Table Of Content

Stanley Pogrow, University of Arizona Diane Schallert, University of Texas Leslie Poynor, Arizona State University Ho-Kim Seock, University of Georgia Judith Preissle, University of Georgia Robert Slavin, John Hopkins University David Purpel, University of North Carolina at Greensboro Mary Lee Smith, Arizona State University Ralph Putnam, Michigan State University George Spindler, Stanford University Pedro Reyes, University of Texas at Austin Harold W. Stevenson, University of Michigan Frank Richardson, University of Texas at Austin Walter Stroupe, University of Texas at Austin Lily Roberts, University ofC alifornia at Berkeley Audrey Thompson, University of Utah Dan Robinson, University of Texas at Austin Henry Trueba, University of Texas at Austin Mike Robinson, University of Nevada at Reno Angela Valenzuela, Rice University John Rogers, University of California in Los Angeles Harry Walcott, The University of Oregon David Rogosa, Stanford University Noreen Webb, University of California at Los Angeles David H. Rose, Harvard Graduate School of Education Suzanne Wilson, Michigan State University Ourania Rotou, Southern Illinois University Paula Wolfe, California State University at Bakersfield Janet Russell, Ohio State University Mary Jo Worthy, The University of Texas at Austin Geoffrey Saxe, University of California at Berkeley Andrea Zetlin, California State University Indexes for Volume 28, 1999, of Educational Researcher Author Index Roschelle, Jeremy & Pea, Roy. No. 5, p. 22 Allington, Richard L. & Woodside-Jiron, Haley. No. 8, p. 4 Roth, Wolff-Michael. See McGinn, Michelle K. Anderson, Gary L. & Herr, Kathryn. No. 5, p. 12 Schoenfeld, Alan H. No. 7, p. 4 Bebeau, Muriel J., Rest, James R., & Narvaez, Darcia. No. 4, Slavin, Robert. No. 3, p. 36 p. 27 Smith, Cecil M. & Carney, Russell N. No. 1, p. 42 Beck, Sarah W. See Duke, Nell K. Stahl, Steven A. No. 8, p. 13 Biddle, Bruce J. See Payne, Kevin J. Wagner, Daniel A. & Venezky, Richard L. No. 1, p: 21 Bowers, Janet. See Cobb, Paul. Wagner, Daniel A. & Venezky, Richard L. No. 1, p. 37 Brookhart, Susan M. No. 3, p. 25 Woodside-Jiron, Haley. See Allington, Richard L. Capper, Colleen. No. 5, p. 4 Wraga, William G. No. 1, p. 4 Carney, Russell N. See Smith, Cecil M. Wraga, William G. No. 1, p. 16 Cobb, Paul & Bowers, Janet. No. 2, p. 4 Venezky, Richard L. See Wagner, Daniel A. Cochran-Smith, Marilyn & Lytle, Susan L. No. 7, p. 15 Zeichner, Ken. No. 9, p. 4 Coulter, David. No. 3, p. 4 Cummins, Jim. No. 7, p. 26 Book Reviewer Index Delandshere, Ginette & Petrosky, Anthony R. No. 3, p. 28 Albright, James. See Marshall, J. Dan. Duke, Nell K. & Beck, Sarah W. No. 3, p. 31 Burdell, Patricia & Swadener, Beth Blue. No. 6, p. 21 Eisner, Elliot. No. 1, p. 19 Horn, Raymond A. Jr. No. 4, p. 27 Fradd, Sandra H. & Lee, Okhee. No. 6, p. 14 Garrison, Jim. No. 9, p. 33 Goldhaber, Dan D. No. 9, p. 16 He, Ming Fang. See Phillion, Joann. Marshall, J. Dan & Albright, James. No. 1, p. 48 Herr, Kathryn. See Anderson, Gary L. Oliva, Maricela. No. 8, p. 28 Ingersoll, Richard M. No. 2, p. 26 Pinar, William F. No. 3, p. 39 Kessels, Jos P. A. M. See Korthagen, Fred A. J. Rahman, Azly Abdul. No. 5, p. 27 Kilbourn, Brent. No. 9, p. 27 Ryan, Katherine E. No. 5, p. 30 Knapp, Thomas R. No. 1, p. 18 Swadener, Beth Blue. See Burdell, Patricia. Korthagen, Fred A. J. & Kessels, Jos P. A. M., No. 4, p. 4 Kuhn, Deanna. No. 2, p. 16 Title Index Lankshear, Colin & O’Connor, Peter. No. 1, p. 30 Adult Literacy: The Next Generation, by Daniel A. Wagner & Lee, Okhee. See Fradd, Sandra H. Richard .. Venezky, No. 1, p. 21 LeTendre, Gerald K. No. 2, p. 38 Lytle, Susan L. See Cochran-Smith, Marilyn. Alternative Paradigms in Bilingual Education Research: O’Connor, Peter. See Lankshear, Colin. Does Theory Have a Place?, by Jim Cummins, No. 7, p. 26 McGinn, Michelle K. & Roth, Wolff-Michael. No. 3, p. 14 Beyond the Promise: A Perspective on Research in Moral McLaren, Peter. No. 2, p. 49 Education, by Muriel J. Bebeau, James R. Rest & Darcia Narvaez, Darcia. See Bebeau, Muriel J. Narvaez, No. 4, p. 18 Payne, Kevin J. & Biddle, Bruce J., No. 6, p. 4 Cognitive and Situated Learning Perspectives in Theory Petrosky, Anthony R. See Delandshere, Ginette. and Practice, by Paul Cobb & Janet Bowers, No. 2, p. 4 Phillion, Joann & He, Ming Fang. No. 1, p. 46 The Continuing Arrogation of the Curriculum Field: A Re- Pinar, William F. No. 1, p. 14 joinder to Pinar, by William G. Wraga, No. 1, p. 16 Pogrow, Stanley, No. 8, p. 24 A Developmental Model of Critical Thinking, by Deanna Rest, James R. See Bebeau, Muriel J. Kuhn, No. 2, p. 16 DECEMBER 1999 41 Education Should Consider Alternative Formats for the School Choice: An Examination of the Empirical Evidence Dissertation, by Nell K. Duke & Sarah W. Beck, No. 3, p. 31 on Achievement, Parental Decision Making, and Equity, The Epic and the Novel: Dialogism and Teacher Research, by Dan D. Goldhaber, No. 9, p. 16 by David Coulter, No. 3, p. 4 Strategies for Writing Successful AERA Proposals, by M. Cecil “bxtracting Sun-Beams out of Cucumbers”: The Retreat Smith & Russell N. Carney, No. 1, p. 42 From Practice in Reconceptualized Curriculum Studies, The Teacher Research Movement: A Decade Later, by Marilyn by William G. Wraga, No. 1, p. 4 Cochran-Smith & Susan L. Lytle, No. 7, p. 15 Fictional Theses, by Brent Kilbourn, No. 9, p. 27 Teachers’ Roles in Promoting Science Inquiry With Students From Stargazing to Connecting: Graduate Students Ventur- from Diverse Language Backgrounds, by Sandra H. Fradd ing Onto the AERA Landscape, by Joann Phillion & Ming & Okhee Lee, No. 6, p. 14 Fang He, No. 1, p. 46 Trajectories from Today’s WWW to a Powerful Infrastruc- (Homo)sexualities, Organizations, and Administration: Pos- ture, by Jeremy Roschelle & Roy Pea, No. 5, p. 22 sibilities for In(queer)y, by Colleen A. Capper, No. 5, p. 4 Why Innovations Come and Go (and Mostly Ge): The Case It is Also Possible to Quantify Colors But That is Not the of Whole Language, by Steven A. Stahl, No. 8, p. 13 Point: A Rejoinder to Brookhart, by Ginette Delandshere & Anthony R. Petrosky, No. 3, p. 28 Linking Theory and Practice: Changing the Pedagogy of Books Reviewed Teacher Education, by Fred A. J. Korthagen & Jos P. A. M. Education, Power, and Personal Biography, by Carlos Alberto Kessels, No. 4, p. 4 Torres, No. 6, p. 21 Looking Toward the 21st Century: Challenges of Educational Feeling Power: Emotions and Education, by Megan Boler, Theory and Practice, by Alan H. Schoenfeld, No. 7, p. 4 No. 9, p. 33 The New Paradigm Wars: Is There Room for Rigorous Gender and Fair Assessment, by Warren W. Willingham & Practitioner Knowledge in Schools and Universities?, by Nancy S. Cole, No. 5, p. 30 Gary L. Anderson & Kathryn Herr, No. 5, p. 12 Holy Sparks: Social Theory, Education and Religion, by The New Scholarship in Teacher Education, by Ken Zeichner, Philip Wexler. No. 3, p. 39 No. 9, p. 4 Inside Stories: Qualitative Research Reflections, by Kathleen A Pedagogy of Possibility: Reflecting Upon Paulo Freire’s Bennett deMarrais, No. 6, p. 21 Politics of Education, by Peter McLaren, No. 2, p. 49 Multicultural Education in Colleges and Universities: A The Politics of Literacy Teaching: How “Research” Shaped Transdisciplinary Approach, by Howard Ball, S. D. Berkowitz, Educational Policy, by Richard L. Allington & Haley & Mbulelo Mzamane, No. 8, p. 28 Woodside-Jiron, No. 8, p. 4 Multicultural Research: A Reflective Engagement With Poor School Funding, Child Poverty, and Mathematics Race, Class, Gender and Sexual Orientation, by Carl Grant, Achievement, by Kevin J. Payne & Bruce J. Biddle, No. 6, p. 4 No. 6, p. 21 Preparing Students for Competent Scientific Practice: Im- Revolutionary Multiculturalism: Pedagogies of Dissent for plications of Recent Research in Science and Technology the New Millenium, by Peter McLaren, No. 5, p. 27 Studies, by Michelle McGinn and Wolff-Michael Roth, No. 3, Teacher as Researcher, by Joe L. Kincheloe, No. 4, p.4 p. 14 text, lies and videotape, by Patrick Shannon, No. 1, p. 48 The Problem of Japan: Qualitative Studies and Interna- Wish I Were: Felt Pathways of the Self, by Linda J. Rogers, tional Educational Comparisons, by Gerald LeTendre, No. 2, No. 6, p. 21 p- 38 The Problem of Underqualified Teachers in American Sec- ondary Schools, by Richard Ingersoll, No. 2, p. 26 Response to “Adult Literacy: The Next Generation,” by Publishing Educational Research: Colin Lankshear & Peter O’Connor, No. 1, p. 30. Guidelines and Tips Response to Delandshere and Petrosky’s “Assessment of Compiled by: Kay Uchiyama and Genet Kozik-Rosabal, Complex Performances: Limitations of Key Measure- University of Colorado, Boulder ment Assumptions,” by Susan M. Brookhart, No. 3, p. 25. Response to Elliot W. Eisner’s “The Promise and Perils of AERA has created a publication to assist researchers, faculty, and Alternative Forms of Data Representation,” by Thomas R. students with the process of publishing. It should be of interest to Knapp, No. 1, p. 18. members who have little or no publishing experience. The objec- Response: Gracious Submission, by William F. Pinar, No. 1, tives of the document are to: explain the basic processes of publish- p. 14. ing articles for referred journals; provide “‘start-up” information for Rejoinder: Consistent Large Gains and High Levels of graduate students with their first publishing attempts; provide sup- port for faculty who have little experience in this area; demystify Achievement are the Best Measures of Program Quality: working relationships between students and faculty, and faculty and Pogrow Responds to Slavin, by Stanley Pogrow, No. 8, p. 24 peers; encourage collaboration between writers, editors, and review- Rejoinder: A Response to Tom Knapp, by Elliot Eisner, No. 1, ers; and promote a high standard of “writing ethics” that honors all p- 19 educational endeavors. Rejoinder: Wagn/ Veenrezk y Response to Comments by C. Lankshear and P. O’Connor, by Daniel A. Wagner & The publication is free on the AERA website: www.aera.net. Richard L. Venezky, No. 1, p. 37. A hard-copy can be purchased by sending $6:00* (payable to AERA), Rejoinder: Yes, Control Groups Are Essential in Program to: AERA Publications, 1230 17" Street, Washington, DC 20036. Evaluation: A Response to Pogrow, by Robert E. Slavin, *For orders outside of the United States, send $11.00 No. 3, p. 36. 42 EDUCATIONAL RESEARCHER Fe eer eee eas oes alEaaTmace n