Books: New in Print
Surviving School Micropolitics: Strategies for Administrators, by Jane Clark Lindle (Technomic Publishing Inc., Box 3535, Lancaster, Pa. 17604; 165 pp; $35 cloth). A guide to applying theory and research about school politics, also known as micropolitics, to typical problems confronting school administrators.
The School That Refused To Die: Continuity and Change at Thomas Jefferson High School, by Daniel L. Duke (State University of New York Press, State University Plaza, Albany, N.Y. 12246; 291 pp., $18.95 paper). A historical narrative of one of Richmond, Va.'s, comprehensive high schools.
Character and Citizenship
Character First: The Hyde School Difference, by Joseph W. Gauld (Institute for Contemporary Studies Press, 720 Market St., San Francisco, Calif. 94102; 179 pp., $18.95 cloth). Drawing on his personal experiences as a teacher, the founder of the Hyde School in Bath, Me., defines his philosophy of character-based education.
Habits of Mind: Struggling Over Values in America's Classrooms, by Melinda Fine (Jossey-Bass Inc., 350 Sansome St., San Francisco, Calif. 94104-1342; 227 pp., $25 cloth). Using the controversial "Facing History and Ourselves" curriculum as an example, the author explores the practice and politics of programs designed to foster moral thinking and civic responsibility.
Molding the Good Citizen: The Politics of High School History Texts, by Robert Lerner, Althea K. Nagai, & Stanley Rothman (Praeger Publishers, P.O. Box 5007, Westport, Conn. 06881-5005; 208 pp., $17.95 paper). An evenhanded analysis of the changes, and the broader reasons for them, in the content of American history textbooks during the past few decades.
Raising a Thinking Child: Help Your Young Child To Resolve Everyday Conflicts and Get Along With Others, by Myrna B. Shure & Theresa Foy Digeronimo (Henry Holt & Co., 115 West 18th St., New York, N.Y. 10011; 212 pp., $22.50). Based on the principles of the nationally recognized "I Can Problem Solve" program, the book provides a variety of communications techniques designed to help teachers and parents teach young children skills for resolving conflicts and increasing their self-confidence.
Schools of Hope: Developing Mind and Character in Today's Youth, by Douglas H. Heath (Jossey-Bass Inc., 350 Sansome St., San Francisco, Calif. 94104-1342; 444 pp., $30.95, cloth). A professor emeritus from Haverford College argues that the primary goal of education should be the development of "human excellence" in students, which includes honesty, compassion, and integrity.
Values Strategies for Classroom Use, ed. by Marion Menin, et al. (Paul & Co. Publishers Consortium Inc., P.O. Box 442, Concord, Mass. 01742; 202 pp., $26.95 paper). A guide to understanding and implementing the process of values education in all areas of the curriculum.
How Smart Schools Get and Keep Community Support, by David Carroll & Susan Rovezzi Carroll (National Education Service, P.O. Box 8, Bloomington, Ind. 47402-0008; 157 pp., $18.95 paper). A guide for school leaders that offers "marketing strategies" for capturing and retaining community support without having to spend additional funds.
Not By Schools Alone: Sharing America's Education Reform, by Sandra Waddock (Praeger Publishers, P.O. Box 5007, Westport, Conn. 06881-5005; 256 pp., $44.95 cloth). A Boston College professor contemplates ways to rethink the relationships and responsibilities of families, businesses, government agencies, and other "stakeholders" in the education of children.
Curriculum and Methods
Back to Basics: Fundamental Education Questions Reexamined, by Francis Schrag (Jossey-Bass Publishers, 350 Sansome St., San Francisco, Calif. 94104; 179 pp., $27.95 cloth). Building on John Dewey's philosophy, the author examines some of education's fundamental questions and purposes.
Gender In/forms Curriculum: From Enrichment to Transformation, ed. by Jane Gaskell & John Willinsky (Teachers College Press, 1234 Amsterdam Ave., New York, N.Y. 10027; 312 pp., $18.95 paper, $38 cloth). A hard look at key issues of gender equity in educational theory and curriculum, as well as at the inherent influence gender exerts on the nature of knowledge.
Zoology: High School Science Fair Experiments, by H. Steven Dashefsky (McGraw-Hill Inc., 13311 Monterey Ave., Blue Ridge Summit, Pa. 17294-0850; 192 pp., $12.95 paper; $21.95 cloth). Twenty successful science-fair projects that can be replicated by students or used as starting points for creating individualized projects.
American Childhood: Risks and Realities, by Dona Schneider (Rutgers University Press, 109 Church St., New Brunswick, N.J. 08901; 220 pp., $16 paper, $45 cloth). An analysis of how the manipulation of statistics about children can both disguise and highlight numerous public-health problems, punctuated by conversations with individual children and adults.
Putting Families First: America's Family Support Movement and the Challenge of Change, ed. by Sharon L. Kagan & Bernice Weissbourd (Jossey-Bass Publishers, 350 Sansome St., San Francisco, 94104; 514 pp., $45 cloth). A discussion of the evolution of family-support services, their movement into mainstream institutions such as schools and prisons, and the future integration of these services within communities and national policy.
Teen Mothers: Citizens or Dependents?, by Ruth Horowitz (University of Chicago Press, 5801 South Ellis Ave., Chicago, Ill. 60637; 280 pp., $32.95 cloth). A chronicle of several women who participated in Project G.E.D., a yearlong, government-sponsored program to help teenage mothers earn high school diplomas through the General Educational Development program and gain job-readiness training
Creating Schools for All Our Students: What 12 Schools Have To Say, ed. by Karin Chenoweth (The Council for Exceptional Children, Dept. K50170, 1920 Association Dr., Reston, Va. 22091; 60 pp., $21 paper). A report of the findings by a team of educators and parents brought together at the Working Forum on Inclusive Schools, a pioneering effort of 10 major national education organizations.
Least Restrictive Environment: The Paradox of Inclusion, by Lawrence M. Siegel (lrp Publications, P.O. Box 980, Horsham, Pa. 19044-0980; 290 pp., $32 paper). An analysis of the inclusion movement and the reasons why the generic "one size fits all" placement philosophy may be problematic on several fronts.
Reading and Literacy
Family Book Sharing Groups: Start One in Your Neighborhood, by Marjorie R. Simic & Eleanor C. Macfarlane (Edinfo Press, Indiana University., P.O. Box 5953, Bloomington, Ind. 47407; 50 pp., $9.95 paper). A user-friendly guide offering six detailed plans for organizing book-sharing groups.
"My Trouble Is My English": Asian Students and the American Dream, by Danling Fu (Boyton/ Cook Publishers, Heinemann, 361 Hanover St., Portsmouth, N.H. 03801-3912; 230 pp., $21.50 paper). Tracing the learning experiences of four Laotian students at a mainstream secondary school, the author examines whether the whole-language approach can adequately prepare students from different cultural backgrounds.
Real Life American Revolution: The Sweep of History Told in Colorful Detail, by Stan Mack (Avon Books, 1350 Ave. of the Americas, New York, N.Y. 10019; 166 pp., $8.95). A cartoonist for New York City's Village Voice newspaper captures the perils and follies of the Revolutionary War era for students with drawings and imagined dialogue between historical figures.
Research and Monographs
Children at the Center: Implementing the Multiage Classroom, by Bruce A. Miller (ERIC Clearinghouse, 5207 University of Oregon, Eugene Ore. 97403-5207; 123 pp., $18.95 paper). Drawing on years of educators' research and experience, the author explains the multiage concept and how it can improve learning.
Nongraded Education: Overcoming Obstacles to Implementing the Multiage Classroom, by Joan Gaustad (Oregon School Study Council, 5207 University of Oregon, Eugene, Ore. 97403-5207; 84 pp., $11 paper). This special bulletin warns educators of potential obstacles to implementing the multiage classroom and offers suggestions for how to overcome them.
Expecting the Best From Students in Urban Schools: A Report on the Edna McConnell Clark Foundation's Middle Grades Initiative, by Terry A. Clark & Jane Canner (Education Resources Group, 15 Chambers St., Princeton, N.J. 08542; 82 pp., $12 paper). A presentation of the Education Resource Group's findings about how the strategies of a foundation-funded middle-grades initiative were implemented in 12 schools and how classroom life changed for teachers and students as a result of heightened expectations for student performance.
First Things First: What Americans Expect From the Public Schools, by Jean Johnson & John Immerwahr. (Public Agenda, 6 East 39th St., New York, N.Y. 10016; 56 pp., $10 paper). A report card from the American public on the education-reform movement, based on a national telephone survey of more than 1,100 Americans, including 550 parents of public school students.
School-Based Management: Rationale and Implementation Guidelines, by Lori Jo Oswald (Oregon School Study Council, 5207 University of Oregon, Eugene, Ore. 97403-5207; 66 pp., $12 paper). An overview of school-based management with a summary of the educational research in this area.
The Baldrige Award for Education: How To Measure and Document Quality Improvement Award for Education: How To Measure and Document Quality Improvement, by Jerome S. Arcaro (St. Lucie Press, 100 E. Linton Blvd., Suite 403B, Delray Beach, Fla.; 152 pp., $45.90 paper). A thorough description of the Malcolm Baldrige National Quality Award assessment and its reclassification for the entire educational system. Application of this criteria to education is scheduled to begin this year.
Vol. 14, Issue 35