Table Of Content

TEACHERS COLLEGE RECORD VOLUME 106 Index January 2004, 1-220 July 2004, 1401-1512 February 2004, 221-416 August 2004, 1513-1668 (Book Reviews) (Book Reviews) March 2004, 417-634 September 2004, 1669-1888 April 2004, 635-874 October 2004, 1889-2056 May 2004, 875-1044 November 2004, 2057-2246 (Book Reviews) December 2004, 2247-2397 June 2004, 1045-1400 (Book Reviews) ARTICLES Collaborating with the “Other”: Arab and Jewish Teachers Teaching in Each Other’s Company. Accountability, California Style: Counting of Ac- JOCELYN ANNE GLAZIER, 611 countng? MICHAEL RUSSELL, JENNI- The Communication Requirements of Democratic FER HIGGINS, AND STACEY RACZEK, Schools: Parent-Teacher Perspectives on Their 2102 Relationships. DEBRA MIRETZKY, 814 Accountability Policies and Teacher Decision-Mak- Creating a Public Accountability for California ing: Barriers to the Use of Data to Improve Schools. JOHN S. ROGERS, 2171 Practice. DEBRA INGRAM, KAREN SEA- Curriculum, Instruction, and Assessment: Amiable Allies or Phony Friends? W. JAMES POP- SHORE LOUIS, AND ROGER G. SCHROEDER, 1258 HAM, 417 Assessing the 20-Year Impact of Multiple Intelli- The Dragon in School Backyards: The Influence of gences on Schooling. LARRY CUBAN, 140 Mandated Testing on School Contexts and Audiences for the Theory of Multiple Intelligences. Educators’ Narrative Knowing. CHERYL HOWARD GARDNER, 212 J. CRAIG, 1229 Boys’ Selves: Forging Identities in the Looking Glass Educational Equity and School Structure: School of School Life. MICHAEL C. REICHERT Size, Overcrowding, and Schools-Within- AND PETER KURILOFF, 544 Schools. DOUGLAS D. READY, VALERIE Building a Scientific Community: The Need for E. LEE, AND KEVIN G. WELNER, 1989 Replication. BARBARA SCHNEIDER, Education’s Most Basic Tools: Access to Textbooks 1471 and Instructional Materials in California’s “Can I Pick More Than One Project?” Case Studies Public Schools. JEANNIE OAKES AND of Five Teachers Who Used MI-Based Instruc- MARISA SAUNDERS, 1967 tional Planning. M. GAIL HICKEY, 77 Essential Learning Conditions for California Choosing to Teach: Resisting a Gendered Identity. Youth: Educational Facilities. FLORA IDA LISA SMULYAN, 513 ORTIZ, 2015 Civics Lessons: The Color and Class of Betrayal. Examining Features of Tasks and Their Potential to MICHELLE FINE, APRIL BURNS, YAS- Promote Self-Regulated Learning. NANCY SER A. PAYNE, AND MARIA E. TORRE, PERRY, LYNDA PHILLIPS, AND JUDY 2193 DOWLER, 1854 Classroom Assessment: Tensions and Intersections Failing to Meet the Standards: The Language Arts in Theory and Practice. SUSAN M. BROO- Test for Fourth Graders in New York State. KHART, 429 CLIFFORD HILL, 1086 TEACHERS COLLEGE RECORD VOLUME 106 Index January 2004, 1-220 July 2004, 1401-1512 February 2004, 221-416 August 2004, 1513-1668 (Book Reviews) (Book Reviews) March 2004, 417-634 September 2004, 1669-1888 April 2004, 635-874 October 2004, 1889-2056 May 2004, 875-1044 November 2004, 2057-2246 (Book Reviews) December 2004, 2247-2397 June 2004, 1045-1400 (Book Reviews) ARTICLES Collaborating with the “Other”: Arab and Jewish Teachers Teaching in Each Other’s Company. Accountability, California Style: Counting of Ac- JOCELYN ANNE GLAZIER, 611 countng? MICHAEL RUSSELL, JENNI- The Communication Requirements of Democratic FER HIGGINS, AND STACEY RACZEK, Schools: Parent-Teacher Perspectives on Their 2102 Relationships. DEBRA MIRETZKY, 814 Accountability Policies and Teacher Decision-Mak- Creating a Public Accountability for California ing: Barriers to the Use of Data to Improve Schools. JOHN S. ROGERS, 2171 Practice. DEBRA INGRAM, KAREN SEA- Curriculum, Instruction, and Assessment: Amiable Allies or Phony Friends? W. JAMES POP- SHORE LOUIS, AND ROGER G. SCHROEDER, 1258 HAM, 417 Assessing the 20-Year Impact of Multiple Intelli- The Dragon in School Backyards: The Influence of gences on Schooling. LARRY CUBAN, 140 Mandated Testing on School Contexts and Audiences for the Theory of Multiple Intelligences. Educators’ Narrative Knowing. CHERYL HOWARD GARDNER, 212 J. CRAIG, 1229 Boys’ Selves: Forging Identities in the Looking Glass Educational Equity and School Structure: School of School Life. MICHAEL C. REICHERT Size, Overcrowding, and Schools-Within- AND PETER KURILOFF, 544 Schools. DOUGLAS D. READY, VALERIE Building a Scientific Community: The Need for E. LEE, AND KEVIN G. WELNER, 1989 Replication. BARBARA SCHNEIDER, Education’s Most Basic Tools: Access to Textbooks 1471 and Instructional Materials in California’s “Can I Pick More Than One Project?” Case Studies Public Schools. JEANNIE OAKES AND of Five Teachers Who Used MI-Based Instruc- MARISA SAUNDERS, 1967 tional Planning. M. GAIL HICKEY, 77 Essential Learning Conditions for California Choosing to Teach: Resisting a Gendered Identity. Youth: Educational Facilities. FLORA IDA LISA SMULYAN, 513 ORTIZ, 2015 Civics Lessons: The Color and Class of Betrayal. Examining Features of Tasks and Their Potential to MICHELLE FINE, APRIL BURNS, YAS- Promote Self-Regulated Learning. NANCY SER A. PAYNE, AND MARIA E. TORRE, PERRY, LYNDA PHILLIPS, AND JUDY 2193 DOWLER, 1854 Classroom Assessment: Tensions and Intersections Failing to Meet the Standards: The Language Arts in Theory and Practice. SUSAN M. BROO- Test for Fourth Graders in New York State. KHART, 429 CLIFFORD HILL, 1086 Index 2393 Family Help and Homework Management in Learner-Centered Instruction and the Theory of Urban and Rural Secondary Schools. JLANZ- Multiple Intelligences With Second Language HONG XU, 1786 Learners. MARJORIE HALL HALEY, 163 For the Record: A Special Issue on Testing, The Lure of Learning in Teaching. DANIEL Teaching, and Learning. GARY NATRIELLO, P. LISTON, 459 1045 Mentor-Novice Conversations About Teaching: A Forward for the Special Issue of TCR on Multiple Comparison of Two U.S. and Two Chinese Intelligences. LYN CORNO, 1 Cases. JIAN WANG, MICHAEL STRONG, Framework for an Effective Assessment and Ac- AND SANDRAJ . ODELL, 775 countability Program: The Philadelphia Exam- Mindful Curriculum Leadershifpo r Students With ple. ANDREW C. PORTER, MITCHELL Attention Deficit Hyperactivity Disorder: Lead- CHESTER, AND MICHAEL SCHLE- ing in Elementary Schools by Using Multiple SINGER, 1358 Intelligences Theory (SUMIT). VICTORIA High Stakes Accountability and Educational Equi- SCHIRDUAN AND KAREN CASE, 87 ty. HEINRICH MINTROP, 2128 Motivational Influences on Student Participation High Stakes Accountability in Urban Elementary in Classroom Learning Activities. JULIANNE Schools: Challenging or Reproducing Inequal- C. TURNER AND HELEN PATRICK, ity? JOHN B. DIAMOND AND JAMES 1759 P. SPILLANE, 1145 Multiple Intelligences and Learning Styles: Two How MI Informs Teaching at New City School. Complementary Dimensions. STEPHEN TOM HOERR, 40 J. DENIG, 96 How Teachers’ Professional Identities Position High Multiple Intelligences, Educational Reform, and a Stakes Test Preparation in Their Classrooms. Successful Career. WU-TIEN WU, 181 LESLIE A. REX AND MATTHEW Multiple Inielligences: From the Ivory Tower to the C. NELSON, 1288 Dusty Classroom—But Why? MINDY L. Increasing Student Learning Through Volitional KORNHABER, 67 Control. ERIN J. MCCANN AND JEAN- Multiple Intelligences: Its Tensions and Possibili- NINE E. TURNER, 1695 ties. ELLIOT W. EISNER, 31 Inequality and the Right to Learn: Access to Multiple Intelligences, Learning for Understand- Qualified Teachers in California’s Public ing, and Creative Assessment: Some Pieces to the Schools. LINDA DARLING-HAMMOND, Puzzle of Learning. REN E DIAZ- 1936 LEFEBVRE, 49 Instructional Uses of Computers for Writing: The Multiple Intelligences Theory Ifler 20 Years. Effect of State Testing Programs. MICHAEL BRANTON SHEARER, 2 RUSSELL AND LISA ABRAMS, 1332 Negotiating a Teaching Identity: An African Integrating the Revised Bloom’s Taxonomy With American Teacher’s Struggle to Teach in Test- Multiple Intelligences: A Planning Tool for Driven Contexts. JANE AGEE, 747 Curriculum Differentiation. TONI NOBLE, Negotiating Power, Developing Trust: Transgres- 193 sing Race and Status in_ the Academy. The Interplay of Aspirations, Enjoyment, and Work MARYBETH GASMAN, CYNTHIA Habits in Academic Endeavors: Why Is It So GERSTL-PEPIN, SIBBY ANDERSON- Hard to Keep Long-Term Commitments? THOMPKINS, LISA RASHEED, AND DIANE LEMONNIER SCHALLERT, KARRY HATHAWAY, 689 JOYLYNN HAILEY REED, AND JEAN- Neural Systems and Individual Differences. NINE F. TURNER, 1715 MICHAEL I. POSNER, 24 Investigating the Claims in Williams v. State of The New Common Sense of Education: Advocacy California: An Unconstitutional Denial of Research Versus Academic luthority. PAUL Education’s Basic Tools? JEANNIE OAKES, SHAKER AND ELIZABETH E. HEIL- 1889 MAN, 1444 2394 Teachers College Record Old' Questions for New Schools: What Are the HAYMORE SANDHOLTZ, RODNEY T. Students Doing? JOHN WALLACE AND OGAWA, AND SAMANTHA PAREDES HELEN WILDY, 635 SCRIBNER, 1177 Open to Interpretation: Multiple Intelligences The Tacit Knowledge of Productive Scholars in Theory in Adult Literacy Education. SILJA Education. MEGAN TSCHANNEN-MOR- KALLENBACH AND JULIE VIENS, 58 AN AND NANCY NESTOR-BAKER, Opportunity at the Crossroads: Race/Ethnicity, 1484 School Segregation, and Disparate Opportu- Teacher Education and Multiple Intelligences: A nities for Higher Education in California. Case Study of Multiple Intelligences and ROBERT TERANISHI, WALTER R. AL- Teacher Efficacy in Two Teacher Preparation LEN, AND DANIEL G. SOLORZANO, Courses. JANE R. SHORE, 112 2224 Teachers as Self-Regulated Learners. }UDI RAN- The Pedagogical Praxis: The Professions as Models DI, 1825 for Postindustrial Education. DAVID WIL- Teachers, Not Technicians: Rethinking Technical LIAMSON SHAFFER, 1041 Expectations for Teachers. JUDITH Potential and Limitations of Multicultural Educa- HAYMORE SANDHOLTZ AND tion in Conflict-Ridden Areas: Bilingual Pa- BRIAN REILLY, 487 lestinian-Jewish Schools in Israel. ZNV1 Teaching After the Market: From Commodity to BEKERMAN, 574 Cosmopolitan. ALLAN LUKE, 1422 Promoting Effective Task Interpretation as an Testing High-Stakes Tests: Can We Believe the Important Work Habit: A Key to Successful Results of Accountability Tests. JAY P. Teaching and Learning. DEBORAH BUT- GREENE, MARCUS A. WINTERS, AND LER AND SYLVIE CARTIER, 1729 GREG FORSTER, 1124 Putting Volition to Work in Education. PHILIP Theory of Multiple Intelligences: Is It a Scientific H. WINNE, 1879 Theory? JIE-QI CHEN, 17 Racial Isolation, Poverty, and the Limits of Local The Unending Search for Equity: California Policy, Control in Oakland. PEDRO A. NOGUERA, the “Improved School Finance, and the Williams 2146 Case. W. NORTON GRUBB, LAURA (Re)Framing Classroom Contexts: How New Tea- GOE, AND LUIS A. HUERTA, 2081 chers and Mentors View Diverse Learners and Using a Multiple Intelligences Assessment to Challenges of Practice. BETTY ACHIN- Promote Teacher Development and Student STEIN AND ADELE BARRETT, 716 Achievement. C. BRANTON SHEARER, School Governance and Oversight in California: 147 Shaping the Landscape of Equity and Ade- What Educational Resources Do Students Need to quacy. THOMAS B. TIMAR, 2057 Meet California’s Educational Content Stan- Seeking Equity in the Education of California’ dards? A Textual Analysis of California’s English learners. RUSSELL W. RUMBER- Educational Content Standards and Their GER AND PATRICIA GANDARA, 2032 Implications for Basic Educational Conditions Self-Regulated Learning and Internet Searching. and Resources. WILLIAM S. KOSKI AND DONNA ROGERS AND KAREN SWAN, HILLARY ANNE WEIS, 1907 1804 Work Habits and Work Styles: Volition in Educa- Short- and Long-Term Differences in Instructional tion. LYN CORNO, 1669 Effectiveness Between Intensive and Semester A Year in the Life of an Elementary School: One Length Courses. MARC SEAMON, 852 School’s Experiences in Meeting New Mathe- The Significance of Students: Can Increasing matics Standards. KAREN DORGAN, 1203 “Student Voice” in Schools Lead to Gains in Youth Development? DANA L. MITRA, 651 Standards Accountability, and School Reform. AUTHORS LINDA DARLING-HAMMOND, 1047 Standards Gaps: Unintended Consequences of ACHINSTEIN, BETTY AND ADELE BAR- Local Standards-Based Reform. JUDITH RETT. (Re)Framing Classroom Contexts: How Index 2395 New Teachers and Mentors View Diverse FINE, MICHELLE, APRIL BURNS, YASSER Learners and Challenges of Practice, 716 A. PAYNE, AND MARIA E. TORRE. Civics AGEE, JANE. Negotiating a Teaching Identity: Lessons: The Color and Class of Betrayal, 2193 An African American Teacher's Struggle to GARDNER, HOWARD. Audiences for the The- Teach in Test-Driven Contexts, 747 ory of Multiple Intelligences, 212 BEKERMAN, ZVI. Potential and Limitations of GASMAN, MARYBETH, CYNTHIA Multicultural Education in Conflict-Ridden GERSTL-PEPIN, SIBBY ANDERSON- Areas: Bilingual Palestinian-Jewish Schools in THOMPKINS, LISA RASHEED, AND Israel, 574 KARRY HATHAWAY. Negotiating Power, BROOKHART, SUSAN M. Classroom Assess- Developing Trust: Transgressing Race and Status in the Academy, 689 ment: Tensions and Intersections in Theory and GLAZIER, JOCELYN ANNE. Collaborating Practice, 429 with the “Other”: Arab and Jewish Teachers BUTLER, DEBORAH AND SYLVIE CAR- Teaching in Each Other’s Company, 611 TIER. Promoting Effective Task Interpretation GREENE, JAY P, MARCUS A. WINTERS, as an Important Work Habit: A Key to AND GREG FORSTER. Testing High-Stakes Successful Teaching and Learning, 1729 Tests: Can We Believe the Results of Account- CHEN, JIE-QI. Theory of Multiple Intelligences: ability Tests, 1124 Is It a Scientific Theory?, 17 GRUBB, W. NORTON, LAURA GOE, AND CORNO, LYN. Forward for Special Issue of TCR LUIS A. HUERTA. The Unending Search for on Multiple Intelligences, | Equity: California Policy, the “Improved School CORNO, LYN. Work Habits and Work Styles: Finance, and the Williams Case, 2081 Volition in Education, 1669 HALEY, MARJORIE HALL. Learner-Centered CRAIG, CHERYL J. The Dragon in School Instruction and the Theory of Multiple Intelli- Backyards: The Influence of Mandated Testing gences With Second Language Learners, 163 on School Contexts and Educators’ Narrative HICKEY, M. GAIL. “Can I Pick More Than One Knowing, 1229 Project?” Case Studies of Five Teachers Who CUBAN, LARRY. Assessing the 20-Year Impact of Used MI-Based Instructional Planning, 77 Multiple Inielligences on Schooling, 140 HILL, CLIFFORD. Failing to Meet the Stan- DARLING-HAMMOND, LINDA. Inequality dards: The English Language Arts Test for and the Right to Learn: Access to Qualified Fourth Graders in New York State, 1086 Teachers in California’s Public Schools, 1936 HOERR, TOM. How MI Informs Teaching at DARLING-HAMMOND, LINDA. Standards New City School, 40 INGRAM, DEBRA, KAREN SEASHORE Accountability, and School Reform, 1047 DENIG, STEPHEN J. Multiple Intelligences and LOUIS, AND ROGER G. SCHROEDER. Accountability Policies and Teacher Decision- Learning Styles: Two Complementary Dimen- Making: Barriers to the Use of Data to Improve stons, 96 Practice, 1258 DIAMOND, JOHN B. AND JAMES P. SPIL- KALLENBACH, SILJA AND JULIE VIENS. LANE. High Stakes Accountability in Urban Open to Interpretation: Multiple Intelligences Elementary Schools: Challenging or Reprodu- Theory in Adult Literacy Education, 58 _ cing Inequality?, 1145 KORNHABER, MINDY L. Multiple Intelli- DIAZ-LEFEBVRE, RENE. Multipie Intelli- gences: From the Ivory Tower to the Dusty gences, Learning for Understanding, and Classroom—But Why?, 67 Creative Assessment: Some Pieces to the Puzzle KOSKI, WILLIAM S. AND HILLARY ANNE of Learning, 49 WEIS. What Educational Resources Do Stu- DORGAN, KAREN. A Year in the Life of an dents Need to Meet California’s Educational Elementary School: One School’s Experiences in Content Standards? A Textual Analysis of Meeting New Mathematics Standards, 1203 California’s Educational Content Standards EISNER, ELLIOT W. Multiple Intelligences: Its and Their Implications for Basic Educational Tensions and Possibilities, 31 Conditions and Resources, 1907 2396 Teachers College Record LISTON, DANIEL P. The Lure of Learning in READY, DOUGLAS D., VALERIE E. LEE, Teaching, 459 AND KEVIN G. WELNER. Educational LUKE, ALLAN. Teaching Ajler the Market: From Equity and School Structure: School Size, Commodity to Cosmopolitan, 1422 Overcrowding, and Schools-Within-Schools, MCCANN, ERIN J. AND JEANNINE 1989 E. TURNER. Increasing Student Learning REICHERT, MICHAEL C. AND PETER Through Volitional Control, 1695 KURILOFF. Boys’ Selves: Identity and Anxi- MINTROP, HEINRICH. High Stakes Account- ely in the Looking Glass of School Life, 544 ability and Educational Equity, 2128 REX, LESLIE A. AND MATTHEW C. NEL- MIRETZKY, DEBRA. The Communication Re- SON. How Teachers’ Professional Identities quirements of Democratic Schools: Parent- Position High Stakes Test Preparation in Their Teacher Perspectives on Their Relationships, Classrooms, 1288 814 ROGERS, DONNA AND KAREN SWAN. MITRA, DANA L. The Significance of Students: Self-Regulated Learning and Internet Search- Can Increasing “Student Voice” in Schools ing, 1804 Lead to Gains in Youth Development?, 651 ROGERS, JOHN S. Creating a Public Account- NATRIELLO, GARY. For the Record: A Special ability for California Schools, 2171 Issue on Testing, Teaching, and Learning, RUMBERGER, RUSSELL W. AND PATRI- 1045 CIA GANDARA. Seeking Equity in the NOBLE, TONI. Integrating the Revised Bloom’s Education of California’s English learners, Taxonomy With Multiple Intelligences: A Plan- 2032 ning Tool for Curriculum Differentiation, 193 RUSSELL, MICHAEALND ABRAMS, LISA. NOGUERA, PEDRO A. Racial Isolation, Pov- Instructional Uses of Computers for Writing: erty, and the Limits of Local Control in The Effect of State Testing Programs, 1332 Oakland, 2146 RUSSELL, MICHAEL, JENNIFER HIG- OAKES, JEANNIE AND MARISA SAUN- GINS, AND STACEY RACZEK. Account- DERS. Education’s Most Basic Tools: Access ability, California Style: Counting — of to Textbooks and Instructional Materials in Accounting?, 2102 California’s Public Schools, 1967 SANDHOLTZ, JUDITH HAYMORE, AND OAKES, JEANNIE. Investigating the Claims in BRIAN REILLY. Teachers, Not Technicians: Williams v. State of California: An Unconstitu- Rethinking Technical Expectations for Tea- tional Denialo f Education’s Basic Tools? ,1 889 chers, 487 ORTIZ, FLORA IDA. Essential Learning Con- SANDHOLITZ, JUDITH HAYMORE, ROD- ditions for California Youth: Educational NEY T. OGAWA, AND SAMANTHA Facilities, 2015 PAREDES SCRIBNER. Standards Gaps: PERRY, NANCY, LYNDA PHILLIPS, AND Unintended Consequences of Local Standards- JUDY DOWLER. Examining Features of Based Reform, 1177 Tasks and Their Potential to Promote Self- SCHALLERT, DIANE LEMONNIER, JOY- Regulated Learning, 1854 LYNN HAILEY REED, AND JEANNINE POPHAM, W. JAMES. Curriculum, Instruction, F. TURNER. The Interplay of Aspirations, and Assessment: Amiable Allies on Phony Enjoyment, and Work Habits in Academic Friends?, 417 Endeavors: Why Is It So Hard to Keep Long- PORTER, ANDREW C., MITCHELL CHE- Term Commitments? , 1715 STER, AND MICHAEL SCHLESINGER. SCHIRDUAN, VICTORIA AND KAREN Framework for an Effective Assessment and CASE. Mindful Curriculum Leadership for Accountability Program: The Philadelphia Ex- Students With Attention Deficit Hyperactivity ample, 1358 Disorder: Leading in Elementary Schools by POSNER, MICHAEL I. Neural Systems and Using Multiple Intelligences Theory (SUMIT), Indiwidual Differences, 24 87 RANDI, JUDI. Teachers as Self-Regulated Lear- SCHNEIDER, BARBARA. Building a Scientific ners, 1825 Community: The Need for Replication, 1471 Index 2397 SEAMON, MARC. Short- and Long-Term nities for Higher Education in California, Differences in Instructional Effectiveness Be- 2224 tween Intensive and Semester Length Courses, TIMAR, THOMAS B. School Governance and 852 Oversight in California: Shaping the Land- SHAFFER, DAVID WILLIAMSON. The Ped- scape of Equity and Adequacy, 2057 agogical Praxis: The Professions as Models for TSCHANNEN-MORAN, MEGAN AND Postindustrial Education, 1041 NANCY NESTOR-BAKER. The Tacit SHAKER, PAUL AND ELIZABETH E. Knowledge of Productive Scholars in Educa- HEILMAN. The New Common Sense of tion, 1484 Education: Advocacy Research Versus Aca- TURNER, JULIANNE C. AND HELEN demic Authority, 1444 PATRICK. Motivational Influences on Stu- SHEARER, BRANTON. Multiple Intelligences dent Participation in Classroom Learning Theory After 20 Years, 2 Activities, 1759 SHEARER, C. BRANTON. Using a Multiple WALLACE, JOHN AND HELEN WILDY. Old Intelligences Assessment to Promote Teacher Questions for New Schools: What Are the Development and _ Student Achievement, Students Doing?, 635 147 WANG, JIAN, MICHAEL STRONG, AND SHORE, JANE R. Teacher Education and Mullti- SANDRA J. ODELL. Mentor-Novice Con- ple Intelligences: A Case Study of Multiple versations About Teaching: A Comparison of Intelligences and Teacher Efficacy in Two Two U.S. and Two Chinese Cases, 775 Teacher Preparation Courses, 112 WINNE, PHILIP H. Putting Volition to Work in SMULYAN, LISA. Choosingt o Teach: Reflections Education, 1879 on Gender and Social Change, 513 WU, WU-TIEN. Multiple Intelligences, Educa- TERANISHI, ROBERT, WALTER R. AL- tional Reform, and a Successful Career, 181 LEN, AND DANIEL G. SOLORZANO. XU, JIANZHONG. Family Help and Homework Opportunity at the Crossroads: Race/Ethnicity, Management in Urban and Rural Secondary School Segregation, and Disparate Opportu- Schools, 1786