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Reading the report cards: What do "state of achievement" reports tell us about American education? — review essay
In: Economics of education review, Band 13, Heft 2, S. 179-193
ISSN: 0272-7757
Education and american youth: The impact of the high school experience
In: Economics of education review, Band 9, Heft 2, S. 192-193
ISSN: 0272-7757
Class size and instruction
In: Economics of education review, Band 4, Heft 2, S. 149-150
ISSN: 0272-7757
Assignment practices and the relationship of instructional time to the reading performance of elementary school children
In: Economics of education review, Band 3, Heft 4, S. 341-350
ISSN: 0272-7757
Public Goods and the Possibilities for Trade
In: The Canadian Journal of Economics, Band 7, Heft 3, S. 402
Reading Performance of Disadvantaged Children: Cost Effectiveness of Educational Inputs
In: Education and urban society, Band 5, Heft 1, S. 91-103
ISSN: 1552-3535
Potential costs of alternative decision-making rules
In: Public choice, Band 4, Heft 1, S. 49-58
ISSN: 1573-7101
Collective goods, neglected goods: dealing with methodological failure in the social sciences
This book argues that mainstream social scientists have failed to be useful because of misguided efforts to use objectivist methods employed in the natural sciences - of treating humans as "things". It argues that the attempt to imitate the objectivism of natural scientists has caused social scientists to both neglect human collective goals and to overlook a virtual gold mine of empirical data which exists because humans can communicate their feelings, beliefs, and personal histories. This wealth of data exists because of the extraordinary amount of information humans possess due to their ability to interpret and remember their own experiences. Part 1 of the book discusses the ways in which objectivism has led to the undue neglect of human social goals across the social sciences. Part 2 deals with objectivist failures by using models where motivation depends equally upon all important social goals. Cooperative efforts are suggested, perhaps by using alternative organizational and institutional arrangements where universities would reorganize the social sciences into single divisions of human sciences