Table Of Content

to EDUCATIONAL POLICY Volume 11 Number 1 (March 1997) pp. 1-144 Number 2 (June 1997) pp. 145-264 Number 3 (September 1997) pp. 265-400 Number 4 (December 1997) pp. 401-512 Authors: ALLEN, WALTER R., DARNELL M. HUNT, and DERRICK I. M. GILBERT, “Race-Con- scious Academic Policy in Higher Education: The University of Maryland Banneker Scholars Program,” 443. ALTBACH, PHILIP G., HUGH G. PETRIE, MWALIMU J. SHUJAA, and LOIS WEIS, “Introduction: Perspectives on Policy, Schools, and Society,” 147. ALTRECHE, WANDA I, see Salisbury, D. F. APPLE, MICHAEL W., “Justifying the Conservative Restoration: Morals, Genes, and Educa- tional Policy,” 167. APPLE, MICHAEL W., “Teacher Activism in the 1990s, edited by Susan Robertson and Harry Smaller” [Book Review], 258. BANKS, CHERRY A. MCGEE, and JAMES A. BANKS, “Reforming Schools in a Democratic Pluralist Society,” 183. BANKS, JAMES A., see Banks, C. A. M. BRANSON, ROBERT K.., see Salisbury, D. F. BROETZMANN, SCOTT M., see Salisbury, D. F. CARLSON, DENNIS, “Tidal Waves of School Reform: Types of Reforms, Government Controls, and Community Advocates, by Samuel Mitchell,” [Book Review], 499. CIANCI, JOANNE E., see Smith, M. S. CLARKE, MARGUERITE, “Molding the Good Citizen: The Politics of High School History Texts by Robert Lerner, Althea K. Nagai, and Stanley Rothman” [Book Review], 137. CONLEY, SHARON, and JEWELL GOULD, “Knowledge- and Skill-Based Pay Through a Collective Bargaining Lens,” 403. CURRY, BARBARA K., and NEIL O. HOUSER, “Moderate Secularism: Constructing a Language of Possibility for Religion in Public Education,” 41. DARLING-HAMMOND, LINDA, “School Reform at the Crossroads: Confronting the Central Issues of Teaching,” 151. FUNK, FANCHON F.,, see Salisbury, D. F. GESKE, TERRY G., see Weaver, S. W. GILBERT, DERRICK I. M., see Allen, W. R. 510 EDUCATIONAL POLICY / December 1997 GLENN, CHARLES L., “/mproving America’s Schools: The Role of Incentives, edited by Eric A. Hanushek and Dale W. Jorgenson” [Book Review], 501. GORDON, BEVERLY M., “Curriculum, Policy, and African American Cultural Knowledge: Challenges and Possibilities for the Year 2000 and Beyond,” 227. GOULD, JEWELL, see Conley, S. GUSKEY, THOMAS R., and BEN R. OLDHAM, “Despite the Best Intentions: Inconsistencies Among Components in Kentucky’s Systemic Reform,” 426. HECK, RONALD H., and LOUISE P. WOLCOTT, “Beginning Teachers: A Statewide Study of Factors Predicting Successful Completion of the Probationary Period,” 111. HOFFMAN, DIANE M., “Diversity in Practice: Perspectives on Concept, Context, and Policy,” 375. HOUSER, NEIL O., see Curry B. K. HUNT, DARNELL M., see Allen, W. R. JACOBSON, STEPHEN L., and SYLVIA KENNEDY, “Time, Money, and the Control of One’s Own Work Life: An Examination of the Deferred Salary Leave Plan,” 267. KAHNE, JOSEPH, “Democracy, Education, and the Schools, edited by Roger Soder” [Book Review], 134. KENNEDY, SYLVIA, see Jacobson, S. L. LEVIN, JESSICA, see Smith, M. S. MARCUS, LAURENCE R., BARBARA A. PRATT, and JACKI L. STEVENS, “Deregulating Colleges: The Autonomy Experiment,” 92. MEIER, DEBORAH WILLEN, “Can the Odds be Changed?” 194. MONK, DAVID H., and JENNIFER KING RICE, “The Distribution of Mathematics and Science Teachers Across and Within Secondary Schools,” 479. NICKOLAOU, MARY BETH, see Urbanski, A. OLDHAM, BEN R., see Guskey, T. R. PETERS, LAURENCE C., “School Reform: Lessons From England, by Kathryn Stearns” [Book Review], 255. PETRIE, HUGH G., see Altbach, P. G. POLLARD, DIANE S., “Race, Gender, and Educational Leadership: Perspectives From African American Principals,” 353. PRATT, BARBARA A., see Marcus, L. R. RICE, JENNIFER KING, see Monk, D. H. SALISBURY, DAVID F., ROBERT K. BRANSON, WANDA I. ALTRECHE, FANCHON F. FUNK, and SCOTT M. BROETZMANN, “Applying Customer Dissatisfaction Measures to Schools: You Better Know What’s Wrong Before You Try to Fix It,” 286. SHUJAA, MWALIMU J., see Altbach, P. G. SMITH, MARSHALL S., JESSICA LEVIN, and JOANNE E. CIANCI, “Beyond a Legislative Agenda: Education Policy Approaches of the Clinton Administration,” 209. STANDERFORD, N. SUZANNE, “Reforming Reading Instruction on Multiple Levels: Inter- relations and Disconnections Across the State, District, and Classroom Levels,” 58. STEVENS, JACKI L., see Marcus, L. R. TAYLOR, ALISON, “Education for Industrial and ‘Postindustrial’ Purposes,” 3. URBANSKI, ADAM, and MARY BETH NICKOLAOU, “Reflections on Teachers as Leaders,” 243. VERSTEGEN, DEBORAH A., and TERRY WHITNEY, “From Courthouses to Schoolhouses: Emerging Judicial Theories of Adequacy and Equity,” 330. WEAVER, SUE WELLS, and TERRY G. GESKE, “Educational Policy Making in the State Legislature: Legislator as Policy Expert,” 309. WEIS, LOIS, see Altbach, P. G. WHITNEY, TERRY, see Verstegen, D. A. WOLCOTT, LOUISE P., see Heck, R. H. Articles: “Applying Customer Dissatisfaction Measures to Schools: You Better Know What’s Wrong Before You Try to Fix It,” Salisbury et al., 286. “Beginning Teachers: A Statewide Study of Factors Predicting Successful Completion of the Probationary Period,” Heck and Wolcott, 111. “Beyond a Legislative Agenda: Education Policy Approaches of the Clinton Administration,” Smith et al., 209. “Can the Odds be Changed?” Meier, 194. “Curriculum, Policy, and African American Cultural Knowledge: Challenges and Possibilities for the Year 2000 and Beyond,” Gordon, 227. “Deregulating Colleges: The Autonomy Experiment,” Marcus et al., 92. “Despite the Best Intentions: Inconsistencies Among Components in Kentucky’s Systemic Reform,” Guskey and Oldham, 426. “The Distribution of Mathematics and Science Teachers Across and Within Secondary Schools,” Monk and Rice, 479. “Diversity in Practice: Perspectives on Concept, Context, and Policy,” Hoffman, 375. “Education for Industrial and ‘Postindustrial’ Purposes,” Taylor, 3. “Educational Policy Making in the State Legislature: Legislator as Policy Expert,” Weaver and Geske, 309. “From Courthouses to Schoolhouses: Emerging Judicial Theories of Adequacy and Equity,” Verstegen and Whitney, 330. “Introduction: Perspectives on Policy, Schools, and Society,” Altbach et al., 147. “Justifying the Conservative Restoration: Morals, Genes, and Educational Policy,” Apple, 167. “Knowledge- and Skill-Based Pay Through a Collective Bargaining Lens,” Conley and Gould, 403. “Moderate Secularism: Constructing a Language of Possibility for Religion in Public Educa- tion,” Curry and Houser, 41. “Race-Conscious Academic Policy in Higher Education: The University of Maryland Banneker Scholars Program,” Allen et al., 443. “Race, Gender, and Educational Leadership: Perspectives From African American Principals,” Pollard, 353. “Reflections on Teachers as Leaders,” Urbanski and Nickolaou, 243. “Reforming Reading Instruction on Multiple Levels: Interrelations and Disconnections Across the State, District, and Classroom Levels,” Standerford, 58. “Reforming Schools in a Democratic Pluralist Society,” Banks and Banks, 183. “School Reform at the Crossroads: Confronting the Central Issues of Teaching,” Darling- Hammond, 151. “Time, Money, and the Control of One’s Own Work Life: An Examination of the Deferred Salary Leave Plan,” Jacobson and Kennedy, 267. Book Reviews: “Democracy, Education, and the Schools, edited by Roger Soder,” Kahne, 134. “Improving America’s Schools: The Role of Incentives, edited by Eric A. Hanushek and Dale W. Jorgenson,” Glenn, 501. 512 EDUCATIONAL POLICY / December 1997 “Molding the Good Citizen: The Politics of High School History Texts, by Robert Lerner, Althea K. Nagai, and Stanley Rothman,” Clarke, 137. “School Reform: Lessons From England, by Kathryn Stearns,” Peters, 255. “Teacher Activism in the 1990s, edited by Susan Robertson and Harry Smaller,” Apple, 258. “Tidal Waves of School Reform: Types of Reforms, Government Controls, and Community Advocates, by Samuel Mitchell,” Carlson, 499.