The Educational Forum 2000 - 2001: Vol 65 Index

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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
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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
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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;
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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
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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-
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