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Volume 65 Index AuTHORS AND ARTICLES Allen, D. See Burley, H. Feuerstein, A. ‘Hyper-Rationalization’ Aviles, L. See Nicholson, K. Revisited. 65(2): 108-18. Bowman Jr., R. F. Temptation #4: Field, S. L., and P. Nickell. ‘The Little Red Harmony versus Productive Conflict. Hen,’ Soap Sculpture, and Analyzing 65(3), 221-26. Magazines: Character Education in the Boyle-Baise, M., B. Epler, W. McCoy, G. in the 1920s and ’30s. 65(1): 73-79. Paulk, J. Clark, N. Slough, and C. Garrett, A. W. Community Schools in Truelock. Shared Control: Community 19th-Century Texas and School Choice Voices in Multicultural Service Learn- Today. 65(1): 22-30. ing. 65(4): 344-53. Greene, T. G. See Eifler, K. E. Branch, A. J. Increasing the Numbers of Hadzigeorgiou, Y. Some Thoughts on the Teachers of Color in K-12 Public Notion of Purposeful Learning. 65(4): Schools. 65(3): 254-61. 316-25. Brockman, J. A Somatic Epistemology for Harkins, L. F. Understanding the Accul- Education. 65(4): 328-34. turation Process for Kaigaishijo. 65(4): Burley, H., B. Yearwood, S. Elwood- 335-43. Salinas, L. Martin, and D. Allen. Hausfather, S. Laboratory Schools to Partners in Cyberspace: Reflections on PDSs: The Fall and Rise of Field Developing an ePDS. 65(2): 166-75. Experiences in Teacher Education. Byrnes, D. A. War and Conflict: Educa- 65(1): 31-39. tors Advocating for the Protection of Hoffman, D. H. See Spencer, R. C. Children. 65(3): 227-32. Jewell, M. J. See Tichenor, M. S. Carroll, J. B. See Eifler, K. E. Kim, P., and J. D. Marshall. Expanding Clark, J. See Boyle-Baise, M. Traditions: Curriculum in Transition— Crocco, M. S. Women, Citizenship, and The Seventies. 65(1): 62-72. the Social Studies. 65(1): 52-59 Kochan, F. K. See Mullen C. A. Davis, M. D. No Simple Americanizers: Marshall, J.D. See Kim, P. Three Early Anglo Researchers of Martin, L. See Burley, H. Mexican-American Education. 65(2): McCarthy, M. M. Religious Influences in 136-43. Public Education: Political and Judicial Dobrin, A. Finding Universal Values in a Developments. 65(3): 244-52. Time of Relativism. 65(3): 273-78. McCoy, W. See Boyle-Baise, M. Eifler, K. E., T. G. Greene, and J. B. Morgan-Fleming, B. Postmodern Views Carroll. Walking the Talk Is Tough: on Reforming an Ancient Occupation. From a Single Technology Course to 65(4): 309-15. Infusion. 65(4): 366-75. Mullen C. A., and E. K. Kochan. Issues of Elwood-Salinas, S. See Burley, H. Collaborative Authorship in Higher Epler, B. See Boyle-Baise, M. Education. 65(2): 128-35. Evans, J. F. See Nicholson, K. Nicholson, K., J. F Evans, D. Tellier- The Educational Forum * Volume 65 « Summer 2001 Robinson, and L. Aviles. Allowing the 65(3): 214-20. Voices of Parents to Help Shape Teach- _— St. Maurice, H. Supervising Unsuccessful ing and Learning. 65(2): 176-85. Student Teaching Assignments: Two Nickell, P. See Field, S. L. Terminator’s Tales. 65(4): 376-86. Null, J. W. Schwab, Bagley, and Dewey: Tanner, L. N. Critical Issues in Curricu- Concerns for the Theoretic and the lum Revisited. 65(1): 16-21. Practical. 65(1): 42-51. Tellier-Robinson, D. See Nicholson, K. Paulk, G. See Boyle-Baise, M. Tichenor, M. S., and M. J. Jewell. Using Perrin, P. The Lessons of Don Quixote as E-Mail to Write about Math. 65(4): Viewed from the Classroom. 65(3): 20413. 300-308. Poetter, T. S. Creating a Center of Inquiry. Truelock, C. See Boyle-Baise, M. 65(4): 356-65. Tumposky, N. R. Technology and Equity Robenstine, C. Public Schooling, the in a Democracy. 65(2): 119-27. Market Metaphor, and Parental Choice. | Ward, C. M. Lessons from Linking 65(3): 234-43. Community Education and Social-Work Salinas, C. El Colegio Altamirano (1897- Philosophies and Practices. 1958): New Histories: of Chicano 65(3): 262-72. Education in the Southwest. 65(1): Wolfe, M. P. Reflections on the Most 80-86. Important Educational Developments Slough, N. See Boyle-Baise, M. of the 20th Century: Kappa Delta Pi Spencer, R. C., and D. H. Hoffman. Laureates. 65(2): 146-63. Protecting Teachers’ Privacy Rights. Yearwood, B. See Burley, H eet aaaa eeeremnanmmemmmeacn Case Study Applicationfso r Teacher Educa- Reclaiming Our Prodigal Sons and Daugh- tion: Cases of Teaching and Learning in the ters: A Practical Approach for Connecting Content Areas, edited by M. R. Sudzina. with Youth in Conflict, by S. Larson and Boston: Allyn and Bacon, 1999. Re- L. Brendtro. Bloomington, Ind.: Na- viewed by W. E. Herman. 65(4): 390-91. tional Educational Service, 2000. Dancing with Bigotry: Beyond the Politics of Reviewed by F. E. Love. 65(3): 282-83. Tolerance, by D. Macedo, L. I. Bartolomé, Sexual Ideology and Schooling: Toward and J. W. Nutta. New York: St. Martin’s Democratic Sexuality Education, by A. Press, 1999. Reviewed by P. K. Greene. McKay, Albany: State University of 65(1): 90-91. New York Press, 1999. Reviewed by R. Left Back: A Century ofF ailed School Re- B. Shuman. 65(3): 280-81. forms, by D. Ravitch. New York: Simon __ The Big Test: The Secret History of the & Schuster, 2000. Reviewed by E. J. American Meritocracy, by N. Lemann. Caron. 65(2): 188-91. New York: Farrar, Strauss, and Giroux, One Million Children: Success for All, by R. 1999. Reviewed by P. Lamal. 65(1): E. Slavin and N. A. Madden. Thousand 92-94. Oaks, Calif.: Corwin Press, 2000. Virtual Instruction: Issues and Insights from Reviewed by G. Wenner. 65(3): 284-85. an International Perspective, edited by C. Ordinary Resurrections: Children in the Years M. Feyten, and J. W. Nutta. Englewood, of Hope, by J. Kozol, New York: Crown Colo.: Libraries Unlimited, 1999. Publishers, 2000. Reviewed by L. Reviewed by W. P. Rankin. 65(1): 88-89. Rountree. 65(4): 388-89. The Educational Forum * Volume 65 * Summer 2001 SuBjects Note: Page numbers in boldface indicate a chart, diagram, or figure A citizenship, and social studies, 52-58; importance to democracy, 58; U.S. acculturation of kaigaishijo (Japanese traditions, 54-55; women, 55-56 students), 335-42; acculturation pro- collaboration, creating a center of inquiry, cess, 340-41; example cases, 356-64; evolution of PDSs, 338-40; implications, 341-42; Japanese 34-35; inservice teaching in Latino- versus U.S. education, 337-38; the majority school, 166-75; lessons learned nature of acculturation, 337; the nature from laboratory schools, of kaigaishijo, 336 35-38; preservice teachers /elementary administrators, political pressure on students communicating about math regarding standardized testing, 19-21 via email, 300-308; university /social African-Americans, computer ownership work/community education, 267-70 in African-American households, 121- collaborative authorship, 128-34; benefits, 22; increasing the numbers of minority 129-30; establishing parameters, 131-32; teachers, 254-60 problems, 130-31; strategies for denoting Americanization of Latinos, 136—43; joint authorship, 132-34; strategies for Bogardus, Emory Stephen, 137-39; denoting joint authorship, 133 Manuel, Herschel Thurman, 140-42; collegiality, teachers learning from one Tireman, Loyd Spencer, 139-40 another, 211-12 Anderson, Robert H., 147-48 Comer, James P., 150-51 Aoki, Ted Tetsuo, 148 community among teachers, value of assessment, standardized testing. See conflict, 223 standardized testing community education, combining with Ayers, William C., 148-49 social work, 262-72; community empowerment, 263, 267; community problem solving, 263-64, 267; finding Bagley, William C., 44-47 what to focus on, 270-72; involvement Berman, Louise, 149 of all community members, 264, 267; Birmingham public schools, character schooling philosophy and practices, education in 1920s-30s, 74-75 262-64; settlement-house perspective of Bogardus, Emory Stephen, 137-39, 142 social work, 263-65; university involve- Brademas, John, 150 ment, 267-70 Brown v. Board of Education, 149, 151 community participation in multicultural Cc service learning inquiry, 344-53, 348; mutuality, 349; outline of current character education reform movement of project, 346-47; partnerships /reciproc- 1920s-30s, 73-79; activities to teach ity, 347-49; positive results, 351-52; character education in Birmingham, 74— results of past studies, 344-45; shared 75; in Denver, 75-76; in Iowa, control, 349-53 76-77; in New York, 77-78; in Pennsyl- community schools in 19th Century vania, 76; in Washington, D.C., 75; Texas, 22-29 rationales for character education, 74 computers, computer ownership in Chicano education, 1897-1958, 80-85; African-American households, 121-22; Chicano history, 81-82; Chicano tradi- inequity of access, 120-21; providing tions, 82-83; founding of Colegio equitable computer access, 125-26; Altamirano (Escuelita), 83-84; lessons using email to write about math, learned from the Escuelita, 84-85 300-308 The Educational Forum + Volume 65 « Summer 2001 395 conflict, importance of, 221-22; speaking E out in meetings, 222-23; team behavior, early childhood education, importance/ 223-24; value of, 225-26; value of improvement of in 20th Century, community, 223; war's effects on 153-54 children, 227-31, 232; workplace electronic professional-development conversations, 224-25 school (ePDS), development of, 171-74 Corbally, John, 151 Elementary and Secondary Education curriculum, fads, 18-19; NDEA support Act, 157 for curriculum reform, 159; religious e-mail, and writing about math, 300-308; challenges to curriculum, 250-52; National Council of Teachers of Math- Schwab, Joseph, 42-44; standardized ematics' (NCTM 19839) five student testing issues since 1988, 16-21 goals, 300; project description, 301-03; curriculum transition in the 1970s, purpose, 300-301; recommendations, 62-71; exposure of curriculum efforts, 308; results / successes, 303-08 69-70; reasons behind changes, 63-64; English as a second language students, reconceptualization, 70-71; revolt case study of bilingual kindergarten against scientism and rationality, with children performing below 67-69; scope of the curriculum field, 66— expected norms, 182-84; case study of 67; state of the curriculum field, Portuguese-speaking parents of chil- 64-66 dren with severe disabilities, D 180-82; kaigaishijo (Japanese student) acculturation, 335-42. See also chicano Davis Jr., O. L., 152 education, latinos Denver public schools, character educa- tion in 1920s-30s, 75-76 F desegregation, impact of desegregation in fads in curriculum, 18-19 20th Century, 155, 162 postmodern field experience in teacher education, views on reform, 313 transition from laboratory schools to Developmentalists interest group PDSs, 31-38 (H. M. Kliebard), 122-24 Friedman, Milton, and school choice, Dewey, John, 47-49 234-36 discipline, in a center of inquiry, 360-61 Frymier, Jack R., 154 diversity, increased concern in 20th Century for equal education of all U.S. G children, 152-53, 158; increasing G. I. Bill of Rights’ impact on 20th minority teachers, 254-60; inservice teaching in Latino-majority school, 166- Century education, 151-52, 160 75; integration of public schools in 20th Gardner, Howard, 154-55 gender, citizenship and social studies, 52- Century, 155, 162; San Antonio Indepen- 58 dent School District v. Rodriquez, 160. See Giroux, Henry A., 155 also multiculturalism Goodlad, John I., 156 Don Quixote, lessons for classroom, 204-12; adherence to duty, 206-07; Greene, Maxine, 157 collegiality, teachers learning from one another, 211-12; diligent pilgrim, 204-06; finding identity, 212; need for Haberman, Martin, 157-58 harmony, importance of conflict, 221-22; reality checks, 207-08; postmodernism versus dulcineism, 208-11 speaking out in meetings, 222-23; Drummond, Harold D., 153 strength of constructive disagreement, 225-26; team behavior, 223-24; value of The Educational Forum + Volume 65 * Summer 2001 396 community, 223; workplace conversa- transition to PDSs, 33-34 tions, 224-25 Latino Americanization, 136-43; Bogardus, Hesburgh, Theodore Martin, 158 Emory Stephen, 137-39; Manuel, Hilliard III, Asa G., 158-59 Herschel Thurman, 140-42; Tireman, Humanists interest group (H. M. Kliebard), Loyd Spencer, 139-40 122-24 latinos, increasing the numbers of minor- humanization of schooling, 162 ity teachers, 254-60; inservice teaching hyper-rationalization, 108-17; academic in Latino-majority school, 166-75 standards, 110-14; causes/symptoms, Laureates' opinions of top five educa- 109-10; challenges for educational tional developments of the 20th leaders, 114-15; remedies, 115-17 century, Anderson, Robert H., 147-48; Aoki, Ted Tetsuo, 148; Ayers, William C., 148-49; Berman, Louise, 149; Brademas, inquiry, community participation in John, 150; Comer, James P., 150-51; service learning, 344-53 Corbally, John, 151; Davis Jr., O. L., 152; inquiry, creating a center of, 356-64; acts Drummond, Harold D., 153; Frymier, of action inquiry, 359-63; conclusions, Jack R., 154; Gardner, Howard, 154-55; 363-64; context of study, 356-57; Giroux, Henry A., 155; Goodlad, John L, discipline, 360-61; frameworks for 156; Greene, Maxine, 157; Haberman, combining reform and teacher educa- Martin, 157-58; Hesburgh, Theodore tion, 357-58; teacher inquiry, 358-59; Martin, 158; Hilliard Ill, Asa G., 158-59; treating every student as ‘gifted’, Klein, M. Frances, 159; Kliebard, 361-63 Herbert M., 160; Kozol, Jonathan, 160; inservice teaching, community participa- Levine, Arthur, 161; Noddings, Nel, tion in service learning, 344-53, Latino- 161-62; Sarason, Seymour, 162; Van Til, majority schools, 166-75, supervising William, 162-63 unsuccessful preservice teachers, 376— Levine, Arthur, 161 85. See also preservice teachers; teacher M education Internet, using e-mail to write about "market" argument for school choice, 28— math, 300-308. See also computers 29 Iowa public schools, character education Manuel, Herschel Thurman, 140-42 in 1920s-30s, 76-77 mathematics education, National Council of Teachers of Mathematics’ (NCTM K 1989) five student goals, 300; preservice kaigaishijo (Japanese student) accultura- teachers/elementary students commu- tion, 335-42; acculturation process, 340- nicating about math via email, 300-308 41; example cases, 338-40; implications, Mexican-Americans, Americanization of 341-42; Japanese versus U.S. education, Latinos, 136-43, increasing the numbers 337-38; the nature of acculturation, 337; of minority teachers, 254-60; inservice the nature of kaigaishijo, 33 teaching in Latino-majority school, 166-— Klein, M. Frances, 159 75. See also Chicano education Kliebard, Herbert M., 160; four compet- minority teachers, increasing the num- ing interest groups, 122-25 bers of, 254-60; causes of declining Kozol, Jonathan, 160 numbers, 256-58; magnitude of prob- lem, 255-56; negative effects of lack of L minority teachers, 258; recommenda- laboratory schools, 31; applying lessons tions, 258-60 modernism versus postmodernism, 206-12 learned to PDSs, 35; history of, 31-33; The Educational Forum * Volume 65 * Summer 2001 397 morality education, cultural relativity, 14; social versus technological teaching, 276-78; history of, 275-76; nature of, 312 274-75 postmodernism versus modernism, 206-— multiculturalism, community participa- 12 tion in multicultural service learning, prayer in schools, distribution of religious 344-53, 348; kaigaishijo (Japanese literature, 249; holiday observances, student) acculturation, 335-42; limits of 247; religious challenges to curriculum, culture, 329; manifestation of problems, 250-52; religious displays, 247; silent 329-30; somatic epistemology, 332-33; prayer, 246-47; student devotional somatic knowing, 331-32 meetings, 247-49; student exemptions mutuality, and community participation from school activities, 249-50; student- in service learning, 349 initiated devotionals in public schools, 24446 N preservice teachers, collaborative writing neoliberalism, 155-56 project with elementary students about New York public schools, character math, 300-308; supervising unsuccess- education in 1920s-30s, 77-78 ful preservice teachers, Noddings, Nel, 161-62 376-85; university /social work/ community education collaboration, P 267-70. See also inservice teaching; parents, as consumers in school choice, teacher education 237-43 privacy rights of teachers, 214-19; parents' role/value in education, 176-85; educating teachers about their rights, case study of bilingual kindergarten 217-18; legal issues regarding out-of- with children performing below school activity, 216-17; need for fair expected norms, 182-84; case study of information practices, 218-19; right of deaf student, 178-80; case study of freedom, 219; school personnel records, Portuguese-speaking parents of chil- 214-16 dren with severe disabilities, professional-development schools 180-82; conclusions, 184-85; nature (PDSs), 31; challenges ahead, 38; versus nurture, 176-77 evolution of, 33-35; using lessons partnerships, and community participa- learned from laboratory schools, 35-38 tion in service learning, 347-53, 348 Progressive Education, 147-48 Pennsylvania public schools, character purposeful learning, 316-24; expectations and purpose, 318-19; indwelling and education in 1920s-30s, 76 policy-making, hyper-rationalization, purpose, 320; learning without purpose, 108-09, 114-15 316-17; opportunities for acting with political pressure on administrators purpose, 321-24; purpose versus regarding standardized testing, 19-21 motivation, 320-21 postmodern views on reform, 309-14; challenging the cynical, 314; desegrega- tion, 313; embrace complexity, 313; reciprocity, and community participation examining normative assumptions, 314; in service learning, 347-49 informal versus formal teaching, 311- reform, frameworks for combining reform 12; modern versus ancient, 310; oral and teacher education, 357-58; postmodern performance versus written text, 310- views, 309-14 11; particular versus general teaching, religious influences in public education, 311; research on teaching, 312-13; 244-52; distribution of religious litera- sharing power and vulnerability, 313- ture, 249; holiday observances, 247; The Educational Forum * Volume 65 « Summer 2001 398 religious challenges to curriculum, 250- somatic epistemology for education, 328- 52; religious displays, 247; silent prayer, 33; conclusions, 333; limits of culture, 246-47; student devotional meetings, 329; manifestation of problems, 329-30; 247-49; student exemptions from school somatic knowing, 331-32 activities, 249-50; student-initiated special needs students, role/influence of devotionals, 244-46 parents, case study of Portuguese- Report of the Committee of Ten of the speaking parents of children with National Education Association, severe disabilities, 180-82; case study of 122-23 deaf student, 178-80 research universities in U.S., impact of, standardized testing, bias against minor- 150 ity teacher candidates, 256-57, hyper- rights of children, protection from armed rationalization, 110-14; issues since conflict, 229-31 1988, 16-21; political pressure on administrators, 19-21 Ss students, effects of war/conflict, 227-31, San Antonio Independent School 232; kaigaishijo (Japanese student) District v. Rodriquez, 160 acculturation, 335-42; religious exemp- Sarason, Seymour, 162 tions from school activities, 249-50; school choice, community schools in 19th student-initiated devotionals/prayer in Century Texas, 22-29; "market" argu- public schools, 244-49; universal ethical ment for, 28-29 values, 273-74 school choice, and the market metaphor, supervising unsuccessful preservice 234-43; demand side of equation, 242- teachers, 376-85; background for study, 43; Friedman's vision of a free market- 376-78; Case 1, 378-80; Case 2, 380-83; place, 234-36; parents as consumers, conclusion, 385; discussion of cases, 237-42; school marketing strategies, 383-84; implications, 384-85; method, 236-37 378 Schwab, Joseph, 42-44; The Practical: A T Language for Curriculum, 62 “self and other” relationship, 148 Taxonomy of Educational Objectives, service learning, community participa- The, 159 tion in, 344-53, 348; inquiry, 347; teacher education, bias of standardized mutuality, 349; outline of current testing against minorities, 256-57; project, 346-47; partnerships /reciproc- creating a center of inquiry, 356-64; ity, 347-49; positive results, 351-52; current state of technology in teacher- results of past studies, 34446; shared preparation programs, 366-67; deregu- control, 349-53 lation of certification, 158; frameworks settlement-house perspective of social for combining reform and teacher work, and community education, education, 357-58; inservice teaching in 263-65 Latino-majority school, 166-75; recom- shared control, and community participa- mendations for increasing and main- tion in service learning, 349-53 taining minority teachers, 258-60; Social Efficiency Experts interest group transition from laboratory schools to (H. M. Kliebard), 123-24 PDSs, 31-38. See also inservice teaching; Social Reconstructionists interest group preservice teachers (H. M. Kliebard), 123-25 teacher privacy, 214-19; educating social studies, citizenship and gender, 52 teachers about their rights, 217-18; legal 58; impact of lessening of attention to, issues regarding out-of-school activity, 149; importance to democracy, 58 216-17; need for fair information The Educational Forum + Volume 65 * Summer 2001 practices, 218-19; right of freedom, 219; ology of study, 370; proper role of school personnel records, 214-16 technology, 372-73; resulting themes, teacher teams, and constructive conflict, 370-73; study context, 369. 223-24 testing, standardized. See standardized teachers, collegiality, teachers learning testing from one another, 211-12; minority Texas, 19th Century community schools, teachers, increasing the number of, 254— 22-29 60; value of conflict among, 223 Tireman, Loyd Spencer, 139-40 technology, and equity, 119-26; computer Vv ownership in African-American house- holds, 121-22; development of an values, cultural relativity, 276-78; moral- electronic professional-development ity education, 274-76; universal ethical school (ePDS), 171-74; impact of values, 273-74 technological advances in history, Van Til, William, 162-63 122-25; impact on educational formats, 161; inequity of computer access, 120- Ww 21; providing equitable computer war's effects on children, 227-32; making access, 125-26; using e-mail to write sense of war, 229-31; rights of children, about math, 300-308 229-31; taking action against war/ technology, infusion throughout all conflict, 229-31 courses, 366-375, 371; challenges for Washington, D.C. public schools, charac- faculty development, 368-69; current ter education in 1920s-30s, 75 state of technology in teacher- women, citizenship and social studies, preparation programs, 366-67; discord, 52-58 367-68; implications, 373-75; method- The Educational Forum * Volume 65 * Summer 2001 400

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Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.