Meyer-Bahlburg Role Behavior Learning and Adaptation in Start-up Funds and Anke A. Ehrhardt University of Chicago Black and White Families Chicago Panel on Public The Impact of Puberty on $49,350 Harvard University School Finances Cognitive and Behavioral $29,900 $15,000 Development George Mandler Research Foundation for The Role of Discrepancy in Support of Activities Mental Hygiene the Construction of FELLOWSHIPS The Foundation Center $8,400 Emotional Response $103,500 University of California, San Alvin Rosenfeld, M.D. Awards to be Made by Jeanne Bamberger Diego Committees to Young Scholars Transcriptions of Seminars in $94,525 An Exploration of Child Psychology Working on Problems Related Early Prodigious to Education: Stanford University Spero A. Metalis Achievement in Music $9,500 Psychophysiological George Peabody College, Massachusetts Institute Assessment of Vanderbilt University of Technology Karen Strohm Kitchener Cognitive Processes $150,000 $10,012 Intellectual Development in Loyola University of Chicago Young Adults: $17,300 Harvard University Christine Chaille A Longitudinal Study $150,000 The Enhancement of Sex University of Denver Ricardo B. Morant Differences through Conflict $14,522 The Development of Indiana University Management in the Family Intersensory Communication $150,000 University of Oregon Colwyn Trevarthen Brandeis University $4,500 Development of Cooperative $88,300 Ohio State University Understanding between $150,000 Eleanor J. Gibson Mothers and Infants Roy W. Phillipps Perception of Affordances and University of Edinburgh IEA Mathematics Study Stanford University Expressive Behavior in $3,800 New Zealand Council for $150,000 Human Infants Educational Research Cornell University $30,000 Teachers College, Columbia $4,000 University $150,000 THE SPENCER FOUNDATION

Harmon Zeigler Lauren J. Harris and Michael Lipsky Catherine E. Snow Governmental Variables and Hiram E. Fitzgerald The Role of Clinical Education Factors Affecting the Levels of Achievement in Lateralization of Behavior in Professional Training Acquisition of Conversational Schools During the First Eighteen Massachusetts Institute and Literacy Skills in a University of Oregon Months of Life of Technology Foreign Language $11,868 Michigan State University $63,350 Harvard University $34,900 $120,800 Bruce L. Mallory G. Ainsworth Harrison The Educational and Abigail J. Stewart 1984 The Relationship Between Residential Consequences of Family Change and Children’s MAJOR Physical Development and the Deinstitutionalization of Affective Development RESEARCH Psychological Development Handicapped Children Boston University GRANTS University of Oxford University of $18,650 $35,250 New Hampshire Agenda for Public Education $99,650 Elizabeth Sulzby and The Carnegie Foundation for Willard J. Jacobson William H. Teale the Advancement of Teaching Second I.E.A. Science Study: Andrew N. Meltzoff Young Children’s Storybook $25,000 U.S. Participation Face-Voice Recognition Reading: Longitudinal Study of Teachers College, Columbia in Infancy Parent-Child Interaction and Review and Analysis of University University of Washington Children’s Independent Revenues of the Chicago Board $294,920 $50,000 Functioning of Education Northwestern University Chicago Panel on Public Morris Janowitz Kathleen E. Metz $180,800 School Finances The Organization and Development of Children’s $15,675 Utilization of Sociological Understanding of Physical Gerald D. Suttles Knowledge Phenomena The Man-Made City: Mary Jean Bowman University of Chicago Carnegie Mellon University Social Intelligence and Schooling, Child Employment, $132,900 $39,500 Urban Development and Fertility in Mexico, University of Chicago 1960-1970 Robert M. Johnson Michael R. Olneck $25,000 University of Chicago Foundations and Ethnicity, Pluralism, and $26,425 Communities American Education Robert L. Thorndike University of Chicago University of Wisconsin- Information Processing Speed

grantees: 1983-1984 grantees: B. Bradford Brown $42,560 Madison and Intelligence The Effects of Peer Group $57,625 Teachers College, Columbia Membership, Peer Pressure, Stephen Kosslyn University and Family Cohesiveness on Ontogenesis of Imagery and Patricia A. Palmieri $87,150 Adolescent Development: A Verbal Skills A Social Portrait of the Longitudinal Analysis Harvard University Academic Community at P. Michael Timpane 96 University of Wisconsin- $33,250 Wellesley College 1875-1920 The Corporate Interest Madison Dartmouth College in Education $95,600 Deanna Kuhn $33,820 Teachers College, Columbia Education for Thinking: University Nathan Caplan and The Identification and Alan C. Purves $320,850 John K.Whitmore Development of Critical International Study of School Achievement Thinking in Domains of Achievement in Written Ina C. Uzgiris Among Children of Everyday Thought Composition The Role of Imitation in Indochinese Refugees Teachers College, Columbia University of Illinois at Communicative Development University of Michigan University Urbana-Champaign Clark University $116,250 $66,700 $63,150 $62,150

Charles R. Coble and Wallace E. Lambert and Ruth L. Richards and Rhona S. Weinstein Parmalee Hawk Donald M.Taylor Dennis K. Kinney Mediators of Self-Fulfilling The Changing Needs of Comparative Perspectives on Relationships Between Prophecies in Classrooms Education in Rural North Education Programs for Creativity and Schizophrenia: University of California, Carolina Ethnolinguistic Minorities in An Adoption Study Berkeley East Carolina University American Public Schools McLean Hospital $79,050 $38,400 McGill University $84,300 $30,475 Sheldon H. White and Lynn Feagans and Alan H. Schoenfeld David B. Pillemer Dale C. Farran Marvin Lazerson The Effects of Students’ Beliefs Research on Personal Discourse Skills and School Excellence and Equality in About Mathematics on Their Memories Adaptation American Educational History Mathematical Thinking Harvard University and University of North Carolina Harvard University University of Rochester Wellesley College at Chapel Hill $26,000 $75,100 $86,700 $106,150 Susan C. Levine Lee S. Shulman Joachim F. Wohlwill Herbert P. Ginsburg Patterns of Cognitive Knowledge Growth in a Creativity in School Children Studies in Personality Functions in Preschool Profession: The Evolution of Through the Medium of and Cognition Children Understanding in Teaching Computer Graphics University of Rochester University of Chicago Stanford University Pennsylvania State $119,550 $128,800 $360,050 University $46,800 1996 ANNUAL REPORT

FELLOWSHIPS Mary Jean Bowman William H. McKellin David C. Berliner The Determinants of Primary Narrative Structure, Genre, Differences in the Processing of Awards to be Made by School Enrollments in Brazil and Memory in Oral Tradition Information by Expert, Novice, Committees to Young Scholars and Mexico since 1940 University of Toronto and Postulant Teachers Working on Problems Related University of Chicago $8,040 University of Arizona to Education: $1,700 $153,200 New York University Richard O. Niehoff $150,000 Mary M. Brabeck A Biography of Floyd Reeves Kenneth S. Bowers Intellectual Development Michigan State University Intuition University of California, of Women during the $10,000 University of Waterloo Berkeley College Years $190,000 $150,000 Boston College David R. Rogosa $5,540 Improving the Collection and Jerome Bruner University of California, Statistical Analysis of The Nature and Development Los Angeles Elliot W. Eisner Observation Data in Research of Narrative Thought $150,000 Theory and Practice of on Teaching New School for Social Educational Criticism Stanford University Research University of North Carolina Stanford University $10,000 $240,000 $150,000 $7,000 Israel Scheffler and Robert B. Cairns David P. Ericson Kenneth S. Hawes Early Adolescence and Sex Interpretive Understanding in Recent National Studies and Differences in Aggressive NAE/SPENCER Educational Research Recommendations for Change Development FELLOWS University of California, in American Education University of North Carolina Los Angeles Harvard University $32,600 Mariko Fujita $5,000 $15,000 Stanford University Susan E. Carey Allen W. Gottfried and Dale H. Schunk Structural Constraints on Jennifer Hochschild Daniel W. Kee Social Learning through Development Princeton University Precursors of Cognitive and Modeling Center for Advanced Study in Behavioral Competencies in University of Houston the Behavioral Sciences Madhu Prakash Kindergarten-Age Children $3,928 $20,675 Pennsylvania State California State University, University

Fullerton Richard P. Thornell James S. Coleman 1984-1985 grantees: $3,000 Preserving African Intellectual Educational Outcomes for the Michael Rustad and Educational Resources School as a Social Unit Northeastern University Harrison G. Gough The Phelps-Stokes Fund National Opinion The Long-Term Consequences $11,500 Research Center Guadalupe San Miguel of Graduate Study in $87,400 University of California, Psychology Theodore D. Wachs 97 Santa Barbara University of California, Ambient Noise in the Home Helen J. Crawford Berkeley and Infant Mastery Behavior Individual Differences in $1,250 Purdue University Cognitive and Physiological OTHER GRANTS $9,928 Flexibility Dean R. Hoge University of Wyoming Consumer Guide to the College Student Values: A John C. Wright and $162,550 Chicago Public High Schools Longitudinal Study Aletha C. Huston Citizens Schools Committee Catholic University Influence of Formal Features of Mihaly Csikszentmihalyi $5,200 of America Television on Children’s Disengagement from Talent in $6,600 Comprehension Adolescence Alonzo B. Anderson University of Kansas University of Chicago Literacy Experiences in Harold Howe II $20,000 $290,825 Minority Groups Pilot Work on Educational University of California, Policy Studies in the Eighties William Damon San Diego Harvard University Cognitive Growth Through $5,500 $2,000 1985 Peer Collaboration MAJOR Clark University Jeanne Bamberger Rachel Joffe Falmagne RESEARCH $130,500 An Exploration of The Role of Mental Imagery in GRANTS Early Prodigious Logical Reasoning in Children Kurt W. Fischer Achievement in Music Clark University Analyzing Educational Beginning to Read: The Massachusetts Institute $9,692 Reform Proposals for Cost Development of Reading Skills of Technology and Effectiveness in Young Children $6,016 Edward O. Laumann Chicago Panel on Public University of Denver A Study of Urban School Finances $87,200 Lois Bloom American Indians $42,000 Studies in Early Language University of Chicago Development $3,210 Jeanne Bamberger Teachers College, Columbia Development of Musical University Intelligence $4,850 Massachusetts Institute of Technology $67,900 THE SPENCER FOUNDATION

Signithia M. Fordham David Klahr Diane Ravitch NAE/SPENCER Black Student School Success: Acquisition of Knowledge History of the Humanities FELLOWS An Ethnographic Study in about Complex Devices Curriculum in a Large Urban Public without Instruction Secondary Schools Lucia A. Finch School System Carnegie Mellon University Teachers College, Columbia University of Rochester University of the District $80,200 University of Columbia $180,000 Ofelia Garcia $44,500 Barry M. Lester , University of New York T. Berry Brazelton, M.D., Dale H. Schunk John H. Franklin and Carol M. Sepkoski Modeled Influences on Rosalind Horowitz Plantation Dissidents: Five-Year Follow-Up of Children’s Self-Efficacy University of Texas, Runaway Slaves Maternal Obstetric University of Houston San Antonio Duke University Medication Effects $23,600 $97,600 Children’s Hospital, Boston Glynda Hull $87,100 Robert R. Sears University of California, Kathleen M. Galotti Coding the Data From the Berkeley The Development of Reasoning Robert A. LeVine and 60-Year Longitudinal Study of Skills in Middle Childhood and Sarah LeVine Terman’s Gifted Child K. Ann Renninger Early Adolescence Effects of Women’s Schooling Stanford University Swarthmore College Carleton College on the Family: A Cross- $52,000 $20,200 Cultural Analysis Harvard University Edward Shils OTHER GRANTS Howard Gardner and $164,000 Research for and Publication David Henry Feldmann of “The Institutionalization of

grantees: 1985 grantees: Relocation of the The Monitoring of Intellectual Jerre Levy American Sociology: Foundation Center Propensities in Early Diversities in Hemispheric 1920-1970” The Foundation Center Childhood Arousal Patterns: Causes, University of Chicago $35,000 Harvard University and Tufts Manifestations, and $35,000 University Consequences Project to Increase the Quality $452,700 University of Chicago Margaret Beale Spencer and Quantity of Philanthropy $185,550 Black Children’s Competence Donors Forum of Chicago John Gardner Formation Under Normal and $10,000 Studies in Leadership George A. Miller Stressful Conditions Independent Sector Analysis of Children’s Emory University Benjamin S. Bloom $50,000 Dictionary Skills $38,565 Learning Processes and Talent Princeton University University of Chicago Eleanor J. Gibson $24,900 Susan S. Stodolsky $13,500 Development of Control of Origins of Subject Matter Locomotion in Human Robert J. Mislevy Differences in Instruction: 98 Christine Chaille Infants: The Role of Optical Item Response Models in Analysis of Teacher’s Guides, Children as Theory Builders: Flow and Surface Information Educational Research: Textbooks, and Method Books A Pilot Study Cornell University Estimation Procedures University of Chicago University of Oregon $38,950 Educational Testing Service $31,300 $11,155 $20,500 Ruben C. Gur Carol Tomlinson-Keasey Paul Cobb Variation in Hemispheric David R. Olson and Lynda W. Warren The Relationship between First Specialization and Regional The Structure and Acquisition Self-Efficacy and Competence Grader’s Beliefs, Motivations, Cerebral Blood Flow of a Literary Standard in Gifted Women and Conceptual Development University of Pennsylvania Language University of California, in Mathematics $270,500 University of Toronto Riverside Purdue University $104,525 $47,100 $9,500 Archibald O. Haller Development and the Income Alan Peshkin Martin Trow and Daphne M. de Rebello Returns to Education — School and Community in a Sheldon Rothblatt Comparative Study of Brazil, 1970-1983 Multiethnic Setting: A Study Two Centuries of British and Formal Schooling and University of Wisconsin- of Martin and Martin American Higher Education: A Personal Efficacy Madison High School Comparative View Administrative Staff College $229,500 University of Illinois, University of California, of India Urbana-Champaign Berkeley $10,500 Francis A. J. Ianni $112,050 $195,250 Proximate Peer Group Jeremy D. Finn Formation and the Role of Andrea L. Petitto Warren Wollman Low-Achieving Students in Adult Mediators Learning Through Interaction: Analogical Thinking in Juvenile Court Teachers College, Columbia Social and Cognitive Secondary Science and State University of New York, University Coordination Mathematics Buffalo $22,500 University of Rochester University of Rochester $8,588 $35,150 $57,700 Carl F. Kaestle A Social History of the American Reading Public, 1880-1980 University of Wisconsin- Madison $107,350 1996 ANNUAL REPORT

Mark Grabe and Roger L. Geiger and Robert L. Selman James Antes John G. Simon Improvement of Children’s Evaluation of Reader’s 1986 The Development of American Interpersonal Negotiation Comprehension Monitoring MAJOR Research Universities Strategies Through Training Skill: Eye-Movement RESEARCH Since 1940 in Pairs University of North Dakota GRANTS Yale University Harvard University $10,800 $71,100 $122,000 Start-up Funds for the James C. Hearn Bishop Desmond Tutu Robert M. Hauser Patrick Suppes Equality of Opportunity in Southern African Refugee Trends in the Schooling of Diagnostic Analysis for Student’s Postsecondary Scholarship Fund Black Americans Writing Instruction Institutional Destinations Phelps-Stokes Fund University of Wisconsin- Stanford University University of Minnesota $110,000 Madison $128,400 $9,200 $52,675 Dropouts From the Chicago Gail E. Thomas Robert D. Hess Public Schools: Elementary William E. Knox and Participation and Success of Influences on Motivation for School Analysis Paul Lindsay Blacks in Graduate and Achievement in Mathematics Chicago Panel on Higher Education and Professional Education in Chinese Families Public School Finances Early Adulthood Johns Hopkins University Stanford University $50,800 University of North Carolina, $65,000 $17,211 Greensboro and NORC Thomas M. Achenbach $127,600 Melvin N. Wilson Paul M. Janos Coping Patterns of Social Interaction Analysis Manifestations in Adulthood of School-Aged Children Henry M. Levin and of Three-Generation High Childhood Intelligence University of Vermont Russell W. Rumberger Black Families University of Washington $45,600 Educational Requirements for University of Virginia $4,921 New Technologies and Work $44,000 Thomas J. Berndt Organization Brenda Krause Eheart Adolescent Friendship and Stanford University William J. Wilson An Interpretive Study of School Adjustment $303,400 Poverty and Family Structure Day-Care Homes Purdue University in the Inner City University of Illinois, $182,150 Eleanor E. Maccoby University of Chicago Urbana-Champaign Short-Term Maintenance of $200,000

$8,000 Anthony S. Bryk and Data Bank from the Stanford 1985-1986 grantees: Steven W. Raudenbush Longitudinal Study Judith A. Kull Application of Hierarchical Stanford University FELLOWSHIPS LOGO and Learning in Linear Models to $23,500 Elementary Classrooms Educational Research Spencer Dissertation-Year University of George A. Miller University of Chicago and Fellowships for Research 99 New Hampshire Michigan State University Analysis of Children’s Related to Education $2,500 $98,450 Dictionary Skills Woodrow Wilson National Princeton University Fellowship Foundation Dolores G. Norton Martin Bulmer $26,300 $1,264,300 Parent-Child Interaction of The Impact of the Social Lower-Class Black Sciences Upon Society Jacob Mincer, Postdoctoral Fellowship University of Chicago London School of Economics Joseph Altonji, and Program in Education $10,143 and Political Science Andrew Weiss National Academy $62,100 Education and the of Education John G. Richardson Labor Market $2,133,000 Educational Policy and the Age John DeFries, Columbia University of State School Systems Robert Plomin, and $181,000 Western Washington David W. Fulker NAE/SPENCER University Determinants of Behavioral Ernst L. Moerk FELLOWS $17,206 Development in Early Processes of Language Teaching/Learning in Adolescence David Baker James V. Wertsch University of Colorado, the Home The Social Origins of California State University, Catholic University of Boulder America Children’s Individual $170,000 Fresno Cognitive Functioning: $49,800 Sandra Graham A Pilot Study Cathy H. Dent Northwestern University Gary Orfield University of California, The Development of Children’s Los Angeles $5,000 Metaphor Abilities Disconnection from Opportunity: Impact of Social Miami University Daniel P. Liston William J. Wilson $121,900 Policy Changes on the Mobility The Hidden Agenda: Race, of Big-City Minorities Washington University Social Dislocations, and Public University of Chicago Ellice A. Forman Peter L. Pirolli Policy in America The Effect of Peer Interaction $125,000 University of Chicago University of California, on Cognitive Development Berkeley $7,561 During Pre-Adolescence Gavriel Salomon and Tamar Globerson Northwestern University Mitchell Rabinowitz $71,900 Rocky Road to Transfer: Its Nature and Attainment University of Illinois at Tel Aviv University Chicago $207,200 THE SPENCER FOUNDATION

OTHER GRANTS Reba N. Page Sanford M. Dornbusch David L. Kirp The Negotiation of and P. Herbert Leiderman A Plague on All Our Houses: The Chicago Reporter Educational Meaning in High Family and Peer Influences on School and Community Education Policy Project School Classrooms for High School Performance Response to Children Community Renewal Society Academically Within Ethnic, Neighborhood with AIDS $100,000 Unsuccessful Students and School Contexts University of California, Bowdoin College Stanford University Berkeley William Damon $14,306 $338,465 $102,100 Cognitive Growth through Peer Collaboration Diana P. Paolitto Archibald O. Haller Ellen C. Lagemann Clark University Affect Development during the Development and the Income The Social History of $20,000 Transition from Infancy to Returns to Education: Brazil, Educational Research in the Toddlerhood 1970-1983 United States From the 1860s Daphne M. de Rebello Boston College University of Wisconsin- to the 1960s Comparative Study of Formal $9,800 Madison Teachers College, Columbia Schooling and Personal $35,000 University Efficacy $368,450 Administrative Staff Sara Harkness, Charles College of India 1987 McAfee Super, and Wallace E. Lambert and $833 MAJOR Constance H. Keefer Donald M. Taylor RESEARCH Role of Pediatric Care Cultural and Racial Diversity Philip J. Foster GRANTS Providers in the Formation of in the Lives of Urban The Transition from High Parents' Theories of Child Americans: A Study of School to Employment in Sarane S. Boocock Behavior and Development Parents and Children in Jamaica Preschool Education in Japan Harvard University Dade County, Florida State University of New York, Rutgers University $60,000 McGill University Albany $55,200 $83,000 $11,234 Gilbert Herdt Robert B. Cairns Adolescent Sexual Orientation Jean Lave Jurgen Herbst Aggressive Behavior in and Cultural Competence Context, Cognition, and Studies of Institutions of Schools: Prediction, in Chicago Activity in the Lived-In World Teacher Training in Development, and Change University of Chicago University of California, Nineteenth-Century America University of North Carolina $95,300 Irvine

grantees: 1986-1987 grantees: University of Wisconsin- at Chapel Hill $21,000 Madison $116,150 Marion C. Hyson and $13,287 Kathryn A. Hirsch-Pasek Robert A. LeVine , Burton R. Clark Academic Environments in Sarah E. LeVine, and William Kessen Research Organization and the Early Childhood: Challenge Catherine E. Snow Early Development of Training of Advanced Scholars: or Pressure Culture and Education: Case 100 Child Psychology in the A Cross-National Analysis University of Delaware Studies in Human United States University of California, $149,700 Development Yale University Los Angeles Harvard University $2,500 $340,050 Dale L. Johnson and $223,300 Janet B. Blumenthal Donald P. Leinster- Michael Cole The Parent-Child Development Bruce London Mackay Reconfiguring the Contexts Centers: A Five- to Thirteen- The Spread of Education and Prep Schools in the Antipodes of Education Year Follow-Up Fertility Decline University of Western University of California, University of Houston Florida Atlantic University Australia San Diego $114,800 $17,850 $10,300 $250,000 William R. Johnson Gillian Dowley McNamee Robert R. Locke Catherine R. Cooper and Teacher Preparation in and Joan B. McLane Management Education and Cindy I. Carlson Maryland: 1830-1915 Learning to Read and Write in Entrepreneurship in Europe Family Process Antecedents University of Maryland, Inner City Communities: A and America of Children’s Competence Baltimore County Longitudinal Study University of Hawaii, and Vulnerability in the $50,800 Erikson Institute Manoa School Context $52,300 $9,900 University of Texas at Austin George A. Karnes Hickrod $76,200 and James Gordon Ward John W. Meyer and Dolores G. Norton Measuring and Monitoring W. Richard Scott Parent-Child Interaction and Rheta DeVries Equity, Adequacy, and Development, Structure and Early Environment of Black Kindergarten Program Efficiency in the K-12 School Stability of Alternative Low Income Children Influences on Sociomoral Districts of Illinois Educational Programs University of Chicago Development Illinois State University Stanford University $15,355 University of Houston $150,000 $255,600 $82,200 Gary Orfield Elihu Katz and Roy D. Pea Conference on Studies in the Tamar Liebes Learning General Thinking Current Status of Public School Negotiating Political Identity Skills with Computers Desegregation in American through Interaction with New York University Cities Television, Parents and Peers. $99,800 University of Chicago Hebrew University of $74,900 Jerusalem $142,000 1996 ANNUAL REPORT

Linda M. Perkins Aaron Wildavsky Pamela Johnston Donald D. Searing Each One, Pull One: Cultural Theory: Foundations, Conover Citizen and Civic Education: Race Uplift, Education, and Applications, Implications Citizen and Civic Education: A Critical Review of the Black Women University of California, A Critical Review of the Literature University of California, Berkeley Literature University of North Carolina Los Angeles $146,700 University of North Carolina at Chapel Hill $50,700 at Chapel Hill $7,500 $7,500 Robert S. Siegler SMALL Richard A. Shweder Children’s Strategy Choices: RESEARCH Heino F. L. Meyer- Moral Discourse Realms Theoretical and GRANTS Bahlburg University of Chicago Educational Issues Academic Achievement and $7,500 Carnegie Mellon University John E. Bodnar Gender-Atypical Behavior in $129,650 The Creation and Childhood Sidney Strauss Dissemination of Patriotic Research Foundation for The Development of the Kathryn K. Sklar History in the National Parks Mental Hygiene Concepts of the Simple and Florence Kelley and the of Twentieth-Century America $7,500 Weighted Average: A Case Women’s World of Reform, Indiana University Study of a Developmental 1880-1930 $7,250 Richard S. Newman Model of Instruction University of California, Help Seeking as an Tel Aviv University Los Angeles Christine Chaille Instrumental Learning $7,500 $59,100 Transformation in Play: Strategy in Mathematics The Effects of Materials on the and Reading William B. Thomas M. G. Smith University of California, Social Class, Ethnicity, and

Complexity of Children’s Play 1987 grantees: Education and Society in the University of Oregon Riverside School Knowledge: Inquiry in Creole Caribbean $7,485 $7,498 the Sociology of Knowledge Research Institute for the University of Pittsburgh Study of Man Colette Daiute Thomas J. Noer $7,500 $348,550 The Role of Language Play in Be Creative: An Oral History of Writing Development Teaching in the Peace Corps Maris A. Vinovskis Joseph H. Stevens, Jr. and Harvard University Carthage College Determinants of High School Roger Bakeman $7,500 $6,600 Attendance in Antebellum Intergenerational America: An Analysis of Transmission of Parenting Eva Foldes Travers Stanley D. Nollen Newburyport, Massachusetts Georgia State University The Development of Political The Linkage between University of Michigan $107,660 Ideology and Participation Company-Sponsored Training $7,200 by Women and Employee Performance Karen Strohm Kitchener Swarthmore College Georgetown University Ursula Wagener Environmental Conditions for $7,500 $7,385 The Difference of View: Optimal Performance in Women’s Voices on Education 101 Reflective Judgment Carol Gilligan Peter Ochs University of Pennsylvania University of Denver Ego Development and Moral The Pragmatics of $7,447 $65,650 Development: Perspectives of Socialization Adolescent Girls Colgate University Kathryn A. Woolard Carol Tomlinson-Keasey Harvard University $7,500 Language Policy and Language and Lynda W. Warren $7,000 Practices: The Consequences of The Development of Self- Thomas A. Regulus Language Planning in Efficacy and Competence in Ellen Greenberger and The Contextual Patterns of Autonomous Catalonia Gifted Men Wendy Goldberg Student Achievement and University of Wisconsin- University of California, Impacts of Parental Retention and Gang Activity Madison Riverside Employment on the and Delinquency in the $7,500 $31,200 Socialization of Children Chicago Public High Schools University of California, University of Illinois at Edward Z. Tronick Irvine Chicago FELLOWSHIPS Efe Parent-Child Strategies: $7,494 $7,399 Multiple Care and Attachment Support of Fellows University of Massachusetts, Kenneth Hawes Carolyn Saarni Center for Advanced Study in Amherst A Study of the Relation of The Development of Emotional the Behavioral Sciences $73,800 Narrative and Literary Competence $875,000 Accounts of Teaching and Sonoma State University James V. Wertsch and Learning to Other Forms of $6,716 Norris Minick Educational Knowledge WOODROW The Socialization of Speech Harvard University Rosemary C. Salomone WILSON/ SPENCER and Cognition in Socio- $2,898 The Supreme Court and the DISSERTATION Cultural Context Idea of Schooling: The Politics FELLOWS University of California, Gregory A. Jackson and Process of Decision San Diego Making Adult College Choice Eileen W. Ball $248,325 Harvard University St. John’s University $7,500 The Effects of Phonemic $7,300 Segmentation Training in Kindergarten on Reading Readiness and First-Grade Reading Achievement Syracuse University THE SPENCER FOUNDATION

Lilia I. Bartolome Robert T. Granfield Mary A. Porter Magdalene Lampert The Literate Thinking and Socialization into the Legal Educational Outcomes: A Teaching Mathematics for Language-Use Patterns of Profession: A Comparative Study of Social Change Understanding, Academically Successful Study of Two Law Schools among Coastal Swahili Understanding Mathematics Mexican-American Fifth- Northeastern University Women in Kenya Teaching Grade Students University of Washington Michigan State University Stanford University Pamela L. Grossman The Influence of Teacher Julie A. Reuben Sally Lubeck Beverly B. Carter Education on the Development Toward a Redefinition of Cross Site Ethnography and Teachers' Response to of Pedagogical Content Knowledge: Changes in the the Implications for Policy: State Reform Stanford University Nature of Intellectual Inquiry The Challenges, the Promise Stanford University and Its Practice in University and the Problems of Wendy L. 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Brian Powell Janet Aviad Jomills Henry Braddock II Patricia Goldring Zukow Reexamining State and Local Ofra: Community and Race and Sex Differences in the Transmitting Cultural Differences in Standardized Education on the West Bank Role of Education for Knowledge at Home and at Test Performance Hebrew University of Occupational Success School: Socializing Attention Indiana University Jerusalem Johns Hopkins University University of California, $10,000 $78,000 Los Angeles Mary Rohrkemper $186,600 The Role of Failure in Adaptive Courtney B. Cazden Pamela J. Conover, Learning Enhancing Teachers’ Ivor M. Crewe, and John I. Goodlad Bryn Mawr College Interactions with Maori Donald D. Searing Historical Perspective on the Children in Junior Classes in Citizenship and Civic Education of Educators Michael Rose New Zealand Education in the United States University of Washington The Misjudgment of Literacy Harvard University and Great Britain $58,500 University of California, $6,500 University of North Carolina Los Angeles at Chapel Hill Peter M. Hall Philip J. Foster $380,700 The Policy Process: Career John Rury The Transition from High Ladders in Missouri The Development of Female School to Employment in Larry Cuban and University of Missouri- Secondary School Jamaica David B. Tyack Columbia Participation, 1860-1910 State University of New York, Interpreting School Reforms: $304,800 Ohio State University Albany A History, 1890-1990 $18,750 Stanford University Sydney Hans and James W. Stigler $149,900 Judith Smith Musick The Cultural and Educational Estelle James Family Factors Affecting the Context of Early Mathematic The Public-Private Division of Sandra K. Danziger and Competence of Low-Income Achievement Responsibility for Education Naomi B. Farber Black Kindergartners University of Chicago State University of New York, Life Options and Teen University of Chicago Stony Brook Motherhood Among $147,400 Kathleen Underwood $16,000 Disadvantaged Youth: A Teachers and Education: Qualitative Study Sophie Haroutunian- The Trans-Mississippi West, Harry G. Judge University of Wisconsin- Gordon 1880-1920 A Cross-National Study of Madison Dialogue and Education University of Texas, Teacher Education $98,200 University of Chicago

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Nancy F. Sato Samuel S. Wineburg Lisa D. Delpit Asghar Iran-Nejad Ethnography of Japanese Historical Problem-Solving: Teacher Education and the Active and Dynamic Elementary Schools: A Study of the Cognitive Challege of Diversity Causes and Effects of Quest for Equality Processes Used in the University of Alaska, Interest and Anxiety Stanford University Evaluation of Fairbanks University of Alabama Documentary Evidence Michael H. Seltzer Stanford University Donna L. Deyhle Hiroshi Ishida Obtaining Good Answers to Navajos, Utes, and Schooling: A Comparative Study of Good Questions: The Use of An Ethnographic Study of Educational Credentials and Data Augmentation in Fitting NAE/SPENCER Success and Failure the Labor Market in Japan, the Hierarchical Models to POSTDOCTORAL University of Utah United States, and Britain Educational Data FELLOWS University of Oxford University of Chicago George Engelhard, Jr. Patricia A. Alexander The Three Disciplines of Harriet L. Jisa Nancy L. Silverman The Interaction of Domain- Measurement in the Sugar and Spice and The Organization and Specific and Strategic Behavioral Sciences Everything Nice: Language Assessment of Attachment Knowledge in Academic Emory University Learning in Conversation Relationships in Preschool-age Performance Université Lumieré-Lyon Children Texas A&M University Roberto M. Fernandez Boston University The Role of Structural Factors Susan M. Johnson Eleanor Armor-Thomas in Hispanic Scholastic Schoolwork: How Very Good John P. Smith The Enhancement of Achievement Teachers See It Learning Rational Numbers Intellectual Competence in University of Arizona, Harvard University University of California, Tucson

grantees: 1988 grantees: Educationally Disadvantaged Berkeley Minority Students Harvey A. Kantor Teachers College, Columbia Signithia M. Fordham The State and Educational Linda L. Sperry University Black Students’ School Success: Reform: Federal Education The Emergence of Narrative Coping with the “Burden of Policy in the 1960s Competence in Rural Working- Patricia A. Bauch ‘Acting White’” University of Utah Class Black Children Parental Choice of Schooling Silver Spring, Maryland University of Chicago and Involvement among David Karen Minority and Lower-Income Susan A. Gelman The Politics of Gatekeeping at Ross Thompson Families in Inner-City Developmental Changes in the Elite Colleges: An Intelligent Computer Tutoring Catholic High Schools Organization of Knowledge Organizational Perspective in an Ill-Structured Domain Catholic University University of Michigan Bryn Mawr College Carnegie Mellon University of America Gary L. Gerstle Gloria J. Ladson-Billings La Vergne Trawick Carol R. Beal The Transmission of Political The Dreamkeepers: Capturing The Effect of an Effort- Culture in Twentieth- the Pedagogical Excellence of 106 Developmental Changes in Concretizing Intervention on Children’s Understanding of Century America Successful Teachers of the Motivational Patterns the Comprehension Process: Princeton University Minority Students and Academic Achievement Implications for Writing Santa Clara University of Community College and Revision David B. Grusky Students with a History of Dartmouth College Decomposing the Effects of Liliana T. Landsmann Academic Failure Education on the Process of Text Production and Text Teachers College, Columbia Mary C. Brinton Stratification Differentiation: University Japanese Patterns of University of Chicago Developmental Processes and Educational Aspirations and Pedagogical Influences Angela Valenzuela Investments in Children Margaret Himley Tel Aviv University Familism and the Educational University of Chicago Becoming a Writer Achievement of High School Syracuse University Nona P. Lyons Adolescents of Mexican Origin Emily D. Cahan Teaching: The Development of Stanford University Darwin and Human Susan D. Holloway Mind, Craft, Self, and Development: The History The Relation of Caregiver Relationships- A Set of Cases Ronald E. Walton and Fate of Evolutionary Behavior to Preschool Harvard University Working Styles: An Analysis of Psychologies Children’s Social Competence Young Children’s Interactions Yale University University of Maryland Joseph P. McDonald with Tasks and Materials Explorations of the Tufts University James P. Collins Nancy H. Hornberger Teacher’s Voice The Politics of Literacy at the Literacy in Two Languages: Brown University Bette C. Weneck Urban University Policy, Program, and Science, Vocation, and Gender: Temple University Community Margaret G. McKeown A History of Teachers College, University of Pennsylvania The Role of Definitional 1897-1927 Dina M. Copelman Information in Understanding Teachers College, Columbia Women in the Classroom Robert R. Hughes Word Meaning University Struggle: Elementary Educational Equity: University of Pittsburgh Schoolteachers in London, The Role of the Extended 1870-1930 Family and Village Kevin F. Miller University of Missouri- Humboldt State University Skill and Understanding in the Columbia Development of Mathematical Competence University of Texas at Austin 1996 ANNUAL REPORT

David F. Mitch Robert A. Reeve Catherine R. Cooper and Walter R. Allen, The Rise of Literacy in Parent-Teaching Style and Cindy I. Carlson Gerald Gurin, and Nineteenth Century England: Children’s Math Achievement Family-Process Antecedents of Marvin W. Peterson The Importance of Popular University of Illinois at Children’s Competence and Black Students in White Demand Relative to Chicago Vulnerability in the School Institutions: The Effectiveness Elite Policy Context of Different Institutional University of Maryland, Kathleen J. Roth University of Texas at Austin Responses Baltimore County Learning From Teaching: $12,450 University of Michigan Cases from Elementary $200,000 Theodore R. Mitchell Science and Social Studies John I. Goodlad The Republic for Which It Michigan State University Current Status and James E. Birren and Stands: The Response of Development of Teacher Joan M. McDowd Public Schools to Sally Schwager Education: Planning Meeting The Occurrence and Governmental and Public Harvard University, Teacher University of Washington Management of Everyday Demands during World War I Training, and the Education of $6,500 Lapses of Attention and Dartmouth College Women, 1860-1945 Memory in Older Adults Harvard University David L. Kirp University of Southern Rebecca S. New A Plague on All Our Houses: California Italian Child Care and Kathleen A. Weiler School and Community $60,150 Development: Women Teachers in Rural Responses to Children with A Longitudinal Investigation California Schools, 1900-1950 AIDS Marianne N. Bloch and Syracuse University Concord Academy University of California, B. Robert Tabachnick Berkeley Increasing the School Evelyn R. Oka John M. Willinsky $9,935 Achievements of Low-Income Self-Regulation in Parents and Literary Theory and Public Minority Children through Children in Solving Well-and Education Nancy C. Lutkehaus Improved Home-School- Ill-Structured Problems University of Calgary The Visual Translation of University Collaboration Michigan State University Culture University of Wisconsin- Jon D. Willms University of Southern Madison Valerie Ooka-Pang The Effects of Local California $272,000 Asian-American Home: Opportunity Structure of $23,500 Source of Achievement, Secondary Students Maurice E. Bloch Source of Anxiety University of British Robert A. McCaughey The Anthropology of Wisdom

University of Washington Columbia Higher Learning and the with Reference to Folk Theories 1988-1989 grantees: Colleges of Learning and Knowledge Aaron M. Pallas Michal Yerushalmy Barnard College London School of Economics Educational Attainment Effects of Graphic $18,100 and Political Science Models for Young Children Representation and Feedback $90,000 Teachers College, Columbia Methods on the Learning of Roberta S. Sigel University Algebra, Using Computers Education for Democratic Charles J. Brainerd 107 University of Haifa Citizenship in Multiethnic Children’s Basic Number Lois K. Peak Societies Concepts: Some Tests of Learning to Go to School in Rutgers University Fuzzy-Trace Theory Japan: Establishment of OTHER GRANTS $25,800 University of Arizona Discipline and Classroom $128,960 Management in Japanese For Expansion of the Karen Strohm Kitchener Classrooms Foundation Center’s Activities Environmental Conditions for Bernard S. Cohn U.S. Department of The Foundation Center Optimal Performance in The Anthropology of a Education $200,000 Reflective Judgment Colonial State and Its Forms of University of Denver Knowledge Paul R. Pintrich Feasibility and Planning Study $7,429 University of Chicago Motivated Strategies for for Review of IEA Data $272,000 Learning and Thinking National Academy of University of Michigan Education 1989 Michael Cole $16,800 Reconfiguring the Contexts of David N. Plank MAJOR Education The Political Economy of Conference on Urban RESEARCH University of California, Public Education in Brazil Education and GRANTS San Diego University of Pittsburgh Decentralization $72,500 Chicago Urban League Thomas M. Achenbach Ralph T. Putnam $30,000 and Stephanie H. William A. Corsaro Expert Teaching of McConaughy Cultural Values, Child-Care Mathematics for Burton R. Clark Teacher Reports on a National Policy, and Children’s Peer Understanding Research Organization and the Sample of American Youth Cultures in the United States Michigan State University Training of Advanced Scholars: University of Vermont and Italy A Cross-National Analysis $130,375 Indiana University John G. Ramsay University of California, Los $107,375 Displaying Intelligence: Angeles W. Andrew Achenbaum Student Graduation Orations, $25,000 A History of Gerontology 1840-1900 University of Michigan Dickinson College $149,800 THE SPENCER FOUNDATION

Robert L. Crain Estelle James Geoffrey B. Saxe Robert Atkinson A Case Study of a Voluntary The Public-Private Division of Peer Interaction as a Context Acknowledging the Life Stories Interdistrict School Responsibility for Education for Mathematics Learning of Youth Desegregation Plan in the St. State University of New York University of California, University of Southern Maine Louis Metropolitan Area at Stony Brook Los Angeles $7,500 Teachers College, Columbia $60,500 $220,900 University Saba Ayman-Nolley $50,000 Harry G. Judge Howard Schuman and Leadership Development in The Context of Teacher Charlotte G. Steeh Children Rodolfo O. de la Garza Education The Relation of Age to Northeastern Illinois The Latino National University of Oxford Racial Attitudes University Political Survey $281,000 University of Michigan $7,500 University of Texas at Austin $66,190 $300,000 Daniel M. Koretz and Colleen A. Capper Robert L. Linn Catherine Sophian Poor Children with Disabilities Rheta DeVries High Stakes Educational How Do Young Children Learn University of Wisconsin- Kindergarten Program Testing: Effects on Instruction to Reason with Partial Madison Influences on Sociomoral and Achievement Information? $7,435 Development The Rand Corporation Hampshire College University of Houston, $223,900 $141,200 Ursula Casanova University Park Recovering the Indian $39,700 Emily Martin James W. Stigler Personality and Science and Popular Construction of Mathematical Government Study Jacquelynne S. Eccles Knowledge in the Knowledge in Japanese and Arizona State University grantees: 1989 grantees: High School Transition Study Contemporary United States American Classrooms $7,105 University of Michigan Johns Hopkins University University of Chicago $249,600 $282,100 $304,820 Martin E. Ford The Relationship between David T. Ellwood David McNeill Elizabeth Sulzby Adolescent Social Reconsidering Black Nonverbal Factors in Emergent Writing, With and Responsibility and Academic Educational Attainment since Naturalistic Adult-Child Without the Computer Achievement 1970: Entry and Persistence in Instruction University of Michigan Stanford University Two-Year and Four-Year University of Chicago $271,100 $7,500 Colleges $240,900 Harvard University John R. Thelin Michele Foster $89,800 Mary H. Metz Games Colleges Play: The A Social History of Afro- Teachers’ Work in Diverse Problems of Reform for American Teachers Mary Ann Foley American High Schools Intercollegiate Athletics in University of Pennsylvania The Role of Elaborative University of Wisconsin- American Higher Education, $7,500 108 Processes in Children’s Madison 1930 to 1980 Memory $43,500 College of William and Mary Stephen F. Hamilton Skidmore College $69,000 Understanding and Building $35,700 Michael A. Olivas Adolescent Competence: The Higher Education, Sidney Verba, Norman H. Role of Interpersonal Relations Robert M. Goerge Immigration and the Law Nie, Kay L. Schlozman, Cornell University Special Education Experiences University of Houston and Henry E. Brady $7,500 of Foster Children Law Center The Civic Participation of the University of Chicago $100,000 American Public and Its F. Allan Hanson $25,300 Relationship to Education The Unintended Consequences Joy D. Osofsky National Opinion Research of Testing in American Society Ellen Greenberger and Developmental Risk for Center University of Kansas Wendy A. Goldberg Adolescent Mothers and $475,000 $7,500 Work, Parenting and the Infants Socialization of Children Louisiana State University Deborah A. Hicks University of California, Medical Center SMALL Narrative Development and Irvine $268,575 RESEARCH Language Socialization in a $229,150 GRANTS Primary School Classroom David B. Pillemer University of Delaware A. H. Halsey Memories of Educational JoBeth Allen $7,425 A New Survey of Faculty Episodes Becoming Literate: An Members in British Wellesley College Investigation of Literacy Paul E. Jose Higher Education $39,100 Learning by Students at Risk Children’s Appreciation and University of Oxford University of Georgia Comprehension of $115,200 Virginia Sapiro $6,628 Interactively-Presented Stories Political Development through Loyola University of Chicago Barbara M. Hobson the Life Course David L. Angus $6,896 Family Strategies and School University of Wisconsin- McCarthyism in Public Expansion in the United States Madison Education: The Los Angeles Melanie Killen and Sweden, 1920 to 1940 $87,600 School Board vs. Frances Parents’ and Preschoolers’ University of Chicago Eisenberg Judgments about Social $76,275 University of Michigan Conflict Resolutions $3,215 Wesleyan University $7,500 1996 ANNUAL REPORT

L. Bartholomew Landry Susan Nolen-Hoeksema Patrick H. Tolan Fanny E. Bryan The Black Middle-Class The Effects of Parents’ Stress, Social Support, and Anti-Islamic Propaganda and Family Responses to Children’s Coping Styles as Determinants the Tenacity of Religious- University of Maryland Failures on Children’s of Behavioral and School Cultural Values: The Soviet $7,500 Self-Concepts Adjustment of High-Risk Youth State and the Problem of Islam Stanford University DePaul University University of Illinois at John A. Lucy $7,500 $7,382 Chicago Linguistic Diversity and Cognitive Development Keith H. Osajima Immanuel Wallerstein Justine M. Cassell University of Chicago Breaking the Silence: Race and The Institutionalization of the The Development of the $7,500 the Educational Experiences of Social Sciences Notions of Time and Event in Asian-American Students State University of New York Narrative and How They Are James G. Manor Colgate University at Binghamton Marked in Speech and Gesture Education Policy and $4,000 $6,250 University of Chicago Socialization in Africa and Asia Wilbur C. Rich Frank L. Wilson Miguel A. Centeno University of Sussex School Politics: Do Black A Study of Workplace The New Cientificos? Public $7,500 Mayors Make a Difference? Socialization: Worker Policy and Political Elites in Wayne State University Representation Groups Mexico Brent A. McBride $7,500 in France Yale University Parental Attitudes and Purdue University Paternal Involvement: The Doreen A. Rosenthal $7,500 Pamela E. Dean Impact of Parent Education Personal and Familial To Educate a Southern Programs for Fathers Correlates of School-Related Frederick M. Wirt Woman: Higher Education and University of Georgia Behaviors: A Study of Chinese- Long-Term Desegregation Gender in the New South 1989 grantees: $7,500 Australian Adolescents Effects in the Rural South University of North Carolina University of Melbourne University of Illinois, at Chapel Hill Kathleen E. Metz $7,500 Urbana-Champaign How Children Learn $7,460 Janet L. Enke Mathematics via Multiple Carol Sansone The Conflict Between Representations: The Dialectic A Contextual Approach to the Dolly J. Young-Benavides Competition and Friendship between Concrete and Formal Process of Intrinsic Motivation The Question of Native and among High School Athletes: Systems University of Utah Non-Native Reading Strategies The New Female Achievers University of California, $7,500 University of Texas at Austin Indiana University Berkeley $5,968 $7,347 Geoffrey B. Saxe Rowena Fong Children’s Understanding of Family and Kindergarten in Barbara Mirel Multiplication: A Syntactic FELLOWSHIPS China: The “Spoiled Child” The Reasoning Processes and Aspect of Linked Sign-Form Syndrome 109 Educational Needs of New Knowledge Spencer Dissertation-Year Harvard University Database Workers University of California, Fellowships for Research Illinois Institute of Los Angeles Related to Education Sue E. Gronewald Technology $7,500 Woodrow Wilson National The Door of Hope: A Rescue $5,150 Fellowship Foundation Mission for Shanghai Dale H. Schunk $1,568,750 Prostitutes, 1900-1941 Marth Montero-Sieburth Self-Efficacy and the Columbia University Analyzing the Use of Bilingual Development of Children’s Teachers’ Knowledge and Writing Skills Steven R. Guberman Educational Processes in an University of North Carolina WOODROW Developmental Relations in Urban School District to at Chapel Hill WILSON/SPENCER Children’s Formal and Improve Teacher Education $7,500 DISSERTATION Informal Arithmetic Harvard University FELLOWS University of California, Los $7,499 Nancy J. Smith-Hefner Angeles Language Identity and Jeffrey D. Anderson Phyllis Morrow Language Attitudes among Northern Arapahoe Thomas C. Hatch Yupik Eskimo Ceremonialism: Cambodian Caregivers Intergenerational Knowledge An Evolutionary Analysis of Traditional Religion in University of Massachusetts, Transmission and Life the Classroom Behavior of Contemporary Education Amherst Movement in Contemporary Young Children University of Alaska, $7,500 and Historical Contexts Harvard University Faibanks University of Chicago $7,471 Louise L. Stevenson Thomas W. Heilke The Victorian Educational Paul R. Bernard Paideia and Transformation: John Nisbet Agenda: The Contribution of The Making of the Marginal Friedrich Nietzsche’s Concept An International Review of Public Life Mind: The Philosophic of Political Education Research and Development on Franklin and Marshall Foundation of the Duke University Teaching Thinking and College Professionalization of Thinking Skills $7,500 Academic Economics in the Monica L. Herk University of Aberdeen United States, 1860-1910 The Politics of Child Care and $7,422 Thomas B. Timar University of Michigan Early Childhood Education A Policy Evaluation of School at the State Level in the Restructuring United States Harvard University Princeton University $7,027 THE SPENCER FOUNDATION

Deirdre M. Kelly Fiona Thompson Beth A. Hennessey Judith D. Singer Gender and the Process of The Social Construction of Immunizing Children against The Career Paths of Special- Disengagement from School Homework: Cultural, Capital the Negative Effects of Reward Education Teachers: Replacing Stanford University and Educational Success Wellesley College Speculation with Evidence Temple University Harvard University Lian J. Mann Deborah A. Hicks Analysis of Social Knowledge, Armando L. Trujillo Narrative Development and Sara M. Taber As Generated by the Use of Bilingual Bicultural Education Language Socialization in a Two Historical Studies of Analogy, in Architectural and Community Primary-School Classroom Schooling, Identity, and Design Pedagogy Empowerment: A Restudy of University of Delaware Family Life among Argentine University of California, the Movimiento in a South Sheep Ranchers Berkeley Texas Community Jerry A. Jacobs University of Minnesota University of Texas at Austin Education, Employment, and Cynthia J. Neal Marriage in 1910 Marjorie E. Taylor Training High-Risk Mothers to University of Pennsylvania Perspective Taking and the be Teachers of Their Own NAE/SPENCER Origins of Knowledge Children POSTDOCTORAL Lee Jussim University of Oregon University of New Mexico FELLOWS Teacher Expectation Effects Rutgers University Sandra R. Waxman Douglas D. Nobel Aaron S. Benavot Learning New Words and Intelligence at the Interface: Instructional Time Devoted to Valerie E. Lee Concepts: A Cross-Linguistic American Education and Mathematics and Science and The Relative Effectiveness of Approach Military Man-Machine Economic Development: A Single-Sex and Coeducational Harvard University Technology Secondary Schooling

grantees: 1989 grantees: Cross-National Study University of Rochester University of Georgia University of Michigan Terrence R. Whaley Literacy Reconstruction in the Ronelle J. Paulsen Barry H. Bergen Suzanne B. Lovett Social Sciences The Effects of Social Class and Molding Citizens: Ideology, Children’s Understanding of Seattle Public Schools Education on Participation in Class, and Primary Education Random Phenomena Collective Action in Nineteenth-Century France Kenneth K. Wong University of Arizona Auburn University at Hamilton College Politics of State Share in Public Montgomery School Financing in the United Kevin R. Rathunde G. Williamson States: Contextual Family Context and Optimal Diane P. Brown McDiarmid Explanations and Policy Experience in the Development Religious Involvement as a Learning History for Teaching Consequences of Talent Sociocultural Predictor of Michigan State University University of Chicago University of Chicago Educational Attainment Howard University Sonya A. Michel Jeremy M. Roschelle Children’s Interests and 110 SPENCER SENIOR The Structure of Qualitative Robert P. Cohen Mothers' Rights: The History of SCHOLARS Reasoning about Velocity and Race Relations and the Child Care in the United States Acceleration Desegregation of American University of Illinois, Jean Lave University of California, Higher Education, 1900-1988 Urbana-Champaign Learning in Practice Berkeley University of Toledo University of California, Patrick B. Miller Irvine Evonne L. Schaeffer Anne E. Cunningham The Playing Fields of $300,000 Toward a Cognitive Psychology Phonemic Awareness: The American Culture: Athletics of Educational Measurement: Development of Early Reading and Higher Education, David R. Olson The Case of Intratest Competency 1850-1945 Literacy and Thought Context Effects University of California, American University University of Toronto Stanford University Berkeley $300,000 Mary C. O’Connor Ellen M. Schnepel Michele L. Foster Mathematical Language, Gary Orfield Politics and Language in the Sharing the Gift: Student’s Language, and Education and Equity in Caribbean: The Creole Afro-American Teachers Speak Mathematics Learning Metropolitan Society: Trends, Movement on the Island of About Their Lives University of California, Causes, and the New Policy Guadeloupe University of Pennsylvania Berkeley Harvard University Teachers College, Columbia $305,000 University Adam Gamoran David M. Post Stratification, Opportunity, Social Demand, State Ricardo D. Stanton- Achievement Autonomy, and Higher OTHER GRANTS Salazar University of Wisconsin- Education in Latin America: The Relationship Between Madison A Comparative Perspective Acculturation, Social University of California, William H. Clune and John F. Witte Networks, and the Academic Patricia J. Gumport Riverside Performance and Expectations A Conference on Educational Changing our Minds: Decentralization: Theory, of Mexican-Origin High School The Organizational and Yossi Shavit Students “Jumping Queue”: A Practice, and Empirical Personal Consequences of Evidence Stanford University Knowledge Changes Comparative Analysis of Arab and Jewish Educational University of Wisconsin- University of California, Madison Los Angeles Attainment in Israel University of Haifa $60,000 1996 ANNUAL REPORT

Mihaly Csikszentmihalyi Richard P. Taub and Dante Cicchetti and Patricia M. Greenfield Disengagement from Talent in Robin L. Jarett Sheree L. Toth Cultural Tools and Learning Adolescence Family Life and Socialization Attachment Relationships, Processes in a Changing World University of Chicago Patterns among Low-Income Self Perceptions, and School University of California, $7,500 Black Women: Adaptation in Los Angeles An Ethnographic Exploration Maltreated Children $249,150 Sanford M. Dornbusch University of Chicago University of Rochester and P. Herbert Leiderman $31,300 $115,500 Richard Handler Family and Peer Influence on The Historic House and the High School Performance with- Paul Cobb Reconstructed Village: An in Ethnic, Neighborhood, and The Coordination of Ethnographic Study of Four School Contexts 1990 Psychological and Sociological History Museums in the Stanford University MAJOR Analyses in Mathematics United States $22,682 RESEARCH Education University of Virginia GRANTS Purdue University $89,725 Stephen R. Graubard $224,450 The Historical Roots and The Effects of Chicago School Dan A. Lewis Contemporary Problems of Reform Philip A. Cowan and The Politics of School Liberal-Arts Education Chicago Panel on Public Carolyn Pape Cowan Decentralization: An American Academy of Arts School Policy and Finance Family Factors in Children’s Empirical Investigation of and Sciences $367,850 Adaptation to Elementary Parent Participation in $35,000 School School Reform Daniel R. Anderson University of California, Northwestern University Sara Harkness, Charles A Descriptive Analysis of Berkeley $57,070 McAfee Super, and Home Television Viewing $79,100 Constance H. Keefer University of Massachusetts, Robert A. McCaughey The Role of Pediatric Care Amherst Greta G. Fein The Higher Learning and the Providers in the Formation of $246,500 Infant Daycare: A Study of Colleges Parents’ Theories of Child Transitions Barnard College, Columbia Behavior and Development Howard S. Becker and University of Maryland University Harvard University James Bennett $186,550 $135,500 $15,000 Social Contexts of Independent Scholars Lucia A. French Graeme C. Moodie

Dean R. Hoge Northwestern University Foundations of State and Universities in the 1989-1990 grantees: Value Changes among College $148,350 Communication: Republic of South Africa Students and Alumni Learning to Talk with Peers University of York Catholic University of David F. Bjorklund University of Rochester $19,000 America Developmental and Individual $136,750 $15,400 Differences in Children’s Richard J. Murnane and Strategic Memory Howard E. Gardner, David Frank Levy 111 Barbara Lloyd Florida Atlantic University Perkins, and Vito Perrone Testing the “Mismatch Giving Voice to Social $84,600 Enhancing Disciplinary Hypothesis”: Birth Patterns, Gender Identity Understanding in Teachers Education, and the University of Sussex Mary C. Brinton and Students Occupational Structure $14,000 The Political Economy of Harvard University Harvard University Human Capital Development: $99,600 $491,225 Robert R. Sears Gender, Family, and The Gifted Group in Later Education in East Asia Lynn D. Gordon Rupert B. Nacoste Maturity University of Chicago Dorothy Thompson: An Affirmative Action and Stanford University $119,675 Educational Biography Interracial Socio-Academic $22,600 University of Rochester Encounters B. Bradford Brown $49,300 North Carolina State M. G. Smith Stability and Change in Peer University Education and Society in the Group Affiliations in Single- William T. Gormley, Jr. $44,300 Creole Caribbean and Multi-Ethnic High Schools Child Care Regulations From Research Institute for the University of Wisconsin- the Provider’s Perspective Elinor R. Ochs Study of Man Madison University of Wisconsin- Socialization of Scientific $20,000 $131,350 Madison Discourse $62,900 University of Southern Joseph H. Stevens, Jr., and Robbie Case California Roger Bakeman Role of Central Conceptual Marcia D. Greenberger $354,100 Intergenerational Structures in the Development and Ellen J. Vargyas Transmission of Parenting of Children’s Numerical, The Use of Standardized Test Harold A. Richman Georgia State University Literary, and Spatial Thought Scores That Reflect a Gender Children’s Services in Illinois: $14,200 Stanford University Differential: Legal A Reassessment $429,800 Implications and Practical University of Chicago Applications $301,000 National Women’s Law Center Barbara Rogoff $60,000 Development in Sociocultural Context Social Science Research Council $8,300 THE SPENCER FOUNDATION

Michael S. Schudson David Bakhurst and David Estes Karen N. Hayes Political Learning and Political Carol Padden Preschool Children’s Schematic Processing and Communication in the United Alexander Meshcheryakov Conceptions of Day Care Distortions in Children’s States: 1690-1990 and the Education of the Pennsylvania State Memory for Gender-Typed University of California, Blind-Deaf University Information San Diego University of California, $6,497 University of New Mexico $96,700 San Diego $7,499 $7,150 Jeremy D. Finn Robert L. Selman Participation and Achievement Harvey A. Kantor and Early Adolescents’ Integration Kathleen Bardovi-Harlig in Elementary School Students Barbara Brenzel of Knowledge, Management, and Beverly S. Hartford State University of New York Urban Education, Social and Personal Meaning of Risk- Development of Pragmatic at Buffalo Policy, and the Truly Taking Behaviors: Socio- Competence: A Discourse $7,480 Disadvantaged: Cultural, Temperamental, and Analysis of Intercultural Understanding the Developmental Influences Communication Kurt W. Fischer Historical Roots of the Harvard University Indiana University Development of Emotion Contemporary Crisis $250,000 $7,343 Concepts and Scripts University of Utah Harvard University $6,820 Robert S. Siegler Carole R. Beal $7,500 Long-Term Strategy Children’s Self-Regulated Bruce A. Kimball Construction Learning from Science Texts: Sterling Fishman The Emergence of the “True Carnegie Mellon University Fostering Conceptual Change A Study of the Effects of Recent Professional Ideal” in America $160,800 Through Inconsistency Political Changes in the University of Rochester Detection German Democratic Republic $4,300 grantees: 1990 grantees: Margaret B. Spencer Dartmouth College on Educational Policy and Patterns of Developmental $5,692 Schooling Michael S. Kimmel Transition for Economically University of Wisconsin- Men’s Responses to Women’s Disadvantaged African- Joseph J. Becker Madison Educational Equality, American Youth Children’s Understanding of $7,500 1860-1990 Emory University Multiplication: A Syntactic State University of New York $450,900 Aspect of Linked Sign-Form Robyn Fivush at Stony Brook Knowledge The Development of Personal $7,300 Terence S. Turner and University of Illinois, Narratives in Social Jane Fajans Chicago Interactions Donald R. Kinder Social and Cultural $7,500 Emory University Americans’ Acquisition of Dimensions of Activity: An $7,469 Ideas about Equality Anthropological Synthesis of Ailsa Burns and University of Michigan Cognition and Socialization George H. Cooney Catherine Garvey $7,500 University of Chicago Education and Career Preschoolers’ Construction of 112 $275,150 Trajectories of Single Mothers Pretend Interactions Ruth E. Knudson Who Return to Tertiary University of Maine The Teaching and Learning of Erik O. Wright, Michael Education $6,204 Persuasive Writing Hout, Michael B. Burawoy, Macquarie University University of California, and Martin Sanchez- $7,500 Usha Goswami Riverside Janowski The Relationship between $6,895 A Comparative Study of Ronald D. Cohen Phonological and Education, Class Structure, Wasn’t That a Time: Folk Orthographic Knowledge in David D. Laitin and Class Consciousness Music and Youth Culture, Reading Development: Onset National Language and in the United States and the 1950-1970 and Rime Units and Transfer Education in Ghana Soviet Union Indiana University in Reading University of Chicago University of Wisconsin- Northwest University of Oxford $7,500 Madison $7,500 $6,000 $209,500 Catherine C. Lewis Fernando Coronil Linda M. Grant Discipline and Creativity in Teaching Citizenship: Tracking and Detracking: U.S. and Japanese Elementary SMALL Civic Education and State Social and Academic Effects of Schools RESEARCH Violence in the Creation of a School Organizational Change Developmental Studies GRANTS Democratic Culture University of Georgia Center University of Michigan $7,113 $7,486 F. Niyi Akinnaso $7,470 Becoming Literate in a Raymond L. Hall Bruce London Nonliterate Society: An Charles Crothers Race and Elite Higher Women’s Educational Status Investigation of the The Enduring Effects of Education: A Comparative and Fertility Decline in Introduction of Literacy in an Graduate Education: The Study of the Afro-American Thailand: A Follow-up Study African Village Columbia University “School Undergraduate Experience in Florida Atlantic University State University of New York, of Sociology” the Ivy League $7,500 Albany University of Auckland Dartmouth College $7,450 $7,500 $7,500 Mary Douglas Distinguish and Classify University College London $7,500 1996 ANNUAL REPORT

Thomas E. Long C. Addison Stone Spencer Dissertation-Year Marc E. Goulden Adult Career Development Gesture-Speech Mismatch Fellowships for Research A Social History of College Legislation and Services in the During Problem Solving Related to Education Students, 1920-1970 Federal Republic of Germany Northwestern University Woodrow Wilson National University of Wisconsin- Pennsylvania State $7,112 Fellowship Foundation Madison University $258,600 $5,261 Rena F. Subotnik Amy S. Green 1983 Westinghouse Science Back-to-Nature: Recovering Sally Lubeck Talent Search Winners’ Pursuit WOODROW and Recreating Childhood in Public Preschools: An or Rejection of Scientific WILSON/SPENCER Progressive Era, 1890-1920 Exploratory Study of the Careers: A Focus on Gender DISSERTATION Yale University Policies and Practices of the Differences FELLOWS Two Germanies Hunter College of the City Kathleen D. Hall University of North Carolina University of New York Arnetha F. Ball Becoming English-Asian: at Chapel Hill $4,725 Organizational Patterns in the Race, Class, and the $7,500 Oral and Written Language of Construction of Identity in an Sandra E. Taylor Black Adolescents English High School Laura Novick Poor Black Youth and Stanford University University of Chicago Representationally-Mediated Mentoring: A Research Transfer in Mathematical and Proposal on High School Brigid J. Barron Bonnie G. Kanner Logical Problem-Solving Students and Academic Mathematical Problem Solving An Examination of Children’s Vanderbilt University Achievement in Meaningful Contexts: Status in Classroom Debates $5,230 Clark Atlanta University Process and Transfer as a during Science Lessons $7,500 Clark University

Function of Individual or 1990 grantees: Michelle Perry Group Instruction Investigations into Adults’ William B. Thomas Vanderbilt University Stephen Lassonde Judgments of Childrens’ The Political Socialization of From the Family Economy to Readiness to Learn the Southern Collegian, Daniel Breslau an Economy of Sentiment? University of Michigan 1941-1942 Social Science and Social The Transformation of Parent- $7,500 University of Pittsburgh Support Reform: The Case of Child Relations in New $7,500 Child Support Haven’s Working Class, Robert A. Pratt University of Chicago 1910-1960 Divided We Stand: School Peter Tulviste Yale University Desegregation in Richmond, A Comparative Study of James M. Coffman Virginia, 1954-1989 Socialization in Schools: Reinforcing Islamic Values in Sarah H. Lederman University of Georgia U.S. and the U.S.S.R. Higher Education: The Case of Mary E. Richmond and the $7,500 Clark University the Algerian University Science of Social Work $7,500 Stanford University Columbia University Brian J. Reiser 113 Pedagogical Strategies of Ian M. Ward Ramah L. Commanday Anthony M. Maier Expert Tutors Decoding Television News Sources of Self-Worth: Nonmonetary Costs and Princeton University University of Queensland Investigating Factors Benefits in Educational Choice $7,500 $4,246 Underlying Achievement Northwestern University Motivation among Low- Mary Romero Jon D. Willms Income Black Children Catherine C. Matheson Career Paths and Professional School Effects and Their University of California, The Measurement of Experiences of Chicano Stability Berkeley Children’s Internal Working Faculty University of British Models of Multiple San Francisco State Columbia Catherine Crain- Attachment: An Activity- University $7,500 Thoreson Setting Approach $7,407 From Listening to Reading: University of California, Paul Wong Phonological Processes in Los Angeles Delia H. Saldana Mathematics Persistence and Comprehension Stress and Coping Across Time: Achievement: A Comparative University of Washington David L. McConnell Ethnic Students at a Study of Mexican- and Anglo- Ethnicity and Cultural Predominantly White American High-Potential Sarah A. Curtis Conflict in the Japanese University Students Catholic Primary Schooling in Education System: Trinity University Arizona State University France, 1850-1905 Internationalization through $7,426 $7,500 Indiana University the JET Program Stanford University Elizabeth Shipley Melissa DeRosier Early Mastery of Counting FELLOWSHIPS School-Related Problems of Robert E. Moore University of Pennsylvania Children as a Function of the Words, Memory, and Value: $7,393 Postdoctoral Fellowship Stress of Peer Rejection Dynamics of Linguistic and Program in Education University of North Carolina Cultural Change in the Warm Nancy J. Smith-Hefner National Academy of Springs Indian Community The Socialization and Early Education Julie Gess-Newsome University of Chicago Education of Khmer Refugee $320,000 Biology Teachers’ Perceptions Children of Subject-Matter Structure Olin E. Myers University of Massachusetts, and its Relationship to Psychosocial Development and Amherst Classroom Practice Environmental Education: $7,500 Oregon State University An Ethnographic Study of Preschoolers’ Relations with Animals University of Chicago THE SPENCER FOUNDATION

Kathryn M. Neckerman NAE/SPENCER Cheryl A. Geisler Mark E. Motley Poverty and Family Strategies: POSTDOCTORAL The Nature and Development The School for Pages at Blacks and Polish Immigrants FELLOWS of Expertise in Essayist Versailles: Moral Socialization in Chicago, 1910-1940 Literacy: Case Studies from and Nobility in Eighteenth- University of Chicago Philip E. Agre Ethical Philosophy Century France Rhetoric and Math in Rensselaer Polytechnic University of Rochester Carolyn Orange Technical Language Institute Motivation and Vicarious University of Chicago Laura R. Novick Empowerment of Black Male Fatma M. Gocek The Role of Representations in Adolescents through Joseph P. Allen A Comparative Analysis of the Problem-Solving Transfer Stimulation and Structured The School as Socializing Spread of Western Education Vanderbilt University Experiences Agent for At-Risk Adolescents through Foreign, State, and Washington University University of Virginia Minority Schools in the Ileana Seda Ottoman Empire, 1860-1900 Multifaceted Assessment for Peter L. Patrick Jane S. Attanucci University of Michigan Language Arts Instruction Language Change in an Urban Beyond Roles: Personal Pennsylvania State Creole: A Sociolinguistic Study Narratives of Secondary Usha Goswami University of Kingston, Jamaica Teachers Who Are Parents of Vowel Sounds in Reading University of Pennsylvania Adolescents University of Cambridge E. Vanessa Siddle Harvard Medical School and Separate But Equal: A Case Claire Ramsey Wheelock College Violet J. Harris Study of “Good” Pre- A Description of Classroom Readers for African-American Integration Schooling for Discourse and Literacy M. Margarita Azmitia Children: A Literacy and African-American Children Learning among Deaf The Role of Friendship in Historical Analysis University of Pennsylvania grantees: 1990 grantees: Elementary Students in a Children’s Cognitive University of Illinois, Mainstreaming Program Development Urbana-Champaign Barbara S. Stengel University of California, University of California, Teacher Knowing: Berkeley Santa Cruz Leonard J. Hochberg Knowledge in Use The Sociogeography of University of Pennsylvania Beverly A. Sizemore Michael Bamberg Schooling in Prefamine The Acquisition and Understanding Emotions in Ireland, 1820-1840 Carlos A. Torres Development of Literacy in Story-Talk: A Cross-Cultural Stanford University Socialist Pedagogy and Iceland: Sociocultural Contexts Analysis of the Development of Literacy Training in Brazil: A and Influences Narrative Competence Kenneth R. Howe Policy Study of the Literacy University of North Carolina Clark University The Many Faces of Equal Training Campaign (NOVA) in Educational Opportunity the City of Sao Paulo, Brazil Martha C. Tocco Susan E. Barrett University of Colorado University of Alberta An Ever-Widening Gyre: Children’s Theories As A The Development of Women’s Guide to Conceptual Catherine G. Krupnick Suzanne Wade 114 Higher Education in Japan, Development Gender, Speech, and What On What is Remembered in 1850-1912 Lehigh University Teachers Hear in Urban Texts: Effects of Interest on Stanford University Secondary School Classrooms Selective Attention and Janine Bempechat Harvard University Learning Amy S. Wells The Socialization of University of Illinois, The Sociology of School Achievement in Poor and Bonnie J. Leadbeater Urbana-Champaign Choice: A Study of Black- Minority Children: A A Longitudinal Assessment of Student Participation in a Comparison of Catholic and Predictors of and Changes in Jeffrey N. Wasserstrom Metropolitan Voluntary - Public School Students School Status in Black and Patterns of Student Life and Transfer Plan Harvard University Hispanic Adolescent Mothers Patterns of Student Protest: Teachers College, Columbia and School Readiness in their The Chinese and American University Henny P. Boshuizen Infants Experiences Cognitive Effects of the Yale University University of Kentucky Brian D. Williams Clerkship Program on High- The Sorbonne, the Third and Low-Achieving Students Robert E. Lowe Mark R. Wilson Republic, and the Great Debate University of Limburg, The Search for Racial Justice in When Different People Use over Science, Culture, and Holland the Post-Brown Era: The Case Different Solution Strategies: Politics, 1896-1914 of Ravenswood High School A Mixture Model Approach University of Wisconsin- Avshalom Caspi National College of University of California, Madison Growing Up in a Changing Education Berkeley World: A Longitudinal Study of Sarah S. Willie Environmental Change and Maria R. Montano- Suzanne M. Wilson Gifts and Burdens: What Individual Development Harmon Stories of Knowing and Blacks Take Away from Their University of Wisconsin- The Needs of At-Risk Students: Learning: Subject-Matter Undergraduate Experience Madison Literacy Skills for Academic Knowledge and Teaching Northwestern University Purposes for English- Michigan State University Mustafa K. Emirbayer Dominant Mexican- Maria T. Woolverton Moral Education in America, American/Chicano High An Observational Study of the 1830-1990: A Contribution to School Students Techniques Employed by the Sociology of Moral Culture California State University, Expert Tutors to Adapt to Harvard University Fullerton Individual Differences among Learners Stanford University 1996 ANNUAL REPORT

SPENCER SENIOR Shirley Brice Heath and Albert R. Bandura R. Mark Gritz and SCHOLARS Milbrey McLaughlin Impact of Perceived School Neil Theobald Conference on Neighborhood- Efficacy on Level of School An Economic Model of Teacher Robert B. Cairns Based Organizations Achievement Turnover: An Analysis of Social Development and Center for Advanced Study in Stanford University Public School Teachers in School Adaptation in the Behavioral Sciences $70,300 Washington State Longitudinal Perspective: $25,000 University of Washington Childhood to Maturity Anthony S. Bryk $70,000 University of North Carolina Philip W. Jackson and Coordinated Case Studies: at Chapel Hill Anthony Bryk School Reform Chicago-Style Kenji Hakuta $327,750 Schooling and Teaching as University of Chicago Language Retention, Loss, and Moral Enterprises $432,000 Re-Acquisition Mihaly Csikszentmihalyi University of Chicago Stanford University The Cultivation of Creativity in $10,000 Jackson W. Carroll $224,900 Later Life Seminary Cultures and University of Chicago Estelle James Characteristics A. H. Halsey $349,300 The Public-Private Division of Hartford Seminary An International Study of Responsibility for Education $45,400 Access to Higher Education Carol Gilligan State University of New York Oxford University, Nuffield The Psychology of Women and at Stony Brook Geraldine J. Clifford College the Development of Girls $7,500 The Final Phase of Research on $288,000 Harvard University the Woman Teacher in $350,100 Robert A. LeVine, American History Glynda Hull and Sarah E. LeVine, and University of California, Mike Rose Robert M. Hauser Catherine Snow Berkeley Reconceiving Remediation Studies of Education and Its Culture and Education: Case $31,035 University of California, Effects Studies in Human Berkeley University of Wisconsin- Development John L. Comaroff and $118,025 Madison Harvard University Jean Comaroff $300,000 $48,585 The Impact of Mission Robert H. Kargon, Education on Black Stuart W. Leslie, and Lee S. Shulman Lawrence Schweinhart, Consciousness in South Africa Erica Schoenberger Toward a Pedagogy of Sherri Oden, and University of Chicago Higher Education and the

Substance David Weikart $154,825 Techno-Region: The New 1990-1991 grantees: Stanford University Long-Term Benefits and Cost- University and High- $350,600 Effectiveness of Head Start Jon Elster Technology Industry in High/Scope Educational Local Justice and the Study of America Research Foundation College Admissions Johns Hopkins University OTHER GRANTS $41,244 University of Chicago $106,475 $27,600 115 Support of Activities Joseph H. Stevens, Jr. and Alan C. Kerckhoff and The Foundation Center Roger Bakeman Marcia Farr Ken Fogelman $82,500 Intergenerational Oral Folk Texts and Literacy When a Society Changes its Transmission of Parenting Among Mexican Immigrants School System: the Tenth Anniversary Effort Georgia State University in Chicago Introduction of Comprehensive Independent Sector $23,500 University of Illinois at Schools in Great Britain $25,000 Chicago Duke University Sidney Verba, Herman H. $96,700 $145,000 Sanford M. Dornbusch Nie, Kay L. Schlozman, and P. Herbert Leiderman and Henry E. Brady Robyn Fivush Dan P. McAdams Family and Peer Influences on The Civic Participation of the The Development of Children’s The Generative Adult: How High School Performance with- American Public and Its Narratives in Social and Why Men and Women in Ethnic, Neighborhood, and Relationship to Education Interaction Work, Teach, and Contribute to School Contexts National Opinion Emory University Promote the Next Generation Stanford University Research Center $138,525 Northwestern University $23,850 $60,000 $175,800 Kathleen Galotti Carol F. Feldman Adolescents Making Real-Life Mary H. Metz Genres as Mental Models: The 1991 Decisions: Choosing a College The Interplay of Role of Cultural Exposure Carleton College Organizational New York University MAJOR $44,625 Standardization and Social $28,300 RESEARCH Differentiation in Shaping GRANTS Howard E. Gardner, High School Teachers’ A. H. Halsey David N. Perkins, and Practices A New Survey of Faculty Thomas R. Bailey Vito Perrone University of Wisconsin- Members in British Higher Employer-Sponsored Enhancing Disciplinary Madison Education Education and Training and Understanding in Teachers $59,400 University of Oxford the Transformation of the U.S. and Students $12,500 Economy Harvard University Columbia University $2,301,400 $384,500 THE SPENCER FOUNDATION

Rupert B. Nacoste SMALL Beverly Cox Artin Goncu Affirmative Action and RESEARCH Developing Literacy: Novice Cultural Variations in Interracial Socio-Academic GRANTS Readers’ and Writers’ Use of Toddler’s Play Encounters Structural Features in University of Illinois at North Carolina State Michael W. Apple Contiguous Text Chicago University The Politics of Official Purdue University $7,500 $98,750 Knowledge: The Social Roots of $7,500 State Textbook Adoption Harvey J. Graff Alan Peshkin Policies Martin Danahay The Transformation of School and Community in University of Wisconsin- Matthew Arnold, Our Greatest Growing Up: Childhood, American Society: A Study in Madison Inspector of Schools: The State Adolescence, and Youth in the Comparative Perspective $7,500 and Victorian Education, United States, 1750-1920 University of Illinois, 1839-1899 and 1990 Urbana-Champaign Jeanne Bamberger Emory University University of Texas, Dallas $249,900 An Exploration of Issues $5,450 $7,500 Related to the Effectiveness of Alejandro Portes and Experts in Innovative School- Alan DeYoung Wendy L. Haight and Lisandro Perez based Programs Building Bridges between Ross Parke Children of Immigrants: The Massachusetts Institute of Parents and Schools in The Role of Parent-Toddler Adaptation Process of the Technology Economically Declining Play as Children Begin Second Generation $7,357 Communities Peer Play Johns Hopkins University University of Kentucky University of Illinois, $255,650 Parminder K. Bhachu $5,300 Urbana-Champaign Educational Choices and $7,500 grantees: 1991 grantees: Rayna Rapp Cultural Processes: Asian Kevin J. Dougherty Moral Pioneers: Women, Men Women in Britain Schools to the Rescue: Karen A. Hooker and Fetuses on a Frontier of University of London The Roots of the Current Family and Self-Transition Genetic Science $7,500 Educational Reform Syracuse University New School for Social Movement $7,225 Research Lawrence D. Bobo Manhattan College $235,825 Indian Treaty Rights, $7,487 Deborah J. Johnson Prejudice, and the Effects of Coping with School: Achieving Robert Rosenthal Education Glen H. Elder, Jr. Children in Incompatible Mediation and Moderation of University of Wisconsin- Navajo Education and Culture Ecological Contexts Interpersonal Expectancies Madison University of North Carolina University of Wisconsin- Harvard University $7,500 at Chapel Hill Madison $109,675 $7,500 $7,330 John E. Bodnar Catherine E. Snow Generational Memory in Gary A. Fine Nancy C. Jordan 116 Home-School Study of Modern America The Development of Verbal and Nonverbal Language and Literacy Indiana University Argumentation Skills in High Mathematical Abilities in Development $7,300 School Debate Young Children from Harvard University University of Georgia Economically-Disadvantaged $250,800 John Borneman $7,200 and Middle-Income Families Learning to be Entrepreneurs Rutgers University Deborah L. Vandell in the Transition from a Rene Galindo $7,432 An Ecological Analysis of the Planned to a Market Economy Discursive Genres, Literacy, Effects of After-School Care in East Germany and Social Identity: The Role of Valerie W. Lawrence University of Wisconsin- University of California, Written Texts in the Mediation The Development of Madison San Diego of Social Life in an Amish Categorical Relations in $313,800 $7,500 Community Children University of Colorado, Lincoln University James V. Wertsch Wilbur B. Brookover Denver $6,752 The Socialization of Cognition The Impact of School Closing $7,500 and Values: An International and Related Community Rena Lederman Study Action on Education and Adult Mary Gauvain Secondary School Leavers in Clark University Life in Prince Edward County, The Influence of Experience on Rural New Ireland and Papua $348,225 Virginia: An Assessment Spatial Problem-Solving Skills New Guinea Thirty Years Later Among Navajo Children Princeton University John F. Witte Michigan State University Scripps College $7,500 Analysis of the Milwaukee $7,480 $7,491 Private and Public School Valerie E. Lee Choice Programs Harry S. Broudy James L. Gibbs, Jr. The Relative Effectiveness of University of Wisconsin- Psychology of Tacit Knowledge Through the Eyes of Yupik Single-Sex and Coeducational Madison University of Illinois, Eskimo Teachers: Clarifying School Grouping in Catholic $186,800 Urbana-Champaign Classroom Processes through a and Independent Secondary $7,500 Cultural Lens Schools Stanford University University of Michigan Ralph Cintron $7,500 $7,500 Ethnographic Research in a Working-Class Mexican Immigrant Community in Aurora, Illinois University of Iowa $7,420 1996 ANNUAL REPORT

Daniel C. Levy Eric Plutzer Thomas E. Wren Joshua P. Gamson Private Research Centers: The Religious Factor in Morality and the Self Claims to Fame: A Study of Latin America’s New Social Political Socialization Loyola University of Chicago Contemporary Understanding Science and Policy Leaders Iowa State University $5,500 of Celebrity State University of New York, $1,953 University of California, Albany Berkeley $7,500 Kenneth A. Root and FELLOWSHIPS Edgar V. Epperly Madeline J. Goodman Kenneth Liberman Learning about Work from Postdoctoral Fellowship Fascism and Anti-Fascism in Problems of Asian Students in Unemployed Parents Program in Education the Italian-American American University Luther College National Academy of Community, 1914-1945 Instruction $7,400 Education Carnegie Mellon University University of Oregon $3,630,000 $3,000 Daniel A. Segal Rachel K. Hackett An Historic and Fantasized The Development of Cynthia Lightfoot Frontier: An Ethnographic Mathematical Power in a Risks, Accomplishments, and Study of the Gene Autry WOODROW Portfolio Culture: Studying and Problem Solving in Adolescent Western Heritage Museum WILSON/SPENCER Emerging Educational Practice Peer Groups Pitzer College DISSERTATION Stanford University State University of New York, $7,000 FELLOWS Plattsburgh Mary S. Hoffschwelle $7,373 Paul Smith Trudi J. Abel Rebuilding the Rural Southern Database Project Constructing Juvenile Popular Community: Reformers, Karen A. Miller Children’s Defense Fund, Fiction: Edward Stratemeyer Homes and Schools in grantees: 1991 grantees: Self-Direction at School and at Washington and the Adolescent Reader, Tennessee, 1914-1929 Work: A Study of University $7,500 1890-1940 Vanderbilt University Students at Different Life Rutgers University Phases Susan G. Solomon Isaac L. Jackson Arizona State University Training the Social Physician Rachel M. Conrad Cross-cultural Issues in Science $6,764 in the Soviet Union Social and Emotional Teaching: A Sociolinguistic University of Toronto Communication between Analysis of Teaching Practice Carol H. Molony $7,500 Mothers and Infants Massachusetts Institute of The Successful and the Failed: University of California, Technology School and Career Charles E. Strickland Berkeley Environments of One Ethnic American Families and Scott Kim Group as Immigrants in Two Schools, 1949-1960: Susan L. Dauber Impartial and Partial Value in Countries A Retrospective View by Planning Ahead: The Kantian Moral Theory University of California, Former Bavarian Teenagers Development and Influence of University of Chicago Irvine Emory University Early Educational $7,000 $7,472 Expectations Bradley A. Levinson 117 Johns Hopkins University Student Cultures in the Rodney T. Ogawa Elliot Turiel Construction of Schooling Examining the Sources of Children’s Concepts of Ann L. Davidson Practices in Central Mexico Educational Reform Parental Authority The Construction of Ethnic University of North Carolina University of Utah University of California, Identity and Educational at Chapel Hill $6,923 Berkeley Engagement among Diverse $7,500 High School Students James H. Liu Beverly W. Otto Stanford University An Integrative Approach to Learning to Compose Text: David H. Uttal Category Coherence Evidence of Structural Features Young Children’s Douglas B. Downey University of California, in Young Writers' and Understanding and Use of Family Structure, the Los Angeles Readers' Texts Maps: Effects of Instruction Transmission of Parental Northeastern Illinois University of Illinois, Resources, and Educational Linda S. Mabry University Urbana-Champaign Attainment Portfolios and Inferences of $6,278 $7,491 Indiana University Student Achievement University of Illinois, Martin J. Packer Kathryn B. Ward Patricia A. Duff Urbana-Champaign Social Entry and Rejection Mentoring and Academic Beyond Grammar: among Preschool Kindergarten Careers: The Effects of Gender Socialization of Second- Lorena Martos Children and Race in Sociology, Language Discourse in Bridging the Past to the Beryl Buck Institute for Biochemistry, and Physics Competence in Dual-Language Present: The Historical Education Southern Illinois University Classrooms Knowledge of the Mayan $7,417 $7,500 University of California, People Los Angeles Stanford University Sunita A. Parikh Gail Weinstein-Shr Preferring Equality: Language and Literacy in Michael A. Fahy Janet H. Morford A Comparison of Higher Multilingual Families: Social Identity and Higher La Decontraction: The Events Education Policies in the Cambodian Refugee Parents Education in Morocco of 1968 and the Emergence of United States and India in Focus University of Michigan Modern Manners in Columbia University University of Massachusetts Contemporary France $7,500 at Amherst University of Chicago $6,034 THE SPENCER FOUNDATION

Judit N. Moschkovich Patricia West Seth D. Koven Kathryn Sloane- Constructing Mathematical The Historic House Museum Educating the Disabled: Weisbaum Knowledge Through Social Movement in America: Louisa Crippled Children, Wounded A Comprehensive Approach to Interaction May Alcott’s Orchard House as Soldiers, and the British State, the Study of Parents’ Role in University of California, a Case Study 1880-1945 their Children’s Mathematics Berkeley State University of New York, Villanova University Learning Binghamton University of California, Holly J. Neckerman James L. Leloudis II Berkeley Fluidity and Continuity of Stanton E. Wortham Schooling the New South: Adolescent Peer Groups Classroom Examples and the Pedagogy, Self, and Society in Melanie Sperling University of North Carolina Socialization of Rational North Carolina, 1880-1920 Reading as a Dimension of at Chapel Hill Discourse University of North Carolina Writing: High School Students University of Chicago at Chapel Hill Learning to write Jennifer A. O’Day Stanford University To Retain or Not to Retain: The Katherine E. McClelland Influence of Teacher Beliefs NAE/SPENCER Intergroup Relations on Szonja Szelenyi and Contextual Constraints on POSTDOCTORAL College Campuses Education and Gender the Grade Retention of Limited FELLOWS Franklin and Marshall Attitudes: Long-Term Trends in English-Proficient Students College the United States, 1936-1990 Stanford University Janet W. Astington Stanford University Young Children’s Theory of Sunita A. Parikh Yukari Okamoto Knowledge and Learning Preferring Equality: A Thomas B. Timar A Developmental Analysis of University of Toronto Comparison of Higher Converting Policy into Children’s Knowledge and Education Preference Policies Practice: Developing a grantees: 1991 grantees: Processes for Solving Nancy A. Budwig in the United States and India Theoretical Framework Arithmetic Word Problems The Construction of Self Columbia University University of California, Stanford University Through Linguistic Mediation: Riverside A Sociocultural Approach Suet-Ling Pong Janis L. Patch Clark University Women’s Education, Status, Jonathan R. Tudge Discourse Patterns and and Fertility Collaborative Problem Solving Practices of the Oral-Tradition Yun-Kyung Cha RAND Corporation Among Young Children: Hmong Acquiring Literacy in The Rise, Formalization, and Processes and Consequences Midland, California Expansion of Primary-Teacher John L. Puckett University of North Carolina University of California, Training Schools: Universities and Community at Greensboro Berkeley A Comparative and Schools: The Rise, Decline, and Historical Analysis Revitalization of America’s John S. Wills America B. Rodriguez Hanyang University Community Schools, 1886- Textbooks, Teachers, and Se Habla Espanol: Spanish- 1990, with Particular Attention Students: The Representation Language TV News to Philadelphia of Ethnic and Religious Groups 118 Elizabeth C. Cooksey University of California, The Role of Education in the University of Pennsylvania in Four History Classrooms San Diego Lives of Young Adults University of California, San Ohio State University Michael A. Ranney Diego Linda M. Rueckert Understanding and Extending The Role of the Corpus Randall R. Curren the Coherence of Explanations: Karen R. Wilson Callosum in the Development Freedom and the Aims of A Project Description Impact of the School of Attentional Regulation Education University of California, Environment: Education and University of Chicago University of Rochester Berkeley Employment Outcomes Texas A&M University Debra A. Spitulnik Ruben Donato Pedro Reyes The Construction of Agency, Searching for Equal Schools: Causes and Consequences of Samuel S. Wineburg Audience, and Authority in Mexican-Americans in a Teacher Organizational The Qualitative Turn in Zambian Radio Broadcasting California Community during Commitment Psychological Research in University of Chicago the 1960s and 1970s University of Texas at Austin Education Texas A&M University University of Washington Amy E. Stambach Daniel H. Rothstein Education and Local Gwendolyn E. Etter-Lewis Naming the Problem: Linking Yu Xie Initiatives for Development: The Exception of the What Low-Income Parents Women and Scientific An Analysis of Schooling in Exceptions: African-American Know to What Researchers Education Tanzania Women in Higher Education Name as the Causes of University of Michigan University of Chicago Western Michigan University Educational Failure The Right Question Project Susan M. Yohn John J. Thompson Leslie B. Inniss A Contest of Faiths: Religious Translation and 13th Century A Dream Deferred? Leona Schauble Education, Protestant Mission French Prose Hagiography: Desegregation Twenty-Five Goals and Strategies in Teachers and Hispanic The Work of a 13th Century Years Later Scientific Reasoning Catholic Students in the Translator, Wauchier of Florida State University University of Pittsburgh Southwest, 1878-1941 Denain Hofstra University Yale University Frances A. Kelleher Elizabeth A. Sheehan Pillars of the Republic or Higher Education and the Architects of the Future? European Community: A Case Primary School Teachers in the Study of the Irish University marne, 1880-1945 City University of New York Grand Valley State College and Ford Foundation 1996 ANNUAL REPORT

SPENCER SENIOR Tamar Liebes Andrea diSessa Annette P. Lareau SCHOLARS Negotiating Political Identity The Dynamics of Local Managing Childhood: Social through Interaction with Change in Intuitive Class and Race Differences in Jerome Bruner Television, Parents and Peers Conceptions in Physics Parents’ Management of Inquiries in Cultural Louis Guttman Israel University of California, Children’s Organizational Psychology Institute of Applied Science Berkeley Lives New York University $16,000 $343,150 Temple University $350,000 $259,300 Joy D. Osofsky Kevin Dunbar Courtney B. Cazden Developmental Risk for An Analysis of the Scientific Sarah Lawrence-Lightfoot Writing Development and Adolescent Mothers and Reasoning Strategies Used by Loss and Privilege: Life- Instruction in the English- Infants Scientists in a Real-World Journeys of Successful African- Writing World Louisiana State University Setting Americans Harvard University Medical Center, New Orleans McGill University Harvard University $300,000 $28,450 $81,500 $95,000

Robert A. LeVine Zolinda Stoneman and Adam Gamoran John A. Lucy Cultural Environments in Gene H. Brody Curriculum Reform, Language Diversity and Human Development Child Competence, Parenting, Standards, and Inequality in Cognitive Development Harvard University and Family Transactions in Scottish Secondary Education, University of Pennsylvania $349,900 Rural Black Families 1980-1988 $297,400 University of Georgia University of Wisconsin- $30,000 Madison Elizabeth Mertz OTHER GRANTS $48,500 The Language of David P. Thelen Law School Education: Endowment for the Lawrence History Making in America Artin Goncu A Sociolinguistic/Semiotic A. Cremin Book Fund Indiana University Cultural Variations in the Play Study of the First-Year Law Teachers College, Columbia $25,000 of Young Children School Classroom University University of Illinois at American Bar Foundation $250,000 Chicago $187,900 1992 $185,200 Vern L. Bengston Peggy J. Miller Generations: Equities and MAJOR Wendy L. Haight Learning to Tell Stories of Reciprocities at the Turn of RESEARCH The Social Ecology of Everyday Personal Experience: A 1991-1992 grantees: the Century GRANTS Pretending in Four Cultural Comparative Perspective on University of Southern Groups Socialization and Language California A Study of the Financial University of Utah Acquisition $36,600 Problems of the Chicago Board $219,100 University of Illinois, of Education Urbana-Champaign 119 William A. Corsaro Commercial Club of Chicago Sara Harkness and $10,500 Cultural Values, Child-Care $25,000 Charles M. Super Policy, and Children’s Peer Parental Ethnotheories and the Rupert Barnes Nacoste Cultures in the United States Elaine S. Andersen Transmission of Cultural Affirmative Action and and Italy Sociolinguistic Knowledge in Knowledge: A Comparative Interracial Socioacademic Indiana University Young French Children: Cross-Cultural Study Encounters $12,500 Acquiring Knowledge of Pennsylvania State North Carolina State Register Variation University University Barbara M. Hobson University of Southern $102,600 $24,900 Family Strategies and School California Expansion in the United States $24,000 Barton J. Hirsch Lynn Okagaki and and Sweden, 1920-1940 Parental and Social Network Edmund W. Gordon University of Chicago James E. Birren Influences on Black and White Correlates of Academic Success $1,125 Age and Consumer Decision- Adolescents and Failure in Minority Making Processes Northwestern University Students Michael B. Katz, University of California, $69,350 Purdue University Michelle Fine, and Los Angeles $200,100 Elaine L. Simon $208,100 Shelia B. Kamerman and Chicago School Reform: An Alfred J. Kahn Paul Osterman Interpretation of the Issues Anthony S. Bryk Infant and Toddler Care, Human Resource Development University of Pennsylvania Consortium on Chicago School Family Support Services, and within Firms: Training and $23,350 Research Early Childhood Education Family Policy University of Chicago Columbia University Massachusetts Institute of Daniel M. Koretz and $300,000 $70,600 Technology Robert L. Linn $220,500 High-Stakes Educational Katherine Canada and Magdalene Lampert Testing: Effects on Instruction L. Richard Pringle Practices of Teaching and Joel Perlmann and Achievement Interactions of Female Learning Authentic Ethnic Differences in The RAND Corporation Students in Single-Sex and Mathematics for American Educational $42,000 Co-Educational College Understanding in School Attainments, 1880-1990 Classrooms University of Michigan Harvard University Goucher College $345,000 $279,900 $111,400 THE SPENCER FOUNDATION

Alan J. Peshkin C. Gordon Wells and Patricia M. Broadfoot Nancy Foster School and Community in John Patrick B. Allen International Trends in Learning, Schooling, and American Society: A Study in Learning Through Talk Educational Assessment: Identity Comparative Perspective Ontario Institute for Studies A Sociological Study University of Rochester University of Illinois, in Education University of Bristol $7,500 Urbana-Champaign $299,100 $7,500 $58,154 Linda S. Gibson John F. Witte W. Bernard Carlson and Emotion Talk in an American James E. Rosenbaum Analysis of the Milwaukee Michael E. Gorman Mainstream Nursery School-Employer Linkages: Private and Public School A Social Construction of Classroom Their Effects on Students, Choice Programs Technological Knowledge: Queens College, City Teachers, and Employers University of Wisconsin- A Network Analysis of the University of New York Northwestern University Madison Invention of the Telephone $7,450 $188,000 $231,000 University of Virginia $7,030 Margaret A. Gibson Ricardo D. Stanton- Mary Ellen Zuckerman Modes of Acculturation and Salazar Educating Women: Gertrude Patricia M. Clancy School Performance The Impact of Social and Battles Lane and the ‘Women’s The Socialization of Affect in University of California, Information Networks on the Home Companion’ Japanese and Korean Children Santa Cruz Schooling Experiences and State University of New York, University of California, $7,490 Life-Chances of Mexican- Geneseo Santa Barbara Origin High School Youth $56,500 $7,500 Harvey J. Graff University of California, The Transformation of San Diego John A. Clausen Growing Up: Studies of grantees: 1992 grantees: $49,000 SMALL Antecedents of Competence Childhood, Adolescence, and RESEARCH University of California, Youth, c. 1750-1920 and 1990 Susan S. Stodolsky and GRANTS Berkeley University of Texas at Dallas Pamela Grossman $7,475 $7,500 Subject Matter as a Context for Mark Aronoff High School Teaching Syllable Structure in English Harriet K. Cuffaro Mary Hegarty University of Chicago Spelling The Introduction of Blocks to Individual Differences in $213,900 State University of New York, Two Preschools in Iceland: A Mental Animation of Static Stony Brook Study of Materials as Texts in Displays Marta Tienda $7,500 Early Education University of California, Social Context and Bank Street College of Santa Barbara Underachievement: Scott Atran Education $7,500 The Conundrum of Success Learning about Biology: $6,475 against the Odds Systematics and maya Folk George C. Hemmens University of Chicago Alfred T. Darnell Learning to Use Informal Help 120 Taxonomy $119,400 University of Michigan To Unite and Rule: State in Low-Income Communities $7,500 Domination and Emergent University of Illinois at Jackson Toby Ethnic Power in the Chicago De Facto Dropping Out in the David Bensman Circumpolar North $7,000 U.S.: Correlates and Parents of Central Park East: Vanderbilt University Consequences The Role of the Family in a $7,500 Michael Herzfeld Rutgers University Collaborative School Apprenticeship, Patronage, $39,100 Rutgers University Concha Delgado-Gaitan and the Control of Technical $7,500 Building a Partnership Knowledge in a Cretan Town Michael Tomasello Between Latino Families and Harvard University Pragmatic and Linguistic John R. Bowen Schools $7,100 Contexts for Early Verb The Transmission of Modernist University of California, Learning Muslim Knowledge in Davis Robert R. Hughes Emory University Indonesia $7,500 Lessons from the Indian $43,000 Washington University Experience: Educational $7,500 Donna L. Deyhle Expansion in a David P. Weikart and Navajo Youth and Schooling: “Conditioned” State Patricia Palmer Olmsted York W. Bradshaw And Ethnographic Study of a Humboldt State University Use of Early Childhood Education and Development in Contemporary Culture $6,850 Services by Families in Eleven Zambia: The Impact of University of Utah Countries Around the World Schooling in a $7,500 Michael J. Jacobson and High/Scope Educational “Forgotten” Region Rand J. Spiro Research Foundation Indiana University Douglas E. Foley Cognitive Flexibility, $101,600 $4,800 Cultural Continuity and Epistemology, and Hypertext Change Among the Mesquakie: Learning Environments: Hans N. Weiler Steven Brint The Role of Formal Education Research into the Transfer of Diversity and Change in American Intellectuals and the in the Process of Ethnogenesis Complex Knowledge German Education: The Framing of Contemporary University of Texas at Austin University of Illinois, Challenges of National Political, Social, and Cultural $7,500 Urbana-Champaign Unification and European Concerns $7,500 Integration Yale University Stanford University $6,620 $153,050 1996 ANNUAL REPORT

Bruce A. Kimball David N. Plank David L. Wallace and Allan P. Feldman Socratic, Scholastic, Lecture, Rethinking “Progressive” John Richard Hayes Teachers Learning from and Case: Modern Invocations School Reform: Organizational Better Revision in Eight Teachers: The Construction of of Traditional Pedagogies Dynamics and Educational Minutes? Changing Students’ Teacher Knowledge in University of Rochester Change Task Definition for Revising Collaborative Action Research $7,150 University of Pittsburgh Iowa State University Stanford University $7,465 $4,900 Gabriele Lakomski Clea B. Fernandez The Restructuring of Teacher William J. Reese Learning Mathematics from Education in the Former What Did High School WOODROW Classroom Instruction German Democratic Republic: Students Study? The 1880s WILSON/SPENCER University of Chicago Three Case Studies and the 1920s DISSERTATION University of Melbourne Indiana University FELLOWS Michael S. Fox $7,500 $7,500 The Higher Party Schools: Tammy L. Bennington Education, Politics, and the Nancy Lesko Heidi A. Ross The Inscription of Cultural Transformation of Intellectual Denaturalizing Adolescence: A Cradle of Female Talent: A Difference in a Social Studies Life in the Soviet Union, Critical Review of Adolescent Collection of Materials for a Textbook 1921-1929 Theories in Sociohistorical Historical and Ethnographic State University of New York, Yale University Context Analysis of the Shanghai Binghamton Indiana University Number Three Girls School Hal E. Hansen $7,500 Colgate University Ann R. Beresin Manufacturing Skills: $7,490 Punch and Yell, Punchinello: Institutionalizing Vocational Theodoric Manley, Jr. Education and Training in the

Play Traditions and 1992 grantees: Neighborhood Deterioration, Judith G. Smetana Transitions in a Multi-Ethnic United States and Germany, Significant Others, and Adolescents’ Conceptions of Elementary School Yard 1869-1918 Elementary Educational Parental and Teacher University of Pennsylvania University of Wisconsin- Performance Authority: Linkages and Madison DePaul University Relations to Behavior in School William P. Bintz $7,500 University of Rochester Assessing Reading Joy E. Hayes $7,500 Comprehension Holistically The Role of Radio Lewis A. Mennerick and Indiana University Broadcasting in Twentieth- Mehrangiz Najafizadeh Barbara M. Solomon Century Nationalism: Sociopolitical Processes and Biography of Ada Louise Jackie M. Blount A Comparative Analysis of the the Democratic Context: Comstock (Notestein) Women and the United States and Mexico Educational Change in Radcliffe College Superintendency, 1900-1990: University of California, Costa Rica $6,725 “Destined to Rule the Schools San Diego University of Kansas in Every City” $6,925 Lourdes Diaz Soto Lisa A. Hoogstra University of North Carolina 121 Bilingual Families as at Chapel Hill Narrative Presentation of Self Jayanthi J. Mistry Educators in a Working-Class Learning Activities at School Lehigh University Nancy Diamond Community and at Home $7,500 New Models of Excellence: University of Chicago Tufts University Factors Influencing Faculty $7,450 J. Jill Suitor Productivity at Emerging Samuel W. Kaplan Work, Family, and Friends Research Universities, The “ Turkish-Islamic Joel Perlmann across the 1980s: A Ten-Year 1968-1988 Synthesis”: Mobilizing Turkish Girls as Pupils, Women as Study of Women who Returned University of Maryland, Villagers through Education Teachers: Gender Issues in To Schools Baltimore University of Chicago Basic Schooling in New Louisiana State University England, 1750-1800 $5,900 Steven G. Epstein Sharmin S. Khan Harvard University Impure Science: The AIDS Literacy, Education and $7,375 Jonathan R. J. Tudge Movement, the Experts, and Human Development: A Case Collaborative Problem Solving the Struggle for Credibility Study of the Grameen Bank Michelle Perry among Young Children: University of California, University of California, The Transition to Conventional Processes and Consequences Berkeley Berkeley Literacy: A Microgenetic University of North Carolina Investigation of Cognitive at Greensboro Antionette Errante Elizabeth M. McCarthy Reorganization $7,500 Colonialism and Post-Colonial The Role of Language in the University of Michigan Development: The School, the Development of Self- $7,500 Maris A. Vinovskis Textbook, and National Regulation: A Study of Deaf The Crisis in Moral Education Development in Portugal and and Hearing Children Erin Phelps in Antebellum Massachusetts Mozambique, 1926-1991 Stanford University Patterns of Peer Interaction for University of Michigan University of Minnesota Promoting Cognitive Growth $7,500 Jill P. Morford Radcliffe College Evelyn M. Evans Creating the Language of $7,330 Sandra A. Waddock Constructing Beliefs about the Thought: The Development of Business and the Public Origins of Species: Artifacts of Displaced Reference in Child- Schools: Analysis and God or Nature? generated Language Implications University of Michigan University of Chicago Boston College $7,500 THE SPENCER FOUNDATION

Kathryn L. Naastrom Claudia L. Weisburd Vivian L. Gadsden Lynn W. Paine Women and the Politics of English Second-Language Texts Passages in Time: The Profession, Policies, and Desegregation: Women’s and Political Education: An Intergenerational Beliefs and Practice of Teaching: Putting Political Action in Atlanta, Analysis of Political Content Messages about Literacy Chinese Teaching in Georgia, 1945-1970 and Democratic Ideology in University of Pennsylvania Comparative Perspective University of North Carolina E.S.L. Texts for Adults Michigan State University at Chapel Hill Cornell University David M. Hammer Educational Theory as Lucinda Pease-Alvarez Eleanor M. Novek Angela R. Wiley Conceptual Tool: Evaluating Children Learning and Using Newsmaking, Knowledge Parental Values and the the Perspective of Language and Literacy in a Production, and Child’s Creation of a “Epistemological Beliefs” Mexican-American Self-Determination: Culturally-Relevant Self: University of California, Community The Neighborhood Newspaper Language as Mediation Berkeley University of California, as an Empowerment Strategy Clark University Santa Cruz for Secondary-School Students David T. Hansen and their Community NAE/SPENCER The Senses of a Vocation: A Julie A. Reuben University of Pennsylvania POSTDOCTORAL Study of the Working Lives of The History of Higher FELLOWS Teachers Education in the United States Guy Parker University of Illinois at University of Texas, Dallas The Psychology and Religious Raymond J. Adams Chicago Teaching of Plato’s Republic A Psychometrics for Anne Reynolds University of Chicago Alternative Assessment Mary Hegarty Teachers’ Subject-Matter Australian Council for Inferring Motion from Static Representations in the Douglas S. Reed Educational Research Diagrams Performance Disciplines grantees: 1992 grantees: Democracy vs. Equality: University of California, Educational Testing Service Political Struggles over Public Cynthia A. Berg Santa Barbara School Financing Practical Problem Solving in Anna E. Richert Yale University the School Context: Do Lowry E. Hemphill Teacher Learning at Both the Perceptions Accurately Reflect Sociocultural Differences in Preservice and the Inservice Carlos Rodriguez Behavior? Adolescents’ Response to Levels Minorities in Science and University of Utah Literature Mills College Engineering: Patterns for Harvard University Success W. Jackson Crittenden Colleen M. Seifert University of Arizona So Reason can Rule: Education Jerald R. Herting Knowledge Transfer to New for Autonomous Citizenship Strong Ties, Weak Ties, No Domains Miriam W. Smith Arizona State University Ties: Evaluating the Role of University of Michigan Preschool Talk: Connecting Educational Context and Teachers’ Attitudes and Susan E. Cross Social Integration on Academic Mark A. Smylie Practices Women in Science and Performance Participatory Decision-Making 122 Clark University Engineering: The Role of the Stanford University and Classroom Teaching: Self-Concept The Nexus of Teacher Work Sally Steffens University of Texas at Austin David P. Hurford Redesign and Student Teachers Behind Bars: A Identification and Training of Learning Qualitative Study of Educators Peter Darvas Phonological Processing Skills University of Illinois at in a Total Institution The Transformation of Higher of Young Children at Risk for Chicago University of Illinois, Education: The Role of the Reading Disabilities Urbana-Champaign State and New Agencies of Pittsburgh State University Polly D. Ulichny Reform in Post-Communist Restructuring an Urban High Mitchell L. Stevens Hungary Dianne A. Johnson School: Analyzing the Quandaries of Progress: Home New York University Beautiful by Design: The Conditions for Success in a Education and the Politics of Pedagogical Impulse of School/University Domesticity Raquel Fernandez African-American Picture Collaborative Project Northwestern University Educational Policy: Book Artists Harvard University Interaction of Political University of South Carolina Karen M. Sykes Institutions, Economics, Indigenous Education in and Education Tanya M. Luhrmann SPENCER Central New Ireland Boston University The Ethnography of FELLOWS AT THE Princeton University Psychiatry CENTER FOR THE Donald A. Freeman University of California, ADVANCED Caroline Wang Making Up and Changing San Diego STUDY IN THE Effects of Health Education: A Minds: How Teachers Compose BEHAVIORAL Comparative Study of their Understandings of Chandra L. Muller SCIENCES Responses by People with Classroom Practice Parent Involvement in the Disabilities, College Students, School for International Intergenerational Community Paul W. Holland and Health Educators Training of the School: The Role of Statistics and Causal University of California, Family and Community Ties Inference, Categorical Data Berkeley Kassie Freeman in Academic Achievement Analysis, Social Networks, Perception Versus Reality: University of Texas at Austin Psychometrics African-American High School Educational Testing Service Students’ Perception of Return on Investment in Higher Education Vanderbilt University 1996 ANNUAL REPORT

Ellen C. Lagemann Peggy J. Miller Ronald G. Gallimore and Carol A. Padden History of Education, Learning to Tell Stories of Claude N.Goldenberg The Teaching of Writing to Contemporary Educational Personal Experience: A The Research/Practice Nexus: Deaf Children Policy, History of Comparative Perspective on The Case of Home and School University of California, Philanthropy (Twentieth Socialization and Language Effects on Latino Students’ San Diego Century), Women’s History Acquisition Academic Achievement $85,975 Teachers College, Columbia University of Illinois, University of California, University Urbana-Champaign Los Angeles Catherine E. Snow $10,500 $300,000 Home-School Study of Mikk Titma Language and Literacy Social Stratification, Life Rupert B. Nacoste Ellen B. Goldring, Claire Development Career Affirmative Action and Smrekar, Willis D. Harvard University Estonian Academy of Interracial Socioacademic Hawley, William L. Tayor, $368,250 Sciences Encounters and Susan M. Liss North Carolina State Parental Choice: Consequences Carol B. Stack and University for Families, Students, and Katherine S. Newman SPENCER $24,900 Schools Why Work? The Meaning of SCHOLARS Vanderbilt University Labor and Sources of Dignity Terence S. Turner and $261,800 in Minority Adolescent Lives Ann L. Brown Jane Fajans University of California, Psychological Theory and Social and Cultural G. Alfred Hess and Berkeley and Columbia Educational Reform: From the Dimensions of Activity: John Q. Easton University Committee of Ten to the Bush An Anthropological Synthesis Monitoring and Researching $103,000 Initiatives of Cognition and Socialization the Effects of School Reform University of California, University of Chicago in Chicago Marcelo M. Suarez-Orozco Berkeley $25,000 Chicago Panel on Public Migration and Education: The $345,100 School Policy and Finance Case of Mexican-Americans Deborah L. Vandell $330,620 University of California, An Ecological Analysis of the San Diego Effects of After-School Care Helen L. Horowitz $59,900 OTHER GRANTS University of Wisconsin- A Study of the Life of M. Carey Madison Thomas, the Founding Dean Lois Weis and Development of a Members' $28,830 and Second President of Bryn Michelle Fine Grants Database

Mawr College Reconciling Voices of Hope and 1992-1993 grantees: Donors Forum of Chicago Smith College Despair: Perspectives from $30,000 $95,200 Working Class and Poor Young 1993 Adults in the 1990s Partial Support of the 1990 MAJOR Thomas James State University of New York, Census Project: Chapter 2, on RESEARCH Reconstructing State School Buffalo Educational Attainment and GRANTS Systems: The Case of Kentucky $496,100 123 Skill Levels Brown University Russell Sage Foundation Paul Bloom $350,000 Kathryn A. Woolard $50,000 Syntactic Support in Word A Comparative Study of Learning David Karen Language Policy and Ideology: Pamela J. Conover, University of Arizona Who Gets In? Meritocracy and The United States, Spain, Ivor M. Crewe, and $321,700 Politics in Harvard College and Mexico Donald D. Searing Admissions University of California, Citizenship and Civic Marilyn Cochran-Smith Bryn Mawr College San Diego Education in the United States and Susan L. Lytle $27,280 $93,520 and Great Britain Teacher Inquiry and the University of North Carolina Epistemology of Teaching Valerie E. Lee at Chapel Hill University of Pennsylvania Will Parental Choice of SMALL $30,870 $256,700 Schooling Increase Social RESEARCH Stratification in Education? GRANTS Jan Goldstein William Damon University of Michigan The Post-Revolutionary Self: Project-Centered Instruction $33,300 Robert F. Arnove Competing Psychologies in for the Literacies in an After- Nineteenth-Century France Education as a Contested School Program for High-Risk Donald Moore Terrain: The Case of University of Chicago Children School Community Standards $25,000 Nicaragua, Transformation in Brown University Project Nicaragua, 1979-1992 $165,000 Designs for Change Michael B. Katz, Indiana University $240,000 $7,500 Michelle Fine, and Carol A. Dyhouse Elaine L. Simon Women in British Universities, John U. Ogbu Charles J. Beirne, S.J. Chicago School Reform: An c. 1870-1939 Minority Adaptation and Interpretation of the Issues Murder in the University: University of Sussex Schooling Jusuit Education in El Salvador University of Pennsylvania $84,400 University of California, $24,950 Boston College Berkeley $5,000 $123,200 THE SPENCER FOUNDATION

Anne Colby Lucia A. French Ann C. Hildenbrand Van Cleve Morris Archiving the Data from the Language Demands Kindfield The Public Service Mission of Family Socialization and Associated with Schooling: Constructing Understanding of an Institution of Higher Developmental Competence A Perspective from Korea Basis Biological Processes Education: A Case Study of the Project University of Rochester University of California, University of Illinois at Radcliffe College $7,500 Berkeley Chicago, 1966-1992 $7,500 $12,000 University of Illinois at Vivian L. Gadsden Chicago Merith A. Cosden and Passages in Time: Janis B. Kupersmidt $7,500 Jules M. Zimmer Intergenerational Beliefs and Children of the Harvest: The Differences in Kindergarten Messages about Literacy and Effects of Chronic Poverty and Mark E. Motley Experiences Access Residential Mobility on Socialization and Sociability: University of California, University of Pennsylvania Children’s Social Competence Student Culture in Old Regime Santa Barbara $7,500 University of North Carolina France $7,500 at Chapel Hill University of Rochester Carol J. Gill $7,500 $7,200 John E. Craig Inclusion Beyond the Educational Expansion and Classroom: Asking Persons Audrey L. Light Reba N. Page Social Change in Norway, with Disabilities about The Determinants of Constructing a Shortage of 1830-1940 Education Discontinuous Schooling Scientists University of Chicago Chicago Institute of among Young Men and Women University of California, $3,950 Disability Research Hoover Institution on War, Riverside $7,325 Revolution, and Peace $7,500 Aydin Durgunoglu and $7,450 grantees: 1993 grantees: P. David Pearson Joanne M. Golden and Patricia A. Palmieri Language and Literacy Kathryn A. Davis Bruce London The Fate of the White Middle Development of Spanish- Exploring Culturally Educating Girls in the Class: Gender, Education, and Speaking Students Responsive Pedagogy in Two Developing World Race Suicide, 1890-1940 University of Illinois, First-Grade Classrooms Clark University Bloomfield College Urbana-Champaign University of Delaware $7,500 $7,500 $7,500 $7,500 Brent A. McBride Lynette M. Parker Wayne K. Durrill Gerald Grant Parental Involvement in Pre- The Creation of Indonesian Making Masters: Curricular New Roles for Teachers Kindergarten At-Risk Citizens in Village Schools of Change and Political Power in Syracuse University Programs: How do the Players Bali and Java a Plantation Society $7,500 Perceive the Game? Australian National University of Cincinnati University of Illinois, University $7,500 Alison I. Griffith Urbana-Champaign $7,120 Mothering for Schooling $7,500 124 Margaret A. Eisenhart University of New Orleans Vernon C. Polite The Construction of Scientific $7,440 John E. McEneaney African American Males in the Knowledge Outside School Strategy and Automaticity in Young Adult World: A University of Colorado, Carole L. Hahn Word Reading Follow-Up Study Boulder Adolescent Political Indiana University, Catholic University of $6,625 Socialization in Four Western South Bend America Democracies $6,750 $7,500 Terrie L. Epstein Emory University The Arts of History: $7,500 Judith L. Meece David M. Post An Assessment of African- Educating a Normal Girl: School Persistence, Equality of American Adolescents’ Jurgen Herbst The Lives and Careers of Opportunity, and State-Led Interpretations and Creations American Secondary Women from the Asheville Educational Expansion in of the Arts in Historical Education Normal and Teachers College Hong Kong Contexts University of Wisconsin- University of North Carolina Pennsylvania State University of Michigan Madison at Chapel Hill University $7,400 $7,500 $7,500 $7,500

Melissa Evans-Andris Erika Hoff-Ginsberg Richard M. Merelman Madhu Prakash Computer Technology and Children’s Oral Language Race and the Politics of Culture Gandhi’s Educational Occupational Dynamics Skills at School Entry: in the United States Thought: Multiculturalism, among Teachers in Elementary Components and Antecedents University of Wisconsin- Ecology, and Postmodernism Schools Four Years Later of Successful Language Madison Reexamined from a Third- University of Louisville Functioning in Children from $7,500 World Perspective $6,000 Two Social Classes Pennsylvania State University of Wisconsin- Jeffrey E. Mirel and University Dorothy A. Flannagan Parkside David L. Angus $7,350 Adult Guidance of Children’s $7,500 High School Curriculum Memories and Expectations Change in Michigan, Helen B. Regan about School: Cultural and SES Harold Howe II 1925-1950 The Implications of Expert Patterns Making Education Work in the Northern Illinois University Teaching for Teacher University of Texas, U.S.A.: An Un-American $7,500 Education San Antonio Dilemma Connecticut College $3,350 Harvard University $7,500 $6,200 1996 ANNUAL REPORT

Rebecca E. Rogers H. Wilbert van der Susan Bronson Nira Kaplan Nuns, Lay Women, Teachers or Klaauw Enlightening the Urban Poor: The Educational Concours Male Professors? The Struggle Economic Analysis of the The Adult Education from the Old Regime to the to Define Girls’ Secondary Supply, Quality, and Retention Movement in Late Imperial Restoration: A Study of the Education in Mid-Nineteenth- of U.S. Primary and Secondary Russia, 1890-1917 Cultural Origins of Century France School Teachers University of Michigan Meritocracy University of Iowa New York University Columbia University $4,800 $7,475 Melissa Cohen Classroom Discourse Patterns: Carol Kinney Thomas A. Shaw James M. Wallace Keys to Promoting Keeping Students in High Modernity and the Changing Twins in a Two-Room Problem-Solving and School: A Qualitative Analysis Allegiance of the Adolescent Schoolhouse: Growing, Knowledge of Transfer of Lower-Achieving Japanese Harvard University Learning, and Teaching, University of California, Students $7,500 1895-1921 Los Angeles University of Michigan Lewis and Clark College John P. Smith III $7,325 Betty Dessants Miguel Lopez Expert Knowledge of The American Academic English Literacy Acquisition Mathematics: The Nature of Pamela B. Walters Community and United States- Among Southeast-Asian Advanced Mathematical Class Conflict over Education Soviet Relations: The Case of Children in Classroom Knowledge Systems in the North and the South in Research and Analysis and its Contexts Michigan State University the Turn of the Century Legacy, 1941-1949 University of California, $7,225 Indiana University University of California, Berkeley $7,320 Berkeley Lisa Smulyan Susan Maller Dancing on Water: Case Frederick S. Weaver James Edell Validity and Item Bias of the 1993 grantees: Studies of Women Principals Women Students in Political Control of a WISC-III with Deaf Children Swarthmore College Ecuadorian Science and “Throw Away” Population: University of Arizona $7,500 Engineering Programs Examination of a Human Hampshire College Sexuality Education Program Dave E. Marcotte Linda L. Sperry $7,470 for Adolescents in Foster Care Earnings and Careers of U.S. The Socialization of Fantasy Columbia University Workers: Understanding and Catholic University of Harold S. Wechsler Addressing the Consequences America Reducing Campus Prejudice: A E. Thomas Ewing of Technological and Economic $7,500 Historical Inquiry The Teachers of Stalinism: Change University of Rochester Pedagogy and Political Culture University of Maryland Nelly P. Stromquist $7,450 in the Soviet Union Meanings and Uses of Literacy University of Michigan Benjamin Mardell among Marginal Urban Ian D. Westbury Apprenticeship in Storytelling: Women The German Didactic Ernest Freeberg, III Facilitating Narrative University of Southern Tradition: Implications for “An Object of Peculiar Development in a Preschool 125 California Pedagogical Research Interest”: The Education of Classroom $6,600 University of Illinois, Laura Bridgman Tufts University Urbana-Champaign Emory University Laurel N. Tanner $7,500 Douglas Merrill Enhancing the Use of Past Nadine Gartrell Facilitating the Development Experience in Educational Kenneth K. Wong Race and Parent Involvement of Problem-Solving Skills with Decision-Making Linking Governance Reform to in School: Restructuring Reasoning-Congruent Temple University Schooling Opportunities for the Contested Terrain Environments $7,500 Disadvantaged University of California, Princeton University University of Chicago Berkeley Gail E. Thomas $7,375 Carla O’Connor The Status, Conditions, and Barbara Henderson Self-Efficacy as a Mediating Quality of Life in Minority and A Developmental Analysis of Variable in the Relationship Majority Faculty in Higher SPENCER Narrative in 1st - 2nd Grade Between the Perception of Education DISSERTATION Classroom: Peer Talk, Text and Opportunity and Academic Texas A&M University FELLOWS Instructional Settings Achievement $7,450 Stanford University University of Chicago Margaret Bender James R. Valadez Contemporary Uses of the Rosemary Horowitz Charles Paine Community College Culture Cherokee Syllabary: The Literacy and Cultural Self, Society, and the American and Its Role in Minority Meanings of Writing and of the Transmission in the Reading, Composition Course: Some Student Academic Written Word in Cherokee Writing, and Rewriting of Historical Conceptions of Achievement University of Chicago Yisder, Jewish Memorial, Critical Thinking North Carolina State Books Duke University University Katerine Bielaczyc University of Massachusetts, $7,500 The Effects of Individual and Amherst Daniel Perlman Collaborative Explanation Project Pojimo: A Case Study in Strategies and Metacognition Caroline M. Hoxby Community-Based on Learning Computer Evidence on the Effect of Rehabilitation Programming School Choice on Student University of California, University of California, Performance Berkeley Berkeley Massachusetts Institute of Technology THE SPENCER FOUNDATION

Allen Poteshman Joshua M. Aronson Wendy L. Haight Connie L. McNeely John Dewey’s Philosophy of A Social-Cognitive Approach to An Ethnography of Sunday The Globalization of Education Underachievement Among School at Calvary Baptist Educational Statistics: University of Pittsburgh Black Americans Church: Spiritual The Role of International Stanford University Development in African Organizations Sabine Rieble-Aubourg American Children University of California, With or Without You: The Bernadine C. Barr University of Utah Santa Barbara Effects of Inclusion or The Curriculum of the Exclusion of Labor Unions on Orphanage Maciej Haman Pamela A. Moss Vocational Education Stanford University Integration and Substitution Developing a Hermeneutic Indiana University of Casual Chains: Approach to Validity in Katherine G. Boles Developmental Study Educational Assessment Frances Riemer The Learning/Teaching University of Warsaw University of Michigan Social Organization and Skills Collaborative: Six Years of Requirements in the Teacher-Initiated School Victoria M. Huntzinger Douglas D. Noble Workplace: An Ethnography of Restructuring The Evolution of Public Business, Technology, and the Problems and Challenges Dartmouth College Schooling in the South: Education: A Recent History of Confronting Employment- Columbus, Georgia, 1864-1904 the Education Industry Training Graduates David C. Brotherton No Affiliation National-Louis University University of Pennsylvania Keeping the Peace: A Comparative Analysis of Jaana H. Juvonen Michelle Perry Stefanie Schmidt Three Inner-City Schools and Looking “Cool” to be Popular: Indices of Conceptual Change: The Growth of High Schools in Their Responses to the Threat Lack of Effort as a Self- Charting the Development of the United States, 1900-1950 of Adolescent Gangs Presentation Tactic to Elicit Scientific Concepts grantees: 1993 grantees: Massachusetts Institute of University of California, Peer Approval University of Illinois Technology Berkeley University of Delaware Joan Peskin Patricia Schuyler Frank T. Burke Robin W. Kilson Expert-Novice Differences in Teacher Education in The Dynamic Structure of Passing for Ariel: Black Constructing Meaning when Venezuela and Cuba: Concepts: A Logical Women Doctorates in Reading Poetry Two Case Studies Investigation of Dewey’s American Academia, University of Toronto State University of New York, Operation-based Theory of 1921-1991 Buffalo Concepts and Concept Massachusetts Institute of Ala Samarapungavan Formation Technology How do Children Coordinate Regina Werum Stanford University Theories with Evidence? Challenges to ‘Separate but Ann C. Kindfield Purdue University Equal’ in the Pre- Daniel I. Chazan Constructing Understanding of Desegregation South: Race and Reforming the Teaching of Basic Biological Processes Katherine Schultz Gender Stratification in Algebra for Low-tracked University of California, Literate in What? A Study of 126 Vocational Education Students: An Insider’s Berkeley the Ways in which Girls are Indiana University Perspective $7,500 (and are not) Prepared Michigan State University for Work Joel Westheimer Timothy D. Koschmann University of California, Making Connections: A Study Chuansheng Chen The Tasking of Student- Berkeley of Teacher Professional Culture and Academic Centered Learning Within a Community in Three Schools Achievement: A Study of Collaborative Method of Lawrence C. Stedman Stanford University Chinese, Chinese-American, Instruction Cultural Memory and the and Caucasian-American Southern Illinois University Transmission of Academic Angela Willeto Junior High School Students Knowledge Navajo Culture and Education: University of California, Okhee Lee State University of New York Traditionalism among Navajo Irvine Children’s Views of the World Youth in Social and Cultural Contexts David M. Steiner University of North Carolina John A. Douglass University of Miami Postmodernism and at Chapel Hill Facing California’s Future: Education: Productive Partner An Historical Analysis of Christine M. Massey or Unholy Alliance? Betina Zolkower Higher Education Development of Biological Vanderbilt University Who Counts? Time and Money Policymaking Since the Concepts and Classification in the Cultural Practices of 1960 Master Plan Systems in Elementary James R. Valadez Eight Latino Schoolchildren University of California, School Students Community College and its Graduate School and Santa Barbara Swarthmore College Influence on the Academic University Center Achievement of Minority and City University of New York Wayne K. Durrill Wilfred M. McClay Nontraditional Students Making Master: Universities, Social Science as ‘Paideia’: North Carolina State Ideas, and Power in the The Life and Work of University NAE/SPENCER Old South David Riesman POSTDOCTORAL University of Cincinnati Tulane University Suk-Ying Wong FELLOWS The Rise, Expansion, and Richard B. Gunderman Meaning of Social Studies John M. Ackerman Defining Ends of Medical Instruction: A Cross-National Writing and Learning in Education and Longitudinal Study Disciplinary Communities Alexander von Humboldt International Christian University of Utah Foundation University 1996 ANNUAL REPORT

Xuequang Zhou OTHER GRANTS Colleen A. Capper Shirley Brice Heath and Educational Attainment and The Coordination of School Milbrey W. McLaughlin Life Chances in China Chicago Public Schools: and Community Services in Learning for Anything Cornell University At the Crossroads the Community: A Critical Everyday: The Role of Institute for Metropolitan Ethnography Neighborhood-Based Affairs University of Wisconsin- Organizations for Youth SPENCER $25,000 Madison Stanford University FELLOWS AT THE $277,800 $441,400 CENTER FOR General Support ADVANCED The Foundation Center Diana Dee-Lucas and Susan D. Holloway and STUDIES IN THE $55,000 Jill H. Larkin Bruce Fuller BEHAVIORAL Individualizing Learning with Choice Illusions? How SCIENCES The Cities and the Nation Interactive Electronic Texts Working-Poor Mothers The American Assembly Carnegie Mellon University Construct Early Childhood Carl Bereiter $25,000 $133,900 and Define Preschool Quality Instructional Psychology; Harvard University Computer-Based Learning Anne Harrington Anne H. Dyson $112,200 Environments; Problems of Reenchanting Life and Mind: Sociocultural Diversity and Knowledge ‘The Holistic’ Perspective in Literacy Development in A. Michael Huberman Ontario Institute for Studies German Psychobiology Urban Primary Schools The Conceptual Effects of in Education Harvard University University of California, Disseminating Research-Based $25,000 Berkeley Knowledge to Educational Ann L. Brown $125,000 Professionals Learning, Cognitive Kenneth M. Ludmerer Harvard University Development, Designing American Medical Education Penelope Eckert $163,600 Learning Environments, in the Twentieth Century Gender Restructuring and Promoting Intentional Washington University Academic Identities: An Philip W. Jackson Learning in “At Risk” Students; $25,000 Ethnographic Study of Teaching and Learning Scientific Literacy in Minority Preadolescent Girls’ Crisis of through the Arts: A Post- and Female Students Robert Wiebe Confidence and Academic Deweyan Perspective University of California, A History of American Differentiation University of Chicago Berkeley Democracy Institute for Research on $184,500 Northwestern University Learning

Joseph Campione $25,000 $169,050 Alan C. Kerckhoff 1993-1994 grantees: Childrens’ Learning and Comparative Analysis of Thinking, Design of Powerful Karen C. Fuson Ability Grouping Learning Environments; 1994 Supporting Urban Latino Duke University Alternative Forms of Children’s Constructions of $129,100 MAJOR Arithmetical Understandings Assessment; Integration of 127 Assessment and Instructions RESEARCH by Using Parent Tutors in the Stephen Kulis University of California, GRANTS School Black Scientists and Engineers Berkeley Northwestern University on Postsecondary Faculties: Karl L. Alexander and $313,000 Organizational Barriers to Kurt W. Fischer Doris R. Entwisle Recruitment and Equity in Human Development, Disengagement and Dropout: Ellen Galinsky Academic Rewards Especially Emotional and A Study of the Long-Term The Florida Quality Arizona State University Cognitive; Mathematical Process that Leads to Early Improvement Study $86,520 Models for Assessing Change Withdrawal from School Families and Work Institute in Behavioral Organization; Johns Hopkins University $289,650 Bonnie J. Leadbeater and Education, especially in $410,000 Niobe Way Reading and Mathematics Roger L. Geiger A Six-Year Prospective Study of Harvard University Valerie Anderson and Dynamics of Institutional Educational and Employment Carl Bereiter Change in Higher Education: Outcomes for Adolescent Marlene Scardamalia The Development of Teachers American Colleges and Mothers and Early School Knowledge Acquisition; Engaged in Collaborative Universities in the Adjustment for Their Children Educational uses of Computers Strategy Instruction with Nineteenth Century Yale University and Electronic Media with Inner-City Adolescent Pennsylvania State $190,600 Emphasis on the Social Delayed Readers University Construction of Knowledge; Ontario Institute for Studies $42,750 Henry M. Levin Thinking and Problem- in Education Accelerated School Movements Solving; Cognitive (especially $321,200 Susan Goldin-Meadow Stanford University conceptual) Development Gesture-Speech Mismatch as $100,000 Ontario Institute for Studies Albert R. Bandura an Educational Tool: Using the in Education Impact of Self-Efficacy on Hand to Read the Mind Richard M. Merelman Trajectories of Social and University of Chicago Racial Conflict and Cultural Marshall Smith Academic Development $219,475 Politics in the United States: Education Policy; Social Stanford University An Examination of Black Mobility; Social Justice $176,440 Gerald Grant and Cultural Projection Stanford University Christine E. Murray University of Wisconsin- New Roles for Teachers Madison Syracuse University $106,780 $118,350 THE SPENCER FOUNDATION

Elinor Ochs SMALL Randall R. Curren Marc Galanter The Collaborative RESEARCH Why Justice Requires that The Educative Effects of Law Construction of Scientific GRANTS Education Be Public and the University of Wisconsin- Knowledge in a University Same for All Madison Physics Laboratory Margaret H. Beauvois University of Rochester $7,500 University of California, Computer-Assisted Classroom $12,000 Los Angeles Discussions in French on Edward A. Gallagher $274,625 Networked Computers Denise A. Davidson Early History of the University of Tennessee, Bilingual Language Community Junior College Christine C. Pappas Knoxville Development in Young Movement in California: Urban Teachers’ Struggles in $9,500 Children Spreading a Potent Bacillus Sharing Power with Their Loyola University of Chicago Oakland Community College Students: Exploring Changes Avner Ben-Amos $9,250 $2,325 in Literacy Genres Civic Education in Modern University of Illinois at France John W. DuBois Thomas Galvin Chicago Tel Aviv University Analyzing Bilingual Children’s Measuring Effectiveness of $299,325 $11,000 Understanding of Reading Instruction and Assistance for Comprehension: Questions End-Users Searching for CD- Thomas A. Shaw Lauren Benton Involving the Source of Rom Databases Who Commands the Respect of Legal Education and Advocacy Knowledge and Perspective State University of New York, Youth: Moral Authority in a in Colonial Society: Toward a University of California, Albany Pluralistic Community Collaboration or Studied Santa Barbara $9,050 Harvard University Resistance $5,000 $121,460 New Jersey Institute of Maurice Garnier grantees: 1994 grantees: Technology Eric H. Durbrow State Action, Nation Building, Theodore R. Sizer, $6,600 Ingredients for Academic and Educational Policies in James P. Comer, Success: A Community-Based Namibia Howard E. Gardner, Menucha Birenbaum and Study of Rural Caribbean Indiana University and Janet Whitla Nira Hativa Children $12,000 Partial Support of the Design Effects of University Students’ University of Missouri and Development Working Orientations on Their $12,000 Stephen L. Harp Party of the ATLAS Project Preferred Patterns of Good Learning to be German: Brown University Teaching in Two Academic George Engelhard, Jr. Primary Schooling in Alsace- $1,500,000 Disciplines The Elicitation and Analysis of Lorraine, 1870-1918 Tel Aviv University Expert Judgement in University of Akron L. Alan Sroufe and $12,000 Educational Assessment $12,000 Byron R. Egeland Emory University A Longitudinal Study of School Camille L. Z. Blachowicz $12,000 Donna K. Johnston Outcomes for High-Risk Supporting Cultural Diversity Teacher Thinking about 128 Children: Pathways to Success in Literacy Instruction: A Case Mark A. Faust and Student Interaction: and Failure Study Analysis Ronald D. Kieffer Collaborative Inquiry into a University of Minnesota National-Louis University Portfolio Process: Moral Dimension of a $102,325 $12,000 Teachers Exploring Classroom Assessment Alternatives Colgate University Rosamund Sutherland Joseph Blase and University of Georgia $4,400 and Teresa Rojano Jo Roberts $9,900 Mexican/British Project on the Democratic Leadership in Paul E. Jose and Role of Spreadsheets within Schools: Studies of Principals’ Walter Feinberg Carol S. Huntsinger School-Based Mathematical Perspectives An Analysis of the Role of the Cultural Factors in Early Practices University of Georgia Public School in Promoting Mathematics Learning University of London $12,000 Diverse Identities Loyola University of Chicago $130,600 University of Illinois, $12,000 Michele Boldrin Urbana-Champaign Thomas R. Trabasso Public Education, Private $9,800 John F. Kain Talking Aloud During Reading Education, and Economic Impact of Minority Comprehension Growth Kurt W. Fischer Suburbanization University of Chicago Northwestern University Growing Together: Harvard University $429,100 $7,500 Developmental and Social $11,800 Processes in Solving Problems Rhona S. Weinstein Michelene T. H. Chi Harvard University Maureen Kenny and Smart or Dumb? The Power of On-the-Job Apprenticeship $12,000 Mary M. Brabeck Expectations in Schooling University of Pittsburgh Adolescent Depression: Gender University of California, $12,000 Barry M. Franklin and Psychosocial Risk Berkeley Low Achieving Children and Boston College $120,000 Eric Cummins the American Public School: $6,250 California Prison Gang A History Ethnography Kennesaw State College Anne Knupfer San Jose State University $6,800 African-American Women’s $6,000 Clubs in Chicago: 1890-1920 Memphis State University $5,300 1996 ANNUAL REPORT

Marta A. Laupa and William E. Nagy and Stephen W. Smith Dilafruz R. Williams Joseph Becker Erica F. McClure Effects of Cognitive-Behavioral Non-Violence as a Way of Children’s Reasoning about Linguistic Transfer and the Training on Anger and Learning and Living: Logical and Conventional Acquisition of English Aggressiveness of Elementary, Contemporary Relevance of Rules in Mathematical Vocabulary by Spanish- Middle, and High School Ghandi’s Educational Algorithms Speaking Students Students Philosophy University of Nevada, University of Illinois, University of Florida Portland State University Las Vegas Urbana-Champaign $11,500 $12,000 $7,500 $8,110 Catherine Sophian Roger B. Winston, Linda F Timothy J. Lensmire Michael R. Olneck Conceptions of Number: Campbell, John C. Dagley, Friends, Enemies, and Writing Terms of Inclusion: Developmental Changes and Richard L. Hayes Washington University Possibilities for Pluralism in University of Hawaii at The College Experiences $5,670 American Education Manoa Project University of Wisconsin- $12,000 University of Georgia Jing Lin Madison $8,100 Developmental and Prospects $12,000 Louise L. Stevenson of Private Education in China History of the Intellectual Kenneth K. Wong McGill University Jeffery E. Olson Lives of American Women Educational Equity and State $12,000 The Subsidization of Research to 1920 Funding and Instruction in American Franklin and Marshall University of Chicago Courtney L. Marlaire Universities College $11,400 Cultural Difference and St. John’s University $12,000 Interaction in Educational $7,500 Dolly J. Young Processes Marjorie E. Taylor and Simplifying L2 Reading 1994 grantees: Marquette University David Pariser Bonnie Esbenson Materials for Pedagogical $10,800 Cross-Cultural Examination of The Relation Between Purposes: A Help or Hindrance the U-Curve in Aesthetic Children’s Ability to Monitor University of Tennessee, Jane R. Martin and Development What They Learn and Their Knoxville Helena Ragone Concordia University Interest in Learning Activities $11,300 Remembering Progressive $7,700 University of Oregon Education: Interviews with $11,600 Sue Zschoche Members of the Little Red Jo Anne Preston From Morality to School House, Class of ‘43 Gender and the Deborah L. Tolman Management: Home University of Massachusetts, Professionalization of School Dimensions of Desire Economics and the Boston Teaching: An Investigation of Wellesley College Reconstruction of Women’s $12,000 Changes in Teacher Education $12,000 Sphere, 1890-1930 in Nineteenth-Century New Kansas State University Laura Martin and England Kathleen Underwood $4,550 Barbara Gomes Brandeis University Teaching Women: Education, 129 The Discourse of Success at $11,900 Family, and Hope Rural School: Exploring Professionalization in the FELLOWSHIPS the Contexts of Achievement in Kenneth G. Rice Progressive Era, 1890-1925 a Multicultural Setting A Cross-Sequential Study of University of Texas, Support of Fellows Cleveland State University Attachment and College- Arlington Center for Advanced Study in $11,800 Student Adjustment $11,925 the Behavioral Sciences Purdue University $1,075,000 Hugh Mehan $12,000 Maris A. Vinovskis The Realization of Congressional Oversight of Postdoctoral Fellowship Telecommunications in Karl S. Rosengren Federal Research and Program in Education Education Young Children’s Development Centers and National Academy of University of California, Understanding of Regional Education Education San Diego Biological Change Laboratories $4,322,300 $12,000 University of Illinois, University of Michigan Urbana-Champaign $10,500 Carol S. Mertz and $11,325 Sheldon S. Frankel Jeffrey N. Wasserstrom SPENCER Study of Ancillary Funding of Mary Ann Sagaria Teaching Political Terms to the DISSERTATION Public Schools: Captive Indonesian Academics: Their People of China: Textbooks as FELLOWS Foundations Work and Lives within Transmitters of Revolutionary University of Puget Sound Contexts of Tradition and Language Kathryn P. Boudett $10,000 Change Indiana University Does Adult Education Improve Ohio State University $11,100 Literacy and Earnings for Peggy J. Miller $7,200 Women on Welfare? What Stories Mean to John B. Willett Harvard University Children: Low Income Martin Schoenhals School Quality, Academic Preschoolers’ Emotional Constructing Ethnic Identity Skills, and the Wages of Black Maria Chavarria Attachments to Particular at a Chinese School and White Males in the 1980s Harmony and Identity in the Stories Dowling College Harvard University Ese Eja Oral Tradition University of Illinois, $12,000 $11,200 University of Minnesota Urbana-Champaign $11,600 THE SPENCER FOUNDATION

Caroline Clark David Kerbow Kathryn Brown Rosier Rene V. Arcilla Reading and Writing for Real: Patterns of Urban Student Competent Parents, Complex Learning a Teacher’s Calling: A Study of Urban High School Mobility: Effects on Student Lives: A Longitudinal Study of Philosophy in Teacher Students’ Uses of Literacy Learning and School Low-Income Black Mothers Education University of Michigan Organization and Their Children’s Teachers College, Columbia University of Chicago Transition into Schooling University Ian Corbyn Indiana University The Very Model of a Modern Liping Ma Deborah L. Ball Naval Architect? Changes in Teacher’s Profound Ann Senghas Challenges of Trying to Teach the Form and Meaning of Understanding of Children’s Contribution to the Mathematics for Technical Education in Fundamental Mathematics: Birth of Nicaraguan Sign Understanding Victorian Britain What Is It, Why Is It Essential, Language Michigan State University Johns Hopkins University and How Is It Attained? Massachusetts Institute of Stanford University Technology Lyn M. Brown Christine Cunningham Educating the Resistance: The Effect of Teachers’ Kathleen Mahoney Bruce Sherin Encouraging Girls’ Strong Sociological Understandings of Catholics and American External Representations and Feelings and Critical Voices Science on Curriculum Higher Education: Charles W. Human Understanding: A Colby College Innovation Eliot, Harvard Law School, Study of Alternative Cornell University and the Jesuits Representations for Physics Martha B. Burdette University of Rochester Instruction Adolescents’ Development of Kana Dower University of California, Narrative Competence Classroom Culture: History Patricia Mazon Berkeley Benjamin Franklin Academy and Ethnography in Kenyan The Debate Over the grantees: 1994 grantees: High Schools Admission of Women to Jodi Vandenberg-Daves Ruth K. Chao Yale University German Universities, Changing Classes: Higher An Alternative Parental 1865-1910 Education and Upward Influence Model for Explaining Benjamin Fortna Stanford University Mobility for First-Generation the Academic Achievement of Ottoman State Secondary College Women, 1955-1985 Asian-American Elementary Schools in the Reign of Janet Murakami University of Minnesota School Students Abdulhamid II, 1876-1909 Potatoes and Silk: Two University of California, University of Chicago Community Case Studies of the Timothy Weston Los Angeles Socioeconomic Influences on Beijing University and the Miriam Gamoran Literacy Needs Politics of Learning, 1898-1923 Elisabeth S. Clemens Teachers’ Subject Matter University of Maine University of California, Civic Education and the Knowledge and the Challenges Berkeley Modern Civilization: Public of Teaching Innovative Lisa Neuman Science Policy in the United Curricula Culture and Consciousness-in- Keith Whitescarver States, 1945-1990 University of California, the-Making: The Creation of an Political Economy, Schooling, University of Arizona 130 Berkeley Indian-Centered Curriculum and Literacy in the South: A at Bacone College, 1924-1954 Comparison of Plantation and Zoubeida R. Dagher Nicole Greenidge Duke University Yeoman Communities in A Study of Students’ A Comparative Case of Study North Carolina, 1850-1910 Construction of Scientific of Alternative Education: The Michael Paris Harvard University Explanations Philosophy and Practice of Law, Politics, and Social University of Delaware Afrocentrism in Four Learning Change: A Comparative Study Gary Yee Environments of Education Finance Reform Executive Succession and James E. Davis Stanford University in Four States Organizational Change in an Uneasy Ties: Schooling, Brandeis University Urban School District Construction of Masculinity Rochelle Gutierrez Stanford University and the Achievement of The Role of Department David Roberts African-American Males Organization and Teacher Mathematicians and Katherine Zieman Cornell University Beliefs on the Advancement of Schoolteachers: The Theory Song School and the Literacies Urban High School Students in and Practice of the and Literature of Late Dorothy H. Deegan Mathematics Professionalization of Medieval England Medical Students as Learners: University of Chicago Mathematical Education in University of California, Construction Knowledge/ America, 1893-1923 Berkeley Composing Texts Leif Haase Johns Hopkins University Pennsylvania State High Culture Democrat: Scott University Buchanan and the Great Books Sophie Rosenfeld NAE/SPENCER Experiment, 1920-1950 Inventing the Original POSTDOCTORAL Ann L. DiPardo Yale University Language: Gestures, Words, FELLOWS Company in the Classroom: and the Politics of Signs in Exploring the Dynamics of Shannon Jackson Late-Eighteenth-Century Melissa S. Anderson Collaborative Teaching in Progressive Pedagogy: Culture France The Ethical Climate of Diverse Institutional Settings and Democracy in Chicago, Harvard University Graduate Education University of Iowa 1889-1916 University of Minnesota Northwestern University Jennifer L. Eberhardt Black Students’ Perceptions of Tomas M. Kalmar Prejudice and Discrimination Adult Biliteracy: The Case of in the Academic Setting the Cobden Glossaries University of Massachusetts, Harvard University Amherst 1996 ANNUAL REPORT

Pamela L. Grossman Carol Summers SPENCER Mary H. Metz “It Would be a Better Poem If I Educational Controversies: FELLOWS AT THE University of Wisconsin- Understood It”: High School Learning and the Development CENTER FOR Madison Students’ Understanding of of Segregation in Colonial ADVANCED Poetry Zimbabwe, 1900-1940 STUDY IN THE John W. Meyer University of Washington University of Richmond BEHAVIORAL Stanford University SCIENCES Rogers P. Hall Karen M. Teel Jennie Oakes Changing Representational The Motivational Herbert P. Ginsburg University of California, Practices in Authentic Consequences of Improved Intellectual Development, Los Angeles Mathematical Activity Performance by African- Particularly in Poor Children University of California, American Students: A Teacher- and Ethnic Minorities; Annemarie Palinscar Berkeley Researcher Study Mathematics Education University of Michigan Portola Middle School Teachers College, Columbia Marta A. Laupa University James Rosenbaum Children’s Reasoning about Paul E. Teske Northwestern University Different Types of Classroom Choice and Information Robert L. Linn Rules: Mathematics and Search by Low Income Parents Educational Measurement Alan H. Schoenfeld Morality State University of New York, University of Colorado, University of California, University of Nevada Stony Brook Boulder Berkeley

Timothy J. Lensmire Cecilia Wainryb George F. Madaus Judith D. Singer Writing for Critical Children’s Understanding of Tests as an Instrument of Harvard University Democracy: Bakhtin, Dewey, and Tolerance for Social Public Policy; Testing as a and School Writing Practices Different from Social Technology; The Impact Diana Slaughter-Defoe 1994 grantees: Washington University Their Own of Testing on Individuals and Northwestern University University of Utah Institutions Sarah J. McCarthey Boston College Carol B. Stack Beyond the Playground: Raymond S. Wong University of California, Linking Students’ In-School Family Environment and Carol H. Weiss Berkeley and Out-of-School Literacy Educational Attainment: The Influence of Research on Learning Significance of Social, Public Policy; Policy Studies; John B. Willett University of Texas at Austin Economic, Cultural, and Evaluation Research; Harvard University Political Capital in a Decision-Making G. Genevieve Patthey- Socialist Society Harvard University Karen Zumwalt Chavez University of California, Teachers College, Columbia School and Home Language Santa Barbara University Socialization: Understanding SPENCER SENIOR the Experiences of Latino Mingshu Zhang SCHOLARS 131 Children Wind Coming from West: OTHER GRANTS Los Angeles City College Western Influence on China’s Paul Hill Political Education Since 1978 A Long-Term Inquiry into the Support for the Publication Carol P. Richardson Chinese Academy of Social Hidden Curricula of K-12 Catalyst: Voices of Chicago The Music Listening Processes Sciences Schools School Reform of Non-Western Refugee University of Washington Community Renewal Society Children $350,000 $80,000 Northwestern University RESEARCH TRAINING To Consider How Universities Melissa R. Roderick GRANTS SPENCER Might Most-Effectively Address What Do Students Do in High MENTOR the Educational Needs of School and How Does It Affect Harvard University NETWORK America’s Children Them? Peering into the Black $900,000 AWARDS American Academy of Arts Box of Tracking and Sciences University of Chicago Stanford University Mary C. Brinton $10,050 $525,000 University of Chicago Cecilia E. Rouse Partial Support for a The Effects of Community University of California, Michael Cole Symposium on Research and Colleges on Labor-Market Los Angeles Education in Philanthropy Outcomes University of California, $810,000 San Diego Independent Sector Princeton University $10,000 University of Chicago Peter C. Seixas Gerald Grant $450,000 Syracuse University Reshaping Institutions to Progress and Decline as Embrace Diversity: An Frameworks for Young People’s University of Michigan Interregional Forum on Youth Historical Understanding Eric Hanushek $450,000 University of Rochester California Tomorrow University of British $10,000 Columbia University of Wisconsin Glynda Hull $450,000 The Roundtable on Hidetada Shimizu University of California, Berkeley Comprehensive Community Japanese Concepts of Human Initiatives for Children and Development: Implications for Ellen C. Lagemann Families American Education Aspen Institute Harvard University Teachers College, Columbia University $25,000 THE SPENCER FOUNDATION

Dissemination of Educational Joseph P. Allen Jacquelynne S. Eccles and Morton Keller and Research Extra-Curricular Influences on Bonnie L. Barber Phyllis Keller Harvard Education Letter Paths Into and Out of Passages through Adolescence: Success and Its Discontents: Harvard University Academic Difficulties Among Implications for Educational Harvard and Higher $225,000 At-Risk Adolescents Outcomes Education University of Virginia University of Michigan Brandeis University Geraldine J. Clifford $238,900 $312,500 $228,650 An Historical Study of the Cleveland Conference Charles E. Bidwell Marcia Farr Helen F. Ladd University of California, Adolescence Through Language, Literacy and Performance-Based Strategies Berkeley Adulthood: Educational Work Gender: Oral Traditions and for Improving U.S. Schools $20,000 Transitions in the United States Literacy Practices among The Brookings Institute and the Soviet Successor States Mexican Immigrant Families $50,000 Kenneth C. Green University of Chicago University of Illinois at Technology, Teaching, and $185,700 Chicago Marjorie Y. Lipson, James Scholarship: A National $265,150 H. Mosenthal, and Jane E. Survey of Faculty Use of Georges Bordage Mekkelsen Information Technology Assessing Medical Students’ William A. Firestone Change in Math and Writing University of Southern Diagnostic and Semantic District Responses to State Instruction: Teachers’ California Competence During Case Alternative Assessments Responses to a Statewide $25,000 Presentations: Studies of Rutgers University Assessment Portfolio Mandate Reliability, Validity and $262,500 University of Vermont Howard Mehlinger Feasibility $219,500 Envisioning what School Might University of Illinois at Robert K. Fullinwider Become if the Promise of New Chicago Multicultural Education as Dan P. McAdams Educational Technology is $297,150 Moral Education Generativity in Black and Realized University of Maryland at White Indiana University Jerome Bruner College Park Northwestern University $25,000 Meaning Making in Context $86,500 $367,200 New York University David P. Thelen and $377,250 John I. Goodlad James M. McPartland, Lois H. Silverman Financing Partner Schools and Edward McDill, About People and the past: A Anthony S. Bryk Centers of Pedagogy Douglas MacIver, and Will

grantees: 1994-1995 grantees: National Survey of the Renewal: The Consortium on The Institute for Educational J. Jordan Attitudes and Behaviors of the Chicago School Research Inquiry Student Absenteeism in Middle American Public University of Chicago $52,000 School and High School: Indiana University $619,800 Problem Sources and Solutions $20,000 James G. Greeno Johns Hopkins University Michelene T. H. Chi Processes of Conceptual $303,500 132 Ron Wolk Self-Construction and Learning During Dissemination of Educational Co-Construction of Conversational Discourse John Modell Research Explanations During Tutoring Stanford University Schooling and School Learning Editorial Projects in University of Pittsburgh $396,900 in Children’s Lives: A Education $174,500 Comparative Developmental $235,500 Sara Harkness and Study Employing IEA Data Donna Christian Charles M. Super Carnegie Mellon University Support for Phase I of Parental Ethnotheories, $189,300 Language Education Study Cultural Practices, and the 1995 Center for Applied Transition to School Norman H. Nie MAJOR Linguistics Pennsylvania State An Analysis of Longitudinal RESEARCH $30,000 University and Cross-National Data GRANTS $442,650 Relating to Political James S. Coleman and Socialization For Partial Support of a Ephraim Yuchtman-Yarr James J. Heckman National Opinion Research Conference on Gender Equity Education, Occupations, and The Value of Certifying Skills: Center in Education Income Opportunities: A New A Case Study of the GED $25,000 Mount Holyoke College Scale for the Measurement of University of Chicago $30,000 Occupational Success $216,900 David R. Olson University of Chicago Belief in Education John P. Allen, $39,800 George Hillocks, Jr. Ontario Institute for Studies Myriam Schecter, and C. How State Assessments in Education Gordon Wells Mary Ann Dzuback Influence Curricular Content $167,000 Extending Learning Through Women Social Science Scholars and Classroom Practice: The Talk in the Academy, 1890-1940 Case of Writing Lucinda Pease-Alvarez Ontario Institute for Studies Washington University University of Chicago and Kenji Hakuta in Education $132,700 $278,200 Language Maintenance and $285,000 Shift in Early Adolescence John F. Kain University of California, Minority Suburbanization and Santa Cruz the Achievement of Minority $187,500 Students Harvard University $182,100 1996 ANNUAL REPORT

Deborah A. Phillips Pamela B. Walters Nancy A. Budwig Terrie L. Epstein Partial Support of the Private Interests and the Public The Impact of Early Language Historical Understanding Committee to Develop a Voices: Organizations, Group Input on Children’s Discourse: among African-American and Research Agenda on the Mobilization, and the Politics Implications for School European-American Education of Limited English of Public Education, 1880-1920 Participation Adolescents in an Urban Proficient and Bilingual Indiana University Clark University Classroom Students $269,450 $11,800 University of Michigan National Academy of $12,000 Sciences Beth Warren, Ann Ruth B. Church $150,000 Rosebery, and Cynthia Assessment of Understanding Signithia M. Fordham Ballenger Using Gestural African-American Success Alejandro Portes Understanding Learning in Communication: The Learner after Capital High: Children of Immigrants: The Teacher Researcher has a ‘Hand’ in Shaping the A Follow-up Study Adaptation Process of the Communities Environment Rutgers University Second Generation TERC Northeastern Illinois $12,000 Johns Hopkins University $240,000 University $339,000 $12,000 Robert J. Foster Allan Wigfield Moral Education and Nation- David M. Post, Leif I. Children’s Competence Beliefs, Burton R. Clark State Formation in Australia Jenson, David G. Abler, Achievement Task Values, and Innovating Universities in the and Papua New Guinea and Dennis P. Hogan General Self-Esteem International Orbit of University of Rochester Family Welfare and Children’s University of Maryland at Learning $11,000 Schooling: A Study of Chile, College Park University of California, Peru and Mexico $37,000 Los Angeles Nina Gibans Pennsylvania State $12,000 Children’s Museums: Bridges 1995 grantees: University Samuel S. Wineburg to the Future $269,350 Historical Sense-Making: An Constance E. Cook Cleveland Children’s Intergenerational Study Higher Education Associations Museum Barbara Rogoff University of Washington and Federal Relations: $12,000 Development in Individual, $156,800 Changes in the Washington Group, and Cultural Activity: Representation of Academia Gerhard Glomm and Transformations as New University of Michigan Ravikumar Members Participate in an SMALL $11,700 Balasubrahmanian Innovative School RESEARCH Education Vouchers, Economic University of California, GRANTS Beverly Cox and Growth, and Income Santa Cruz Maribeth C. Smith Inequality $93,100 Eugene Abravanel How Does Reading Recovery University of Virginia Learning to Use Active Contribute to Literacy $11,300 Sandra R. Schecter and Development Modeling and Stationary 133 Robert Bayley Assemblies to Guide Purdue University Carole L. Hahn Family Language Performance $11,400 Adolescent Political Environment and Bilingual George Washington Socialization in Five Western Development: Toward an University Joan DelFattore Democracies Integrated Maintenance Model $12,000 The Influence of Interest Emory University University of California, Groups on American $12,000 Berkeley Beth Alberty Education $90,200 Research and Discussion of the University of Delaware Joan K. Hall Ideas of Lillain Weber $12,000 The Sociocognitive Robert M. Sellers City University of New York Consequences of Interaction in Institutional and $12,000 Irene-Anna Diakidoy and a Language Classroom Programmatic Factors Stella Vosniadov University of Georgia Associated with College Evelyn Arizpe Lakota/Dakota Children’s $11,500 Student-Athletes’ Academic Reading from a Gender Knowledge Acquisition in Success and Failure Perspective: A Study of Astronomy Carol E. Heller University of Virginia Mexican Students’ Responses University of South Dakota Until We are Strong Together: $265,200 to Literature $12,000 Women Writing in the El Colegio de Mexico Tenderloin Patricia M. Thane $5,750 Barbara Diamond University of Illinois at Oral History of Higher A Study of African-centered Chicago Educated Women in Britain Jeffrey D. Arnett Literacy Programs in African- $11,900 1920s-1970s Young Adults’ Conceptions of American Schools University of Sussex the Transition to Adulthood Eastern Michigan University Carol S. Huntsinger and $157,600 University of Missouri, $12,000 Paul E. Jose Columbia Cultural Differences in Early Michael Tomasello $11,850 Elizabeth R. Epperly and Mathematics Learning: Are Joint Attention and the Anne-Louise Brookes Effects Maintained Over Time? Emergence of Language David L. Blustein Common Wealth Reading and Loyola University Emory University The School-to -Work Writing: Sylvia Ashton-Warner $12,000 $113,800 Transition: A Theory-building and Lucy Maud Montgomery Investigation University of Prince State University of New York, Edward Island Albany $12,000 $12,000 THE SPENCER FOUNDATION

David F. Johnson Balkarishna M. Menon Charles R. Potts Linda J. Waite and Children’s Literacy in Utilization of New The Role of Television in Isik A. Aytac South Africa Technologies in Distance Children’s Evaluations of Effects of Modernity and University of Bristol Education Scientists Religiosity on Educational $12,000 The Commonwealth of Oklahoma State University Aspirations in Turkey Learning $12,000 University of Chicago Henry C. Johnson, Jr. $12,000 $12,000 Historical Self-Documentation F. Clark Power and Educational Change Larry A. Miller and Children’s Judgements of Jianjun Wang Pennsylvania State John Olson Retaliation and Forgiveness: A An Empirical Study of Student University CD-ROM Technology in Developmental Approach Science Achievement in the $11,800 Elementary Classrooms: University of Notre Dame People’s Republic of China Promise and Practice $10,350 California State University, Elizabeth A. Kelly Queen’s University Bakersfield Educating for Democracy: The $7,600 W. LaVonne Robinson $12,000 Social and Political Thought of Protecting Our Future: Jane Addams Beverly A. Moser Predicting the Educational Thomas B. Ward DePaul University Content and Linguistic Success of Inner-City African- Improving Imaginative $12,000 Complexity in Foreign American Youth Thinking Language Writing: Revitalizing DePaul University Texas A&M University Bruce A. Kimball a Focus on Discourse $12,000 $12,000 The Early Development of University of Tennessee, Case Method Teaching in Knoxville Melissa Roderick John B. Williams America $6,500 Student Life in High Schools: A Systemwide Desegregation of grantees: 1995 grantees: University of Rochester Longitudinal Study Public Higher Education in $12,000 Mark E. Motley University of Chicago Mississippi and Alabama Education, Youth, and Social $8,400 Harvard University Thomas R. Kratochwill Change in Old Regime France $12,000 and Ingrid Sladeczek University of Rochester Charles E. Rosenberg Educational Implications of $12,000 Catechisms of Health: Elective Mutism: A Meta- Textbooks of Hygiene and FELLOWSHIPS Analysis of Intervention John D. Murray Physiology in American Outcomes Predictive Inferences and Text Classrooms, 1830-1914 Summer Institute on University of Wisconsin- Processing University of Pennsylvania Educational Research Madison Georgia Southern University $12,000 Center for Advanced Study in $10,800 $12,000 the Behavioral Sciences Susan F. Semel $150,130 Michele Lamont Kathryn M. Neckerman The City and Country School: The Best and Brightest: White Collar, White Talk: A Historical Case Study of 134 Definitions of Personal and Learning Language Skills in What Happened to its Cultural Excellence among the Business College Progressive Practices SPENCER 1991 Presidential Scholars Columbia University Hofstra University DISSERTATION Princeton University $8,150 $12,000 FELLOWS $12,000 Thomas V. O’Brien Patricia A. Smiley Gregory Anderson Elizabeth E. Manlove The Politics of Race and Individual Differences in Democratization of Higher Cultural Models of Child Care Education: Georgia’s Response Preschoolers’ Achievement Education in South Africa: Teachers: Definitions, Origins, to Brown vs. the Board of Motivation Possible Policy Interpretations and Implications Education Pomona College Involving Access, Academic Pennsylvania State Millersville University $11,800 Performance and Open University $6,725 Admission at the University of $12,000 Lydia A. Smith the Western Cape and the Lynette M. Parker Open Education Graduate School and Dave E. Marcotte The Dissolution of the State: Simmons College University Center School-to-Work in Black and Civil Society Opposition: The $8,000 City University of New York White: Racial Differences in Case of Schools in Bali Early-Life Transition Australian National Nancy J. Smith-Hefner Adina Back Northern Illinois University University Buddhism and Religious The Struggle for School $10,850 $4,000 Education in the Adaptation of Desegregation: Parent and Khmer Refugees Teacher Activism in Postwar Geoffrey Maruyama Bradford H. Pillow University of Massachusetts, New York City A Vehicle for School Change Children’s Understanding of Boston New York University University of Minnesota Differences in Interpretation: $8,400 $12,000 First-Person Experience as a Sandra Black Source of Developmental Tyll Van Geel Different Patterns of Joan B. McLane Change Liberal Democratic Education Educational Attainment and Play in Early Childhood University of Pittsburgh and the Constitution Their Labor-Market Effects Development and Education $11,800 University of Rochester Harvard University Erikson Institute $12,000 $11,550 Harvard University Read Kindergartners Learningto Among Bilingual Cross-Linguistic Transfer Jane Herman Loyola University ofChicago Academic Achievement Schooling onGrowth of Influences ofExtended-Year Julie A.Frazier Madison University ofWisconsin- Students’ CompositionSkills Classroom: Effectson Electronic Networks inthe Julie Foertsch Stanford University Dynamics Its Moment-By-Moment Conversation: Two Studiesof Conceptual LearningDuring Randi Engle University ofRochester Deaf Culture Education andtheGrowth of Nineteenth-Century Deaf Words MadeFlesh: Rebecca R.Edwards Carnegie MellonUniversity 1930-1960 of Washington, D.C., African-American Community Multiculturalism inthe Development of For”: TheHistorical “A Substance of Things Hoped Donald Collins Berkeley University ofCalifornia, an Urban,PublicHighSchool Learning LinearFunctions in Conversation: Students Building Mathematicsthrough Ming Chiu Indiana University Kenya Inequality inContemporary Determinants ofEducational Constraints: The Family DecisionsandSocial Claudia Buchmann Michigan State University Mainstream Classroom Literacy Learningina Learner’s Opportunitiesfor Exploring aSecondLanguage Cynthia H.Brock Indiana University Philadelphia Society inFranklin’s Happiness: Educationand The Surest Foundation of George Boudreau University ofUtah Community intheClassroom The TiesThat(un)bind: Sharon F. Hobbs Berkeley University ofCalifornia, Modernity and theCultural Anxietiesof Education, ChildPsychology, de-Siecle France: Universal Reinventing ChildhoodinFin- Katharine H.Norris University ofVirginia Cultural Literacy Renaissance: thePrehistory of Self-Fashioning intheEnglish Dictionaries andLinguistic Andrea Nagy Johns HopkinsUniversity 1790-1860 Corporeality inAmerica, Moral Accountability, and The Moral Mind:Education, Jeffrey Mullins Stanford University Urban HighSchool Ethnographic Studyofan and LanguageUse:An Chicana/Mexicana Identity Gang Affiliation, Norma Mendoza-Denton Boston University Children Mothers andTheirPreschool Conversations Between Latino Developing Narrative Voice: Gigliana Melzi University ofChicago Demand India: Determinantsof Primary SchoolinginRural Nidhi Mehrotra University ofMichigan Gender andRace/Ethnicity Institutions MediateClass, School: HowIndividualsand Teen Mothers InandOutof Deborah F. Lustig San Diego University ofCalifornia, 1921 Chiapas PublicSchoolssince Consequences inRural Forjando Patria: and Conflict Stephen E.Lewis College ofWilliamandMary Columbia, 1785-1835 Virginia, andtheDistrictof Young Women inMaryland, Improvement’: Educationfor ‘Female Instructionand Mary C.Johansen Richard Senghas Harvard University Influence onChildren Their Interrelations and Impoverished Environments: Poverty Spellsand Lincoln Quillian Vanderbilt University Detroit Schools for BlackMalesin Discourse onSingle-Sex from theSocialandLegal Exclusion ofBlackFemales A Textual Analysisofthe Where are theBlackGirls?: Menah A.Pratt Carnegie MellonUniversity Assessment Modes ofEducational Hierarchical Modelsfor New Richard Patz University ofChicago America Fertility DeclineinLatin Expansion ofSchoolingand Emilio A.Parrado at ChapelHill University ofNorth Carolina New Communities Constructing Educationin North Carolina: Women Latina Immigrants inRural Sofia A.Villenas Stanford University Compensatory Education Opportunity to Learnin Title I:Race, Ethnicityand The Subjective Constructionof Sandra J.Stein San Diego University ofCalifornia, Rajasthan Economic Practice in Religion, andtheRelearning of Capitalizing onTradition: Art, Jeffrey G. Snodgrass University ofChicago High School Control intheJapanese Legitimation andSocial David H.Slater Stanford University American Education Moral, andSpiritualin Integrating theIntellectual, Good MindsandWiseHearts: Katherine G.Simon University ofRochester Nicaraguan Signers Generations ofDeaf Ethnographic StudyoftheFirst No MotherTongue? An 1996 ANNUAL REPORT Duke University and Analysis Multidisciplinary Comparison Curriculum Reform- A and theCurrent Mathematics The New Mathofthe1960s Jack Bookman The Netherlands Lieden University, Foundations ofEducation Mead, andtheIntersubjective Intersubjectivity: Dewey, Education and Gert J.Biesta Urbana-Champaign University ofIllinois, Public Discourse Representations ofTeaching in Pop andCircumstance: Karen L.Alston FELLOWS POSTDOCTORAL NAE/SPENCER Berkeley University ofCalifornia, Education? Research ontheEffectsof Basis ofQuasi-Experimental Can BirthdayBeUsedasthe Jack Wang University ofMichigan Historical Understanding American Adolescents’ American andEuropean- Instruction onUrbanAfrican- The EffectsofInquiry-Based Terrie LEpstein Ohio State University Achievement Congruence andAcademic Teacher/Student Racial Douglas B. Downey San Francisco University ofCalifornia, Writings ofCharlesDarwin Emotion andRelation inthe Rachel M.Conrad Wheelock College for Troubled Children Teaching Practice inaSchool Between SchoolContext and Studying theRelationship The EcologyofGoodTeaching: Joseph A.Cambone Bates College and theGreat Vocation Kallen, Cultural Pluralisms, Teaching Citizenship: Horace Marcus C.Bruce 135 grantees: 1995 THE SPENCER FOUNDATION

Gretchen R. Galbraith Patricia M. McDonough Margaret A. Thomas AERA/SPENCER The Boardschool as Field of Dreams: Equity in Universal Grammar and GRADUATE Battleground: Childhood and College Access Second Language in Western RESEARCH Education in Britain, University of California, Los Linguistic Tradition FELLOWS 1870-1914 Angeles Boston College Grand Valley State University Cynthia H. Brock Judit N. Moschkovich Amy S. Wells Literacy and Second Language Janice D. Gobert The Construction of The Return of Local Control: Acquisition at the Elementary Drawing to Learn: Fostering Mathematical Meaning in Charter Schools and Equity Level Children’s Model-Based Bilingual Conversations Issues Michigan State University Reasoning through Student- Institute for Research on University of California, Generated Diagrams and Learning Los Angeles Bertha S. Gorham Visual Analogies Programs for “At Risk: African- University of Massachusetts, Yukari Okamoto American Students Amherst A Cross-National Comparison SPENCER North Carolina State of Children’s Intuitive Number FELLOWS AT THE University Ricki Goldman-Segall Sense: Its Development and CENTER FOR A Multimedia Portrait of Girls’ Relation to Formal ADVANCED Adrianna J. Kezar Socio-Scientific Thinking Mathematics Learning STUDY IN THE Diversity Issues, Community University of British University of California, BEHAVIORAL Service Learning Columbia Santa Barbara SCIENCES University of Michigan Gang Guo Bonny N. Peirce Martin Carnoy Meyer A. Louie Children’s Educational From Classroom to Native American Leadership grantees: 1995 grantees: Racial and Economic Trajectories and Persistent Community: Adult Inequality; Economics of and Education Poverty, Race, and Gender Immigrants as Ethnographers Education; Changing Job Gonzaga University University of North Carolina Ontario Institute for Studies Structure at Chapel Hill in Education Stanford University Shuaib J. Meacham Theories and Pedagogies Elizabeth Henning Michael H. Seltzer William Damon Associated with Multicultural Unqualified Community Robust Estimation in Multisite Development of Leadership, Literacy School Teachers’ Journey Program Evaluations with Creativity, and Social University of Illinois, Towards Professionalization Dichotomous Outcome in Responsibility Urbana-Champaign and Self-Empowerment Educational Research Brown University Rand Afrikaans University University of California, Jennifer J. Pastor Los Angeles Howard E. Gardner Urban Policy Issues: Academic Arlene B. Holtz Cognitive Development; Achievement of Adolescent The Woman in the Principal’s JoEllen Shively Creativity and Leadership; Girls and Students of Color Office: A Principal-Researcher Self and Other: Ethnic Identity City University of New York 136 Educational Reform Study in Mixed-Race and American Harvard University School District of Indian High Schools Leonard Springer Philadelphia University of Michigan Edward H. Haertel Influences on College Students’ Psychometrics; Modeling Attitudes toward Social Charles W. Kalish Roger C. Shouse Student Achievement; Policy Diversity Children’s Understanding of Academic Press and Uses of Educational Pennsylvania State Natural and Human Causes Community in School Assessments University University of Wisconsin- Organizations: Tensions, Stanford University Madison Congruence, and Impact on Karen L. Tonso Student Achievement Feminist Theories and Peter A. Konecny Pennsylvania State Education, Particularly the Builders and Fugitives: University SPENCER SENIOR Education of Girls and Women Students, State, and SCHOLARS for Careers Where They are Community in Leningrad, Deborah C. Smith Historically Underrepresented 1917-1941 “How Can I Teach This if I Michael Cole University of Colorado, Carleton University Don’t Understand It Myself?”: Creating and Sustaining New Boulder A Study of Novice Teachers’ Forms of Educational Activity Sarah H. Lederman Subject Matter Knowledge and in Community Settings Octavio Villalpando Mary E. Richmond and the Its Development University of California, Student Development, Rise of Professional Social Michigan State University San Diego Minority Student Access and Work $350,000 Equity, Cross-Cultural New York University Yasemin Soysal Counseling, Secondary and Rethinking National Sara Lawrence-Lightfoot Higher Education Jane-Jane Lo Education in Postwar Europe: Crossing Boundaries and University of California, Meeting the Needs of All A Cross-National Study of Forging Relationships: the Art Los Angeles Students: Participation, Changes and Science of Portraiture Experience and Learning in a Harvard University Harvard University Elizabeth A. Yeager Mathematics Classroom $350,000 Curriculum History, Social Cornell University Jon B. Stewart Studies Education Multiculturalism and Dewey’s James G. March University of Texas at Austin Tom S. Loveless Philosophy of Education Organizational Learning Implementation Tracking Humboldt-Universitate Stanford University Reform in Two States $350,000 Harvard University Johns HopkinsUniversity Workplaces for Teachers Schools, andSchoolsas the SocialOrganization of School-Community Linkages, Education Restructuring, Between Industrialand Studying theRelationship Nettie Legters Rutgers University Expertise Contribution ofExperienceto that Facilitate the Instructional Methodologies Psychological Processes and Robert Lebeau Loyola University ofChicago in Children andAdults Assessing ConceptualChange Change andUnderstanding; Teaching for Conceptual Patricia Horsch University ofMichigan Students, andPoverty Efficacy, African-American Urban Education,Self- Kimberly Edelin Northern Arizona University Department ofEnglish Education andLanguage Susan M.Conrad Berkeley University ofCalifornia, Collaborations Teachers to Examine Student Working withMathematics Ming Chiu University ofDayton Qualitative Methodology Continuing Studyof Julie K.Biddle University Pennsylvania State College ofEducation Special Needs Children andFamilies With Delivery to AmericanIndian Assessment andService Working withtheInstitution, Susan R.Banks Berkeley University ofCalifornia, Grades Education intheMiddle Researching Reading Muriel H.Ayanaba FELLOWS TRAVEL GRADUATE AERA/SPENCER Vanderbilt University and Cross-Cultural Interaction Second LanguageAcquisition Susan Talburt $50,000 Drug Strategies, Inc. Education Programs Consumer’s Guideto Drug- Mathea Falco $214,100 WAMC PublicRadio Research Dissemination ofEducational Alan S.Chartock $55,000 General Support The Foundation Center OTHER GRANTS Boulder University ofColorado, School ofEducation Lorrie Shepard Stanford University School ofEducation Nel Noddings Harvard University Education Graduate Schoolof Richard J.Murnane Emory University Educational Studies Division of Jacqueline J.Irvine Princeton University Department ofPolitics Amy Gutmann Chicago University ofIllinoisat & Linguistics Department ofEnglish Marcia Farr University ofChicago Department ofEducation Edgar Epps Davis University ofCalifornia, Division ofEducation Concha Delgado-Gaitan AWARDS NETWORK MENTOR University ofSouthCarolina and Adolescents Language, MinorityStudents, Lucy Tse $50,000 System the ChicagoPublicSchool Evaluation andPlanningof Department ofResearch, and Structure ofthe Re-definition oftheMission Partial Supportofthe (fiscal agent) Educational Laboratory North Central Regional $20,000 Rights Coalition for Educational of EducationalConsultants To SupporttheFirst-year Costs Richard Laine $25,000 Foundation, Chicago Commercial Club the ChicagoPublicSchools Administrative Functions of Restructuring ofthe Partial Supportofthe Lawrence Howe $20,400 and Sciences American Academy ofArts Academy ofArtsandSciences Nature oftheAmerican Meeting on“TheChanging For SupportofaPlanning Stephen R.Graubard $30,000 University ofChicago Redesign Study toward Institutional the ChicagoPublicSchools:A System-Wide Governance in Edwin Lynn, Jr. H. Meyer, andLaurence Kenneth K.Wong, Robert $90,000 Harvard University Graduate SchoolofEducation Higher Education Systemwide Desegregation of National Colloquiumon John B. Williams $50,000 The AmericanProspect Media, andtheSchools” “Reform, New Information American Prospect on publication ofpapers inThe To supportaconference and Paul Starr 1996 ANNUAL REPORT 137 grantees: 1995 CREDITS

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