The Educational Forum 1999 - 2000: Vol 64 Index

9 Pages·2.3 MB·English

Volume 63 Index
AuTHors AND ARrTICLES
Anderson, R. H. Education ‘Then and 64(4): 340-47.
Now’ (interview). 64(1): 41-45. Evans, E. P., M. E. Stallions, F Damianos,
Aronowitz, S., and H. A. Giroux. The and B. J. Orfely. Charter Schools:
Corporate University and the Politics of Educational Evolution or Revolution?
Education. 64(4): 332-39. 64(1): 20-24.
Bailey, L. M. Integrated Curriculum: What Ferguson, J. M. The Effect of Year-Round
Parents Tell Us about Their Children’s School on Student Achievement in
Experience. 64(3): 236-42. Mathematics. 64(1): 82-87.
Becker, R. R. The Critical Role of Stu- Forgione, J. See Shepard-Tew, D.
dents’ Questions in Literacy Develop- Friedman, S.J. Are Teachers Making the
ment. 64(3): 261-71. Grade? 64(4): 317-22.
Berson, I. R., M.J. Berson, L. Karges- Garner. P. See Blake, C. R. L.
Bone, and J. K. Parker. Self-Regulation Gaston, A. See Knight-Abowitz, K.
May Not Be Enough: A Rejoinder to Ginsberg, R. W. In the Triangle/Out of the
Horns- Marsh. 64(2): 150-53. Circle: Gay and Lesbian Students
Berson, M. J. See Berson, I. R. Facing the Heterosexual Paradigm.
Birch, J. R. Expanding Literacy and 64(1): 46-56.
Integrating Curricula through Dance. Giroux, H. A. See Aronowitz, S.
64(3): 223-28. Gooden, S. H. School Conditions Affect-
Blake, C. R. L., and P. Garner. ‘We May ing Implementation of the Primary
Give Advice, but We Can Never Prompt Program in Kentucky. 64(2): 165-74.
Behavior’: Lessons from Britain. 64(2): Guffey, J.S., L.C. Rampp, and M. M.
115-23. Masters. Barriers and Issues for
Bullough, R.V., Jr. The Sounds of Silence: Shared-Governance: Implementation
Life in the Postmodern University. in Academia. 64(1): 14-19.
64(4): 324-31. Guyton, E. Social Justice in Teacher
Ciardiello, A. V. Student Questioning and Education. 64(2): 108-14.
Multidimensional Literacy in the 21st Harlow, S. See Cummings, R.
Century. 64(3): 215-21. Health, S. L. Effective Heterogeneous
CollinsonV,. Staff Development by Any Grouping through Cultural and Struc-
Other Name: Changing Words or tural Change. 64(1): 34-40.
Changing Practices? 64(2): 124-32. Hilliard, A. G., II. Race, Culture, and
Cummings, R., and S. Harlow. The Intelligence (interview). 64(3): 243-51.
Constructivist Roots of Moral Educa Joseph, E. A. See Matczynski, T. J.
tion. 64(4): 300-307. Karges-Bone, L. See Berson, I. R.
Damianos, FE. See Evans, E. P. Kavanaugh-Anderson, D. See Pataray-
Elia, J. P. The Necessity of Comprehensive Ching, J.
Sexuality Education in the Schools. Kelley, S. See Knight-Abowitz, K.
The Educational Forum * Volume 64 » Summer 2000
Knight-Abowitz, K., K. Rousmaniere, A. Pataray-Ching, J., and D. Kavanaugh-
Gaston, S. Kelley, and W. Solomon. The Anderson. Supporting Learner-
Tensions of Urban: School Renewal in Generated Inquiries. 64(1): 58-66.
an Era of Reform. 64(4): 358-66. Paterson, F. R. A. Teaching Intolerance:
Krockover, G. H., R. M. Pekarek, C. G. Anti-Catholic Bias in Voucher-
Riggs, and D. P. Shepardson. How Well Supported Schools. 64(2): 139-49.
Do Multiage Intermediate Classrooms Pekarek, R. M. See Krockover, G. H.
Foster Successful Learning for Chil- Poetter, T. S. Power Kids Capture the
dren? 64(1): 67-74. Spirit of Reform in an Accelerated
Lasley, T. J., Il. See Matczynski, T. J. School. 64(2): 175-81.
Mabie, G. E. Race, Culture, and Intelli- Rampp, L. C. See Guffey, J. S.
gence: An Interview with Asa G. Riggs, C. G. See Krockover, G. H.
Hilliard III. 64(3): 243-51. Rivera, J. See Pang, V. O.
Mabie, G. E. The Search for Reform: An Rogus, J. FES ee Matczynski, T. J.
Interview with Seymour B. Sarason. Rousmaniere, K. See Knight-Abowitz, K.
64(2): 134-38. Sarason, S. B. The Search for Reform
Martinez, B. J. See Slater, C. L. (interview). 64(2): 134-38.
Master, M. M. See Guffey, J. S. Shelley, A. C., and S. Washburn. Our
Matczynski, T. J., J. F Rogus, T. J. Lasley II, NCATE Report Card: A Partnership for
and E.A. Joseph. Culturally Relevant Excellence. 64(2): 156-64.
Instruction: Using Traditional and Shepard-Tew, D, and J. Forgione. A
Progressive Strategies in Urban Collaborative Mentor-Training Pro-
Schools. 64(4): 350-57. gram for Learning-Disabled Middle-
McBee, R. H. Why Teachers Integrate. Grade Students. 64(1): 75-81.
64(3): 254-60. Shepardson, D. P. See Krockover, G. H.
Mora, J. K. Policy Shifts in Language- Slater, C. L., and B. J. Martinez. Transfor-
Minority Education: A Mismatch mational Leadership in the Planning of
between Politics and Pedagogy. 64(3): a Doctoral Program. 64(4): 308-16.
204-14. Solomon, W. See Knight-Abowitz, K.
Mora, J. K. See also Pang, V. O. Stallions, M. E. See Evans, E. P.
Orfely, B. J. See Evans, E. P. Thompson, G. L. California Educators
Pang, V. O., J. Rivera, and J. K. Mora. The Discuss the Reading Crisis. 64(3): 229-
Ethic of Caring: Clarifying the Founda- 34.
tion of Multicultural Education. 64(1): Wakefield, D. V. Math as a Second Lan-
25-31. guage. 64(3): 272-79.
Parker, J. K. See Berson, I. R. Washburn, S. See Shelley, A. C.
Book REVIEWS
Achieving Educational Equality: Assuring 90-91.
All Students an Equal Opportunity in Computers as Tutors: Solving the Crisis in:
School, by H. Grossman. Springfield, Education, by F. Bennett. Sarasota, Fla.:
Ill.: Charles Thomas Publishers, 1998. Faben, 1999. Reviewed by L. A.
Reviewed by S. D. Riley. 64(4): 368-69. Haberstroh. 64(2): 189-90.
Altered Destinies: Making Life Better for: Democratic Practice Workbook: Activities
Schoolchildren in Need, by G. |. for the Field Experience, by C. R. Pryor.
Maeroff. New York: St. Martin's Press, New York: McGraw-Hill, 2000. Re-
1998. Reviewed by G. A. Hawes. 64(1): viewed by N. L. Haggerson. 64(3): 286-
The Educational Forum + Volume 64 - Summer 2000
87. by V. R. McGrath. 64(3): 282-85.
Handbook of Literacy and Technology: Myths and Realities: Best Practices for
Transformations in a Post-Typographic Language Minority Students, by K. D.
World, edited by D. Reinking, M. C. Samway and D. McKeon. Portsmouth,
McKenna, L. D. Labbo, and R. D. N.H.: Heinemann, 1999. Reviewed by
Kieffer. Mahwah, N.J.: L. T. L. Hansen. 64(4): 370-71.
Erlbaum Associates, 1998. Reviewed Reforming the Higher Education Curricu-
by G. B. West. 64(2): 187-88. lum, edited by J. A. Mestenhauser and
Honored but Invisible: An Inside Look at B. J. Ellingboe. Phoenix: American
Teaching in Community Colleges, by W. Council on Education and The Oryx
N. Grubb, H. Worthen, B. Byrd, E. Press, 1998. Reviewed by R. S. Byrnes.
Webb, N. Badway, C. Case, S. 64(1): 92-94.
Goto, and J. C. Villeneuve. New York: Shell Game: Corporate America’s Agenda
Routledge, 1999. Reviewed by T. R. for Schools, by C. E. Boutwell.
Erdmann. 64(4): 372-73. Bloomington, Ind: Phi Delta Kappa
Literacy as a Moral Imperative, by Educational Foundation, 1997. Re-
Rebecca Powell. Lanham, Mad.: viewed by R. H. Anderson. 64(2): 184-
Rowman & Littlefield, 1999. Reviewed 86.
SuBjects
Note: Page numbers in boldface indicate a chart, diagram, or figure.
A
persecution, 144-45; explicit bias, 142-
Accelerated Schools, spirit of reform, 44; implicit bias, 144; issues involved,
175; agency of the spirit, 178-79; 147-48; methodology of study, 140;
building spirit, 176-77; classroom portrayal of historical Catholic figures,
spirit, 179-80; signs of spirit, 180-81; 145-46; portrayal of missionary activ-
spirit of the Accelerated School, 177- ity, 146-47
78; supporting/examining school Assessment, charter schools, 23; early
reform, 175-76 math learning, 276; evaluation of
Accountability, and shared governance, teachers’ assessment methods, 317-21;
18; professional development schools, language-minority student education,
161 212-13; nongraded education, 42;
Administrators; evolution of preparation rubrics in heterogeneous grouping, 38;
courses, 41-42, evolution of responsi- standardized test validity and racial
bilities, 41-42; inexperience as a and cultural bias, 243-44; standards of
barrier to shared governance, 16-17; teacher performance in higher educa-
need for commitment to shared tion, 328-29
governance, 17-18; value of in reform, Assignment charts, in heterogeneous
166, 168-70 grouping, 39
African-American focused education,
B
Afrocentrism, 246—47; Ebonics, 248-49.
See also Multiculturalism Behavioral management, children, 115-
Anti-Catholic bias in voucher schools, 22; level of teacher expertise, 117-18;
139-48; appearance of bias in text- teacher professionalism, 121; teachers’
books, 140-47; descriptions of religious views on characteristics of emotional
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377
and behavioral difficulties (EBD), 118 306-07; consciousness of rules, 303-04;
Bilingual eduction. See Language- developing moral understanding, 304-
minority student education in Califor- 05; development of moral judgements,
nia (post-Proposition 227) 302-03; logical-mathematical knowl-
edge, 302; mutual respect, 305; physi-
C
cal form of knowledge, 301; social
Caring, role of in multicultural educa- knowledge, 302; understanding of
tion, 25-26; caring as social activism, rules, 303
30; caring at the center of social justice, Cooperative learning in heterogeneous
31; caring-centered versus social- grouping, 37-38
justice teachers, 30-31; cultural aspects Corporate culture, impact on higher
of caring, 27-28; foundation for education, ascendancy of corporate
schooling, 26-29; model of caring- culture, 332-35; demanding a rigorous
centered multicultural education, 28- and coherent core curriculum, 338;
29; social-justice orientation, 29 mission of university, 335-38
Character education. See constructivist Cultural detracking, and heterogeneous
theory, and moral education mixing, 36-37; assignment charts, 39;
Charter schools, 20-22, 134-37; assess- complex projects, 38; cooperative
ment, 23; goals of, 21-22; governance, learning strategies, 37-38; journals, 39;
23-24; lack of funding, 24; successes, laboratory experiments, 38-39; rubrics,
22; teaching strategies, 22 38
Classroom discourse. See inquiry Culturally relevant instruction in urban
Collaboration, integration curriculum schools, 350-52; achievement of
and parent-teacher collaboration, 242; academic growth, 356; balancing
language-minority student education, student-centered and teacher-centered
212; professional development schools, classrooms, 354-56; use of culturally
160-61; time needed to develop responsive pedagogy, 352-54
collaborative relationships, 173-74; Culture, cultural aspects of caring, 27-28,
value of in reform, 166 need to value students’ culture in
Collaboration in mentor-training language-minority education, 208-09.
programs for learning-disabled See also multiculturalism
students, 75-81; Florida Very Special Curriculum, anti-Catholic bias in
Arts (VSA) Festival, 77; development of voucher schools, 139-48; gay/lesbian
the psychosocial group, 78-79; impli- programs, 48-49; impact of dance in
cations for counselors, 80-81; need for curriculum, 223-27; middle school!
a psychosocial group, 76-77; project parent satisfaction with integrated
evaluation, 79-80; recommendations, curriculum, 236-42. See also inquiry;
81; requirements for program success, integrated curriculum
76; use of Counselor Education gradu-
D
ate course, 77-78
Communication, lack of as a barrier to Dance, in curriculum, 223; abilities
shared governance, 16 related to intelligence, 225-26; impact
Conflict, value of in higher education, on multiple intelligences, 223-25;
330-31 integration benefits, 227; theoretical
Constructivist theory, and moral educa- perspective, 226-27
tion, 300-302; character education, Decision making, and shared gover-
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378
nance, 14—19 ment schools (PDSs)
Draft Standards, NCATE, 159 Higher education, and impact of corpo-
rate culture, ascendancy of corporate
E
culture, 332-35; demanding a rigorous
Ebonics, 248-49 and coherent core curriculum, 338;
Equity, professional development mission of university, 335-38
schools, 162-63
I
F
Individualism, and staff development,
Free speech, and higher education, 327, 128-30
329-30 Inquiry, 58; and staff development, 125-
Funding, lack of in charter schools, 24 26; encouraging a theoretical under-
standing of inquiry, 61-64; implement-
G
ing an inquiry curriculum, 59-64;
Gay/lesbian students, integration of, literature, 262-64; personally meaning-
coming out, 50-53; coverage in litera- ful inquiries, 64-65; student response
ture, 49-50; curriculum focus, 48-49; to inquiry curriculum, 60-61; support-
family, religion, and values, 53-54; ing learner-generated inquiries, 65-66;
identity issues, 47-48; prejudice theoretical perspectives, 58-59
Inquiry, and multidimensional literacy,
against, 46; recommendations, 54—55;
student population, 50 215; effects on cognition, 216-17;
Governance, charter schools, 23-24. See literacy in 21st century, 220-21;
also shared governance metacognitive theory, 218; peer-
Grading. See assessment questioning and social status, 220;
Guilds in higher education, 325-26 sociocognitive literacy, 218-19;
sociolinguistic research, 219; training
H and instruction in questioning, 217-18
Inquiry, in elementary classrooms, 261-—
Heterogeneous grouping, 34; activities
70; analysis of data, 263-64; data
for cultural change, 37-38; benefits of
collection method, 263; discussion of
heterogeneous grouping, 39-40;
study results, 269-70; participants, 263;
instructional implementation for
setting for study, 263; students’ ques-
cultural change, 38-39; need for
tions, 264-67; teachers’ questions, 266-
cultural change, 36-37; possible
downward spiral of tracking, 35-36; 67; teachers’ responses, 267-69
Integration curriculum, 254; ap-
treatment of high-tracked versus low-
proaches, 255; impact on academic
tracked students, 34-35
performance, 257-59; teachers’ per-
Higher education, dance in curriculum,
spectives, 255-57
227; faculty/administrator careerism,
Integration curriculum, middle school
326-27; free speech, 327, :
parent satisfaction, 236; data analysis,
guilds, 325-26; religion, 327-28;
239-42; data analysis, 239; data collec-
standards of teacher performance,
tion method, 238; definition of inte-
328-29; taking a stand versus keeping
grated curriculum, 238; literature, 236—
silent, 329-30; transformational
37; methodology of study, 238; parent-
leadership, 308-16; value of conflict,
teacher collaboration, 242; results of
330-31. See also professional develop-
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379
study, 238-39 group, 78--79; implications for counse-
Intelligence, Multiple Intelligences (MI) lors, 80-81; need for a psychosocial
theory, relation to dance abilities, 223- group, 76-77; project evaluation, 79-
26 80; recommendations, 81; require-
ments for program success, 76; use of
J
Counselor Education graduate course,
Journals, role in heterogeneous group- 77-78
ing, 39 Literacy, African-American focused
education, 246-49; and dance curricu-
K
lum, 223-27; impact of student ques-
Kentucky education reform, effect of tioning on, 216-21
school conditions, 165-66; common
M
school conditions identified, 172-73;
critical case success, 167-70; lessons Math as a language, achievement of
learned from study, 173-74; methodol- fluency, 278; classification of math as a
ogy of study, 166-67; success based on language, 272-73; linguistic impact on
strong teach relationships, 170-72 math learning, 275; maxims in lan-
guage learning, 273-75; realistic
L
expectations, 278; suggestions for
Laboratory experiments, role in hetero- instruction, 276-78
geneous grouping, 38-39 Math, year-round school’s effect on
Language, language-learning maxims, achievement, 82-87; analysis of scores,
84-85; details of study, 83-84; limita-
273-75; math as a second language,
tions of study, 85; literature review, 82-
Language-minority student education in 83; results of study, 85-87; teacher-
California (post-Proposition 227), perceived benefits, 86; teacher-
204-05; court rulings upholding perceived disadvantages, 86-87
Proposition 227, 206-07; federal law/ Mathematical-logical knowledge, and
judicial rulings, 205-06; implementa- moral education, 302
tion of 227 education code statute, 207; Metacognitive literacy, and inquiry, 218
mismatch between political policies Moral education, and constructivist
and sound educational principles, 213; theory, 300-302; character education,
need for accurate student assessment, 306-07; consciousness of rules, 303-04;
212-13; need for parental/community developing moral understanding, 304—
involvement, 212; need for staff 05; development of moral judgements,
development, 210-11; need for use of 302-03; logical-mathematical form of
students’ language and culture as knowledge, 302; mutual respect, 305;
instructional strategy, 209-10; need to physical form of knowledge, 301; social
value students’ culture, 208-09 form of knowledge, 302; understanding
Leadership. See transformational of rules, 303
leadership Multiage intermediate programs, 67-74;
Learning disabilities, collaborative class activities, 72; classroom environ-
mentor-training programs, 75-81; ment, 71-72; classroom portfolios, 72;
Florida Very Special Arts (VSA) Festival, conclusions of study, 72-74; data
77; development of a psychosocial analysis, 70-71; interpretation of data,
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380
71-72; need to shift attention from (PDSs), accountability/ quality attain-
teaching curriculum to teaching ment, 161; collaboration, 160-61;
children, 68; recommendations, 73-74; elementary school-university partner-
study details, 68-71 ships, 158-59; equity, 162-63; evalua-
Multiculturalism, 244; Afrocentric tion of, using NCATE’s Draft Standards
teaching, 246-47, role of caring in (five critical attributes), 159-63; learn-
multicultural education, 25-3] ing-centered community, 159-60;
Multidimensional literacy, and inquiry, literature about, 156-58; organization/
215; effects on cognition, 216-17; roles/structures, 161-62; recommenda-
literacy in 21st century, 220-21; tions for strong partnerships, 163-64;
metacognitive theory, 218; peer- stages of evolution, 157
questioning and social status, 220; Proposition 227. See Language-minority
sociocognitive literacy, 218-19; student education in California
sociolinguistic research, 219; training Psychology, overlap with education field,
and instruction in questioning, 217-18 134
Multiple Intelligences (MI) theory, and
Q
dance, 223-25
Questioning. See inquiry
N
7 R
NCATE (National Council for Accredita-
tion of Teacher Education), evaluation Race, Afrocentrism, 246-47; Ebonics,
of professional development schools 248-49, racial categorization, 245--46;
(PDSs), 159-63 standardized test validity and racial/
cultural bias, 243-44
P
Reading crisis in California schools, 229-
Parental involvement. See collaboration 30; causes, 232-33; moving beyond
Physical knowledge, and moral educa- acrimony, 233-34; results of study, 230-
tion, 301-02 29
JL
Piaget, Jean, constructivist theory, 300- Reform, charter schools, 20-24; effect of
301; children’s consciousness of rules, school condition on, 165-74; reasons
303-04; children’s understanding of for failure, 43-44; spirit of, in acceler-
rules, 303; development of moral ated schools, 175-81; value of adminis-
judgement, 302-03; development of trators, 166, 168-70
moral understanding, 304-05; forms of Reform, and urban school renewal, 358-
knowledge, 301-02; implications for 59; autonomy versus resources, 360-61;
character education, 306-07; mutual career academics/school-to-work
respect, 305 programs, 364-65; experimentation
Power Kids, and spirit of reform in and allowance of mistakes, 361-62;
accelerated schools, 175; agency of the positive effects of teaming, 362-64;
spirit, 178-79; building spirit, 176--77; renewal in action, 359-60; renewal
classroom spirit, 179-80; signs of spirit, versus reform, 358-59; the push for
180-81; spirit of the Accelerated reform, 365-66
School, 177-78; supporting/examining Religion, and gay/lesbian students, 53-54;
school reform, 175-76 and higher education, 327-28; anti-
Professional development schools Catholic bias in voucher schools, 139-48
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381
Renewal, versus reform, 358 concepts, 125-26; changing traditional
Rubrics in heterogeneous grouping, 38 in-service habits/attitudes, 126-27;
Rules, and children, consciousness of, confusion between individualism and
303-04; understanding of, 303 individuality, 128-30; inquiry model,
125; language-minority student
S
education, 210-11; theory-practice
Screening education students for sexual gap, 130-31; transition from traditional
predators, 150-53 model to inquiry model, 126; upset of
Sexuality education, arguments for norms of privacy and isolation, 127-28.
teaching sexuality education, 342-45; See also teacher education
comprehensive sexuality education, Standardized tests, validity and racial
342; necessary conditions for offering and cultural biases, 243
comprehensive sexuality education, Student questioning. See inquiry
345-46; traditional idea/practices, 340-
T
42
Shared governance, barriers to, account- Teacher education, need for better
ability, 18; administrative commit- preparation, 42-43; need for, to combat
ment, 17-18; faculty/administrative school violence, 44, performance as
inexperience, 16-17; inconsistent the primary criterion for employment,
participation, 17; lack of clear defini- 249-50; social justice in, 108-13; staff
tion, 14—15; lack of communication, 16; development, 124-31. See also profes-
lack of trust, 16; legitimacy, 18; self- sional development schools (PDSs)
promotion, 18; slow response, 18; time Teacher performance, evaluation of
commitment, 17; unrealistic expecta- teachers’ assessment methods, 317-21;
tions, 15-16 standards of performance in higher
Social activism, and caring, 30 education, 328-29
Social justice in teacher education, 108- Teachers, caring-centered versus social-
13; developing teacher awareness/ justice multicultural education teach-
concern, 109-10; educating to teach ers, 30-31; importance of strong
democracy and democratically, 110-11; teacher relationships, 170-72; inexperi-
educating to teach in schools serving ence as a barrier to shared governance,
the poor, 110; rationale, 108-11; 16-17; perspectives on curriculum
teacher education programs, 111-13 integration, 255-57; professional
Social-justice oriented multicultural development, 136; qualities of a good
education, 29; caring at the center of teacher, 43; qualities of successful
social justice, 31; social-justice versus emotional and behavioral difficulties
caring-centered teachers, 30-31 (EBD) teachers, 118-22
Social knowledge, and moral education, Teaching as a Performing Art, 135-36
302 Teaching strategies, charter schools, 22
Social status, and inquiry, 220 Team teaching, 42, urban school re-
Sociocognitive literacy, and inquiry, 218- newal, 362-64
19 Tenure, quality work versus time in
Sociolinguistic research, and inquiry, position, 328-29
219 Textbooks, anti-Catholic bias in voucher
Staff development, 124-31; changing schools, 140-47; explicit bias, 142-44;
perspectives, 124-25; changing terms/ implicit bias, 144; portrayal of histori-
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cal figures, 145-46; portrayal of mis- school-to-work programs, 364-65;
sionary activity, 146-47; portrayal of experimentation and allowance of
religious persecution, 144—45 mistakes, 361-62; positive effects of
Tracking versus heterogeneous group- teaming, 362-64; renewal in action,
ing, 34; activities for cultural change, 359-60; renewal versus reform, 358; the
37-38; benefits of heterogeneous push for reform, 365-66
grouping, 39-40; detracking via cul- Urban schools, culturally relevant
tural change, 36-37; instructional instruction, 350-52; achievement of
implementation for cultural change, academic growth, 356; Afrocentrism,
38-39; possible downward spiral of 246-47; balancing student-centered
tracking, 35-36; promotion of achieve- and teacher-centered classrooms, 354—
ment, 34-35 56; Ebonics, 248-49; use of culturally
Traditionalist versus progressivist responsive pedagogy, 352-54
emphasis in cultural education, 354—
V
56
Transformational leadership, 308-10; Violence in schools, need for better
development of the doctoral program, teacher preparation, 44
311-13; doctoral program in o: ganiza- Vocational education, and urban school
tional leadership, 310-11; leadership renewal, 364-65
types that surfaced during program Voucher programs, 44; anti-Catholic
development, 313-15; recognition of bias, 139-48
leadership roles, 315-16; versus
Y
transactional leadership, 309
Trust, lack of as a barrier to shared Year-round school’s effect on math
governance, 16 achievement, 82; analysis of scores,
84-85; details of study, 83-84; limita-
U
tions of study, 85; literature review, 82-
Urban school renewal, and educational 83; results of study, 85-87; teacher-
reform, 358-59; autonomy versus perceived benefits, 86; teacher-
resources, 360-61; career academics/ perceived disadvantages, 86-87
F
© Kappa Delta Pi
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