All the Best, Neill: Letters from Summerhill, edited by Jonathan Croall (Franklin Watta, 387 Park Ave. South, New York, N.Y. 10016; 264 pages, $15.95).
Mr. Croall presents a compilation of letters written by A.S. Neill, the founder of Summerhill, the English progressive school for “problem students” that over the years became an international symbol of anti-establishment theories of schooling. In his letters, written from 1930 to 1973 to famous personalities of the time, fellow educators, and friends and relatives, the education reformer reflects on a variety of education-related topics as well as on politics, writing, and fatherhood. Mr. Croall has written a biography of Mr. Neill; most of the letters in this volume, issued 100 years after Neill’s birth, are published here for the first time.
Teaching: The Imperiled Profession, by Daniel L. Duke (State University of New York Press, State University Plaza, Albany, N.Y. 12246; 184 pages, cloth $29.50, paper $8.95).
Maintaining that the teaching profession is in a greater state of peril than ever before, the author seeks to identify a set of concerns on which policymakers can focus attention in an attempt to forestall its further deterioration. The author analyzes problems associated with teaching--including ineffective teacher assignments and school organization, research agendas that alienate practitioners, and poor teacher-education programs--with an eye to preparing prospective teachers and guiding improvement efforts. Mr. Duke directs the educational administration program at Lewis and Clark College in Portland, Ore.
Using What We Know About Teaching, edited by Philip L. Hosford (Association for Supervision and Curriculum Development, 225 North Washington St., Alexandria, Va. 22314; 224 pages, paper, $12).
In an attempt, says the editor of this volume, to bridge the gap between researchers, who are the developers of knowledge, and teachers, who are its users, 23 educators present their ideas on such topics as how research in education compares with research in other professions and how its findings are applied in the classroom. In one chapter, Manuel J. Justiz, director of the National Institute of Education, presents a view of the research agenda from the agency’s perspective.
Guides and Directories
A Manual on Nonviolence and Children, by Stephanie Judson (New Society Publishers, 4722 Baltimore Ave., Philadelphia, Pa. 19143; 160 pages, cloth $24.95, paper $9.95).
Created as an outgrowth of the Nonviolence and Children Program, this book provides resources for educators and parents to teach children the skills necessary to “resolve conflict without resorting to violence” and to gain an understanding of cooperation and interdependence. The book includes more than 100 exercises, games, and activities designed to reinforce these values.
A Practitioner’s Guide: Strategies, Programs, and Resources for Youth Employability Development, by May Long Pritchard, Thomas J. Smith, and Carol Thomson (Public/Private Ventures, 399 Market St., Philadelphia, Pa. 19106; 92 pages, paper, $10).
For social-service workers and policymakers, this book provides guidelines on the development of a comprehensive youth-education and employment system for those who are at the greatest risk of becoming or remaining chronically unemployed. The authors look at the population of at-risk youths and present seven strategies for providing them with the competencies they need to enter the workforce, taking into account such factors as their educational background, knowledge of the world, and readiness to learn. Appendices include information on programs, federal funding sources, and additional resources.
Excellence in Our Schools: Making It Happen, by William G. Spady and Gary Marx (American Association of School Administrators, 1801 North Moore St., Arlington, Va. 22209 and the Far West Laboratory for Educational Research and Development, 1855 Folsom St., San Francisco, Calif. 94103; 32 pages, paper, $7).
In an effort to turn policy recommendations into “plans of action,” the authors of this guide present an analysis of 500 recommendations in nine reports on education, including “A Nation at Risk,” “The Paideia Proposal,” and “A Study of High Schools.” The booklet also focuses on how district leaders and interested citizens can work to implement the reform proposals in their schools.
Other Resources
High Tech Schools: The Principal’s Perspective, by Janis Cromer (National Association of Secondary School Principals, 1904 Association Drive, Reston, Va. 22091; 62 pages, paper, $6).
A group of 46 principals examines the effect on schools of the “information age” and suggests how principals and other educators can best prepare for coming changes. They make recommendations on educational planning, curriculum, professional development, finances, and the establishment of school-improvement partnerships.
Improving Instruction with Microcomputers: Readings and Resources for Elementary and Secondary Schools, edited by John H. Tashner (The Oryx Press, Suite 103, 2214 North Central at Encanto, Phoenix, Ariz. 85004; 271 pages, paper, $24.50).
The effect of microcomputers on education is examined in this collection of writings on such topics as hardware, software, computer languages, curriculum integration, and teacher preparation. Includes a glossary of computer terms, a list of information sources, and a compilation of suggested readings.
The Case for the All-Day Kindergarten, by Barry E. Herman (Phi Delta Kappa Educational Foundation, Eighth and Union, Box 789, Bloomington, Ind. 47402; 37 pages, paper, 75cents).
As more districts explore the feasibility of establishing all-day-kindergarten programs, the author presents arguments for and against such programs, research findings, a look at one program in New Haven, Conn., and guidelines for establishing all-day programs.
Anne Bridgman
