the spencer...therese d. pigott 3 associate program officer mark e. rigdon associate program officer...

THE SPENCER FOUNDATION

Annual Report

for the year ended

March 31,

1998

T A B L E O F C O N T E N T STHE SPENCER FOUNDATIONAnnual Reportfor the year ended March 31,

1998

03 Directors, Advisors, and Staff

04 Lyle M. Spencer

05 The President’s Comments

09 Report of the Vice President

The Foundation’s Programs

11 Application and Review Information

17 1998 Grants Authorized

Research Programs

18 Major Research Grants

19 Small Research Grants

22 The John D. and Catherine T. MacArthurFoundation/Spencer FoundationProfessional Development Research and Documentation Grants

22 Practitioner Research Communication and Mentoring Grants

23 Spencer-Sponsored Conferences

Fellowship Programs

24 Spencer Dissertation Fellows

25 National Academy of Education/Spencer Postdoctoral Fellows

27 Spencer Fellows at the Center for Advanced Study in the Behavioral Sciences

28 Spencer Senior Scholars

28 Research Training Grants

29 American Educational Research Association/Spencer Doctoral Research and Travel Fellows

30 Spencer Mentor Awards

31 Other Grants

32 Grants in Progress

37 Grantee Publications Received

38 Report of the Treasurer

39 Independent Auditors’ Report

40 Financial Statements

900 NORTH MICHIGAN AVENUE

SUITE 2800CHICAGO, IL 60611-6525TELEPHONE: 312/337-7000FACSIMILE: 312/337-0282http://www.spencer.org

NOTE: The current members of the Foundation’s Board of Directors, review committees,and staff, as well as updates of the information in this Annual Report, can be found at theSpencer Foundation Web Site, http://www.spencer.org. Additionally, this site permitsdownloading of the Foundation’s 25th Anniversary Annual Report (1996), the currentyear’s Annual Report, and select updates to Spencer program information.

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BOARD OF DIRECTORS

Mary Patterson McPhersonChair

Lee S. ShulmanVice Chair

Frank L. BixbyPatricia Albjerg GrahamKenji HakutaMagdalene LampertRobert A. LeVineAlejandro PortesGeorge A. Ranney, Jr.John S. Reed

STAFF

Patricia Albjerg GrahamPresident

John B. Williams, IIIVice President andSenior Program Officer

Ines M. MilneSecretary and Treasurer

Rebecca BarrSenior Program Officer

Catherine A. LaceySenior Program Officer

Lauren Jones Young 1

Senior Program Officer

Peggy MuellerDirector, ProfessionalDevelopment Research andDocumentation Program

Lisa R. Lattuca 2

Associate Program Officer

Therese D. Pigott 3


Mark E. RigdonAssociate Program Officer

Ramona S. Thomas 1


Courtney B. CazdenSenior Advisor for Research on Practice

Cynthia M. BentelProgram Assistant

Elizabeth CarrickProgram Assistant to the Vice President

Josephine CravenSystems Administrator

Doris E. FischerProgram Assistant

Kathryn A. GrayProgram Assistant

Julie K. JessenProgram Assistant

Judith KlippensteinAdministrative Assistant to the President/AssistantSecretary to the Foundation

Alla KottelDatabase Manager

Valerie LoganAdministrative/HumanResources Assistant to the Treasurer

R. David MatthewsStaff Assistant

Carrie A. McGillProgram Assistant

Mary Ellen NatonskiAdministrative Assistant

Martin A. RobinsonAssistant Controller

Jennifer P. SavarirayanProgram Assistant

George L. WimberlyResearch Assistant

Kimberly A. WrightProgram Assistant

PROGRAM ADVISORY COMMITTEESteven G. BrintMichael FultzSarah A. MichaelsBrian J. ReiserLeslie Santee SiskinJ. Douglas Willms

DISSERTATION FELLOWSHIP SELECTION COMMITTEEHerbert P. GinsburgJennifer L. HochschildAnnette P. LareauCarol D. LeeJames L. LeloudisElinor OchsJudith D. SingerGary Sykes

PROFESSIONALDEVELOPMENTRESEARCH AND DOCUMENTATION ADVISORY COMMITTEESarah GonzalesPaul Goren Paul HillJacqueline Jordan IrvineJanice E. JacksonSusan Moore JohnsonHarry JudgeSusan LytleHarold Richman

PRACTITIONERRESEARCH COMMUNICATION AND MENTORING ADVISORY COMMITTEEMartha RutherfordChair

Dixie GoswamiDiane Waff

DIRECTORS, ADVISORS, AND STAFF

1 beginning August 1998 2 through August 1998 3 through June 1998

T H E S P E N C E R F O U N D A T I O N

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Lyle M. Spencer1911-1968

❧ In 1938, while a graduate student insociology at the University of Chicago,Lyle M. Spencer founded Science ResearchAssociates, which eventually became oneof the country’s leading publishers of educational tests, guidance programs, andcurriculum materials. Lyle Spencer servedas president of SRA from its foundinguntil his death in 1968.

❧ Lyle Spencer established the foundationthat bears his name in 1962, with the mandate of investigating ways inwhich education, broadly conceived,might be improved around the world. The Foundation received its major endowment in 1968 following thefounder’s death. Since that time, it hasauthorized grants totaling approximately$201.7 million. Its assets as of March 31,1998, were $494 million.

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THE PRESIDENT’S COMMENTSPatricia Albjerg Graham

As our 1998 fiscal year ended on March 31,we at the Spencer Foundation realized

that the assets of the Foundation have essen-tially doubled in the last three years. After aperiod of relative stability during the previousdecade from the mideighties to the mid-nineties, when the assets fluctuated between$200 million and $250 million, they surged to$494 million at the close of this fiscal year andto $510 million at the date of our June 1998Board meeting.

Nearly all the Spencer assets are invested inequities, approximately 80 percent of which arein U.S. stocks, divided between an active man-ager (Cedarpoint Capital Management, Inc.)and a Standard and Poor 500 indexed fund. Theremaining 20 percent are in an internationalindexed fund, that excludes Japanese invest-ments. This allocation of our assets to equities,a decision recommended by our Finance andAudit Committee and voted by our Board, isunusual for foundations, most of which havemore diversified investment strategies. OurBoard believes that, over the long-term, invest-ment in equities brings the highest returns. Wealso recognize, of course, that such an invest-ment strategy makes the Foundation’s assetssubject to much more volatility than would bethe case if funds were invested in a broader mixof bonds and government securities. OurBoard’s judgment remains that the risk ofvolatility is acceptable for a foundation thathas low fixed costs and can adjust its grantmaking to accommodate such changes inassets.

Historically, in the 1970s, the SpencerFoundation experienced considerable changein its assets when inflation was high, and thevalue of the endowment decreased in purchas-

ing power. Hence, we are well aware that the

current high watermark for our endowment

cannot be assumed to be permanent. It may

well drop or it may remain stationary or

increase. Our planning for the Foundation’s

programs must encompass all three possibili-

ties: declining, static, or increased assets.

Such planning for uncertainty presents a

challenge to Board and staff. Federal tax regu-

lations regarding foundations such as ours

require that 5 percent of the annual average of

assets be distributed each year. Thus, we have

had to consider ways in which to spend our

increased resources consistent with the knowl-

edge that they may or may not continue to

grow. Programmatic commitments, as well as

administrative costs, must remain flexible to

adjust to changing fiscal realities. Those con-

straints have led us to clarify the assumptions

underlying our programmatic decisions. Seven

principles guide our programmatic decisions.

The Spencer Foundation:

1. supports research related to education of

the highest quality we can identify;

2. develops a community of researchers

committed to understanding and improv-

ing education;

3. focuses attention and support upon junior

scholars;

4. seeks ways of learning from educational

practice;

5. assists the public in recognizing what

research about education reveals;

6. encourages scholars, researchers, and

other knowledgeable individuals to pro-

pose research projects to us rather than

issuing requests for proposals; and


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7. seeks opportunities to provide support

for worthy educational ventures in our

home city of Chicago.

The application of these principles to pro-

grammatic decisions demands two kinds of

decisions: 1) devising means by which pro-

grams could be expanded or shrunk depending

on changes in our assets, a process we have

come to term an “accordion-like quality” of our

grant making; and 2) determining which pro-

grams to maintain in existing fashion, which to

expand, which to delete, and which new ones

to begin.

The consequences of these decisions are

found in the Report of the Vice President fol-

lowing my comments in this document. Here,

however, I would like to include some observa-

tions about how we came to the conclusions

that John Williams reports.

We have organized our activities into three

main divisions: Research Grants Programs,

under the leadership of Rebecca Barr, which

include both our traditional Major Research

Grants Program as well as our Small Research

Grants Program; Fellowship Programs, under

the leadership of Catherine A. Lacey; and

Training Programs, under the leadership of

Lauren Jones Young.

Both the Major and Small Research Grants

Programs are intended to support scholarly

work, frequently salary costs for researchers to

concentrate upon their investigations to the

exclusion of other obligations. Both rely upon

the researcher to define the question to be

addressed and the means by which the investi-

gation will be conducted. In determining

whether to award the grant, we rely heavily on

advisory committees and individual peer

review. As a foundation, we do not have prior-

ities for funding but rely on the research

community to propose to us their most com-pelling questions about education throughoutthe life span, both in the U.S. and abroad.

The Small Research Grants Program hasnow raised its maximum grant from $12,000 to$35,000. This increase is intended to allowjunior faculty members, particularly, to buythemselves out of a term of teaching in order todevote full time to their research. Such concen-tration upon research, we believe, is generallynecessary to produce quality work. Too oftenfaculty attempt to fit preparation of a scholarlypaper into the interstices of academic life,between teaching classes, counseling students,and attending meetings on or off campus. Mostof us cannot generate fundamental new ideasin such circumstances. Most need time to con-centrate upon the ideas we are attempting to formulate and to explain. Lacking such time,some simply restate and repackage previouslyenunciated ideas and send them off to a journalin order to acquire another publication and anadditional item for the resume. Some journalsare short of submissions and accept thesepieces. Such work does not significantlyadvance knowledge about education. Oureffort is to provide funds to buy the time tothink deeply and to write profoundly abouteducation.

The fellowships, principally the DissertationFellowships administered by Foundation staff,as well as the Postdoctoral Fellowships admin-istered by the National Academy of Educationand the graduate student fellowships adminis-tered by the American Educational ResearchAssociation, all rely on the fellows to proposethe topic of research on which they wish towork, to justify its significance, and to presentthe means by which they will investigate it.These fellowships, as do major grants, rely oninvestigators to advance scholarship about

The President’sComments

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education by choosing their own subject andthe best means of analyzing it. These awards, ofcourse, are aimed at beginning scholars, onesjust completing or having completed theirgraduate work. They are one of our mostimportant ways of supporting a new generationof researchers in education. By administeringthe Dissertation Fellowships within theFoundation, by using a selection committee ofdistinguished researchers to help us choose thenew cohort of fellows each year, and by gather-ing the fellows together for various seminars,we maintain a close connection with the worldof educational researchers and the concernsthat affect them.

The training division is our other primarylink to junior scholars. Its chief activity is overseeing the research training grants now funded at ten different universities(University of California at Berkeley and at LosAngeles, Harvard, Michigan, Michigan State,Northwestern, Pennsylvania, Stanford, TeachersCollege Columbia, and Wisconsin) to supportdoctoral research preparation in education. Thedistinction between the fellowships and thetraining divisions is the autonomy of the schol-ar in selecting the subject of investigation. Inthe fellowship programs scholars are free tochoose the topic, but in the training division thestudents have a number of research choicesmade for them, typically by their university’sdoctoral requirements. Another program with-in the training division is the pilot effort forsenior and junior researchers to engage inresearch on school reform.

Each of these programs has certain accordion-like qualities: the number of major grantsawarded can be increased or decreased as canthe number of fellowships, the number ofresearch training grant awards, mentors or fel-lowships in evaluation, or research on school

reform. Some commitments, e.g. the smallgrants and fellowships, are of short duration(one year) while some, e.g. major grants andresearch training grants, are multi-year. Weexpect more growth in the short durationawards than the long ones, enabling us to con-tract our commitments if need be. We also planto continue to rely heavily on outside advisorycommittees to help us in our selections ratherthan significantly increasing permanent staff,both because we believe in the strength anddiversity of outside committees and becausewe wish to limit our own administrativegrowth.

In order to plan for growth, should that benecessary, we have inaugurated a ResearchConference Grant Program through which wehope to support groups either organized byothers or by us to come together to discuss andplan research on different topics. We hope thesemeetings will be a stimulus to better researchproposals within all our programmatic areas.We also hope they will be a means of identify-ing able scholars not presently well acquaintedwith the dominant educational research com-munity and encouraging them to participatewithin it. We are especially eager to includenon-U.S. researchers of education in thesemeetings.

Another attempt to identify gifted personsnot presently engaged in research that we fundis our effort to identify individuals in the south-ern part of the U.S., where we have very fewgrants. By Fall, we will have had a series ofmeetings in Georgia, North Carolina, Tennessee,and Virginia with scholars to learn about theirinterests and needs. We are also providingfunds to three of the national journalism fel-lowship programs (Harvard, Michigan, andStanford) for support for fellows they choosewho wish to learn more about education to



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enhance their reporting. We believe this maycontribute to better public understanding ofeducation and the research that informs it.

We remain committed to a deeper under-standing of educational practice. The bestmeans of gaining such understanding remainsone of the two or three principal topics for dis-cussion at each annual policy meeting of ourBoard in October. We do not expect to come toan immediate and ultimate answer, but we doanticipate continuing our efforts in thisdomain. Our joint project with the John D. andCatherine T. MacArthur Foundation onresearch on professional development of schoolstaffs ends this December, and we hope duringthe coming year to synthesize what we havelearned from this initiative. Our nascent effortof research at school reform sites is anotherattempt to increase our understanding of justwhat is going on in the practice of educationunder the rubric of reform. Throughout our fel-lowship programs and increasingly in ourgrants programs we are seeing increased inter-est in trying to understand the puzzles of practice and the difficulty of finding satisfyingmeans of analysis. We expect to continue to per-severe in this realm, difficult as it is, because itis so important.

Finally, we remain deeply committed to ourhome city of Chicago and its educational needs.We were saddened by the action this year at the

University of Chicago to close its Departmentof Education, an academic unit that has pre-pared a number of distinguished scholars ineducation and has been the academic home formany others. We await with interest theUniversity’s decision about how to maintain itsdistinguished tradition in the field of educa-tion. School reform remains a matter of intensediscussion and action in the metropolitan areaof Chicago, and we continue to support a num-ber of activities related to it. It has now been adecade since the fundamental legislativechange in Illinois mandating local school coun-cils, and current reports from elementaryschools indicate positive gains for many chil-dren in academic learning. High schoolprogress remains more elusive. Nonetheless,we continue to support reform efforts inChicago, recognizing that success is slow.Public commitment to improving educationrests in large part on the ability of the educa-tional research and practitioner community todemonstrate the importance of education inchildren’s lives and the capacity of communi-ties, families, and schools to educate their children better. We support that endeavor.

Patricia Albjerg GrahamPresident


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Over the course of the 1997-98 fiscal year,Spencer grant and fellowship programs

supported substantial research on a wide vari-ety of topics and training in a wide variety offields. A subsequent section of the AnnualReport provides a detailed description of this work.

What may be unclear from demographicdata depicting Foundation operations is thatexciting changes in the scope of Foundationgrant making characterized the 1998 fiscal year.Several expansions of Foundation activitiestook place or were planned, enabling theFoundation to increase its contribution to edu-cation and to set the stage for excitement overthe next few years as new staff arrive and theeffects of new programs and program expan-sions begin to emerge.

After a period of careful review and deliber-ation at two meetings, the Board of Directorsauthorized expansion of the Small ResearchGrants Program, planning and inauguration ofa new Research Conference Grant Program,selection and designation of additionalResearch Training Grants, expansion of theDissertation Fellowship Program, creation of aresearch program on the practice of education,and organization of planned efforts to expandgrant making in selected regions of the nationwhere scholars have previously participated ona limited basis in Spencer programs. The rela-tively small staff of the Foundation will bemodestly increased to accommodate itsexpanding programs.

Expansion of the Small Research GrantsProgram increased the maximum allowableaward from $12,000 to $35,000 toward the goalof allowing junior scholars to formulate andbegin to undertake personal research agendasin education. The new Research Conference

Grant Program will allow members of the edu-

cation research community to meet and discuss

important topics within education toward the

goals of identifying research agendas, codify-

ing recent research findings, or undertaking

research in unexplored areas. Adding addition-

al Research Training Grant institutions to the

ten currently funded expands financial support

of promising new researchers and extends con-

versation with the academic community about

the training needed to produce new scholars.

Dissertation fellowships were increased to

$20,000 per recipient to accommodate recipi-

ents’ increased tuition, living, and opportunity

costs. In order to expand research aimed at

assisting practitioners with the difficult chal-

lenges of restructuring public education, the

research on practice initiative will involve

teams of researchers at a single site developing

with practitioners a research agenda and then

together undertaking projects dealing with

problems of reorganizing and improving teach-

ing and learning. And strategies are being

devised to increase participation from the edu-

cation community in southern states in Spencer

grant and fellowship programs. These range

from simply disseminating more information

about the Foundation to funding collaboratives

of southern researchers on selected education

topics.

To meet the challenge of expanded program-

ming, the Foundation has expanded its

program staff. We are fortunate to have hired

Senior Program Officer Lauren Jones Young,

Associate Professor of Education at Michigan

State University, and Associate Program Officer

Ramona Thomas, recent Ph.D. recipient from

the University of Pennsylvania, who have

assumed new responsibilities at the Foundation.

Unhappily for the Foundation, two of our

REPORT OF THE VICE PRESIDENTJohn B. Williams, III


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Report of theVice President

Associate Program Officers—Terri Pigott, who

has run the Small Research Grants Program for

the past two years, and Lisa Lattuca, who over-

saw the Practitioner Research Communication

and Mentoring Grants Program during the

same period—have assumed faculty positions

at Loyola University. Their contributions to the

Foundation will be deeply missed.

The Foundation continues to profit from thewisdom and oversight of its Board of Directors.The mode of expansion apparent during 1997-98 has only been possible under guidance of theBoard. Happily, over the years, the Foundationhas also profited from a wide network of edu-cation researchers, and support from this groupcontinues. Some serve actively on the many

peer review committees upon which theFoundation depends, others attend conferencesand meetings called to offer advice on operat-ing the Foundation’s programs, and still othersattend research conferences, mentor fellowshiprecipients, and not least of all conduct researchthat we are privileged to support. The names ofthose researchers who have assisted our grant-making process through committee service are listed on page 3. Our grantees are listed on pages 18 through 36.

John B. Williams, IIIVice President

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GENERAL SCOPE OF SUPPORT

The Foundation has as its primary mission,by the intent of its founder, “to investigate

ways in which education can be improved,around the world.” To achieve this goal, theFoundation is committed to supporting high-quality investigation of education through itsresearch programs and to strengthening andrenewing the educational research communitythrough fellowship programs and related activ-ities. The Foundation defines education broadlyto include all of the situations and institutions in which education proceeds, across the entire life span. An important expectation of theFoundation is that the activities it supports, taken together over the years, will contribute significantly to the enhancement of educationalopportunities for all people.

The research programs, comprised of MajorResearch Grants, Small Research Grants, andProfessional Development Research andDocumentation Grants, support work thatshows promise of contributing new knowl-edge, understanding, and improvement of edu-cational thought and practice. The fellowshipprograms support educational researchers atdifferent stages of their professional careers,providing resources to both beginning andsenior researchers to pursue concentrated intellectual activity. Practitioner ResearchCommunication and Mentoring Grants seek toincrease the capacity of teacher researchers tobring new knowledge to bear on the problemsof education and its practice.

As a matter of policy, the Foundation is unableto support requests for capital funds, operatingor ongoing program expenses, direct support forteacher or staff preservice or in-service training,and funds for developing tests, curricula, orprograms.

RESEARCH PROGRAMS

The Foundation encourages research thatpromises to yield new knowledge about

education, in one or other of its forms, in theUnited States and abroad. It supportsresearchers from a wide range of disciplinesand fields.

MAJOR RESEARCH GRANTS

The Foundation’s Major Research GrantsProgram responds to research projects requir-ing more than $35,000 in grant support. Spencerfunds widely varied research projects, rangingfrom medium-sized studies that can be completed in a year by an individual researcherto more extensive collaborative studies that lastseveral years.

Funding Priorities. The Foundation does notestablish funding priorities for subjects ofresearch. Funded projects originate fromresearch ideas initiated in the field by scholars.The Foundation believes that the best scholarlywork is done by those who conceive or recognize an important research idea or prob-lem, have the professional skill to examine it,and the energy and perseverance to bring the project to a successful conclusion.

Eligibility. Ordinarily, researchers applyingfor a major grant must be currently affiliatedwith a school district, a college or university, aresearch facility, or a cultural institution.Researchers must also have an earned doctoratein an academic discipline or professional fieldand/or experience in the teaching profession.

Restrictions. The Foundation does not grantfunds to maintain organizations or the infra-structure of educational research. Grantees maynot receive two research grants simultaneouslyfrom the Spencer Foundation. Please note thatthe Foundation does not pay government-approved overhead rates on research grants;overhead requests on Major Research Grantsmay not exceed 15 percent of the requesteddirect costs.

Application Procedure. Since the Foundationdoes not accept fully developed proposalsunless it has requested them, applicants seekingresearch support from the Major ResearchGrants Program are asked to submit a brief preliminary proposal. Preliminary propos-als should be no more than 1,500 words inlength. Within those limits, we request the following information:

• a brief description of the project and thenew knowledge expected to result from it;

APPLICATION AND REVIEW INFORMATION


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Application Information

• a concise summary of the research method-ologies, modes of analysis, and/or instruments that the project will employ;

• a clear identification of the principal inves-tigator(s) and a clear definition of the rolesthe principal investigator(s) and any supporting researcher(s) will play;

• an estimate of the time frame for the projectand the approximate cost, including theapproximate amount to be sought from theSpencer Foundation.

Attachments must include:

• phone number(s) and/or fax number(s)where principal investigator(s) may bereached;

• the curriculum vitae of the principal investigator(s).

Inquiries and preliminary proposals are wel-come at any time and should be addressed to:Vice President, The Spencer Foundation, 900North Michigan Avenue, Suite 2800, Chicago,Illinois 60611-6525.

SMALL RESEARCH GRANTS

The Foundation’s Small Research GrantsProgram supports short-term research projects(one year or less) that require no more than$35,000 to complete. It offers a unique opportu-nity for researchers and teachers in a broadrange of institutions who are interested in edu-cational research to obtain support for theirwork. The program is appropriate for modest-sized research projects, exploratorystudies, specific phases of larger investigations,and projects that arise in response to unusualopportunities. The Small Research GrantsProgram encourages researchers with diverseperspectives to develop ideas and approachesthat extend the conventional boundaries of aresearch question, area, or method. The program supports individual efforts as well ascollaborations.

Eligibility. Ordinarily, small grant researchersmust be affiliated with a school district, a college or university, a research facility, or a cul-tural institution. They must also have anearned doctorate in an academic discipline or

professional field and/or experience in theteaching profession.

Restrictions. Grants made under the program range from $1,000 to an upper limit of$35,000. Projects may not last longer than oneyear. Grantees are not permitted to receive tworesearch grants simultaneously from theSpencer Foundation. Please note that theFoundation does not pay government-approved indirect cost rates on research grants,and it prefers not to pay indirect costs in theSmall Research Grants Program. Researchersseeking support for their doctoral dissertationshould apply to the Spencer DissertationFellowship Program.

Application Procedure. Unlike the MajorResearch Grants Program, a preliminary proposal is not required. Proposals for supportfrom the Small Grants Program should be inthe form of a statement with attachments. Thestatement should not exceed 1,800 words inlength (approximately five to seven double-spaced pages) and provide clear informationon the following:

• a concrete description of the proposedresearch project;

• a brief summary of the relevant literatureand the proposed research’s relationship to it;

• the methodologies and modes of analysis tobe employed in the project;

• the role of the researcher(s);

• the new knowledge about educationexpected to result from the project;

• the potential contribution of that new knowl-edge to the improvement of education.

The attachments should include:

• a one-paragraph summary of the project, written for the interested informed lay person;

• a detailed budget for the project;

• approval of the budget from the appropriatefinancial officer of the institution;

• a full curriculum vitae of the principalinvestigator(s);

• phone number(s) and/or fax number(s)where the researcher(s) may be reached.

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Three copies of the proposal and attach-ments are requested. Please note that proposalsthat exceed the prescribed limit of 1,800 wordswill not be reviewed.

Insofar as it is feasible, proposals thatinclude all the information requested abovewill be acted upon within approximately threemonths of receipt by the Foundation. Proposalsare welcome at any time and should beaddressed to: Small Research Grants Program,The Spencer Foundation, 900 North MichiganAvenue, Suite 2800, Chicago, Illinois 60611-6525.

PROFESSIONAL DEVELOPMENTRESEARCH AND

DOCUMENTATION PROGRAM

The Professional Development Research andDocumentation Program, funded jointly by the John D. and Catherine T. MacArthurFoundation and the Spencer Foundation, isscheduled to complete its third and final year ofgrant making in December 1998. Final propos-als were funded in September 1998. TheProgram was created to support research on theprofessional development of adults working inelementary and secondary schools. Throughfiscal year 1997–98, grants had been given tosupport eighteen studies that examine provenprofessional development practices and poli-cies at school, district, and state levels. Grantshave been awarded for a maximum of $50,000annually for up to three years.

Individuals or groups interested in pursuinggrants for research on professional develop-ment can apply after Fall 1998 to the SmallResearch Grants or Major Research Grants pro-grams at the following address: The SpencerFoundation, 900 North Michigan Avenue,Suite 2800, Chicago, Illinois 60611-6525.

PRACTITIONER RESEARCH COMMUNICATION AND MENTORING GRANTS

The Practitioner Research Communicationand Mentoring Grants are intended to:

• establish or strengthen channels for rigor-ous examination and discussion of the

characteristics of, and knowledge producedby, well-constructed teacher research and

• provide teacher researchers with the oppor-tunity to enhance their research skillsthrough consultation with others in theteacher research and/or traditional acade-mic communities.

In general, grants range from $2,000 to$15,000 annually.

Eligibility. Teacher researchers, groups ornetworks of teacher researchers, and collaborative partnerships between teacherresearchers and university researchers are eligible to apply. Applicants must be affiliatedwith a not-for-profit agency through whichfunds will be distributed. Please note thatindividuals or groups seeking funding directly for research projects by teachers,rather than for projects that examine andstrengthen the character of teacher research,should apply to the Spencer Small ResearchGrants Program.

For Information. A brochure with moredetailed information on funding priorities, eligibility, grant deadlines, and applicationprocedures is available from the Foundation.Inquiries should be directed to: PractitionerResearch Communication and MentoringProgram, The Spencer Foundation, 900 NorthMichigan Avenue, Suite 2800, Chicago,Illinois 60611-6525.

RESEARCH CONFERENCEGRANT PROGRAM

The Spencer Foundation Research ConferenceGrant Program supports forums whereresearchers and other educators engage in discussion of ongoing research projects,important new findings, areas for newresearch, improved methods for systematicinquiry into important education topics, andrelated subjects. Such forums are important forexpanding and improving the conduct andcontributions of education research and for sus-taining the national and international researchcommunities.

Funding Priorities. Conferences proposedfor funding under the program should offer a


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unique opportunity to focus upon an area ofinquiry, to define needed research, and to pro-mote multidisciplinary collaboration. Amongthe conference topics supported in the past bythe Foundation are diversity in higher educa-tion; immigration and education; communitycolleges; apprenticeships and mentoring;school choice, law, and public policy; andschool transformation.

Eligibility. Ordinarily, conference organizersmust be currently affiliated with a school dis-trict or with a college or university, a researchfacility, or a cultural institution. Conferenceorganizers must have an earned doctorate in anacademic discipline or professional fieldand/or experience in the teaching profession.

Restrictions. Grants under the program may not exceed $50,000. A report, a book ofreadings, or a research agenda should be dis-seminated following the conference.

Application Procedure. Insofar as feasible,proposals that include all the informationrequested below will be acted upon withinapproximately three months of receipt by theFoundation. Proposals for support should takethe form of a statement not exceeding 1,500words in length (approximately five double-spaced pages) and should include the following information:

• a clear description of the proposed confer-ence objectives;

• the proposed organization, format, date(s ),and schedule of all conference proceedings;

• a clear identification of the conference organizer(s);

• the names and titles of individuals whohave agreed to participate as contributorsthrough general discussion, presentation ofpapers, and other means;

• a description of the expected reports, publi-cations, and other concrete outcomes.

Attachments should include:

• a conference agenda;

• a detailed budget with approval from theappropriate financial officer of the institu-tion agreeing to act as the fiscal agent of thegrant;

• the full curriculum vitae of the conferenceorganizer(s);

• phone, address, and fax numbers and e-mail addresses for conference organizer(s).

Three copies of the proposal and attach-ments are requested.

Inquiries and proposals are welcome at anytime and should be addressed to: ResearchConference Grant Program, The SpencerFoundation, 900 North Michigan Avenue,Suite 2800, Chicago, Illinois 60611-6525.

FELLOWSHIP PROGRAMS

Through its Fellowship Programs, theSpencer Foundation supports scholars

engaged in educational research at differentstages of their professional lives. However, theonly fellowship program administered directlyby the Foundation is the Spencer DissertationFellowship Program. This and other Spencer-supported fellowship programs are describedbelow.

DISSERTATION FELLOWSHIP PROGRAM FOR RESEARCH RELATED

TO EDUCATION

The Dissertation Fellowship Program seeksto encourage a new generation of scholars froma wide range of disciplines and professionalfields to undertake research relevant to theimprovement of education. The Foundationbelieves that insight from many research tradi-tions can contribute to an understanding ofeducation as a fundamental human endeavorand advance our ability to address significantcurrent issues in education. Therefore, theSpencer Dissertation Fellowships support individuals whose dissertations show potentialfor bringing fresh and constructive perspec-tives to the history, theory, or practice of formalor informal education anywhere in the world.

Eligibility. Applicants must be candidatesfor the doctoral degree at a graduate school inthe United States. These fellowships are notintended to finance data collection or the com-pletion of doctoral course work, but rather tosupport the final analysis of the research topic

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and the writing of the dissertation. For this reason, all applicants must document that theywill have completed all pre-dissertationrequirements by June 1 of the year in which thefellowship is awarded, and must provide aclear and specific plan for completing the dissertation within a two-year time frame.

Funding Priorities. Although the disserta-tion topic must concern education, graduatestudy may be in any academic discipline orprofessional field. In the past, fellowships havebeen awarded to candidates in anthropology,architecture, art history, economics, education,history, linguistics, literature, philosophy, polit-ical science, public health, psychology, religion,and sociology, but eligibility is not restricted tothese academic areas. Candidates should beinterested in pursuing further research in education once the doctorate is attained.

Awards and Conditions. Approximately 30non-renewable fellowships are awarded eachyear. In fiscal year 1997–98, recipients received$17,000 to support completion of the disserta-tion, an amount to be expended within twoyears and in accordance with the work planprovided by the candidate in the application. Inaddition, recipients participate in a series offorums designed to develop professional net-works and support cross-disciplinary exchange.Fellows may not accept employment other thanas described (if any) in the application nor maythey accept other awards providing duplicatebenefits without the written permission of theProgram Officer.

Application Procedure. Fellowship appli-cants must request current application formsand instructions by October of the year prior tothe year in which the fellowship takes effect.Students must submit their completed applica-tions by a mid-October date designated in eachyear. Awards are announced in April.

Inquiries concerning the DissertationFellowship Program should be addressed to:Dissertation Fellowship Program, TheSpencer Foundation, 900 North MichiganAvenue, Suite 2800, Chicago, Illinois 60611-6525. As of June 1998, application materialsmay be downloaded from the Spencer WebSite: www.spencer.org.

NATIONAL ACADEMY OF EDUCATION/ SPENCER

POSTDOCTORAL FELLOWSHIP

Administered by the National Academy ofEducation, the Spencer Postdoctoral Fellowshipsare designed to promote scholarship in theUnited States and abroad on matters relevant tothe improvement of education in all its forms.Scholars anywhere in the world who have com-pleted their doctorate within the last five years,and who wish to conduct research related toeducation, may apply.

Inquiries concerning the PostdoctoralFellowship Program should be addressed to:The National Academy of Education, School of Education, New York University, 726Broadway, Suite 509, New York, New York10003-6652.

AERA/SPENCER RESEARCH TRAINING FELLOWSHIPS

The American Educational Research Associa-tion (AERA)/Spencer Doctoral Research Train-ing Fellowship Program provides one-year fellowships for graduate students midwaythrough their doctoral programs. Students atinstitutions receiving Spencer Research TrainingGrants are not eligible for these fellowships.Inquiries should be addressed to: AERA/Spencer Doctoral Research FellowshipProgram, The American Educational ResearchAssociation, 1230 17th Street, NW, Washington,DC 20036.

SUPPORT FOR SCHOLARS AT THE CENTER FOR ADVANCED STUDY IN THE

BEHAVIORAL SCIENCES

Since 1971, the Foundation has contributedto the support of Spencer Fellows at the Centerfor Advanced Study in the Behavioral Sciencesin Palo Alto, California. Three to five scholarswith interests in issues of education, develop-ment, cognition, and the social contexts oflearning are supported annually.

Inquiries should be addressed to: Director,Center for Advanced Study in the BehavioralSciences, 75 Alta Road, Stanford, California94305-8090.


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INVITATIONAL PROGRAMS

In addition to its regular grants and pro-grams, the Spencer Foundation conducts threegrant programs by invitation only. The SpencerSenior Scholars Program supports establishedscholars who are identified as being at the peakof their careers by their peers. Through theResearch Training Grants Program, theFoundation makes a limited number of grantsto schools of education to support the doctoraltraining of educational researchers. TheFoundation awards grants through its MentorProgram to individual scholars with a strongrecord of mentoring doctoral students prepar-ing for a career in educational research.

THE REVIEW PROCESS

Research proposals and fellowship applica-tions submitted to the Spencer Foundation gothrough a rigorous review process. All proposals are reviewed by Spencer profession-al staff. Another dimension of expertise isadded to the Foundation’s programs by itsreview committees of external scholars, whoassist the Major Research Grants Program, the

Professional Development Research andDocumentation Program, the PractitionerResearch Communication and MentoringProgram, and the Dissertation FellowshipProgram.

The goal of the external review is not toachieve some threshold rating in points fromreviewers; rather, it is to bring solid scholarlyadvice to bear on funding decisions. TheFoundation receives many more well-conceived and worthwhile projects than it canpossibly assist within its budget. It is thereforefrequently necessary to forgo opportunities tosupport high quality projects in the researchprograms or in the fellowship competitionseven though they are well within theFoundation’s area of interest.

NOTE: The current members of the Foundation’s Board ofDirectors, review committees and staff, as well as updates ofthe information in this Annual Report, can be found at theSpencer Foundation Web Site, http://www.spencer.org.Additionally, this site permits downloading of theFoundation’s 25th Anniversary Annual Report (1996), thecurrent year’s Annual Report, and select updates to Spencerprogram information.

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1998 GRANTS AUTHORIZED

❧ The Spencer Foundation supports research and fellowships that give promise of yielding new knowledge leading to the improvement of education. This work is divided into two main categories: Research Programs and Fellowship Programs. Grants authorized under these programs during this year are listed on pages 18 through 31, and ongoing grants appear on pages 32 through 36.


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Karl L. Alexander and Doris R. EntwisleThe Transition to Adulthood Among Urban Youth Department of SociologyJohns Hopkins University$380,240 over three years

Kathryn M. Anderson-LevittConstructing “Good Pedagogy” in Guinea: Global, National and Local DialoguesDepartment of Behavioral SciencesUniversity of Michigan-Dearborn$118,860 over sixteen months

Deborah Loewenberg BallCrossing Boundaries: Probing the Interplay of Mathematics andPedagogy in Elementary TeachingSchool of EducationUniversity of Michigan$302,000 over three years

Ruth A. BermanDeveloping Literacy in DifferentContexts and in Different LanguagesDepartment of LinguisticsTel Aviv University, Israel$520,000 over three years

Peter Blatchford andAnthony D. PellegriniPlayground Games: Their SocialContext in Elementary/Junior SchoolInstitute of EducationUniversity of London, United Kingdom$170,600 over eighteen months

Judith R. Blau and Vicki L. LambMinority Educational Outcomes:Effects of Diversity, Inequality, and Confounded InequalityDepartment of SociologyUniversity of North Carolina at Chapel Hill$85,100 over two years

Nicholas C. Burbules andSuzanne RiceVirtue, Communication, andEducation: The Debate About Virtue and Character in U.S. SchoolsCollege of EducationUniversity of Illinois at Urbana-Champaign$72,800 over seven months

Mihaly Csikszentmihalyi,William Damon, and Howard E. GardnerThe Transmission of Excellence: A Study of Mentoring in Creative WorkDepartment of PsychologyUniversity of Chicago$485,675 over three years

Diana Dee-Lucas and Jill H. LarkinKnowledge Effects in Learning from Interactive Electronic TextsDepartment of PsychologyCarnegie Mellon University$202,300 over thirty months

Aydin Y. Durgunoglu andBanu A. OneyAdult Literacy: Issues of Personaland Community DevelopmentDepartment of PsychologyUniversity of Minnesota-Duluth$50,000 over two years

Bruce Fuller and Sharon L. KaganThe Devolution of Welfare: AssessingChildren’s Changing Environmentsand Effects on School ReadinessSchool of EducationUniversity of California, Berkeley$441,250 over two years

Herbert P. GinsburgUnderstanding and Fostering EarlyMathematics Competence in LowIncome African-American and Latino ChildrenDepartment of HumanDevelopmentTeachers College, Columbia University$391,000 over three years

Claude N. Goldenberg,Ronald G. Gallimore, andWilliam M. Saunders Settings for Change: A PracticalModel for Linking Rhetoric andAction to Improve Achievement of Diverse StudentsDepartment of Teacher EducationCalifornia State University, Long Beach$399,750 over five years

Judith L. Green and Carol N. DixonConstructing Access to LearningAcross Content Areas in Bilingual ClassroomsDepartment of EducationUniversity of California, Santa Barbara$335,000 over three years

James G. GreenoLearning to Use and UnderstandConcepts During Project-Based ActivitySchool of EducationStanford University$450,500 over three years

Andrew Hargreaves and Ivor F. GoodsonChange Over Time? A Study ofCulture, Structure, Time, andChange in Secondary SchoolingOntario Institute for Studies in EducationUniversity of Toronto, Canada/Warner Graduate School of EducationUniversity of Rochester$374,600 over three years

Tom J. LusterFactors Related to Early SchoolSuccess Among Children Born to Teenage MothersDepartment of Family and Child EcologyMichigan State University$326,100 over three years

David Myers and Paul E. PetersonAn Evaluation of a RandomizedExperiment on School ChoiceCorporation for the Advancementof Policy EvaluationPlanesboro, New Jersey$300,000 over one year

Michael T. NettlesUnderstanding for Improvement:Finances, Experiences, andAchievements of Doctoral StudentsSchool of EducationUniversity of Michigan$390,300 over thirty-three months

MAJOR RESEARCH GRANTS

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Anna NeumannProfessors’ Learning and Scholarly Identity Development in the Early Post-Tenure CareerCollege of EducationMichigan State University$279,000 over three years

Elinor Ochs and Lisa M. CappsAutistic Children’s NarrativeInteractions at School and Home Department of TESL and Applied LinguisticsUniversity of California, Los Angeles$394,700 over three years

Patricia K. PhelanStudents’ Multiple Worlds: The Role of School-Based HealthClinics in Mediating TransitionsEducation ProgramUniversity of Washington$292,000 over thirty months

David Nathan Plank andGary SykesThe Ecology of School ChoiceCollege of EducationMichigan State University$315,350 over three years

Julie A. ReubenQuestioning the Academy: The Impact of the Protest Movements of the 1960s on American Higher EducationGraduate School of EducationHarvard University$268,000 over five years

Virginia Richardson andGary D. FenstermacherManner in TeachingSchool of EducationUniversity of Michigan$380,900 over three years

Janet SchofieldThe Internet in School: Problems and PossibilitiesLearning Research andDevelopment CenterUniversity of Pittsburgh$149,900 over two years

Peter Scott and David SmithTransatlantic Influences: The Impactof American Ideas and Practices onthe Development of British HigherEducation 1945-1992School of EducationUniversity of Leeds,United Kingdom$114,600 over nineteen months

Robert S. SieglerMicrogenetic Studies of Self-ExplanationsDepartment of PsychologyCarnegie Mellon University$286,800 over three years

Patricia A. SmileyThe Nature and Origins of IndividualDifferences in AchievementMotivation Among PreschoolersDepartment of PsychologyPomona College$130,250 over three years

Michael S. Stinson andBarbara G. McKeeSpeech Recognition as a SupportService for Deaf and Hard of HearingStudents: Adaptation and EvaluationNational Institute for the DeafRochester Institute of Technology$113,200 over two years

Julianne C. Turner and Carol MidgleyAvoidance Beliefs and Behaviors inMathematics Before and After theTransition to Middle Level Schools:Classroom InfluencesDepartment of PsychologyUniversity of Notre Dame$362,650 over four years

Inquiries regarding the MajorResearch Grants Program may be directed to: Vice President, The Spencer Foundation, 900North Michigan Avenue, Suite2800, Chicago, IL 60611-6525.

David AdamsComing of Age on the SouthwestFrontier: A Tri-Cultural Study, 1890-1990Department of Curriculum and FoundationsCleveland State University

Eurydice Bouchereau BauerCode-Switching During Shared and Emergent Reading of a Bilingual PreschoolerDepartment of Reading EducationUniversity of Georgia

Julie A. BianchiniToward Inclusive Science Education:Research on Faculty Developmentand Curricular Improvement at theUndergraduate LevelDepartment of EducationUniversity of California, Santa Barbara

Charles BidwellFaculty Social Control and Student AchievementDepartment of SociologyUniversity of Chicago

John D. Bonvillian and Filip LonckeThe Use of Sign and Gesture in Simultaneous SystemsDepartment of PsychologyUniversity of Virginia

Frank T. BurkeAn Operational Basis for John Dewey’s Theory of InquiryDepartment of PhilosophyUniversity of South Carolina -Columbia

Ruth Breckinridge ChurchCan Children Learn from TelevisedSpeech and Gesture?Department of PsychologyNortheastern Illinois University

George J. Sefa DeiRethinking Schooling and Educationin the African ContextOntario Institute for Studies in EducationUniversity of Toronto,Canada

SMALL RESEARCHGRANTS


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SmallResearchGrants

Joan DelFattoreThe Controversy Over ReligiousSpeech in Public SchoolsDepartment of EnglishUniversity of Delaware

Jack DoughertyAfrican-American School ReformMovements in the Urban North,1930-1990Department of Educational Policy StudiesUniversity of Wisconsin-Madison

Wayne K. DurrillLeading Universities and the Industrial RevolutionDepartment of HistoryUniversity of Cincinnati

Anne Haas DysonThe Role of Childhood Cultures in Early School LiteracyGraduate School of EducationUniversity of California, Berkeley

David Walter GalensonEthnicity and Nineteenth-CenturySchool Attendance: A New Look National Bureau of Economic Research

Josephine Goldsmith-PhillipsArticulatory-Motor Dysfunction in Children with Developmental DyslexiaDepartment of EducationalPsychologyRutgers, The State University of New Jersey

Thomas L. GoodAn Analysis of EducationalPrograms in Charter SchoolsDepartment of EducationalPsychologyUniversity of Arizona

Steven R. GubermanInformal Science Learning: Parent-Child Conversations in a Natural History MuseumSchool of EducationUniversity of Colorado at Boulder

Leslie Rupert HerrenkohlDeveloping Intellectual Communitiesin Elementary Science ClassroomsDepartment of EducationalPsychologyUniversity of Washington

C. Denise JohnsonThe Effects of Electronic Dialoguingon Preservice Teachers’ Attitude andUse of Technology in a ReadingMethods CourseDepartment of Childhood andSpecial EducationUniversity of Central Arkansas

Robert KargonResponding to Change: Science,Higher Education and America’sNew Industrial Heartland, 1880-1915Department of the History of ScienceJohns Hopkins University

Novella Z. KeithDeveloping a Theory of Participationfor Urban School ReformCollege of EducationTemple University

Bruce A. KimballDocumentary History of LiberalEducation, with Particular Attentionto the 20th-Century United StatesGraduate School of EducationUniversity of Rochester

Peter A. KonecnyHigher Education and Civic Identityin the Soviet Union, 1945-1964Ottawa, Ontario, Canada

Anne Meis KnupferTo Become Good, Self-SupportingWomen: Delinquent Girls and TheirRe-Education in Chicago, 1900-1935Department of Educational StudiesPurdue University

Deanna KuhnInvesting in the MetacurriculumDepartment of Developmentaland Educational PsychologyTeachers College, Columbia University

Luis M. LaosaChildren Who Migrate to the United States from Puerto Rico:Effects of School Segregation (Ethnic and Linguistic) on English-Language Acquisition Rate andBehavioral/Emotional AdaptationEducational Testing ServicePrinceton, New Jersey

Peggy LevittComparative and HistoricalPerspectives on Transnational Social ChangeSociology DepartmentWellesley College

David LouisTalk About Math—UnderstandingCommunities of Learners in aMathematics ClassroomJordan Middle SchoolPalo Alto, California

Richard A. MeckelHistory of the Urban School Hygiene MovementAmerican CivilizationDepartmentBrown University

Debra MekosCommunity Influences on the School Investment of UrbanAdolescent GirlsDepartment of Maternal and Child HealthJohns Hopkins University

Michael S. NeibergThe Changing Nature of the ReserveOfficers Training Corps Programfrom its Inception in 1916 to 1980Department of HistoryCarnegie Mellon University

Ageliki NicolopoulouMobilizing the Untapped Potential of Peer-Group Practices in PreschoolSettings to Promote the NarrativeDevelopment of Low-Income ChildrenDepartment of PsychologyLehigh University

Carla O’ConnorThrough the Fire: Exploring theEducational Resilience of BlackWomen of Low-Income and Working Class OriginsSchool of EducationUniversity of Michigan

Timothy H. ParsonsSocial Implications of ColonialEducation and the African Boy ScoutMovement in Anglophone, Africa,1900-1970Department of African and Afro-American StudiesWashington University

Joel PerlmannSchooling and Early OccupationalExperiences of the SecondGeneration, 1990Levy Economics InstituteBard College

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SmallResearchGrants

Charles Richard PottsEffects of Television Safety Messageson Children’s Physical Risk-takingand Hazard IdentificationDepartment of PsychologyOklahoma State University

Sean Fitzpatrick ReardonSocial Class and CommunityDifferences in Patterns of AdolescentDrug Use and Its Consequences:Combining Survey Data withEthnographic DescriptionCambridge, Massachusetts

Sean Fitzpatrick ReardonPatterns of Multi-Racial Diversityand Segregation in U.S. SchoolsGraduate School of EducationHarvard University

Barbara Rienzo, James Button,and Kenneth WaldThe Politics of Innovation inEducation: School-Based Health CareDepartment of Health ScienceEducationUniversity of Florida

Jacqueline McLeod RogersInterdisciplinary KnowledgeNarratives: Intersecting Practice and TheoryCentre for Academic WritingUniversity of Winnipeg, Canada

Mike RoseThe Learning and Cognition ofSkilled WorkGraduate School of Education and Information StudiesUniversity of California, Los Angeles

Diane Salmon and Ruth Ann FreedmanCollaboration on Relational LiteracyEducational PsychologyDepartment National-Louis University

Gavriel SalomonInternational Peace Education:Laying the Foundations forSystematic ScholarshipFaculty of EducationUniversity of Haifa, Israel

Rosemary C. SalomoneChildren’s Rights, Parents’Rights and the Shifting Balance of School GovernanceSchool of Law St. John’s University, New York

Helen Schwartzman andSamuel P. WhalenWays Online: An Ethnography of Children’s Ways of Taking andMaking Meaning in CyberspaceDepartment of AnthropologyNorthwestern University

Richard J. W. SelleckStudents and Teachers at theUniversity of Melbourne, 1855-1939Faculty of EducationMonash University, Australia

Janet Farrell SmithA Sense of Community: Connecting Theory and Practice in Multicultural EducationDepartment of PhilosophyUniversity of MassachusettsBoston

Michael W. Smith andWilliam ConnollyFostering InstructionalConversations about PoetryDepartment of Learning and TeachingRutgers, The State University of New Jersey

Nancy J. Smith-HefnerEducation, Gender, and CulturalAdaptation Among SecondGeneration Khmer AmericansDepartment of EnglishUniversity of MassachusettsBoston

Kaveri SubrahmanyamA Cross-Linguistic Study ofChildren’s Acquisition of Object and Substance WordsDepartment of Child and Family StudiesCalifornia State University, Los Angeles

Wei SunMathematics Curriculum for Pre-Service Teachers in the People’s Republic of ChinaMathematics DepartmentTowson University

Sam SwopeAcquisition of Writing Skills Over TimeNew York, New York

Valentina TarasovaComparative Study of the Systems of Humanities Education ofEngineers in Russia and the United States of AmericaMoscow, Russia

Gail E. ThomasComparative Study of HistoricallyBlack Colleges and Universities inSouth Africa and the United StatesEducation Policy UnitUniversity of the Western Cape,South Africa

Margaret A. ThomasUniversal Grammar and the History of Concepts of SecondLanguage LearningSlavic and Eastern LanguagesDepartmentBoston College

Thomas TochPublic School PrivatizationWashington, DC

Maria Varelas, Stacy Wenzel,and Barbara LusterTold Ya I’m Smart: Girls and BoysConstructing Scientific Knowledge in an Urban ClassroomDepartment of Curriculum and InstructionUniversity of Illinois at Chicago

William R. VealBlock Schedule Inquiry: Implicationsfor the Learning CommunityDepartment of Curriculum and InstructionIndiana University

James M. WallaceAngelo Patri: Memoirs in ProgressGraduate School of Professional StudiesLewis & Clark College

Lois WeinerUrban Teacher PreparationDepartment of Administration,Curriculum, and InstructionJersey City State College

Inquiries regarding the SmallResearch Grants Program may be directed to: Small ResearchGrants Program, The SpencerFoundation, 900 North MichiganAvenue, Suite 2800, Chicago, IL60611-6525.


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William FirestoneLearning in an Urban ProfessionalDevelopment SchoolGraduate School of EducationRutgers, The State University of New Jersey$148,100 over three years

Michael Fullan and Nancy WatsonThe Role of the District: Alternative “Drivers” forProfessional DevelopmentOntario Institute for Studies in EducationUniversity of Toronto, Canada$157,400 over three years

Cynthia Greenleaf and Ruth SchoenbachClose Readings: A Study of KeyIssues in the Use of Literacy LearningCases for the ProfessionalDevelopment of Secondary TeachersThe HERALD ProjectWestEd Regional Education LaboratorySan Francisco, California$150,000 over three years

Pamela Grossman and Sam WineburgStudying a Community of Learners:A Department-Based Model ofProfessional DevelopmentSchool of EducationUniversity of Washington$150,000 over three years

Judith Warren LittleTeachers’ Professional Developmentin the Context of Secondary School ReformGraduate School of EducationUniversity of California, Berkeley$150,000 over three years

Douglas NobleWork-Based Curriculum ProfessionalDevelopmentCobblestone SchoolState University of New York at Geneseo$146,260 over three years

Alan Taylor and Kathleen MedinaEvery Teacher an HistorianArea 3 History and Cultures ProjectUniversity of California, Davis$149,850 over three years

Edward F. Tobia, Bruce Haslam, and Katrina LaguardaSchool-Based ProfessionalDevelopment and Reform: The Work of San Antonio’sInstructional GuidesSan Antonio Independent School District, Policy Studies Associates,Washington, D.C.$150,000 over three years

The John D. and Catherine T.MacArthur Foundation/SpencerFoundation ProfessionalDevelopment Research andDocumentation Program isadministered by the SpencerFoundation. After September1998, requests for support forresearch on professional develop-ment topics can be made to theSpencer Foundation’s SmallResearch Grants or MajorResearch Grants Programs, TheSpencer Foundation, 900 NorthMichigan Avenue, Suite 2800,Chicago, IL 60611-6525.

THE JOHN D. AND CATHERINE T. MACARTHUR FOUNDATION/SPENCER FOUNDATION PROFESSIONAL DEVELOPMENTRESEARCH AND DOCUMENTATION GRANTS

Christine A. Ashley andJames Della CioppaTeaching for Transfer Across the ArtsProject: An Investigation into How toTeach for Transfer in Music, Visualand Language Arts at the ElementarySchool LevelRochester Memorial SchoolRochester, Massachusetts$15,000

Robert BarozStudying the Variety of Roles ThatStudents and Teachers Are Expectedto Play in the Process of Learning asa Result of a Mandated CurriculumWrite to Change, Inc.Clemson, South Carolina$15,000

Chris BensonThe Bread Loaf Rural TeacherNetwork MagazineWrite to Change, Inc.Clemson, South Carolina$14,965

Sheridan BlauTeachers as Ethnographers of TheirOwn Practice: Creating Pathways to InteractionSanta Barbara ClassroomDiscourse GroupGraduate School of EducationUniversity of California, Santa Barbara$14,950

Shirley P. Brown and Lisa GelzerGirls, Guys, and Gaps: Gender Construction and Classroom PracticesPhiladelphia Writing ProjectGraduate School of EducationUniversity of Pennsylvania$12,000

Martial DembeleStrengthening Research Mentoringand Capacity Building for anExisting NetworkEcole Nationale d’Administrationet de MagistratureBurkina Faso, West Africa$14,675

Judith V. DiamondstoneBuilding a Social Context forTeachers Researching the Teachingand Learning of Expository WritingGraduate School of EducationRutgers, The State University of New Jersey$15,000

Sarah Warshauer FreedmanExpanding Collaborations: ANetwork and Communications GrantSchool of EducationUniversity of California, Berkeley$15,000

Celia Genishi, Susan EllenStires, and Donna Yung-ChanLearning the Words of OurLanguage: Experience and Expansion in Pre-KindergartenTeachers College, Columbia University$13,400

Keith Gilyard and Nancy HahnFreezing the Frames: Using Video toUnderstand Our Classroom TeachingThe Odyssey Project Writing ProgramSyracuse University$12,625

PRACTITIONER RESEARCH COMMUNICATION AND MENTORING GRANTS

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Marion GuerraMentoring Teacher ResearchPartnerships: Crossing Bridges to Extend the CommunityWorcester Public SchoolsWorcester, Massachusetts$13,520

Nancy JenningsGanado Intermediate School: A Sitefor Inquiry and School ReformGanado Intermediate SchoolsGanado, Arizona$15,000

Debra LaFleur and Jenny DyerHow Do Conferences Assist Students in Becoming BetterWriters?: An Investigation of Talk About TextWilliamston Middle SchoolWilliamston, Michigan$12,000

Christine H. Leland andJerome HarsteThe “Education as Inquiry” Study GroupSchool of EducationIndiana University-PurdueUniversity at Indianapolis $15,000

Beatriz ManzEducation in a Maya Village in theRain Forest of Guatemala: MentoringRural Teacher ResearchersDepartment of Geography andEthnic StudiesUniversity of California, Berkeley$15,000

Brenda Miller-Power andRuth Shagoury HubbardToolbox: Classroom InquiryStrategies and TechniquesCollege of Education and Human DevelopmentUniversity of Maine$14,975

Renee MooreCulturally Engaged InstructionThe Bread Loaf School of EnglishMiddlebury College$15,000

Aida A. Nevarez-LaTorreBilingual Teacher Research ForumDepartment of CurriculumInstruction and TechnologyTemple University$15,000

Georgia Nell Nigro andCarnie BurnsStrengthening a PractitionerResearch Community inAndroscoggin CountyDepartment of PsychologyBates College$12,950

Michael Robinson and Gail SklarWhat Happens to Teacher Practiceand Student Learning When TeachersWithin a Small Learning CommunityTake an Inquiry and/or Problem-Based Approach in Their Classrooms?Simon Gratz High SchoolPhiladelphia, Pennsylvania$14,500

Courtney RogersTeacher Research in SchoolsFairfax County Public SchoolsFalls Church, Virginia$14,980

Emily van ZeeInquiring into Science Learning and TeachingScience Teaching CenterCollege of EducationUniversity of Maryland at College Park$15,000

Betsy WiceWhat Happens for Children, Practiceand Curriculum When TeachersInquire Together?The Prospect Archive and Centerfor Education and ResearchNorth Bennington, Vermont$15,000

Doris Williams-SmithRevisiting Reflective Practitioners’Research: Launching Publications andPresentations Through MentoringCollege of EducationThe University of New Orleans$15,000

Inquiries regarding the PractitionerResearch Communication andMentoring Grants Program maybe directed to: PractitionerResearch Communication andMentoring Grants Program, TheSpencer Foundation, 900 NorthMichigan Avenue, Suite 2800,Chicago, IL 60611-6525.

Researching Issues of Diversity in Higher EducationMay 28 - 29, 1997Chicago, IllinoisOrganizers:Michelle FineCity University of New York,Patricia J. GumportStanford University,Linda C. PowellHarvard University

Immigration and Education: Issues and ResearchOctober 8 - 9, 1997Los Angeles, CaliforniaOrganizers:Eugene GarciaUniversity of California, Berkeley,Kris GutierrezUniversity of California, Los Angeles

Community Colleges: Issues and ResearchMarch 4 - 5, 1998Washington, DCOrganizers:Howard B. LondonBridgewater State College,Lois WeisState University of New York at Buffalo,Ronald WilliamsCommunity College of Philadelphia

The Spencer Foundation periodi-cally organizes conferences onspecific topics pertaining to edu-cational research. The purpose ofthese conferences is to identifyand discuss topics that have notyet been explored or require fur-ther development and to developagendas for research that might be conducted. Conference agen-das, reports, and participant list-ings may be found on our website at www.spencer.org.

SPENCER-SPONSOREDCONFERENCES


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Roberta BrawerModern Cosmology as a CulturalContact Zone: An Ethnography ofResearch and Education in a Field of Physical ScienceProgram in Science, Technology and Society Massachusetts Institute of Technology

Sibyll CarnochanDeregulating Equity: A Case Studyof Title I in Three SchoolsGraduate School of Education and Information StudiesUniversity of California, Los Angeles

Prudence CarterResistance in Education: The Interplay of Race, Ethnicity,Gender and Social NetworksDepartment of SociologyColumbia University in the City of New York

Gilberto ConchasAn American High School and theParadox of Racial Inequality: TheDialectics Between the Reproductiveand Democratic Forces in SchoolingDepartment of SociologyUniversity of Michigan

Robert CulpFrom ‘New Culture’ to ‘New Life’:Ideology and Practice in the MiddleSchools of China’s Lower YangziRegion, 1917-1937Department of HistoryCornell University

Regina DeilCommunity College Students andInstitutional Contexts: Bridging theGap Between Structure and Agencyin Theories of Social ReproductionDepartment of SociologyNorthwestern University

Spencer DowningWhat TV Taught: Children’sTelevision and Consumer Culture,1947-1982Department of HistoryUniversity of North Carolina at Chapel Hill

Sibel ErduranSupporting Growth of ChemicalKnowledge in Learning Environments:A Discourse Analysis of Students’Argumentation and Reasoning inChemical ModelingPeabody CollegeVanderbilt University

Ayala FaderLearning Difference: MoralEducation in a Hasidic Communityin Boro Park, BrooklynDepartment of AnthropologyNew York University

Maria Teresa Fernandez AcevesClass, Gender, and Power inGuadalajara: Political Mobilization ofWomen School Teachers, Textile, andTortilla Workers, 1920-1940Department of HistoryUniversity of Illinois at Chicago

Danielle FordThe Role of Text in Supporting andExtending First-Hand Investigationsin Guided Inquiry ScienceSchool of EducationUniversity of Michigan

Kathleen FrydlThe G.I. BillDepartment of HistoryUniversity of Chicago

Alix GitelmanAccounting for Treatment Fidelity in Studies to CompareEducation InterventionsDepartment of StatisticsCarnegie Mellon University

Kimberly GoyetteThe College-Going Process: An Examination of the CollegeEnrollment of Whites and AsianAmericans in the United StatesDepartment of SociologyUniversity of Michigan

Neil HeffernanIntelligent Tutoring Systems HaveForgotten the Tutor: Adding aCognitive Model of Human TutorsDepartment of Computer ScienceCarnegie Mellon University

Andrew IzsakInscribing the Winch: How StudentsDevelop Algebraic Representations of the Physical WorldGraduate School of EducationUniversity of California, Berkeley

Makeba JonesRethinking African AmericanStudents’ Agency: MeaningfulChoices and Negotiating MeaningGraduate School of Education and Information StudiesUniversity of California, Los Angeles

Diana JosephPassion as a Driver for Learning: A Framework for the Design ofInterest-Based CurriculaSchool of Education and Social PolicyNorthwestern University

Galen JosephCivilizing the Nation: Education,Race and Democracy in BuenosAires, ArgentinaDepartment of AnthropologyUniversity of California, Santa Cruz

Michael KamenAmerican Biblical Scholarship and the Victorian Crisis of FaithDepartment of HistoryUniversity of Notre Dame

Judith Ann LiExamining the Effects of FederalFinancial Aid on College Tuitions: A Study of Pell GrantsDepartment of EconomicsHarvard University

Valinda Littlefield‘I Am Only One, But I Am One’:Southern African-American FemaleSchoolteachers, 1884-1954Department of HistoryUniversity of Illinois at Urbana-Champaign

Scott MarionPsychometric Concerns WhenMeasuring Advanced KnowledgeSchool of EducationUniversity of Colorado at Boulder

Julia MickenbergSubversive Stories: Children’sLiterature and the “ProgressiveMovement” in the U.S., 1935–1965Program in American Studies University of Minnesota

Stephen MorganEducational Attainment and the Bayesian Dynamics ofExpectation FormationDepartment of SociologyHarvard University

Michele S. MosesIn Defense of Race-ConsciousEducational Policy and PracticeSchool of EducationUniversity of Colorado at Boulder

Ruth Curran NeildChoosing and Sorting: The HighSchool Choice Process in PhiladelphiaDepartment of SociologyUniversity of Pennsylvania

SPENCER DISSERTATION FELLOWS

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SpencerDissertationFellows

Amy PaughLanguage Socialization andEducational Practices in a CreoleSetting: Changing Ideologies inDominica, West IndiesDepartment of AnthropologyNew York University

Heather M. PleasantsNew Choices, Old Issues: Examiningthe Educational Decision-MakingProcesses of African AmericanParents in Charter SchoolsCollege of EducationMichigan State University

Mica PollockRacing, De-racing, and ErasingEquity: The Policy and Practice of ContradictionsSchool of EducationStanford University

Aaron SaigerState Takeovers of Local SchoolDistricts: Politics and PolicyWoodrow Wilson School of Public and International AffairsPrinceton University

Alison SandmanPilots vs. Cosmographers: Educationand the Practice of Navigation inSixteenth Century SpainDepartment of History of ScienceUniversity of Wisconsin-Madison

Abigail SchweberThe Establishment of the Modern Japanese CompulsoryEducation SystemDepartment of HistoryHarvard University

Iris TabakUnraveling the Development ofScientific Literacy: Domain-SpecificInquiry Support in a System ofCognitive and Social InteractionsSchool of Education and Social PolicyNorthwestern University

Julie Kaomea ThirugnanamThe Hawaiians of Old:Representations of Native Hawaiiansin the Elementary CurriculumCollege of EducationUniversity of Hawaii at Manoa

Inquiries regarding the DissertationFellowship Program may be direct-ed to: Dissertation FellowshipProgram, The Spencer Foundation,900 North Michigan Avenue, Suite2800, Chicago, IL 60611-6525.

Alfredo J. ArtilesToward a Sociocultural Theory of Teacher Learning About Student DiversityGraduate School of Education and Information StudiesUniversity of California, Los Angeles

Richard B. ArumThe Causes of State Variation inPublic School Disciplinary PracticesDepartment of SociologyUniversity of Arizona

Dwight S. Atkinson“Sometimes I Know I Can NeverLearn English”: English EducationAmong Disadvantaged Groups inGujarat, IndiaDepartment of EnglishAuburn University

Brigid J. S. BarronGroups: An Analysis ofConversations Among HighAchieving Sixth Graders WorkingWithin a Video-Based MicroworldSchool of EducationStanford University

Ming M. ChiuEvaluating Group Work Processes: Introducing a New Methodological ToolGraduate School of Education and Information StudiesUniversity of California, Los Angeles

Pamela E. DeanCovert Curriculum: Class, Gender,and Student Culture at a New SouthWoman’s College, 1892-1932Williams Center for Oral HistoryLouisiana State University

Evelyn Margaret EvansConfronting the Existential Question:The Emergence of an Understandingof Existence and Non-Existence inElementary-School ChildrenDepartment of PsychologyUniversity of Toledo

Maria E. FranquizInforming Reform Efforts: LatinoStudents and the (Re)Construction of Academic IdentitySchool of EducationUniversity of Colorado at Boulder

Steven R. GubermanWorking on Understanding: Peer Conversation in a Children’sDiscovery CenterSchool of EducationUniversity of Colorado at Boulder

Gretchen W. GuitonConnecting Large-Scale Assessmentwith Local Opportunity to LearnIndications in Urban SchoolsSchool of EducationUniversity of Southern California

Rochelle GutierrezAdvancing Latina/o High SchoolStudents in Mathematics: Practices,Beliefs, and Consequences of anEffective Mathematics DepartmentCollege of EducationUniversity of Illinois at Urbana-Champaign

Grace KaoFamily Influences on the EducationalOutcomes of Immigrant YouthDepartment of SociologyUniversity of Pennsylvania

Gregory J. KellyDiscourse and Epistemology in Science EducationGraduate School of EducationUniversity of California, Santa Barbara

Paul C. LePoreChoosing Your Alma Mater: A Discreet Choice Model of High School SelectionDepartment of SociologyUniversity of Washington

Gerald K. LeTendreEmotional Choices: How SchoolsAffect the Educational Decisions of Young Adolescents and Their FamiliesCollege of EducationPennsylvania State University

NATIONAL ACADEMY OF EDUCATION/SPENCER POSTDOCTORAL FELLOWS


26

NAE/SpencerPostdoctoralFellows

Xiaodong LinEffects of Peers, Cultures andTechnologies on Students’Self-AssessmentPeabody CollegeVanderbilt University

Kathleen A. MahoneyPublic Debate and PrivateConversations: The Harvard Law School Controversy and the Transformation of CatholicHigher Education, 1893-1910School of EducationBoston College

Danny B. MartinMathematics Socialization andIdentity Among African Americans:A Multilevel Analysis of CommunityForces, School Forces, and Individual AgencyDepartment of MathematicsContra Costa College

Rodney E. McNairAn International Study of theDevelopment of MathematicsLearning MomentsPeabody CollegeVanderbilt University

Karen E. MundyEducational Multilateralism in a Changing World OrderSchool of EducationStanford University

Sheila E. MurrayEmpirical Investigations of the Real Effects of Court-MandatedReform: What Schools Do with More ResourcesThe James W. Martin School ofPublic Policy and AdministrationUniversity of Kentucky

Christine A. OgrenThe State Normal School Experience: A HistoryCollege of EducationUniversity of South Florida

Frank PajaresGirls, Boys, and Mathematics Self-Efficacy: Reappraising theConfidence GapDivision of Educational StudiesEmory University

Jianping ShenTraditionally and AlternativelyCertified Teachers in Public SchoolsCollege of EducationWestern Michigan University

Richard N. SteinbergUnderstanding Science: The Influence of Computers in College PhysicsDepartment of PhysicsUniversity of Maryland at College Park

Armando I. Trujillo“The Heart of the Community:”Cultivating Community and Student SuccessDepartment of Bicultural and Bilingual StudiesUniversity of Texas at San Antonio

Caroline WintererThe Classics and the Transformationof American Higher Education, 1780-1900Department of HistoryNorthwestern University

Tatyana V. YakhontovaAnglo-American and Slavic(Ukrainian, Russian) ResearchGenres: Linguistic, Intercultural, and Pedagogical IssuesDepartment of Foreign LanguagesLviv State University, Ukraine

The Spencer PostdoctoralFellowship Program is adminis-tered by the National Academy ofEducation through a grant madein the 1998 fiscal year by theSpencer Foundation for $4,921,000over three years. Inquiries may be directed to: National Academyof Education, School of Education,New York University, 726Broadway, Suite 509, New York,NY 10003-6652.

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Linda Darling-HammondStudy of Teacher PreparationDepartment of Curriculum and TeachingTeachers College, Columbia University

Andrea A. diSessaResearch Concerns: Computationalmedia and new literacies; theories of conceptual changeGraduate School of EducationUniversity of California, Berkeley

Richard M. JaegerResearch Concerns: Implications ofsocial and cognitive psychology forperformance standards settingsSchool of EducationUniversity of North Carolina at Greensboro

Gary W. LaddResearch Concerns: Early transitionand adaptation to school; precursorsof psychopathology and school mal-adjustment during childhoodDepartment of EducationUniversity of Illinois at Urbana-Champaign

Fellowship awards are adminis-tered by the Center for AdvancedStudies in the Behavioral Sciencesthrough a grant made in the 1994 fiscal year by the SpencerFoundation of $900,000 over fiveyears for support of Fellows.Inquires may be directed toDirector, Center for the AdvancedStudy in the Behavioral Sciences,75 Alta Road, Stanford, CA94305-8090.

SPENCER FELLOWS AT THE CENTER FOR ADVANCED STUDY IN THE BEHAVIORAL SCIENCES


28

Ann L. BrownPsychological Theory and EducationalReform: From the Committee of Tento the Bush InitiativesSchool of EducationUniversity of California, Berkeley $345,1001992

Courtney B. CazdenWriting Development and Instruction in the English-Writing WorldGraduate School of EducationHarvard University$300,0001991

Michael ColeCreating and Sustaining New Forms of Educational Activity in Community SettingsDepartment of CommunicationUniversity of California, San Diego$350,0001995

Linda Darling-HammondDeveloping Powerful TeachingDepartment of Curriculum and TeachingTeachers College, Columbia University$350,0001998

Carol GilliganThe Psychology of Women and the Development of GirlsGraduate School of EducationHarvard University$350,1001990

Kenji HakutaTesting Key Hypotheses About Educating Language Minority StudentsSchool of EducationStanford University$350,0001998

Paul T. HillA Long-Term Inquiry into the Hidden Curricula of K-12 SchoolsInstitute for Public Policy and ManagementUniversity of Washington$350,0001994

Sara Lawrence-LightfootCrossing Boundaries and ForgingRelationships: The Art and Science of PortraitureGraduate School of EducationHarvard University$350,0001995

James G. MarchOrganizational LearningGraduate School of BusinessStanford University$350,0001995

Richard J. MurnaneEconomic Analyses to Improve EducationGraduate School of EducationHarvard University$350,0001996

Alejandro PortesGrowing Up American: The Study of the New Second GenerationDepartment of SociologyPrinceton University $365,6001997

Lee S. ShulmanToward a Pedagogy of SubstanceSchool of EducationStanford University$350,6001990

David Bruce TyackPurposes, Policies, and Politics in American EducationSchool of EducationStanford University$350,0001996

Multi-year Senior Scholar Grantsare awarded to distinguished educational researchers at theinvitation of the Foundation.

Graduate School ofEducationHarvard UniversityCambridge, Massachusetts

College of EducationMichigan State University East Lansing, Michigan

School of EducationStanford University Stanford, California

Teachers College,Columbia UniversityNew York, New York

Graduate School of EducationUniversity of California,Berkeley Berkeley, California

Graduate School of Education and Information StudiesUniversity of California, Los Angeles Los Angeles, California

School of EducationUniversity of MichiganAnn Arbor, Michigan

School of Education and Social PolicyNorthwestern UniversityEvanston, Illinois

Graduate School of EducationUniversity of Pennsylvania Philadelphia, Pennsylvania

School of EducationUniversity of Wisconsin-Madison Madison, Wisconsin

The Research Training GrantsProgram supports research train-ing in the field of education. Inthe 1997 fiscal year the SpencerFoundation made grants to nineinstitutions ranging from $900,000to $2 million. In the 1998 fiscalyear a tenth institution was added,bringing the total amount award-ed to all institutions to $12 million.

SPENCER SENIOR SCHOLARSRESEARCHTRAINING GRANTS

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Janeula M. BurtAfrican American IdentityDevelopment: Toward the Development of a Contemporary ModelDepartment of EducationalFoundations, Leadership, and TechnologyAuburn University

Matthew D. DavisHerschel T. Manuel and LatinoEducational Policy, 1925-1970Department of Curriculum and InstructionUniversity of Texas at Austin

Debra L. HollowayArts Transforming Identity and Social Action for Working-Class GirlsSchool of EducationUniversity of Colorado at Boulder

Tyrone HowardCulturally Relevant Pedagogy forAfrican American StudentsDepartment of Curriculum and InstructionUniversity of Washington

Rebecca JarvisNarrative Research with AdultCommunity College StudentsDepartment of Curriculum StudiesArizona State University

Kevin M. LeanderCommunication, Community, and the (Un)Common: An Ethnographic Study of Discourses and Communities as Co-Constructed Activity in a Secondary School SettingDepartment of Curriculum and InstructionUniversity of Illinois at Urbana-Champaign

Lenora de la LunaPossibilities and Challenges ofCollaborative Action Research in ClassroomsDepartment of Curriculum and InstructionPurdue University

David MayrowetzThe Effects of Standards Reform andAssessment on Inclusive EducationDepartment of EducationalTheory, Policy and AdministrationRutgers, The State University of New Jersey

Jennifer Merriman BausmithLearning from Text and Graphics:The Effects of Prior Knowledge and Explicit CueingDepartment of Instruction and LearningUniversity of Pittsburgh

Stephen J. ProvasnikThe Quest for Perfection: The Making of the School and the StateHistory DepartmentUniversity of Chicago

Kristen RennClaiming Space: The CollegeExperience of Biracial andMultiracial Students at Predominantly White InstitutionsHigher Education DepartmentBoston College

Cynthia ReyesBicultural Identity of LatinaAdolescents and Their LiteracyPractices in the SchoolDepartment of EducationUniversity of Illinois at Chicago

Tzymei Alexasia ShiAgainst the Odds: College-boundResilient Minority AdolescentsCollege of EducationUniversity of Washington

AMERICAN EDUCATION RESEARCH ASSOCIATION/SPENCER DOCTORAL RESEARCH FELLOWS

Angela K. FruscianteTeachers in Community, AboutCommunity and for Community:Creating Community-Action-InquiryDepartment of Education Policy,Planning, and AdministrationUniversity of Maryland at College Park

Patricia MarinFaculty Perspectives of Multi-Racial/Multi-Ethnic College ClassroomsDepartment of Education Policy,Planning, and AdministrationUniversity of Maryland at College Park

The American EducationalResearch Association/SpencerDoctoral Research Fellowship and Travel Grant Program isadministered by the AmericanEducational Research Association(AERA) through a grant of$1,250,000 made in the 1997 fiscal year by the Foundation.Inquiries may be directed to:AERA/Spencer Doctoral Research Fellowship Program,The American EducationalResearch Association, 1230 17thStreet NW, Washington, DC 20036

AMERICAN EDUCATIONAL RESEARCH ASSOCIATION/SPENCER DOCTORAL RESEARCH TRAVEL GRANTS


30

James AndersonDepartment of Educational Policy StudiesUniversity of Illinois at Urbana-Champaign

Penelope D. EckertDepartment of LinguisticsStanford University

Michelle FineGraduate School and University CenterCity University of New York

James Paul GeeDepartment of Curriculum and InstructionUniversity of Wisconsin-Madison

Susan Moore JohnsonGraduate School of EducationHarvard University

James T. PattersonDepartment of HistoryBrown University

Mike RoseGraduate School of Education and Information Studies University of California, Los Angeles

John F. WitteDepartment of Political ScienceUniversity of Wisconsin-Madison

Members of the Spencer MentorNetwork receive, at the invitationof the Foundation, $50,000 overtwo years to support doctoralstudents engaged in research on educational issues.

*Awarded April 1998

SPENCER MENTOR NETWORK AWARDS*

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John S. AyersSupport of an Evaluation of the Application Approval ProcessEmployed to Select Chicago’s Charter Schools and a Planning Retreat for Chicago’s New CharterSchool AwardeesLeadership for Quality Education$20,000

Alan S. Chartock, Selma Kaplan, and Karen KellySupport for Educational Research Segments on “The Best of Our Knowledge”WAMC Public Radio$285,000

Regina Cortina and Ariani FriedlConference Entitled “Gender andEducation in Latin America”John Nuveen Center forInternational AffairsUniversity of Illinois at Chicago$20,000

Council on FoundationsPhilanthropic Support$34,600

Gary DeCoker and Thomas P. RohlenConference on Japanese Textbooks and National StandardsDepartment of EducationOhio Wesleyan University$25,500

Donors Forum of ChicagoPhilanthropic Support$17,820

Virginia Edwards, DebraViadero, and Ron WolkSupport for Research Reporting in Education Week and Teacher MagazineEditorial Projects in Education$291,800

Kelly Graves-DesaiDissemination of Education Researchin The Harvard Education Letter$40,000Harvard Education Letter ResearchInitiative: Increasing Our Impact on SchoolsHarvard Education LetterHarvard University$285,300

Chester HartmanPublishing and Disseminating a Series of Studies Relevant to Issues of Educational Quality and Racial Integration of SchoolsAcross the NationPoverty & Race Research Action Council$20,500

Independent SectorPhilanthropic Support$10,250

Frank Kemerer and Stephen SugarmanSymposium on School Choice, Law and Public PolicySchool of LawUniversity of California, Berkeley$40,000

Alan C. KerckhoffComparative Educational Attainment TrajectoriesDepartment of SociologyDuke University$25,000

Linda LenzSupport for “Catalyst: Voices of Chicago School Reform”Community Renewal Society$120,000

Gene MaeroffSeminar for Journalists Reporting on Educational ResearchHechinger Institute on Educationand the MediaTeachers College, Columbia University$30,000

Hugh Mehan and Marcia Venegas-GarciaSan Diego Area Writing ProjectConference on Teacher ResearchDepartment of SociologyUniversity of California, San Diego$10,000

Kent D. PetersonPartial Support for the StudyEntitled “School Reconstitution:Early Lessons from the Field”Department of EducationalAdministrationRoosevelt University$6,000

The PhilanthropyRoundtablePhilanthropic Support$1,000

Wendy D. Puriefoy andMichelle E. HynesSupport of a Research Task Force on a Project to Support Dissemination of Key Education Research Findings to Local Education FundsPublic Education Network$27,600

Laura R. Randall and Joan Brownell AndersonSupport for the University Seminar’sProgram on the Primary Level Drop-out Phenomenon in Latin AmericaUniversity SeminarsColumbia University in the Cityof New York$20,000

Ken RollingSupport for an Evaluation Advisory Committee for the Chicago Annenberg ChallengeChicago Annenberg Challenge$15,000

Peter Stearns, Peter Seixas,and Samuel WineburgSupport of a Conference Entitled“Teaching and Learning as Epistemic Acts”American Historical Association$25,000

William L. TaylorAssessment of the Impact of RecentChanges in the Federal Title IProgram on the Achievement Levels of Poor and Minority StudentsCitizens Commission on Civil Rights$50,000

Tides Center/Grantmakers for EducationPhilanthropic Support$3,000

Nancy B. Tuma and Mikk TitmaSoviet Education and the Early Life CareerDepartment of SociologyStanford University$28,000

University of ChicagoSupport of an Education Panel at the Challenge for ModernDemocracy’s Conference Entitled“Educating Citizens and Experts in a Democracy: The Dual Role of Research Universities”$13,550

OTHER GRANTS


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John P. Allen, Myriam Shecter, and C. Gordon WellsExtending Learning Through TalkOntario Institute for Studies in EducationUniversity of Toronto, Canada$285,000 in 1995

Joseph P.B. AllenExtra-Curricular Influences on Pathsinto and out of Academic DifficultiesAmong At-Risk AdolescentsDepartment of PsychologyUniversity of Virginia$238,900 in 1995

Richard C. Anderson andWilliam E. NagyLearning to Read Chinese: Effects of Metalinguistic Knowledgeand Volume of Reading on theAcquisition of Literacy in a Non-Alphabetic Writing SystemCenter for the Study of ReadingUniversity of Illinois at Urbana-Champaign$321,450 in 1997

Kathryn H. AuThe Successful Education ofHawaiian Children: A Study ofPreservice and Mentor TeachersCollege of EducationUniversity of Hawaii at Monoa$192,100 in 1997

Albert R. BanduraImpact of Self-Efficacy on Trajectoriesof Social and Academic DevelopmentDepartment of PsychologyStanford University$176,440 in 1994

Isabel L. Beck and Margaret G. McKeownTransforming Knowledge intoTangible Resources to SupportPedagogical ChangeLearning Research andDevelopment CenterUniversity of Pittsburgh$296,810 in 1996

Marjorie J. Beeghly andEdward Z. TronickEarly Development of African-American Children: FactorsPredicting Cognitive Competence and AdjustmentChild Development UnitChildren’s Hospital, Boston$300,000 in 1997

Vern L. BengtsonGeneration X and Their Elders:Intergenerational Influences onEducational and OccupationalAttainment over Four GenerationsEthel Percy Andrus Gerontology CenterUniversity of Southern California$257,900 in 1996

Carl BereiterThe Development of TeachersEngaged in Collaborative StrategyInstruction with Inner-CityAdolescent Delayed ReadersOntario Institute for Studies in EducationUniversity of Toronto, Canada$321,200 in 1994

Mark Berends and Samuel R. LucasThe Structure and Effects of Tracking in the United States: A Temporal PerspectiveInstitute on Education and TrainingThe RAND Corporation$472,800 in 1997

Paul BloomSyntactic Support in Word LearningDepartment of PsychologyUniversity of Arizona$321,700 in 1993

David Bloom and Susan R. GoldmanUsing Multiple Texts for AcademicLearning: Social and CognitivePerspectivesDepartment of Teaching and LearningVanderbilt University$532,900 in 1997

Lloyd BondTo Investigate Sources of AdverseImpact in the National Board forProfessional Teaching StandardsEarly Adolescence/English LanguageArts AssessmentCenter for Educational Researchand EvaluationUniversity of North Carolina at Greensboro$469,600 in 1997

Georges BordageAssessing Medical Students’Diagnostic and Semantic CompetenceDuring Case Presentations: Studiesof Reliability, Validity, and FeasibilityCollege of MedicineUniversity of Illinois at Chicago$297,150 in 1995

Jeanne Brooks-GunnStorytimes: Language and Literacy in the Context of Home Visiting ProgramsCenter for Young Children and FamiliesTeachers College, Columbia University$238,900 in 1997

Jerome BrunerMeaning Making in ContextSchool of LawNew York University$377,250 in 1995

Mary Lynn M. BryanThe Jane Addams PapersThe Jane Addams PapersDuke University$20,000 in 1996

Anthony S. BrykRenewal: The Consortium on Chicago School ResearchUniversity of Chicago$619,800 in 1994

Ronald S. Burt and Joseph Jannotta, Jr.Building Bridges: A Study ofMentors and the Social Capital of Promising MinoritiesChicago Management Council$45,000 in 1997

Robert B. CairnsIntergenerational Turning Points for School SuccessCenter for Developmental ScienceUniversity of North Carolina at Chapel Hill$258,750 in 1997

Marilyn Cochran-Smith and Susan L. LytleTeacher Inquiry and the Epistemology of TeachingSchool of EducationUniversity of Pennsylvania$256,700 in 1993

GRANTS IN PROGRESS

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Grants inProgress

Sophia CohenWhen the Learners’ Thinking TakesCenter Stage: A Study of Teacher andClassroom ChangeCenter for the Development of TeachingEducation Development Center, Inc.$81,743 in 1997

Philip A. CusickThe Michigan English Language ArtsFramework Project: A LongitudinalCase Study of Reforming the SystemDepartment of EducationalAdministrationMichigan State University$79,300 in 1996

Michael N. Danielson andJennifer L. HochschildWith the Best Intentions: New York State and RacialSeparation in YonkersWoodrow Wilson School of Public and International AffairsPrinceton University$162,600 in 1997

Michael David-FoxAcademia in Upheaval: The Originsand Demise of the CommunistAcademic Regime in Russia and East Central EuropeDepartment of HistoryUniversity of Maryland at College Park$60,000 in 1996

David K. DickinsonExamining and Changing Discourse Environments in Preschool ClassroomsFamily, School, and Community DivisionEducation Development Center, Inc.$299,700 in 1996

Anne H. DysonSociocultural Diversity and Literacy Development in UrbanPrimary SchoolsGraduate School of EducationUniversity of California, Berkeley$125,000 in 1994

Mary Ann DzubackWomen Social Science Scholars in the Academy, 1890-1940Department of EducationWashington University$132,700 in 1995

Jacquelynne S. Eccles and Bonnie L. BarberPassages Through Adolescence: Implications for Educational OutcomesInstitute for Social ResearchUniversity of Michigan$312,500 in 1995

Marcia FarrLanguage, Literacy and Gender: Oral Traditions and LiteracyPractices Among Mexican Immigrant FamiliesDepartment of EnglishUniversity of Illinois at Chicago$265,150 in 1995

Michael J. FeuerAssessment Strategies for the Federal Title I ProgramCommission on Behavioral andSocial Sciences and EducationNational Academy of SciencesNational Research Council$100,000 in 1997

Michelle Fine (joint researchproject with Lois Weis atSUNY at Buffalo)Sites of Possibility in Urban AmericaGraduate School and University CenterCity University of New York$274,545 in 1996

Michael FultzAfrican-American Teachers in the South, 1890-1960Department of Educational Policy StudiesUniversity of Wisconsin-Madison$182,100 in 1997

Karen C. FusonSupporting Urban Latino Children’sConstructions of ArithmeticalUnderstandings by Using ParentTutors in the SchoolSchool of Education and Social PolicyNorthwestern University$313,000 in 1994

Karen Gallas, Iris Feldman,Linda Goldman, and Anne MartinTeacher-Initiated ProfessionalDevelopment: The Lawrence SchoolTeacher Study GroupsBrookline Public SchoolsBrookline, Massachusetts$94,620 in 1996

James P. Gee and Sarah A. MichaelsTalk, Text, and Identity:Understanding Teaching andLearning in a Post-ProgressiveScience ProgramJacob Hiatt Center for Urban EducationClark University$300,310 in 1996

Merryl GoldbergSUAVE: Examining the Role ofCoaching as a ProfessionalDevelopment ModelCollege of EducationCalifornia State University, San Marcos$150,000 in 1997

Claudia GoldinThe Making of Educated Americans:The Rise of the American HighSchool and its EconomicConsequences, 1890-1970National Bureau of Economic ResearchHarvard University$102,725 in 1996

Susan Goldin-MeadowGesture-Speech Mismatch as anEducational Tool: Using the Hand to Read the MindDepartment of PsychologyUniversity of Chicago$219,475 in 1994

Esther N. GoodyAuthority and Effective Learning in Northern GhanaDepartment of SocialAnthropologyUniversity of Cambridge, United Kingdom$232,900 in 1997

Usha Claire GoswamiFactors Influencing the Use of Analogical Reasoning by Young ChildrenInstitute of Child HealthUniversity College, LondonMedical School, United Kingdom$111,100 in 1996


34

Grants inProgress

Stephen J. GriffinMaking the Transparent Visible: Teachers’ Research on Classroom DiscourseTechnical Educational Research Center (TERC)$249,700 in 1997

David HammerAdvancing Reforms in ScienceEducation: Teachers’ ConceptualResourcesCenter for the Development of TeachingEducation Development Center, Inc.$106,537 in 1997

Sara Harkness and Charles M. SuperParental Ethnotheories, Cultural Practices, and the Transition to SchoolSchool of Family StudiesUniversity of Connecticut$442,650 in 1995

Shirley Brice Heath andMilbrey W. McLaughlinLearning for Anything Everyday: The Role of Neighborhood-BasedOrganizations for YouthDepartment of EnglishStanford University$441,400 in 1994

James J. HeckmanThe Value of Certifying Skills: A Case Study of the GEDDepartment of EconomicsUniversity of Chicago$216,900 in 1995

G. Alfred HessStrengthening the Links BetweenCommunities and SchoolsNorthwestern University$300,000 in 1996

George Hillocks, Jr.How State Assessments InfluenceCurricular Content and ClassroomPractice: The Case of WritingDepartment of EducationUniversity of Chicago$278,200 in 1995

Frederick E. HoxiePostdoctoral Fellowships in the History of EducationNewberry Library$185,000 in 1997

A. Michael HubermanThe Conceptual Effects ofDisseminating Research-Based Knowledge to Educational ProfessionalsGraduate School of EducationHarvard University$163,600 in 1994

Philip W. JacksonTeaching and Learning Through theArts: A Post-Deweyan PerspectiveDepartment of EducationUniversity of Chicago$184,500 in 1994

Jerry A. JacobsGender and the College CurriculumDepartment of SociologyUniversity of Pennsylvania$169,475 in 1996

Harry JudgeThe State, Schools and ReligionBrasenose CollegeUniversity of Oxford, United Kingdom$37,000 in 1997

Richard D. KahlenbergResearch and Writing of a Book Examining Inequality of Educational OpportunityCenter for National Policy$25,000 in 1997

John F. KainMinority Suburbanization and theAchievement of Minority StudentsDepartment of EconomicsHarvard University$214,700 in 1997

Amy KyratzisGender, Peer Groups, and Social Identity in the PreschoolDepartment of EducationUniversity of California, Santa Barbara$55,200 in 1996

Ellen Condliffe LagemannThe Social History of EducationalResearch in the United States from the 1860s to the 1960sSchool of EducationNew York University$368,450 in 1987

Carol D. LeeCultural Modeling in ReadingComprehension: Implications forTeacher and Student CognitionSchool of Education and Social PolicyNorthwestern University$136,250 in 1996

Valerie E. LeeHigh School Size: Effectiveness,Equity, and Meaning to School MembersSchool of EducationUniversity of Michigan$101,500 in 1997

Mary J. Levitt and Jerome L. LevittSocial Networks and SchoolAdaptation Across the Child to Adolescent TransitionDepartment of PsychologyFlorida International University$293,350 in 1997

Catherine Lewis, Victor Battistich, and Daniel SolomonEducational Change and the Role of Teacher Community:Understanding the Effects of the Child Development ProjectThe Developmental StudiesCenter$149,700 in 1997

Howard B. London andKathleen M. ShawCultures of Success: A Study ofCommunity Colleges with HighTransfer RatesDepartment of SociologyBridgewater State College$130,300 in 1996

Sally LubeckMeasuring the Construct of ‘Social Context’ in PreschoolPrograms for EconomicallyDisadvantaged ChildrenSchool of EducationUniversity of Michigan$137,100 in 1996

Kenneth LudmererAmerican Medical Education in the Twentieth CenturyDepartment of MedicineWashington University$30,000 in 1996

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Grants inProgress

Dan P. McAdamsGenerativity in Black and WhiteSchool of Education and Social PolicyNorthwestern University$367,200 in 1995

G. Williamson McDiarmidTeachers in Charge: A Study ofKentucky Teachers’ ProfessionalDevelopment PlansNational Center for Research on Teacher LearningUniversity of Alaska Anchorage$150,000 in 1996

David McNeillChildren’s Representation of Motion EventsDepartment of PsychologyUniversity of Chicago$418,400 in 1996

John MerrowRadio Forums on Current Issues in EducationLearning Matters, Inc.New York, New York$241,000 in 1996

Mary Haywood MetzReal Schools in DisparateCircumstances: How CommunitySocial Class Shapes Teachers’Working Lives and the OpportunitiesThey Learn to Offer Their StudentsDepartment of Educational Policy StudiesUniversity of Wisconsin-Madison$40,000 in 1997

John ModellSchooling and School Learning inChildren’s Lives: A ComparativeDevelopmental Study EmployingIEA DataDepartment of HistoryCarnegie Mellon University$189,300 in 1995

Donald R. MooreSchool Community Standards ProjectDesigns for ChangeChicago, Illinois$390,000 in 1996

Pamela A. MossDeveloping Coherence BetweenAssessment and Reform: A Role for Hermeneutics in Licensing andProfessional Development of TeachersSchool of EducationUniversity of Michigan$459,650 in 1997

Margaret A.M. MurrayFactors Contributing to Women’s Success as ProfessionalMathematicians: The Doctoral Classes of 1940-1959Department of MathematicsVirginia Polytechnic Institute and State University$65,100 in 1997

Diana C. MutzThe Company of Strangers: SocialContext and the Public SphereDepartment of Political ScienceUniversity of Wisconsin-Madison$79,500 in 1996

Rebecca S. New and Bruce L. MalloryThe Socio-Cultural Construction of Home-School Relations: The Case of Reggio Emilia and Contemporary ItalyDepartment of EducationUniversity of New Hampshire$296,150 in 1997

Norman NieEducational and Social OutcomesResearch AnalysisDepartment of Political ScienceUniversity of Chicago$20,000 in 1997

Anat NinioThe Acquisition of Dependency GrammarDepartment of PsychologyHebrew University of Jerusalem, Israel$218,775 in 1996

Jody D. Nyquist, Ann Austin, Jo Sprague, and Donald WulffThe Development of GraduateStudents as Prospective TeachingScholars: A Longitudinal Research ProjectCenter for InstructionalDevelopment and ResearchUniversity of Washington$254,450 in 1996

Mary Catherine O’ConnorTeacher Discourse in Middle SchoolMathematics ClassroomsSchool of EducationBoston University$212,500 in 1996

David R. OlsonBelief in EducationOntario Institute for Studies in EducationUniversity of Toronto, Canada$167,000 in 1995

Annemarie Palincsar andShirley MagnussonThree Activity Settings SupportingCommunities of Practice AmongTeachersSchool of EducationUniversity of Michigan$105,078 in 1997

David M. Post, David G. Abler, Dennis P. Hogan, and Leif I. JensenFamily Welfare and Children’sSchooling: A Study of Chile, Peru,and MexicoDepartment of AgriculturalEconomics and Rural SociologyPennsylvania State University$269,350 in 1995

Harold A. Richman and Joan R. WynnFurthering Education: TheRelationship of Schools and Other InstitutionsChapin Hall Center for ChildrenUniversity of Chicago$320,000 in 1996

Joanne E. Roberts andMargaret R. BurchinalA Longitudinal Study of the Role of Language in School Success forAfrican-American ChildrenFrank Porter Graham ChildDevelopment CenterUniversity of North Carolina at Chapel Hill$327,950 in 1997


36

Grants inProgress

Melissa RoderickStudent Life in High Schools ProjectSchool of Social ServiceAdministrationUniversity of Chicago$28,800 in 1997

Barbara RogoffDevelopment in Individual, Group, and Cultural Activity:Transformations as New MembersParticipate in an Innovative SchoolDepartment of PsychologyUniversity of California, Santa Cruz$93,100 in 1995

Ken Rolling and Mark A. SmylieEvaluation of the Chicago Annenberg ChallengeChicago Annenberg Challenge$320,000 in 1996

James E. RosenbaumSurvey of the Long-Term Effects ofResidential Mobility on Low-IncomeBlack YouthCenter for Urban Affairs andPolicy ResearchNorthwestern University$503,000 in 1996

Michael RosenthalBiography of Nicholas MurrayButler, President of Columbia from 1902-1945Department of English andComparative LiteratureColumbia University in the City of New York$93,000 in 1996

Robert M. SellersInstitutional and ProgrammaticFactors Associated with CollegeStudent-Athletes’ Academic Successand FailureDepartment of PsychologyUniversity of Virginia$265,200 in 1995

Christopher A. StrayThe Shaping of a Discipline: Classics in Cambridge, 1822-1914Department of Classics andAncient HistoryUniversity of Wales, Swansea,United Kingdom$101,100 in 1996

Rosamund Sutherland andMaria Teresa RojanoMexican/British Project on the Roleof Spreadsheets Within School-BasedMathematical PracticesSchool of EducationUniversity of London, United Kingdom$132,120 in 1994

Patricia M. ThaneOral History of Higher EducatedWomen in Britain 1920s-1970sSchool of Social SciencesUniversity of Sussex, United Kingdom$157,600 in 1995

Michael TomaselloJoint Attention and the Emergence of LanguageDepartment of PsychologyEmory University$113,800 in 1995

Vivian Troen, KatherineBoles, and Mieko KamiiA Study to Analyze the Process,Conditions, and Policy ArrangementsThat Support Teacher Learning in a Successful ProfessionalDevelopment SiteBrookline Public Schools andBoston Public Schools$149,550 in 1997

Pamela B. WaltersPrivate Interests and Public Voices:Organizations, Group Mobilization,and the Politics of Public Education,1880-1920Department of SociologyIndiana University$269,450 in 1995

Beth Warren, Cynthia Ballenger, and Ann S. RoseberyUnderstanding Learning in Teacher Researcher CommunitiesTechnical Educational ResearchCenter (TERC)$240,000 in 1995

Lois Weis (joint project withMichelle Fine at CUNY)Sites of Possibility in Urban AmericaDepartment of EducationalOrganization, Administration, and PolicyState University of New York at Buffalo$312,455 in 1996

Carol H. Weiss and Joseph P. NewhousePostdoctoral Fellowships inEvaluating Programs for ChildrenHarvard Project on Schooling and ChildrenHarvard University$720,600 in 1996

John B. Willett and Judith D. SingerBridging the Gap BetweenMethodology and Substance:Advances in Study Design and Statistical Analysis forEducational ResearchGraduate School of EducationHarvard University$397,950 in 1997

J. Douglas WillmsSchool and Community Effects on Children’s Educational and Health OutcomesAtlantic Centre for PolicyResearch in EducationUniversity of New Brunswick,Canada$271,350 in 1997

Samuel S. WineburgHistorical Sense-Making: An Intergenerational StudyCollege of EducationUniversity of Washington$156,800 in 1995

Dennis Palmer Wolf Going for Broke: SustainedProfessional Development for Mid-Career Teacher-LeadersPerformance AssessmentCollaboratives for Education(PACE)Harvard Graduate School of EducationHarvard University$122,011 in 1997

Kenneth Zeichner and Cathy Caro-BruceThe Nature and Impact of an ActionResearch Program for Teachers andPrincipals in One Urban School DistrictMadison Metropolitan SchoolDistrict/University of Wisconsin-Madison$79,000 in 1996

Grants in Progress reflect majorresearch and professional devel-opment grants active throughAugust 31, 1998.

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37

Atwell, NancieIn the Middle: New UnderstandingsAbout Writing, Reading and LearningBoynton/Cook Publishers,Portsmouth, NH, 1998

August, Diane, and Kenji HakutaImproving Schooling for Language-Minority Children: A Research AgendaNational Academy Press,Washington, DC, 1997

August, Diane, and Kenji HakutaEducating Language-Minority ChildrenNational Academy Press,Washington, DC, 1998

Bandura, AlbertSelf-Efficacy: The Exercise of ControlW.H. Freeman and Company,New York, 1997

Blythe, TinaThe Teaching for Understanding GuideJossey-Bass Publishers, San Francisco, 1998

Callan, EamonnCreating Citizens: PoliticalEducation and Liberal DemocracyClarendon Press, Oxford,England, 1997

Carroll, Jackson W., Barbara G. Wheeler, Daniel O. Aleshire, andPenny Long MarlerBeing There: Culture and Formationin Two Theological SchoolsOxford University Press, New York, 1997

Chicago Panel on School PolicyChicago Public School Data Book:School Year 1994-95Chicago Panel on School Policy,Chicago, 1996

Cole, MichaelCultural Psychology: A Once andFuture DisciplineThe Belknap Press of HarvardUniversity Press, Cambridge, MA, 1996

Dyson, Anne HaasWhat Difference Does DifferenceMake: Teacher Reflections onDiversity, Literacy and the Urban Primary SchoolNational Council of Teachers of English, Urbana, IL, 1997

Dyson, Anne HaasWriting Superheroes: ContemporaryChildhood, Popular Culture andClassroom LiteracyTeachers College Press, New Yorkand London, 1997

Fajans, JaneThey Make Themselves: Work andPlan Among the Baining of PapuaNew GuineaUniversity of Chicago Press,Chicago, 1997

Farley, Reynolds (Ed.)State of the Union: America in the 1990sVolume I: Economic TrendsRussell Sage Foundation, New York, 1995

Farley, Reynolds (Ed.)State of the Union: America in the 1990sVolume II: Social TrendsRussell Sage Foundation, New York, 1995

Foster, MicheleBlack Teachers on TeachingThe New Press, New York, 1997

Ginsburg, Herbert P.Entering the Child’s Mind: TheClinical Interview in PsychologicalResearch and PracticeCambridge Press, New York, 1997

Handler, Richard, and Eric GableThe New History in an Old Museum: Creating the Past at Colonial WilliamsburgDuke University Press, Durham, NC, 1997

Heller, Caroline E.Until We Are Strong Together:Women Writers in the TenderloinTeachers College Press, New York, 1997

Holloway, Susan D., Bruce Fuller, Marylee F. Rambaud, andCostanza Eggers-PierolaThrough My Own Eyes: Single Mothers and the Cultures of PovertyHarvard University Press,Cambridge, MA, 1997

Lavin, David E. and David HyllegardChanging the Odds: OpenAdmissions and the Life Chances of the DisadvantagedYale University Press, New Haven, CT, 1996

Lawrence-Lightfoot, Sara,and Jessica Hoffman DavisThe Art and Science of PortraitureJossey-Bass Publishers, San Francisco, 1997

Peshkin, AlanPlaces of Memory: Whiteman’s Schools and NativeAmerican CommunitiesLawrence Erlbaum AssociatesPublishers, Mahwah, NJ, 1997

Vernon-Feagans, LynneChildren’s Talk in Communities and ClassroomsBlackwell Publishers, Inc.,Cambridge, MA, 1996

Wells, Amy Stuart, and Robert L. CrainStepping over the Color Line:African-American Students in White Suburban SchoolsYale University Press, New Haven, CT, 1997

Williams, John B.Race Discrimination in PublicHigher Education: InterpretingFederal Civil Rights Enforcement,1974-1996Praeger Publishers, Westport, CT, 1997

Wiske, Martha StoneTeaching for Understanding: Linking Research with PracticeJossey-Bass Publishers, San Francisco, 1997

GRANTEE PUBLICATIONS RECEIVED


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On March 31, 1998, the assets of the SpencerFoundation totaled $494 million. These assetsare invested primarily in equities actively man-aged by Cedarpoint Capital Management, Inc.,New York; and in S & P 500 and EAFE indexedequity funds managed by State Street GlobalAdvisors, Boston. The Finance and AuditCommittee of the Board of Directors, assistedby the Treasurer and Controller, oversees theperformance of the Foundation's investments,convening regularly (at meetings to which allDirectors are invited) to review investmentresults, to discuss investment policy, and to setthe asset allocation policy. The Northern TrustCompany is custodian bank. A complete list ofthe Foundation's assets is available for inspec-tion at the Foundation.

The Foundation made its first distributionsin 1971 and through March 31, 1998, has autho-rized grants and fellowships of $201.7 million,of which $27.4 million remains payable infuture fiscal years. During the 1998 fiscal year,the Foundation made payments on grants andfellowships totaling $14.5 million, and theBoard of Directors anticipates making grants ata slightly higher level through the 1999 fiscalyear. The audited financial statements of theSpencer Foundation begin on page 40.

Ines M. MilneTreasurer and Controller

REPORT OF THE TREASURERInes M. Milne

1 9 9 8 A N N U A L R E P O R T

39

Board of DirectorsThe Spencer FoundationChicago, Illinois

We have audited the accompanying statementsof financial position of The Spencer Foundation(an Illinois not-for-profit corporation) as ofMarch 31, 1998 and 1997, and the related state-ments of activities and cash flows for the yearsthen ended. These financial statements are theresponsibility of the Foundation’s manage-ment. Our responsibility is to express an opin-ion on these financial statements based on ouraudits.

We conducted our audits in accordance withgenerally accepted auditing standards. Thosestandards require that we plan and perform theaudit to obtain reasonable assurance aboutwhether the financial statements are free ofmaterial misstatement. An audit includes

examining, on a test basis, evidence supportingthe amounts and disclosures in the financialstatements. An audit also includes assessing the accounting principles used and significantestimates made by management, as well asevaluating the overall financial statement pre-sentation. We believe that our audits provide areasonable basis for our opinion.

In our opinion, such financial statementspresent fairly, in all material respects, the finan-cial position of The Spencer Foundation as ofMarch 31, 1998 and 1997, and the changes in itsnet assets and its cash flows for the years thenended in conformity with generally acceptedaccounting principles.

Chicago, IllinoisMay 12, 1998

INDEPENDENT AUDITORS’ REPORT


40

1998 1997

ASSETS:

Investments, at quoted market value(cost: 1998-$230,204; 1997-$227,015) (Note 3) $ 492,591 $ 356,028

Cash (including funds held by investmentcustodians: 1998 - $164; 1997 - $2,218) 1,008 2,437

Other assets:Accrued interest and dividends 126 153Other 308 393

Total Assets 494,033 359,011

LIABILITIES:

Grants payable 27,432 21,879Payable to brokers 203 173Accounts payable and accrued expenses 392 350Excise taxes payable 38

Total Liabilities 28,027 22,440

UNRESTRICTED NET ASSETS (Note 6) $ 466,006 $ 336,571

See notes to financial statements.

STATEMENTS OF FINANCIAL POSITIONMARCH 31, 1998 AND 1997(Thousands of Dollars)

1 9 9 8 A N N U A L R E P O R T

41

1998 1997

REVENUE AND GAINS:

Dividends $ 5,942 $ 6,018Interest 302 483Realized gains 13,419 8,627Increase in unrealized gains 133,374 46,082

Total revenue and gains 153,037 61,210

GRANTS AND OTHER EXPENSES:

Grants authorized (Note 5) 19,682 24,775Administrative expenses 2,503 2,273Investment services 793 600Excise taxes (Note 4) 624 269

Total grants and other expenses 23,602 27,917

INCREASE IN NET ASSETS 129,435 33,293

UNRESTRICTED NET ASSETS - Beginning of year 336,571 303,278

UNRESTRICTED NET ASSETS - End of year $ 466,006 $ 336,571


STATEMENTS OF ACTIVITIESYEARS ENDED MARCH 31, 1998 AND 1997(Thousands of Dollars)


42

1998 1997

CASH FLOWS FROM OPERATING ACTIVITIES:

Increase in net assets $ 129,435 $ 33,293Adjustments to reconcile increase in net assets

to net cash flows from operating activities:Gain on sale of investments (13,419) (8,627)Unrealized gain on investments (133,374) (46,082)Depreciation 123 127Changes in assets and liabilities:

Accrued interest and dividends 27 (9)Taxes refundable 114Other (17) (9)Grants payable 5,553 10,461Payable to brokers 30 (333)Accounts payable and accrued expenses 42 59Excise taxes payable (38) 38

Net cash flows from operating activities (11,638) (10,968)

CASH FLOWS FROM INVESTING ACTIVITIES:

Purchases of investments (26,253) (24,010)Proceeds from sales of investments 36,483 35,009Capital expenditures (21) (56)

Net cash flows from investing activities 10,209 10,943

DECREASE IN CASH (1,429) (25)

CASH - Beginning of year 2,437 2,462

CASH - End of year $ 1,008 $ 2,437


STATEMENTS OF CASH FLOWSYEARS ENDED MARCH 31, 1998 AND 1997(Thousands of Dollars)

1 9 9 8 A N N U A L R E P O R T

43

NOTES TO FINANCIAL STATEMENTSYEARS ENDED MARCH 31, 1998 AND 1997(Thousands of Dollars)

1. NATURE OF OPERATIONS

The Spencer Foundation (“Foundation”), organized in 1962, is the residuary legatee under theWill of Lyle M. Spencer, deceased. The Foundation was established to support research aimed atthe improvement of education. Support is derived primarily from returns on the Foundation’sinvestments.

2. SUMMARY OF SIGNIFICANT ACCOUNTING POLICIES

Estimates - The preparation of financial statements in conformity with generally acceptedaccounting principles requires management to make estimates and assumptions that affect thereported amounts of assets and liabilities and disclosure of contingent assets and liabilities at thedate of the financial statements, and the reported amounts of revenues and expenses during thereporting period. Actual results could differ from those estimates.

Investments - Investments are carried at fair market value, net of deferred excise tax on net unre-alized gains.

Grants - Grants are recorded in the accounts when authorized by the Board of Directors, andunexpended funds awarded and subsequently returned are recorded when refunded by thegrantees.

Reclassifications - Certain 1997 balances have been reclassified to conform with 1998 financialstatement presentation.

3. INVESTMENTS

Quoted market values are used to value investments other than index funds, which are carriedbased on fair values provided by the fund managers, and real estate, which is carried at “marketvalue” provided by the real estate fund. Realized gains or losses are determined by comparison ofcost, determined on a first-in, first-out basis, to proceeds from sales. Investment transactions arerecorded in the accounts on the trade date. The cost of investment securities represents the amountpaid for securities purchased, adjusted for accretion of discount or amortization of premium onbonds purchased. Dividends and interest income are recorded on the accrual basis.

The cost and fair market value of investments at March 31 were as follows:

4. TAXES

Excise Tax - The Foundation qualifies as a private foundation and, as a result, is subject to a fed-eral excise tax of two percent on net investment income, as defined. If the average payout ratio forthe past five years plus one percent of net investment income in the current year, as defined, is lessthan the current year’s charitable distributions, federal excise tax is payable at one percent of netinvestment income, as defined. The Foundation paid federal excise tax of two percent in the yearended March 31, 1998 and one percent in the year ended March 31, 1997.

1998 1997

Market MarketCost Value Cost Value

Index funds $ 137,298 $ 288,872 $ 137,319 $ 209,509Common stocks 88,469 205,420 84,768 145,158Real estate funds 4,437 3,654 4,928 3,994

Total $ 230,204 497,946 $ 227,015 358,661

Deferred federal excise tax (5,355) (2,633)

Total $ 492,591 $ 356,028


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The quoted market value of investments was reduced by $5,355 and $2,633 at March 31, 1998 and1997, respectively, representing the federal excise taxes which would become payable if the netunrealized gains were realized. The change in such deferred taxes is applied against the change inunrealized gains in the statements of activities.

A private foundation which does not distribute an amount equal to a minimum return on assets,as defined in the Internal Revenue Code, is subject to an excise tax of 15 percent on the income notso distributed. Distributions in any year in excess of the amount required may be carried forwardto future years and be applied against the required distribution.

Income Tax - The Foundation is a not-for-profit organization in the State of Illinois and is exemptfrom federal income tax under Section 501(c)(3) of the Internal Revenue Code.

5. GRANT COMMITMENTS

The Foundation has authorized but unpaid grants outstanding as of March 31, 1998, payable as follows:

Fiscal Year Ending March 31

1999 $ 10,2242000 9,5562001 5,6102002 2,042

Total $ 27,432

Payments on authorized but unpaid grants may be accelerated upon mutual agreement betweenthe Foundation and the grantees.

6. UNRESTRICTED NET ASSETS

Unrestricted net assets are composed of the following amounts:

1998 1997

Principal $ 82,203 $ 82,203Cumulative excess of grants and other expenses

over revenue (cumulative grants authorized of$201,742 at March 31, 1998) (100,268) (82,910)

Cumulative net realized gains on sales of investments 221,684 208,265Unrealized gains in investment portfolio 262,387 129,013

Total $ 466,006 $ 336,571

7. PROFESSIONAL DEVELOPMENT PROGRAM

During 1996 fiscal year, the Foundation established a joint venture Professional DevelopmentResearch and Documentation Program (the “Program”) with The John D. and Catherine T.MacArthur Foundation. The program provides grants for research in the area of professionaldevelopment in schools and will provide a total of $3 million in grants over a four-year period.Under the joint venture agreement, the Foundation administers the program and contributes 25percent of the total awards and 50 percent of administration costs. MacArthur provides theremaining 75 percent of total awards and 50 percent of administration costs. At March 31, 1998,the cash balance of the Foundation includes $321 of funds advanced from The MacArthurFoundation not yet expended under the Program; the contra amount is included in accountspayable and accrued expenses.

8. RETIREMENT PLAN

The Foundation contributes in a multi-employer contributory annuity retirement plan in con-junction with the Teachers Insurance and Annuity Association of America (“TIAA-CREF”) forwhich substantially all employees are eligible. Expenses related to the retirement plan approxi-mated $168 and $127 in 1998 and 1997, respectively. The Foundation funds its pension costs on acurrent basis in accordance with TIAA-CREF requirements.

T H E S P E N C E R F O U N D A T I O N900 NORTH MICHIGAN AVENUE, SUITE 2800, CHICAGO, IL 60611-6525

TELEPHONE: 312/337-7000 FACSIMILE: 312/337-0282 http://www.spencer.org

the spencer...therese d. pigott 3 associate program officer mark e. rigdon associate program officer...

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