Succeeding Generations: On the Effects of Investments in Children, by Robert H. Haveman and Barbara L. Wolfe (Russell Sage Foundation, 112 East 64th St., New York, N.Y. 10021; 320 pp., $34.95 cloth). The authors evaluate many background factors--family, social, and economic--that are most influential in determining how much education children will obtain.
Quality Management for Educational Technology Services, by Mark L. Richie (Association for Educational Communications and Technology, 1025 Vermont Ave., Suite 820, Washington, D.C. 20005-3547; $45.95 cloth, nonmembers; $39.95 members). An explanation of how Total Quality Management can be applied to educational-media and -technology centers.
Preparing Collaborative Leaders: A Facilitator’s Guide, by Wendy R. Russell (Institute for Educational Leadership, 1001 Connecticut Ave., N.W., Suite 310, Washington, D.C. 20036; 400 pp., $95 binder). The 15 modules in this guide provide the tools and strategies necessary to help workshop participants become collaborative leaders.
The Copernican Plan Evaluated: The Evolution of a Revolution, by Joseph M. Carroll (Copernican Associates, Ltd., 17 Andrews Rd., Topsfield, Mass. 01983; 168 pp., $27.95 paper). The author takes a closer look at implementing his 1989 restructuring plan based on time use.
Creativity and Collaborative Learning: A Practical Guide to Empowering Students and Teachers, by Jacqueline S. Thousand, Richard A. Villa, and Ann I. Nevin (Brookes Publishing Co., P.O. Box 10624, Baltimore, Md. 21285-0624; 420 pp., $35.00 paper). A reference for teachers on how to replace traditional instruction with cooperative-learning strategies.
The Self-Directed School: Empowering the Stakeholders, by Ronald G. McIntire and John T. Fessenden (Scholastic Inc., 2931 East McCarty Street, Jefferson City, Mo. 65102; 272 pp., $29.95 cloth). Through use of models, the authors describe how to make site-based management work.
Skills for Living: Group Counseling Activities for Elementary Students, by Rosemarie Smead Morganett (Research Press, 2612 North Mattis Ave., Champaign, Ill. 61821; 238 pp., $24.95 paper). A comprehensive guide to counseling children that provides thoughtfully designed group activities.
The Dynamics of Relationships: A Guide for Developing Self-Esteem and Coping Skills for Teens and Young Adults, by Patricia Kramer (Equal Partners: The Self-Esteem Institute, 14526 Banquo Terrace, Silver Spring, Md. 20906; 504 pp., $30.95 paper). A yearlong curriculum designed to help educators and counselors impart life skills to students as a way to prevent discipline problems, lower dropout potential, and improve school climate.
Creating the Peaceable School: A Comprehensive Program for Teaching Conflict Resolution, by Richard J. Bodine, Donna K. Crawford, and Fred Schrumpf (Research Press, 2612 North Mattis Ave., Champaign, Ill. 61821; 376 pp., $35.95).This guide offers a program for teaching conflict resolution, negotiation, and group problem-solving at the elementary and middle school levels. A student manual is also available.
Creating the Nonsexist Classroom: A Multicultural Approach, by Theresa Mickey McCormick (Teachers College Press, Teachers College, Columbia University, New York, N.Y. 10027; 197 pp., $16.95 paper). By using the schools as a microcosm of the larger society, this book for pre-service and in-service teachers demonstrates how to implement nonsexist educational approaches in the multicultural classroom.
The Dreamkeepers: Successful Teachers of African-American Children, by Gloria Ladson-Billings (Jossey-Bass Publishers, 350 Sansome St., San Francisco, Calif. 94104; 187 pp., $22 cloth). Ms. Ladson-Billings recounts the success stories of eight teachers of African-American children, and includes letters written by students that recount the positive influences their teachers had on their achievement.
Teaching To Transgress: Education as the Practice of Freedom, by Bell Hooks (Routledge, 29 West 35th St., New York, N.Y. 10001-2299; 216 pp., $15.95 paper). A text that encourages instructors to teach students to look beyond race, gender, and social status in today’s diverse classroom.
Culturally Diverse Children and Adolescents: Assessment, Diagnosis, and Treatment, by Ian A. Canino and Jeanne Spurlock (The Guilford Press, 72 Spring St., New York, N.Y. 10012; 196 pp., $27.95 cloth). Geared toward mental-health-services providers, this text offers both practical advice and clinical models to help deal with the emotional difficulties many minority children face.
The Evolving Multicultural Classroom, by Rose Reissman (Association for Supervision and Curriculum Development, 1250 North Pitt St., Alexandria, Va. 22314-1453; 145 pp., $13.95 paper). The book’s sections--group activities, language arts, social studies and the arts, and resources--function as a how-to guide for teachers who want to infuse multiculturalism into their instruction.
Multiculturalism and Education: Diversity and Its Impact on Schools and Society, ed. by Thomas J. La Belle and Christopher R. Ward (State University of New York Press, State University Plaza, Albany, N.Y. 12246; 211 pp., $16.95 paper). The authors look at how domestic and international issues relate to teaching multiculturalism in the classroom.
Schooling in the Light of Popular Culture, ed. by Paul Farber, Eugene F. Provenzo Jr., and Gunilla Holm (State University of New York Press, State University Plaza, Albany, N.Y. 12246; 276 pp., $19.95 cloth). An examination of the effects that the mainstream culture has on education and pedagogy.
Literacy as Social Exchange: Intersections of Class, Gender, and Culture, by Maureen M. Hourigan (State University of New York Press, State University Plaza, Albany, N.Y. 12246; 152 pp., $14.95 paper). The author attempts to explain how class, race, ethnicity, and gender influence a student’s ability to learn and think critically.
A version of this article appeared in the November 23, 1994 edition of Education Week as Books: New In Print