News In Print
Children as Parents: Final Report on a Study of Childbearing and Child Rearing Among 12- to 15-Year-Olds, by Shelby Hayden Miller (Child Welfare League of America Inc., 67 Irving Pl., New York, N.Y. 10003; 117 pages, paper $11.45).
Many young teen-age mothers live double roles, behaving like older women who are first-time parents, but also acting like "typical" teen-agers, suggests the author of this study. Based on the results of a three-year longitudinal study of 184 mothers ages 12 to 15 from Chicago, Cleveland, and Minneapolis/St. Paul, Ms. Miller recommends that programs be developed to aid young teen-age mothers and that those who have contact with such mothers--including school personnel--be aware of their special needs. For example, adequate child-care facilities should be developed to aid the mothers--30 percent of those surveyed--who drop out of school because there is no one to care for their child. The study, conducted by the Child Welfare League's research center and intended for guidance counselors, social workers, and others, was funded by a grant from the Administration for Children, Youth, and Families of the U.S. Department of Health and Human Services.
How Schools Work, by Rebecca Barr and Robert Dreeben, with Nonglak Wiratchai (The University of Chicago Press, 5801 S. Ellis Ave., Chicago, Ill. 60637; 205 pages, $22.50).
Despite recent legislative, judicial, and political efforts to improve education, the problem remains that few people actually understand how schools work, the authors of this book contend. To help educators and policymakers better understand how schools operate, the authors analyze the social organization of schools and classrooms, educational hierarchies, divisions of labor, and resource allocation. On the premise that schools are organizations that can be subjected to sociological analysis, the authors seek to identify the distinctive events that characterize each level of the school system's organization. Ms. Barr is a research associate at the University of Chicago and teaches at the National College of Education; Mr. Dreeben teaches at the University of Chicago; and Mr. Wiratchai is a dean at Srinakharinwirot University in Bangkok.
How to Survive as a Principal: The Legal Dimension, by M. Chester Nolte (Teach 'em Inc., 160 E. Illinois, Chicago, Ill. 60611; 256 pages, paper $17.95).
A school principal will probably have to deal with a lawsuit at some stage in his or her career, according to Mr. Nolte, who provides advice on the rights and responsibilities of school administrators, teachers, parents, and students. In an analysis of six types of cases in which principals are likely to be involved--including student rules and injuries, collective bargaining and teacher evaluation, and freedom of speech--Mr. Nolte provides examples, answers questions, and describes related court decisions. Mr. Nolte, who is Emeritus Professor of School Administration at the University of Denver and a former president of the National Organization on Legal Problems in Education, is also the author of How to Survive in Teaching: The Legal Dimension, now in its third edition.
The Contribution of Education to Economic Productivity: Schooling in a Technological Society, by Wynn DeBevoise (eric Clearinghouse on Educational Management, College of Education, University of Oregon, Eugene, Ore. 97403; 62 pages, paper $5.95).
Education has much to contribute to economic growth, says Ms. DeBevoise in her examination of the relationship between education and productivity. She examines how technology is changing the kinds of skills workers need, what knowledge and skills workers must have to guarantee national economic growth, and why many workers are overeducated for the jobs they eventually obtain. Among her recommendations for secondary-school changes are more basic-skills teaching, better instruction in higher-level reading and mathematics skills, and more attention by students to critical thinking and analysis. Ms. DeBevoise is coordinator of publications for the Center for Educational Policy and Management at the University of Oregon.
Guides and Directories
Administration of Public Education: A Sourcebook for the Leadership and Management of Educational Institutions, 4th ed., by Stephen J. Knezevich (Harper and Row, 10 E. 53rd St., New York, N.Y. 10022; 544 pages, $32.50).
The educational administrator, says the author of this book, is dedicated to the search for and implementation of new ways to manage educational institutions to make them more effective and productive in the delivery of essential services. To help administrators reach those goals, Mr. Knezevich provides information on theories and models of administrative systems; he also discusses factors affecting administrative work, such as litigation, crime and violence, fiscal crises, minimum-competency testing, collective bargaining, and public attitudes.
Planning for Tomorrow's Schools: Problems and Solutions, edited by Shirley Boes Neill, Education News Service (American Association of School Administrators, 1901 N. Moore St., Arlington, Va. 22209; 80 pages, paper $14.45).
Administrators can meet demands for higher student achievement only through careful long-range planning, according to the editor of this guide. For administrators in charge of planning, the book provides information on shifts in demographic trends, school finance, curriculum, and the job market. In addition, the author offers models for planning, checklists and suggestions to help with the process, and advice on the ingredients of good planning.
Images of Science: A Summary of Results from the 1981-82 National Assessment in Science, by Stacey J. Hueftle, Steven J. Rakow, and Wayne W. Welch (Science Assessment and Research Project, 210 Burton Hall, 178 Pillsbury Dr., S.E., University of Minnesota, Minneapolis, Minn. 55455; 132 pages, paper $9.50).
With support from the National Science Foundation and technical asssistance from the National Assessment of Educational Progress, the authors conducted a follow-up study to the previous national assessment in science. Based on their testing of a random sample of 18,000 9-, 13-, and 17-year-old students, they present a variety of knowledge and attitudinal indicators of the current status of science literacy in the schools and how it compares with the level in 1976-77.
School-Business Partnerships: Why Not? Laying the Foundation for Successful Programs, by Santee C. Ruffin Jr. (National Association of Secondary School Principals, 1904 Association Dr., Reston, Va. 22091; 16 pages, paper $1).
School-business partnerships are increasingly viewed by educators as essential, reports the author of this monograph that identifies six steps to developing partnerships and encourages middle- and high-school principals to become involved in such programs. In addition, Mr. Ruffin chronicles the development of the movement to involve corporations in school activities and provides examples of successful programs in operation.