Table Of Content

to EDUCATION AND URBAN SOCIETY Volume 34 Number | (November 2001) pp. 1-120 Number 2 (February 2002) pp. 121-280 Number 3 (May 2002) pp. 281-412 Number 4 (August 2002) pp. 413-540 Authors: BAINBRIDGE, WILLIAM L., see Ridenour, C. S. BAINBRIDGE, WILLIAM L., and THOMAS J. LASLEY II, “Demographics, Diversity, and K-12 Accountability: The Challenge of Closing the Achievement Gap,” 422. BELTYUKOVA, SVETLANA, see Opp, R. D. BROWN, FRANK, see Rong, X. L. BROWN. KATHLEEN M.., see Uhlenberg, J. BYNDLOSS, D. CRYSTAL, “Revisiting Paradigms in Black Education: Community Control and African-Centered Schools,” 84. CATTARO, GERALD M.., “Immigration and Pluralism in Urban Catholic Schools,” 199. CHEN, JIE-QI, see Horsch, P. CHIZHIK, ALEXANDER WILLIAMS, see Chizhik, E. W. CHIZHIK, ESTELLA WILLIAMS, and ALEXANDER WILLIAMS CHIZHIK, “A Path to Social Change: Examining Students’ Responsibility, Opportunity, and Emotion Toward Social Justice.” 283. CICCHELLI. TERRY, SHELDON MARCUS, and MAX WEINER, “Superintendents” Dia- logue in a Professional Development Model,” 415. CONTRERAS, A. REYNALDO, “The Impact of Immigration Policy on Education Reform: Implications for the New Millennium,” 134. COOPER, BRUCE S., and MARIE-ELENA LIOTTA, “Urban Teachers Unions Face Their Future: The Dilemmas of Organizational Maturity.” 101. DANTLEY, MICHAEL E., “Uprooting and Replacing Positivism, the Melting Pot, Multicultur- alism, and Other Impotent Notions in Educational Leadership Through an African American Perspective,” 334. DRAPEAU, AMY E., see Harthun, M. L. DUSTMAN, PATRICIA A., see Harthun, M. L. ENGLISH, FENWICK W., “On the Intractability of the Achievement Gap in Urban Schools and the Discursive Practice of Continuing Racial Discrimination,” 298. EDUCATION AND URBAN SOCIETY, Vol. 34 No. 4, August 2002 534-537 © 2002 Corwin Press, Inc. 534 to EDUCATION AND URBAN SOCIETY Volume 34 Number | (November 2001) pp. 1-120 Number 2 (February 2002) pp. 121-280 Number 3 (May 2002) pp. 281-412 Number 4 (August 2002) pp. 413-540 Authors: BAINBRIDGE, WILLIAM L., see Ridenour, C. S. BAINBRIDGE, WILLIAM L., and THOMAS J. LASLEY II, “Demographics, Diversity, and K-12 Accountability: The Challenge of Closing the Achievement Gap,” 422. BELTYUKOVA, SVETLANA, see Opp, R. D. BROWN, FRANK, see Rong, X. L. BROWN. KATHLEEN M.., see Uhlenberg, J. BYNDLOSS, D. CRYSTAL, “Revisiting Paradigms in Black Education: Community Control and African-Centered Schools,” 84. CATTARO, GERALD M.., “Immigration and Pluralism in Urban Catholic Schools,” 199. CHEN, JIE-QI, see Horsch, P. CHIZHIK, ALEXANDER WILLIAMS, see Chizhik, E. W. CHIZHIK, ESTELLA WILLIAMS, and ALEXANDER WILLIAMS CHIZHIK, “A Path to Social Change: Examining Students’ Responsibility, Opportunity, and Emotion Toward Social Justice.” 283. CICCHELLI. TERRY, SHELDON MARCUS, and MAX WEINER, “Superintendents” Dia- logue in a Professional Development Model,” 415. CONTRERAS, A. REYNALDO, “The Impact of Immigration Policy on Education Reform: Implications for the New Millennium,” 134. COOPER, BRUCE S., and MARIE-ELENA LIOTTA, “Urban Teachers Unions Face Their Future: The Dilemmas of Organizational Maturity.” 101. DANTLEY, MICHAEL E., “Uprooting and Replacing Positivism, the Melting Pot, Multicultur- alism, and Other Impotent Notions in Educational Leadership Through an African American Perspective,” 334. DRAPEAU, AMY E., see Harthun, M. L. DUSTMAN, PATRICIA A., see Harthun, M. L. ENGLISH, FENWICK W., “On the Intractability of the Achievement Gap in Urban Schools and the Discursive Practice of Continuing Racial Discrimination,” 298. EDUCATION AND URBAN SOCIETY, Vol. 34 No. 4, August 2002 534-537 © 2002 Corwin Press, Inc. 534 INDEX = 535 ENGVALL, ROBERT P., “I'll Show You Mine, if You Show Me Yours: A Brief and Preliminary Examination of Parental Report Cards,” 477. EVANS, LORRAINE, “Teacher Attraction: Are Magnet School Teachers More Professional- ized Than Traditional Schoolteachers in Urban Secondary Schools?” 312. GLANZ, JEFFREY, see Sullivan, S. GOODWIN, A. LIN, “Teacher Preparation and the Education of Immigrant Children,” 156. HAMER, LYNNE M., see Opp, R. D. HARTHUN, MARY L., AMY E. DRAPEAU, PATRICIA A. DUSTMAN, and FLAVIO F. MARSIGLIA, “Implementing a Prevention Curriculum: An Effective Researcher-Teacher Partnership.” HORSCH, PATRICIA, JIE-QI CHEN, and SUZANNE L. WAGNER, “The Responsive Class- room Approach: A Caring, Respectful School Environment as a Context for Development,” 365. LASLEY, THOMAS J., II, see Bainbridge, W. L. LASLEY, THOMAS J., II, see Ridenour, C. S. LEE, STACEY J., “Learning ‘America’: Hmong American High School Students,” 233. LIEBERMAN, JOYCE M.., “Three Streams and Four Policy Entrepreneurs Converge: A Policy Window Opens,” 438 LILJESTROM, ANNA, see McLaughlin, H. J. LIM, JAE HOON, see McLaughlin, H. J. LIOTTA, MARIE-ELENA, see Cooper, B. S. MALLOY, COURTNEY L., see Wohlstetter, P. MARCUS, SHELDON, see Cicchelli, T. MARSIGLIA, FLAVIO F. see Harthun, M. L. MCLAUGHLIN, H. JAMES, ANNA LILJESTROM, JAE HOON LIM, and DAWN MEYERS, “LEARN: A Community Study About Latino Immigrants and Education,” 212. MEYERS, DAWN, see McLaughlin, H. J. MORSE, TIMOTHY E., “Designing Appropriate Curriculum for Special Education Students in Urban Schools,” 4. NOGUERA, PEDRO A.., “Racial Politics and the Elusive Quest for Excellence and Equity in Education,” 18. OPP. RONALD D., LYNNE M. HAMER, and SVETLANA BELTYUKOVA, “The Utility of an Involvement and Talent Development Framework in Defining Charter School Success: A Pilot Study,” 384. RIDENOUR, CAROLYN S., THOMAS J. LASLEY, il, and WILLIAM L. BAINBRIDGE, “The Impact of Emerging Market-Based Public Policy on Urban Schools and a Democratic Society.” 66. RONG, XUELAN, and FRANK BROWN, “Editorial: Immigration and Urban Education in the New Millennium: The Diversity and the Challenges,” 123. RONG, XUE LAN, and FRANK BROWN, “Socialization, Culture, and Identities of Black Immigrant Children: What Educators Need to Know and Do,” 247. RUSSO, CHARLES J., “Editorial.” 3. SHORT, DEBORAH J., “Newcomer Programs: An Educational Alternative for Secondary Immigrant Students,” 173. SHULMAN, VIVIAN, see Sullivan, S. SULLIVAN, SUSAN, VIVIAN SHULMAN, and JEFFREY GLANZ, “Good Intentions, Ques- tionable Results: Implications for the Professional Development of Teachers,” 451. UHLENBERG, JEFFREY, and KATHLEEN M. BROWN, “Racial Gap in Teachers’ Percep- tions of the Achievement Gap,” 493. 536 EDUCATION AND URBAN SOCIETY / August 2002 WAGNER, SUZANNE L., see Horsch, P. WEINER, MAX, see Cicchelli, T. WOHLSTETTER, PRISCILLA, and COURTNEY L. MALLOY, “Organizing for Literacy Achievement: Using School Governance to Improve Classroom Practice,” 42. Articles: “Demographics, Diversity, and K-12 Accountability: The Challenge of Closing the Achieve- ment Gap,” Bainbridge and Lasley, 422. “Designing Appropriate Curriculum for Special Education Students in Urban Schools,” Morse, 4. “Editorial.” Russo, 3. “Editorial: Immigration and Urban Education in the New Millennium: The Diversity and the Challenges.” Rong and Brown, 123. “Good Intentions, Questionable Results: Implications for the Professional Development of Teachers,” Sullivan et al., 451. “Pll Show You Mine, if You Show Me Yours: A Brief and Preliminary Examination of Parental Report Cards,” Engvall, 477. “Immigration and Pluralism in Urban Catholic Schools,” Cattaro, 199. “The Impact of Emerging Market-Based Public Policy on Urban Schools and a Democratic Society,” Ridenour et al., 66. “The Impact of Immigration Policy on Education Reform: Implications for the New Millen- nium,” Contreras, 134. “Implementing a Prevention Curriculum: An Effective Researcher-Teacher Partnership,” Harthun et al “LEARN: A Community Study About Latino Immigrants and Education,” McLaughlin et al., 21 2. “Learning ‘America’: Hmong American High School Students,” Lee, 233. “Newcomer Programs: An Educational Alternative for Secondary Immigrant Students.” Short, 173. “On the Intractability of the Achievement Gap in Urban Schools and the Discursive Practice of Continuing Racial Discrimination,” English, 298. “Organizing for Literacy Achievement: Using School Governance to Improve Classroom Prac- tice,” Wohlstetter and Malloy, 42. “A Path to Social Change: Examining Students’ Responsibility, Opportunity, and Emotion Toward Social Justice” Chizhik and Chizhik, 283. “Racial Gap in Teachers’ Perceptions of the Achievement Gap,” Uhlenberg and Brown, 493. “Racial Politics and the Elusive Quest for Excellence and Equity in Education,” Noguera, 18. “The Responsive Classroom Approach: A Caring, Respectful School Environment as a Context for Development,” Horsch et al., 365. “Revisiting Paradigms in Black Education: Community Control and African-Centered Schools,” Byndloss, 84. “Socialization, Culture, and Identities of Black Immigrant Children: What Educators Need to Know and Do,” Rong and Brown, 247. “Superintendents” Dialogue in a Professional Development Model,” Cicchelli et al., 415. “Teacher Attraction: Are Magnet School Teachers More Professionalized Than Traditional Schoolteachers in Urban Secondary Schools?” Evans, 312. “Teacher Preparation and the Education of Immigrant Children,’ Goodwin, 156. INDEX = 537 “Three Streams and Four Policy Entrepreneurs Converge: A Policy Window Opens,” Lieberman, 438. “Uprooting and Replacing Positivism, the Melting Pot, Multiculturalism, and Other Impotent Notions in Educational Leadership Through an African American Perspective,” Dantley, 334. “Urban Teachers Unions Face Their Future: The Dilemmas of Organizational Maturity,” Cooper and Liotta, 101. “The Utility of an Involvement and Talent Development Framework in Defining Charter School Success: A Pilot Study,” Opp et al., 384.