Linda C Dalton
Biographic Data
| ID | 4400202 |
|---|---|
| NAME | Linda C Dalton |
| GIVEN NAMES | Linda C |
| FAMILY NAME | Dalton |
| SIGNATURE | DALTON L C |
| AFFILIATIONS | California Polytechnic State University |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 38 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1986 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 3 |
What Planners Do Know
"What Planners Do Know: Their Community’s Culture." Journal of the American Planning Association, 86(2), pp. 265–266
Assessing Planning School Performance
To grow and prosper in an era when university departments are increasingly assessed comparatively and critically by national systems of accountability and ranking, planning schools need data that reflect the wide range of activities undertaken by planning educators. Recent developments surrounding planning school assessment in U.S. planning schools are considered in light of the history of university unit performance measurement internationally, …
Weaving the Fabric of Planning as Education
This article explores planning education as a fabric. Over the past century, the central strands of planning knowledge and pedagogy have been remarkably consistent despite changing labels. Nevertheless, tensions persist regarding the identity of planning and nature of professional education. The biggest changes have occurred among the weavers. During the latter half of the twentieth century, social scientists replaced practitioners as teachers. A…
Plans Can Matter! The Role of Land Use Plans and State Planning Mandates in Limiting the Development of Hazardous Areas
requirementsfor local planning. Year in and year out the nation experiences an estimated $20 billion in losses from natural disasters (National Research Council, 1991). The conventional ways of dealing with that problem are to limit the hazard (e.g., flood control programs), limit buildings' susceptibility to damage (e.g., wind, flood, and earthquake provisions of building codes), and limit individuals' and communities' exposure to financial loss…
Educating Undergraduates in Planning
Undergraduate planning programs in the U.S. and Canada have Increased over the past two decades. Their curricula are strong, they take pride in the professional accomplishments of their graduates, and they seek to increase faculty and improve student diversity. Most graduates work for local public agencies; 40% go on to graduate education
Emerging Knowledge about Planning Practice
Studies of planning practice can be organized into a typology according to their substantive focus and re search method. Case studies of plan ning situations and surveys of plan ners and planning agencies have been published for over twenty years. Further, studies appeared in the late 1960s and 1970s of how planning directors assess their roles and how public planning agencies work. However, interpretations of social interaction, organizational r…
Why the Rational Paradigm Persists — The Resistance of Professional Education and Practice to Alternative Forms of Planning
For thirty years planners and critics of planning alike have confronted inadequacies in the traditional model of comprehensive rational planning. This paper argues that the more insidious features derive from the broader institutional context and deeper historical roots of the field. Consequently, practitioners cannot incorporate alternative forms of knowledge in planning unless they both become conscious of how they have accepted classic rationa…
Why the Rational Paradigm Persists — The Resistance of Professional Education and Practice to Alternative Forms of Planning
For thirty years planners and critics of planning alike have confronted inadequacies in the traditional model of comprehensive rational planning. This paper argues that the more insidious features derive from the broader institutional context and deeper historical roots of the field. Consequently, practitioners cannot incorporate alternative forms of knowledge in planning unless they both become conscious of how they have accepted classic rationa…
Assessing Planning School Performance
To grow and prosper in an era when university departments are increasingly assessed comparatively and critically by national systems of accountability and ranking, planning schools need data that reflect the wide range of activities undertaken by planning educators. Recent developments surrounding planning school assessment in U.S. planning schools are considered in light of the history of university unit performance measurement internationally, …
Emerging Knowledge about Planning Practice
Studies of planning practice can be organized into a typology according to their substantive focus and re search method. Case studies of plan ning situations and surveys of plan ners and planning agencies have been published for over twenty years. Further, studies appeared in the late 1960s and 1970s of how planning directors assess their roles and how public planning agencies work. However, interpretations of social interaction, organizational r…
Educating Undergraduates in Planning
Undergraduate planning programs in the U.S. and Canada have Increased over the past two decades. Their curricula are strong, they take pride in the professional accomplishments of their graduates, and they seek to increase faculty and improve student diversity. Most graduates work for local public agencies; 40% go on to graduate education
Weaving the Fabric of Planning as Education
This article explores planning education as a fabric. Over the past century, the central strands of planning knowledge and pedagogy have been remarkably consistent despite changing labels. Nevertheless, tensions persist regarding the identity of planning and nature of professional education. The biggest changes have occurred among the weavers. During the latter half of the twentieth century, social scientists replaced practitioners as teachers. A…
Why the Rational Paradigm Persists — The Resistance of Professional Education and Practice to Alternative Forms of Planning
For thirty years planners and critics of planning alike have confronted inadequacies in the traditional model of comprehensive rational planning. This paper argues that the more insidious features derive from the broader institutional context and deeper historical roots of the field. Consequently, practitioners cannot incorporate alternative forms of knowledge in planning unless they both become conscious of how they have accepted classic rationa…
Emerging Knowledge about Planning Practice
Studies of planning practice can be organized into a typology according to their substantive focus and re search method. Case studies of plan ning situations and surveys of plan ners and planning agencies have been published for over twenty years. Further, studies appeared in the late 1960s and 1970s of how planning directors assess their roles and how public planning agencies work. However, interpretations of social interaction, organizational r…
Educating Undergraduates in Planning
Undergraduate planning programs in the U.S. and Canada have Increased over the past two decades. Their curricula are strong, they take pride in the professional accomplishments of their graduates, and they seek to increase faculty and improve student diversity. Most graduates work for local public agencies; 40% go on to graduate education
Plans Can Matter! The Role of Land Use Plans and State Planning Mandates in Limiting the Development of Hazardous Areas
requirementsfor local planning. Year in and year out the nation experiences an estimated $20 billion in losses from natural disasters (National Research Council, 1991). The conventional ways of dealing with that problem are to limit the hazard (e.g., flood control programs), limit buildings' susceptibility to damage (e.g., wind, flood, and earthquake provisions of building codes), and limit individuals' and communities' exposure to financial loss…
Weaving the Fabric of Planning as Education
This article explores planning education as a fabric. Over the past century, the central strands of planning knowledge and pedagogy have been remarkably consistent despite changing labels. Nevertheless, tensions persist regarding the identity of planning and nature of professional education. The biggest changes have occurred among the weavers. During the latter half of the twentieth century, social scientists replaced practitioners as teachers. A…
Assessing Planning School Performance
To grow and prosper in an era when university departments are increasingly assessed comparatively and critically by national systems of accountability and ranking, planning schools need data that reflect the wide range of activities undertaken by planning educators. Recent developments surrounding planning school assessment in U.S. planning schools are considered in light of the history of university unit performance measurement internationally, …
What Planners Do Know
"What Planners Do Know: Their Community’s Culture." Journal of the American Planning Association, 86(2), pp. 265–266
Engineering (7 works) · Political science (5 works) · Public relations (5 works) · Sociology (5 works) · Computer Science (4 works) · Urban Planning and Governance (3 works) · Work (physics (3 works) · Diversity (politics (2 works) · Economics (2 works) · Engineering ethics (2 works)