Training Educators in HIV Prevention, by Janet L. Collins and Patti O. Britton (etr Associates/Network Publications, P.O. Box 1830, Santa Cruz, Calif. 95061-1830; 155 pp., $39.95 paper). Presents guidelines to help educators learn background information as well as methods of instruction.
What’s a Virus, Anyway? The Kids’ Book About AIDS, by David Fassler and Kelly McQueen (Waterfront Books, 98 Brookes Ave., Burlington, Vt. 05401; 61 pp., $10.95 plastic spiral bound, $8.95 paper). Provides a first introduction to the subject to help parents and teachers begin to talk with children ages 4 to 10.
Child Development
The Challenge of Art to Psychology, by Seymour B. Sarason (Yale University Press, 92A Yale Station, New Haven, Conn. 06520; 188 pp., $25 cloth). Examines the gradual loss of artistic ability through the socialization process and some educational practices.
Facilitating Play: A Medium for Promoting Cognitive, Socio-Emotional, and Academic Development in Young Children, by Sara Smilansky and Leah Shefatya (Psychosocial & Educational Publications, P.O. Box 2146, Gaithersburg, Md. 20886; 270 pp., $29.95 cloth). Presents evidence that sociodramatic play is significant to cognitive, socio-emotional, and academic development..
Making a Friend in Youth: Devel4opmental Theory and Pair Therapy, by Robert L. Selman and Lynn Hickey Schultz (The University of Chicago Press, 5801 South Ellis Ave., Chicago, Ill. 60637; 357 pp., $29.95 cloth). Describes both normal and pathological interactions of children with regard to friendship.
Making Schools Work for Underachieving Minority Students: Next Steps for Research, Policy, and Practice, ed. by Josie G. Bain & Joan L. Herman (Greenwood Press Inc., 88 Post Rd. West, P.O. Box 50076, Westport, Conn. 06881; 305 pp., $47.95 cloth). Essays from a national conference addressing the problem of at-risk students.
My Kind of Family: A Book for Kids in Single-Parent Homes, by Michele Lash, Sally Ives Loughridge, and David Fassler (Waterfront Books, 98 Brookes Ave., Burlington, Vt. 05401; 196 pp., $16.95 plastic comb spiral, $14.95 paper). Designed to help children express and understand feelings and issues associated with living in a single-parent home.
Raising Sexually Healthy Children, by Lynn Leight (Avon Books, P.O. Box 767, Dresden, Tenn. 38225; 284 pp., $8.95 plus $1 shipping, paper). Offers guidelines for parents on discussing sexuality with children.
Reaching the Gifted Underachiever: Program Strategy and Design, by Patricia L. Supplee (Teachers College Press, 1234 Amsterdam Ave., New York, N.Y. 10027; 254 pp., $42.95 cloth, $21.95 paper). Presents successful, low-cost K-8 program designed for the gifted underachiever.
Serious Players in the Primary Classroom: Empowering Children Through Active Learning Experiences, by Selma Wasserman (Teachers College Press, 1234 Amsterdam Ave., New York, N.Y. 10027; 250 pp., $18.95 paper). Documents the importance of play in the emotional, social, and intellectual development of young children.
Thinking, Feeling, Behaving: An Emotional Education Curriculum for Children, Grades 1-6, by Ann Vernon (Research Press, 2612 North Mattis St., Champaign, Ill. 61821; 250 pp., $25.95 paper). Offers explicit and comprehensive lesson plans using Rational-Emotive Therapy principles.
Who’s Calling the Shots: How To Respond Effectively to Children’s Fascinaton With War Play and War Toys, by Nancy Carlsson-Paige and Diane Levin (New Society Publishers, 4527 Springfield Ave., Philadelphia, Pa. 19143; 185 pp., $39.95 cloth, $12.95 paper). Provides suggestions for combatting consumerism and rigid gender and racial stereotypes, as well as guides for broadening and enriching children’s play
Gender Issues
Add-Ventures for Girls: Building Math Confidence, Elementary Teacher’s Guide, compiled by the Women’s Educational Equity Act Publishing Center (Education Development Center Inc., 55 Chapel St., Newton, Mass. 02160; 283 pp., $25 plus $2 for shipping fees, paper). Describes barriers to girls’ excelling in math and gives activities designed to overcome them.
Add-Ventures for Girls: Building Math Confidence, Junior High Teacher’s Guide, compiled by the Women’s Educational Equity Act Publishing Center (Education Development Center Inc., 55 Chapel St., Newton, Mass. 02160; 345 pp., $28 plus $2 handling, paper). The second volume of the series presents solutions to the problem of low achievement in mathematics for junior-high-school teachers.
Building Partnerships: Career Exploration in the Workplace, by Mert Ingvoldstad (weea Publishing Center, Education Development Center Inc., 55 Chapel St., Newton, Mass. 02160; 33 pp., $12 paper). Model program leading 8th- and 9th-grade students through career-exploration process.
Gender in the Classroom: Power and Pedagogy, edited by Susan L. Gabriel and Isaiah Smithson (University of Illinois Press, 54 East Gregory Dr., Champaign, Ill. 61820; 187 pp., $27.50 cloth, $10.95 paper). Illustrates the ways gender affects university students and teachers in the classroom.
Gender and Higher Education in the Progressive Era, by Lynn D. Gordon (Yale University Press, 92A Yale Station, New Haven, Conn. 06520; 258 pp., $29.95 cloth). Documents the experiences and contributions of the “second generation” of women who attended U.S. colleges from 1890 to 1920.
Girls & Boys in School: Together or Separate, by Cornelius Riordan (Teachers College Press, Columbia University, 1234 Amsterdam Ave., New York, N.Y. 10027; 200 pp., $33.95 cloth, $16.95 paper). Challenges the effectiveness of coeducation in secondary schools.
Learning Together: A History of Coeducation in American Schools, by David Tyack and Elisabeth Hansot (Yale University Press 92A Yale Station, New Haven, Conn. 06520; 358 pp., $29.95 cloth). Explores the history of gender policies and practices in American public schools.
Mathematics and Gender, edited by Elizabeth Fennema and Gilah C. Leder (Teachers College Press, Columbia University, 1234 Amsterdam Ave., New York, N.Y. 10027; 224 pp., $36.95 cloth, $17.95 paper). Notes various studies that have increased understanding of gender differences in learning mathematics.
Sex Equity in Sports Leadership: Implementing the Game Plan in Your Community, by Tent than current residents.
Costs an Issue
For Mr. Mootry, executive vice president of the Better Boys Foundation, a civic group active in North Lawndale, and other school officials, the pricetag is the main concern.
The school spent more than $2.1 million between March 1987, when it was conceived, and March 1989. More than half of that was start-up costs, with the $5,100-per-pupil expenditure slightly higher than the figure for the public system.
Mr. Kellman said he wants to bring per-pupil expenditures down to public-school levels to prove that the corporate school can operate year-round, 7 A.M. to 7 P.M. daily, with a full-day preschool and a more highly paid staff, for about the same cost as a public school. It can be done, he contended, by keeping out the fat that has swelled the budgets of public education nationwide.
Other school efforts, such as the community-health-care outreach program and adult education, are not figured into per-pupil expenditures, Mr. Mootry said.
He cautioned that containing costs might not be as simple as Mr. Kellman argues. Quoting Marian Wright Edelman, president of the Children’s Defense Fund, Mr. Mootry warned, “There ain’t no cheap grace.”
“Savings from carving out fat will make a dent,” he said, “but it won’t support us.”
Corporations have promised to support the school through 1992,el10lbut the dollar amounts pledged so far are not enough, Mr. Kellman acknowledged. The board of directors is seeking to expand the school’s support to include contributions from foundations.
“I would be naive to expect corporate Chicagoland to carry this along indefinitely,” Mr. Kellman said.
But he hastened to add that he believed the board would find a way to keep the school afloat indefinitely, “even though our longevity is going to be opposed by education America, by union America, and by the bureaucrats who have gotten fat off the system.”
National Model Seen
Despite the questions that have arisen about the school’s place in Chicago’s education-reform efforts, its leaders ultimately want to see their model implemented nationally. A Corporate/Community Schools of America office has been set up here apart from the school. A national advisory board advises on strategies to spread adoption of the model.
Mr. Mootry said corporations from several major cities have gotten in touch with the office, and he estimated that more than 1,500 business leaders, politicians, educators, and other interested individuals have visited the school.
Mr. Ayers of the University of Illinois expressed doubt that education is about to be rocked by a revolution that will make corporate models the norm. Mr. Kellman and others who view waste and bureaucracy as the barriers to good education, Mr. Ayers suggested, may be surprised to learn just how complex education can be.
Referring to a widely publicized book on school choice by John E. Chubb and Terry M. Moe, Mr. Ayers said, “In a sense, [the Corporate/Community School] has the same flaw as the Chubb and Moe approach,” which identifies free competition between public and private schools as the key to reducing bureaucratic constraints on education and boosting student achievement.
“They’ve identified one thing very well, and they’re right, but they’re not right enough,” Mr. Ayers continued. “They haven’t captured the complexity of why urban schools fail.”
Mr. Reed questioned the school’s ability to sustain itself financially, and asserted that some of the school’s corporate sponsors would like to see it ultimately become part of the public system. But, with the private school’s higher staff salaries, he said, that might not be possible.
Whatever its eventual fate, the school has already earned high marks from those who are perhaps its staunchest supporters: the parents.
“There are very supportive people here,” said Diane Gray, who attends adult-education classes at the school and has a 9-year-old son, Tyshauwn, enrolled. “The home life between my son and I has come a very long way. I think the school has made an outstanding mark on the community.”
