The intellectual legacy of J.E. Hodgetts

Abstract: J.E. (Ted) Hodgetts was influenced by both the political economy approach that he learned at the University of Toronto and by the comprehensive historical method developed by Leonard White, under whom he studied at Chicago. His first great project, Pioneer Public Service, convinced him that responsible government was impossible without responsible public administration. The authors examine how his response to management theories and practices evolved following his participation in the Glassco, Lambert and Gomery commissions. Hodgetts consistently refused the complete separation of politics and administration, and he promoted the use of management techniques to strengthen parliamentary supervision of the public service. The two key components of his legacy are thus a commitment to the democratic values of representative government and the comprehensive study of the internal dynamics of public administration in interaction with the relevant environmental factors.     

The inventory of differences

The new democratic left interprets socialism as involving the radical democratization of civil society and the state. Both conceptions of democracy and conceptions of socialism are variations on the theme of a self-govering community. The first part of this paper explores the diversity of accounts of democracy and of the issues in dispute between them. Part 2 then proceeds to identify conceptual difficulties with these ideas, and to examine some of their consequences for political analysis. While the theme of a self-governing community has always been somewhat problematic there are significant features of the modern world that further undermine any plausibility it may once have had. These conceptual weaknesses inherent in ideas of democracy and of socialism limit their untility as tools of political argument, and help to account for some of the difficulties socialists have in coming to terms with the world in which they now find themselves. The argument is not that the idea of socialism as enhanced democratization should be abandoned, but rather that such an idea is radically incomplete. A socialism that is worthy of support must address the substantive social and political problems of the societies in which it operates. The slogan of democratization is of limited value in identifying those problems or in establishing solutions to them.     

How Adenauer Lost Power: Understanding Leadership Rivalry and Succession Conflict in Political Parties

In this article, we reconstruct and interpret the Adenauer–Erhard leadership rivalry in the CDU. This leadership struggle culminated in Erhard replacing Adenauer in 1963 and Adenauer's continued ‘guerrilla’ warfare against Erhard's leadership, which was one of the contributing factors to the brevity of Erhard's tenure. The case is of intrinsic historical interest but also provides a muster for recent and ongoing leadership succession predicaments in governing parties in Germany and elsewhere. The article presents a conceptual framework of party leadership succession, and zooms in on the (mis)match between the tactical choices made by the incumbent leader and key succession candidates as a key factor explaining the nature and impact of successions. The framework is then applied to the case, and the implications of the findings are placed in a broader comparative context.     

Barriers to third‐party advertising in Canadian elections

A survey of public interest group leaders suggests some reasons why few third parties have chosen to advertise in recent elections. It indicates that public interest groups abstain from election advertising not because of the strictures of the Canada Elections Act but for other reasons, notably cost and fear of losing charitable status or of jeopardizing their access to and influence with officials. While the significance of these findings is limited by the scale of the survey, the results do raise tantalizing questions that warrant further research.     

The Relationship Between School Engagement and Delinquency in Late Childhood and Early Adolescence

Engagement in school is crucial for academic success and school completion. Surprisingly little research has focused on the relationship between student engagement and delinquency. This study examines whether engagement predicts subsequent school and general misconduct among 4,890 inner-city Chicago elementary school students (mean age: 11 years and 4 months; 43.3% boys; 66.5% black; 28.8% Latino). To improve upon prior research in this area, we distinguish three types of engagement (emotional, behavioral, and cognitive), examine whether the relationship between engagement and misconduct is bidirectional (misconduct also impairs engagement), and control for possible common causes of low engagement and misconduct, including peer and family relationships and relatively stable indicators of risk-proneness. Emotional and behavioral engagement predict decreases in school and general delinquency. However, cognitive engagement is associated with increases in these outcomes. School and general delinquency predict decreased engagement only in the cognitive domain. Suggestions for future research and implications for policy are discussed.     

Patterns of Middle School Adjustment and Ninth Grade Adaptation of Rural African American Youth: Grades and Substance Use

The transition to high school has been identified as a potentially difficult time in adolescents’ lives. Reductions in both academic and social functioning often accompany this transition. While these effects have been documented in urban youth, the move to high school has not been extensively studied in rural minority youth. Toward that end, the academic grades and substance use in ninth grade of 447 (184 male and 263 female) African-American adolescents from two rural counties in a state in the deep South were examined in relation to configurations of adaptation from sixth through eighth grade. Results indicate that individual with consistently positive patterns across middle school had higher grades and lower rates of substance use compared to individuals with persistent difficulties or those that transitioned to problem behavior. Many individuals who improved in their patterns of adaptation had relatively high grades, but also rather high rates of substance use in the ninth grade. David B. Estell is an assistant professor of educational psychology at Indiana University Bloomington. He received his PhD in Developmental Psychology from the University of North Carolina at Chapel Hill. His major research interests include peer relations and the development of aggression. Thomas W. Farmer is an associate professor of education at Pennsylvania State University and director of the National Research Center on Rural Education Support. He received his PhD in Special Education from University of North Carolina at Chapel Hill. His major research interests include peer relations and the development of aggression in students with and without special needs. Matthew J. Irvin is a research scientist at the Center for Developmental Science at the University of North Carolina at Chapel Hill. He received his PhD in Educational Psychology from the University of North Carolina at Chapel Hill. His major research interests include resilience and student engagement. Jana H. Thompson is a research associate at the Center for Developmental Science at the University of North Carolina at Chapel Hill. Her research interests include peer social relations and developmental transitions into early adolescence. Bryan C. Hutchins is a research assistant at the Center for Developmental Science at the University of North Carolina at Chapel Hill. He is also a graduate student in the Educational Psychology, Measurement, and Evaluation Program at UNC. His research interests include child and adolescent social development and school based emotional and behavioral interventions and prevention programs. Erin M. McDonough is currently a doctoral candidate in School Psychology at the University of North Carolina at Chapel Hill. She received her Bachelor of Arts degree in Psychology from Emory University. As a research assistant at the Center for Developmental Science, she has been able to explore her interests in student achievement as well as rural education. Another major research interest of hers is school-based mental health.     

The Politics of Coercive Federalism in the Bush Era

During the period of the Bush Presidency, the federal governmentproceeded to centralize and nationalize policy in major areasformerly controlled by states and localities. The extensionof federal goals and standards to such areas as education testing,sales tax collection, emergency management, infrastructure,and elections administration were among the areas of significantmandates and preemptions. The continuation of policy centralizationin areas under a conservative and unified political regime showshow strong and deep the roots are for centralizing policy actionsin our intergovernmental system.