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For too many students, today's PhD is a bridge to nowhere. Imagine an entering cohort of eight doctoral students. By current statistics, four of the eight--50%!--will not complete the degree. Of the other four, two will never secure full-time academic positions. The remaining pair will find full-time teaching jobs, likely at teaching-intensive institutions. And maybe, just maybe, one of them will garner a position at a research university like the one where those eight students began graduate school. But all eight members of that original group will be trained according to the needs of that single one of them who might snag a job at a research university. Graduate school has been preparing students for jobs that do not exist--and preparing them to want those jobs above all others. In "The New PhD," Leonard Cassuto and Robert Weisbuch argue that universities need to ready graduate students for the jobs they will get, not just the academic ones. Connecting scholarly training to the vast array of career options open to graduates requires a PhD that looks outside the walls of the university, not one that turns inward--a PhD that does not narrow student minds but unlocks and broadens them practically as well as intellectually. Cassuto and Weisbuch document the growing movement for a student-centered, career-diverse graduate education, and they highlight some of the most promising innovations that are taking place on campuses right now. They also review for the first time the myriad national reform efforts, sponsored by major players like Carnegie and Mellon, that took place between 1990 and 2010, look at why these attempts failed, and ask how we can do better this time around. A more humane and socially dynamic PhD experience, the authors assert, is possible. This new PhD reconceives of graduate education as a public good, not a hermetically sealed cloister--and it will not happen by itself. Throughout the book, Cassuto and Weisbuch offer specific examples of how graduate programs can work to: (1) reduce the time it takes students to earn a degree; (2) expand career opportunities after graduation; (3) encourage public scholarship; (4) create coherent curricula and rethink the dissertation; (5) attract a truly representative student cohort; and (6) provide the resources--financial, cultural, and emotional--that students need to successfully complete the program. "The New PhD" is a toolbox for practical change that will teach readers how to achieve consensus on goals, garner support, and turn talk to action. Speaking to all stakeholders in graduate education--faculty, administrators, and students--it promises that graduates can become change agents throughout our world. By fixing the PhD, we can benefit the entire educational system and the life of our society along with it.

An effort to contribute to the "story" of English teaching in the United States at the dawn of the new millennium, this book presents 17 essays that tell diverse and complex stories of the value and difficulty of teaching English. The voices in this volume represent an eclectic rather than a comprehensive group of teachers and scholars, some familiar, some perhaps less so, who draw from their experiences in secondary and postsecondary English classrooms to examine the question of the relevance of their work to the lives of their students. After an introduction: "The (Ir)relevance of English at the Turn of the Millennium" (Robert P. Yagelski), essays in Section I, Contexts: American Culture and the Study of English, are: (1) "The Academic Language Gap" (Gerald Graff); (2) "When the Multicultural Leaves the Race: Some Common Terms Reconsidered" (Victor Villanueva); (3) "It's Not an Economy, Stupid! The Education-as-Product Metaphor as Viewed from the English Classroom" (Scott A. Leonard); (4) "Literacy, Gender, and Adolescence: School-Sponsored English as Identity Maintenance" (Margaret J. Finders); (5) "On the Business of English Studies" (Stephen M. North); and "Exchange: Economies, Politics, and English Studies" (Finders, North, Leonard, and Villanueva). Essays in Section II, Changes: English Classrooms in an Evolving World, are: (6) "The High School English Teacher: A Relevant Member in a Good Tribe" (Donald L. Tinney); (7) "Promoting a Relevant Classroom Literacy: Personal Growth and Communal Action in a Middle Grades Curricular Development Project" (Sarah Robbins, with Mary Miesiaszek and Beth Davis); (8) "Women in Mind: The Culture of First-Year English and the Nontraditional Returning Woman Student" (Patricia Shelley Fox); (9) "Community College English: Diverse Backgrounds, Diverse Needs" (Kathleen R. Cheney); (10) "The Relevance of Paulo Freire on Liberatory Dialogue and Writing in the Classroom" (Christina Kirklighter); (11) "Surviving Intact: African American Women Negotiating Scholarly Identities through Graduate School Writing" (Juanita Rodgers Comfort); and "Exchange: Literacy, Classrooms, and Students' Lives" (Fox, Tinney, Kirklighter, Cheney, Robbins, Comfort). Essays in Section III, Futures: English Studies for the New Millennium, are: (12) "The Future of English Studies Made Personal, or, The Subversive Act of Teaching Well" (Valerie Hardin Drye); (13) "Cybrarians and Scholars in the New English Classroom" (Ted Nellen); (14) "The Past and Future of (Two-Year) College English Studies" (Mark Reynolds); (15) "Enacting Cultures: The Practice of Comparative Cultural Study" (Paula Mathieu and James J. Sosnoski); (16) "Critical Technological Literacy and English Studies: Teaching, Learning, and Action" (Richard J. Selfe and Cynthia L. Selfe); (17) "The Plural Commons: Meeting the Future of English Studies" (Kathleen Blake Yancey); and "Exchange: Language, Technology, and the Future of English Studies" (Drye, Reynolds, Mathieu, Sosnoski, R. Selfe, and Yancey). Contains an afterword by Richard M. Ohmann. (RS)

John Dewey's "Democracy and Education" is the touchstone for a great deal of modern educational theory. It covers a wide range of themes and issues relating to education, including teaching, learning, educational environments, subject matter, values, and the nature of work and play. This "Handbook" is designed to help experts and non-experts to navigate Dewey's text. The authors are specialists in the fields of philosophy and education; their chapters offer readers expert insight into areas of Dewey work that they know well and have returned to time and time again throughout their careers. The Handbook is divided into two parts. Following an introduction by Leonard J. Waks, and Andrea R. English, Part I, Companion Chapters, features short companion chapters corresponding to each of Dewey's chapters in Democracy and Education. These serve to guide readers through the complex arguments developed in the book. Beginning with an Introduction to Part I by Leonard J. Waks, the chapters in Part I include: (1) Learning by doing and communicating (Leonard J. Waks); (2) Learning and its environments (Loren Goldman); (3) Giving form and structure to experience (A.G. Rud); (4) Growth, habits, and plasticity in education (Sarah M. Stitzlein); (5) Democracy without telos: Education for a future uncertain (Gonzalo Obelleiro); (6) What is the role of the past in education? (Andrea R. English); (7) 'A mode of associated living': The distinctiveness of Deweyan democracy (Kathleen Knight Abowitz); (8) A democratic theory of aims (Leonard J. Waks); (9) What is the purpose of education?: Dewey's challenge to his contemporaries (Avi I. Mintz); (10) Shaping and sharing democratic aims: Reconstructing interest and discipline (Terri S. Wilson); (11) Experience and thinking: Transforming our perspective on learning (Andrea R. English); (12) The role of thinking in education: Why Dewey still raises the bar on educators (Jack P. Smith, III and Spencer P. Greenhalgh); (13) Method: Intelligent engagement with subject matter (Doris A. Santoro); (14) Subject matter: Combining 'learning by doing' with past collective experience (Meinert Meyer); (15) Work, play and learning (Christopher Winch); (16) Boundaries as limits and possibilities (Scott L. Pratt); (17) Knowing scientifically is essential for democratic society (Christine McCarthy); (18) Educational values: Schools as cultures of imagination, growth, and fulfillment (Steven Fesmire); (19) The value of the present: Rethinking labor and leisure through education (Scott R. Stroud); (20) An old story: Dewey's account of the opposition between the intellectual and the practical (David I. Waddington); (21) Nature and human life in an education for democracy (Martin A. Coleman); (22) Individuality and a flourishing society: A reciprocal relationship (Hongmei Peng); (23) Autonomy, occupation and vocational education (Christopher Winch); (24) Philosophy of education (Richard Pring); (25) Healing splits: Dewey's theory of knowing (Barbara Thayer-Bacon); and (26) The consciously growing and refreshing life (Douglas J. Simpson). Part II, Democracy and Education in Context, features general articles placing the book into historical, philosophical and practical contexts and highlighting its relevance today. Beginning with an Introduction to Part II by Andrea R. English, the chapters in Part II include: (27) The dialogue of death and life: Education, civilization, and growth (Thomas Alexander); (28) John Dewey, a modern thinker: On education (as Bildung and Erziehung) and democracy (as a political system and a mode of associated living) (Dietrich Benner); (29) John Dewey's refutation of classical educational thinking (Jürgen Oelkers); (30) The social as the 'inclusive philosophic idea' of democracy and education: Some constructivists' reflections (Jim Garrison, Stefan Neubert and Kersten Reich); (31) John Dewey and the analytic paradigm in philosophy of education: Conceptual analysis as a social aim? (Christopher Martin); (32) Dewey, care ethics, and education (Nel Noddings); (33) Technologies for democracy and education in the 21st century (Craig A. Cunningham); (34) Inviting Dewey to an online forum: Using technology to deepen student understanding of democracy and education (Rosetta Marantz Cohen); and (35) John Dewey: Philosopher of education for our time (Richard Pring). [Foreword by David Hansen.]

It is estimated that by the year 2010, 50 percent of the population of southeast Asia will be under 15 years of age. Based on a research project completed in 1993, this book provides a regional overview of the quality of life for these children, and is targeted not only at those with an academic and professional interest in child care and social policy, but also at the people in Southeast Asia and beyond who are generally unaffected by the concerns being highlighted and discussed, and remain untouched by questions relating to child care policy and practice. The book is divided into four chapters. Chapter 1, entitled"Needs, Rights and Injustices," serves as an introduction to the book, claiming that parents, whether married, cohabiting or single, wish to do their best for their children, and those who fail in their task are most often the victims of their poverty, upbringing, or environment. This chapter also provides information on different kinds of child care facilities in many different Southeast Asian countries. Chapter 2, "Asian Children in Context," provides information in statistical terms on the quality of life of Southeast Asian children. Topics discussed include population growth and family planning. Chapter 3, "Abuse, Neglect and Disease," discusses topics including street children, prostitution, children and war, children in affluent societies, and child suicides. Chapter 4, "Concern and Intervention," discusses the outlook for Southeast Asian children and describes promising programs developed for the care of young children. Contains 20 references. (MOK)

The material in this monograph is part of the study materials for the one-semester distance education unit, Non-Formal Learning, in the Open Campus Program at Deakin University (Australia). It is designed to raise issues relating to skill definition. "Choosing a Worker or How Good Are Your Job Descriptions?" explores why interpersonal or communication skills are not counted or mentioned in job descriptions, the practical reasons that they need to be both counted and labeled, and explanations for why they are not. "Who Defines Skills and How?" addresses gender assumptions and gender biases inherent to some "skills," problems in the establishment of skill gradings and levels of competency in personal care, research responses to skills definition, and managing changing workplaces."Putting Tacit Skills into the Picture" gives examples of ways in which the preceding information can be used in recognizing skills. It covers naming skills used in the workplace and ensuring that supervisors/managers have the necessary information on workers. "Trying It Out" presents various means to help people assess both their own skills and the ways in which jobs could be and should be described. Contains six references and an eight-item bibliography. (YLB)

This book contains 22 background papers or research studies, which were commissioned in 1990 by the Royal Commission of Inquiry, Newfoundland (Canada), to assess the delivery of services in primary, elementary, and secondary education. Part 1, "Historical Features," includes: (1) "A Historical Overview of Developments in Newfoundland's Primary-Elementary-Secondary Education System" (Lorne Wheeler); and (2) "The Administration of Newfoundland's School System: Past, Present, and Future" (Tom Pope). Part 2, "The Mandate of Schools," contains: (3) "Mandate of Schools: A Position Paper" (Lloyd Brown); (4) "Components of a Mandate Statement" (Sr. Teresita Dobbin); and (5) "Expanding Expectations-Conflicting Ideologies: Re-thinking the Process of Education in Newfoundland" (Dennis Mulcahy). The third part, "Trends in Education," is comprised of: (6) "School Councils" (Jeannie House); (7) "Community Use of Schools: Evolution or Revolution" (Tom Clift); (8) "Multi-Grading" (Regina Warren); and (9) "Distance Education" (Garfield Fizzard). The chapters in part 4, "Critical Goals for Education," include: (10) "Equalizing Educational Opportunity" (Charlotte Strong with Bryan Hartman, et al.); and (11) "Performance Indicators and System Accountability" (Robert Crocker). The fifth part, "Critical Issues in Education," contains: (12) "The Use of Instructional Time" (Alice Collins); (13) "The Changing Face of Teaching" (Eric Burry and Reginald Bonnell); and (14) "Native Education" (Frank Riggs). Chapters that comprise part 6 include: (15) "Governance and Administrative Issues" (Larry Moss); (16) "A Study of the Provision of Support Services to Schools and Teachers by School District Personnel in Newfoundland and Labrador" (Frank Cramm and Royston Kelleher); (17) "School-based Administration: Changing Roles and Expectations" (George Hickman and Dennis Treslan); (18) "Curriculum" (Clar Doyle and Dennis Mulcahy); and (19) "An Examination of Critical Factors in the Establishment of Effective School Districts" (Dennis Treslan). Part 7 includes: (20) "Costs and Consequences: An Examination of the Potential for Consolidation within the Education System and the Associated Costs" (Harold Press). The final part contains: (21) "Attitudes Toward Denominational Education in Newfoundland" (Mark Graesser); and (22) "Public Attitudes Toward Educational Change in Newfoundland, 1991" (Jeffrey Bulcock). References accompany each chapter. (LMI)

This book presents a collection of articles on the diverse history of Asian Pacific American heritage. Part 1, "Fundamentals," includes "Reading Asian Characters in English" (Leonard); (2) "Characters: The Asian Ideogram Systems" (Leonard); (3) "Asian Naming Systems" (Leonard); and (4) "The 'Model Minority' Discourse" (Niiya). Part 2, "The Family and the Self," includes (5) "Confucius and the Asian American Family" (Leonard); (6) "My Grandfather's Concubines: A First-Generation Woman Remembers Life in Peking" (Isham); (7) "Japanese American Life in the Twentieth Century"(Yamanaka); (8) "The Nisei Go to War" (Niiya); (9) "Being Nisei" (Niiya); (10) "Being Sansei" (Niiya); (11) "First-Generation Memories"(Millard and Millard); (12) "Filipino American Values"(Gonzales); (13) "Korean American One-Point-Five" (Lee); and (14) "The Lizard Hunter" (Tran). Part 3, "Roots, Traditions, and Asian Pacific Life: The Old Country and its Cultural Literacy," includes (15) "Food and Ethnic Identity" (Leonard and Saliba) (16) "Chinese Food" (Scott); (17) "Japanese Food" (Scott); (18) "Filipino Food" (Romero, Gonzales, Millard, and Millard); (19) "Korean Food" (Lee); (20) "Vietnamese Food" (Chung); (21) "Southeast Asian Food: The Durian and Beyond (Leonard and Saliba); (22) "Tea" (Okakura); (23) "Fengshui, Chinese Medicine, and Correlative Thinking" (Scott); (24) "Lunar New Year, the Moon Lady, and the Moon Festival" (Isham); (25) "Obon Season in Little Tokyo" (Niiya); (26) "Filipinos and Religion" (Millard, Millard, and Castillo-Pruden); and (27) "Maoism and Surviving the Great Proletarian Cultural Revolution" (Isham). Part 4, "Asian Pacific Culture: Diaspora," includes: (28) "The Chinese Diaspora" (Hu-DeHart); (29) "The Arrival of the Asians in California" (Chin); (30) "The Early History of Chinese, Japanese, Koreans, and Filipinos in America" (Niiya); and (31) "Chinatown, 1899" (Higgins). Part 5, "Literature," includes (32) "Dialect, Standard, and Slang" (Leonard); (33) "Dialect Literature in America" (Kohn); (34) "Roots" (Scott); (35) "Roots" (Leonard); (36) "The Beginnings of Chinese Literature in America" (Leonard and Leonard); (37) "D.T. Suzuki and the Creation of Japanese American Zen" (Leonard); (38) "Asian American Literary Pioneers" (Chan and Leonard); (39) "Asian American Literature" (Solberg); (40) "First-Generation Writings" (Solberg); (41) "Asian American Autobiographical Tradition" (Niiya); (42) "Frank Chin" (Chan); (43) "Maxine Hong Kingston" (Ling and Chu); (44) "A Reader's Guide to Amy Tan's The Joy Luck Club" (Isham); (45) "David Henry Hwang" (Chu); (46) "A Reader's Guide to Cebu and Dark Blue Suit Based on Interviews with its Author, Peter Bacho" (Leonard and Rosenblum); (47) "Jessica Hagedorn" (Jenkins); (48) "Lawson Fusao Inada" (Chan and Leonard); (49) "Garret Hongo" (Stern); (50) "The Literature of Korean America" (Solberg); (51) "The Korean American Novel" (Hahn); (52) "Discovering Korean American Literature" (Solberg); (53) "Clay Walls" (Solberg); and (54) "Cathy Song and the Korean American Experience in Poetry" (Solberg). Part 6, "The Arts," includes (55) "Chinese Opera" (Scott); (56) "Bernardo Bertolucci and the Westernization of The Last Emperor" (Leonard); (57) "A Viewer's Guide to Wayne Wang's Dim Sum" (Leonard); (58) "Asian American Visual Arts" (Drescher); (59) "Story Cloths" (Leonard); (60) "Toi Hoang" (Feldman); and (61) "First-Generation Painting" (Kelley). The two appendixes present an Asian Pacific chronology and statistics and a cultural lexicon for Asian Pacific Studies. (SM)

"Controversies in the Classroom" features the most important and exciting writing from the past 15 years of "Radical Teacher" magazine. This is a must-read for all teachers who are committed to creative pedagogy and social justice. Contributors include: Bernadette Anand, Nancy Barnes, Lilia I. Bartolome, Bill Bigelow, Lawrence Blum, Marjorie Feld, Michelle Fine, H. Bruce Franklin, Stan Karp, Kevin K. Kumashiro, Pepi Leistyna, Arthur MacEwan, Sarah Napier, Bob Peterson, Nicole Polier, Patti Capel Swartz, Maria Sweeney, Rita Verma, and Kathleen Weiler. [Foreword by Deborah Meier.]

As a result of multiple unfavorable circumstances, public schools have been unable to effectively educate America's most disadvantaged student population--Latinos. In this book, the author contends that it is imperative to reinvent schools in order to provide a viable education for these students. This book starts with the past, points out the present, and speaks to the future. It exposes the negative mental models and practices that must be discarded and proposes what favorable elements need to be put into place. The book features: (1) An outline of what future Latino schools must look like; (2) A focus on organizing, leading, and governing schools to create equitable relationships and democratic institutions; (3) A comprehensive view and understanding about school and classrooms; and (4) Helpful resources for program assistance, community-based organizations, and funding sources. Following a foreword by Reynaldo Contreras, this book is divided into the following nine chapters: (1) Why We Must Start Now to Create New Schools for Mexican Latinos; (2) It Takes an Entire Village; (3) Engendering New Hope, "Si se puede!"; (4) Building Capacity and Creating Flexibility; (5) Schools as True Places of Learning for Human Growth; (6) Organizing Schools for Latino Learners and Fostering Creativity; (7) Assessment for Human Development and Reinvention; (8) Holding True to Democratic Principles; and (9) A Call to Join the Action.

Anything built to last needs a clear plan, a solid foundation, the right tools, and strong structural integrity to withstand threatening elements that arise. Unfortunately, most school reform programs do not meet these basic requirements and crumble as quickly as they appear. To offset such mishaps, this guide empowers the reader to be an architect of long-lasting, positive change using proven "Structural Dynamics" strategies. Through user-friendly definitions, illustrative points, and indispensable how-to's, the book enables one to easily apply the principles prescribed, safeguard one's plans against failure, and lead one's school to reach its maximum potential. Highlights in this book include: (1) Real-life examples of schools that have improved using "Structural Dynamics" principles; (2) Specific strategies for overcoming obstacles; (3) Tips for creating a results-oriented plan and meeting shared goals; and (4) Straightforward discussion of the four key elements that propel one's school toward achievement. As the educational system increasingly focuses on accountability, this resource provides the support, insight, and guidance needed to meet rising demands and create a springboard for enduring, soaring success. Following a foreword (Robert Fritz) and a preface, this book presents seven chapters: (1) Stories of School Transformation; (2) Advancing a Model for Change; (3) Understanding Structural Conflict: The More Things Change, the More They Stay the Same; (4) Developing Shared Purposes and Principles; (5) Building Democratic Community in a Diverse Society; (6) Building Instructional Program Coherence; and (7) Advancing the Work of Leaders. This book concludes with a list of references; a glossary; and an index.

This book examines what it means to be a leader. It is intended not only for education leaders but also for anyone who feels compelled to provide effective leadership. The content is based on the author's more than 30 years of experience as a professional educator. Each chapter illustrates a component of leadership through a series of questions, short vignettes, selected quotations, and personal anecdotes. It emphasizes that questions are more important than answers and that the essential things about which a person cares determines to a great extent who that person is as a human being and as a leader. It asks readers to take the time to examine their personal point of reference in dealing with colleagues and underscores the role that cooperation and understanding can play in successful leadership. The book illustrates how leadership roles are demanding and stressful, and states that leaders should take care of themselves. The final chapter describes the metamorphosis that one must experience to become a leader. (Contains 29 references and a subject index.) (WFA)

This book aims to assist Latinos who are thinking about going to college. The book is divided into four parts and is organized by steps. Part 1 discusses preparing for college. Steps identify 10 new ways of thinking to get ready psychologically for the SAT or ACT exams and college itself; provide forms, tips, and a sample letter to assist in selecting a college; and discuss types of financial assistance and how to apply for it. Part 2 addresses college life. Steps explain college catalogs, policies, and orientation programs, and give academic strategies for being a better student; provide a guide to being an active learner, building support groups, handling stress, setting goals, taking notes, writing papers, and taking tests; give tips about services on and off campus, particularly via the Internet, and choosing mentors; describe student rights; and discuss extracurricular activities. Part 3 provides vignettes from 10 notable Latinos and Latinas who describe how they made it through college. Part 4 is a directory of the top 50 universities and top 20 community colleges in the United States and top 5 Puerto Rican institutions in terms of Latino graduates. Also provided are lists of the top 10 universities and top 10 community colleges with the highest percentages of Latino enrollment. (Contains an index.) (TD)

This guide is designed to help women undertake and enjoy working for a doctorate as they recognize the rules of the academic game. The situation in the United Kingdom is compared with that of North America and Australia, and the pros and cons of acquiring a Ph.D. and the new professional doctorates are discussed. The chapters are: (1) "Understanding the Rules of the Game"; (2) "Deciding To Do a Doctorate"; (3) "Where To Study: Finding the Right Supervisor and the Right University"; (4) "Finding the Time, Money and Space"; (5) "Getting off to a Good Start"; (6) "How To Access Work on Gender When Your Supervisor Doesn't Know What He (or She) Doesn't Know"; (7) "Keeping Going and Staying the Course"; and (8) "Completion, the Viva and Life after the Doctorate." (Contains 341 references.) (SLD)

The potential of distance learning (DL) to expedite the U.S. Army's efforts to redress personnel shortages in Army enlisted occupations was studied by evaluating how DL-based training strategies might affect skill shortages in the following occupations: helicopter repairer; electronic switching system operator; microwave systems operator/maintainer; and signal support systems specialist. The criteria used to assess the effectiveness of DL-based training strategies were changes in shortages and changes in costs per shortage filled. The study established that, with proper support and monitoring, DL could make basic noncommissioned officer course and advanced noncommissioned officer training possible earlier in the select-train-promote sequence. DL could begin before scheduled residence training courses are available, be taken in small pieces on a "continuous" basis, and occur at trainees' home station. Furthermore, modularized DL courses could allow "testing out" of already mastered material and enhance the type of self-development training that can accelerate the institutional training process. The study also indicated that using DL in the contexts identified could significantly lower the marginal cost of reducing skill shortages. (Information on measuring the effects of DL-based and non-DL-based strategies on shortages and the length of reclassification courses under DL is appended. Thirty tables/figures are included. Contains 19 references.) (MN)

This book established a plan for creating a truly integrated educational system, one that unifies the separate and parallel systems of special and general education. Chapter 1, "Students at the Margins," explores the dual tragedy of discouraged and disinterested students and presents eight essential questions guiding a unified system of leadership. Chapter 2, "Reconceiving the Purposes of Schooling," urges adoption of a differentiated approach, drawing on the continuum-of-services, inclusive-school, and learner-centered school models for educating students with disabilities. Chapter 3, "A Transformational Leadership Strategy: Complex Adaptive Systems," examines the linked attributes of interrelationships, diversity, nonlinearity, self-organization, and attractors, which leaders must appreciate to "reculture" schools as learner-centered environments. Chapter 4, "Incentives as Attractors: Why Things Remain the Same and How To Change Them," analyzes the role of incentives in driving change in five districts. Chapter 5, "The Transformation to Learner-Centered," explores the transformative roles of principals, teachers, and staff through the metaphor of schools as playhouses. Chapter 6, "The New Work of Leadership in Unified Schools," uses a systems-oriented perspective to evaluate leadership promoting learner-centered schools. Chapter 7, "Organizing for Instruction in Unified Schools," considers new ways of thinking required for democratic schooling. Chapter 8, "Delivering Instruction in Unified Schools," offers a vision of unified schools that meets the academic, social, and emotional needs of all students. Chapter 9, "Thinking Differently about Evaluation: Moving beyond the Paradox," reconsiders evaluation processes given the importance of reflective practice and making decisions using sound data. Chapter 10, "A Reflection on Leadership: Local Leadership Counts," synthesizes different approaches to educational leadership to offer a new framework for educational administration that views principals as public intellectuals. (Includes Appendix A, "Case Studies of Special Education Leadership and Programs and Services," and Appendix B, "Program Evaluation Self Study Guide: Leading School systems, Program Components, and/or School-Site Appraisal Efforts." Contains more than 150 references.) (TEJ)

This book provides educators and administrators with the knowledge and skills needed to engage in peer assistance and review within the context of teacher evaluation, describing how to develop and implement an effective teacher peer assistance and review program. The book offers the following: components of successful peer assistance and review programs; 10 essential questions to ask before beginning; criteria, standards, and data; key players and their roles, relationships, and responsibilities; reporting and using the results; and best practices from accomplished programs. A collection of resources includes: relevant Web sites; sample rubrics; sample job description and application form for consulting teachers; sample request for assistance and recommendation for intervention; sample standards from the National Board for Professional Teaching Standards; and a sample educational policy trust agreement. (Contains 34 references.) (SM)

In 1976, thousands of low-income African Americans, mostly women and children, began to move out of the public housing developments of Chicago, Illinois, to the mostly white middle class suburbs. These families were part of the Gautreaux program, one of the largest court-ordered desegregation efforts in the United States. This book tells the story of this unique venture and examines the factors involved in implementing and sustaining mobility-based programs. The chapters are: (1) "Introduction: A Modern Odyssey"; (2) "Desegregation within the City's Limits: The Scattered Site Program"; (3) "Inventing the Metropolitan-Wide Gautreaux Program"; (4) "Implementing the Gautreaux Program: Two Decades of Moving Out"; (5) "Families on the Move"; (6) "Safety First"; (7) "Social Interactions"; (8) "Schooling"; (9) "Education and Employment Outcomes"; and (10) "Conclusion: The Road Ahead." (Contains 281 endnotes and a selected bibliography of 19 sources.) (SLD)

The report (in working draft form) of the Connecticut Task Force on Identification of the Gifted and Talented discusses general systems and instruments of identification, identifying the academically gifted, identifying the disadvantaged gifted, and identifying special types of giftedness. Excerpts from Connecticut State Department of Eduation publications are provided to show the broadened conception of giftedness includes a wide spectrum of intellectual aptitudes and abilities such as creativity and talent in the graphic and performing arts. The section on general systems and instruments describes possible screening and selection sequences, gives samples of rating scales and checklists which can be incorporated into identification systems, and summarizes the results of a study on the development of an evaluation procedure to identify gifted children in one Connecticut district. Definitions and characteristics of the academically gifted child are discussed. Reviewed is the literature on the identification of gifted children from disadvantaged backgrounds, and included are two papers on evaluating talent potential in the disadvantaged. Offered are suggestions for identification procedures in the special areas of the performing arts, creative thinking abilities, and independent study. Final sections include an annotated bibliography of approximately 50 standardized identification instruments and a bibliography on identification of approximately 50 items. (DB)

Assessment of student progress in community colleges is necessary for several reasons; among them are accountability to the public, improvement of decision-making for both students and educators, and planning and evaluation of curricula. This sourcebook focuses on various types of student progress--vocational, social, academic, transfer--and on problems associated with their assessment, reviews techniques varying from tests of all kinds to interviews and surveys that have been utilized to date, and suggests alternative ways in which student progress can be measured. The articles presented deal with alternative modes of assessing academic achievement, evaluating student readiness for further education, the use of different assessment techniques and policies for evaluating different types of transfer students, evaluating student preparation for work and the efficacy of occupational programs, important affective and socioeconomic considerations in assessing student progress, and evaluating the college in terms of its service to the community. A review of additional pertinent literature and a bibliography are included. Contributors include: Oscar Lenning, Clifford Lunneborg, S. V. Martorana, Richard Rinehart, Brent Mack Shea, Jane Matson, and Leonard Baird. (JDS)

Any real understanding of where we stand scientifically today and where we are headed depends to a great extent on an awareness of how we reached those scientific achievements. The increased impact of science and technology on our lives makes such an understanding even more important. For this reason, this book is intended to provide information about the major works of science in the collections of the Library of Congress. These selected works are organized here by traditional scientific discipline and are treated in historical and, generally, chronological order. The contents contain chapters on: (1) astronomy; (2) botany; (3) zoology; (4) medicine; (5) chemistry; (6) geology; (7) mathematics; and (8) physics. A bibliography provides information about particular Library of Congress collections to which a book or manuscript may belong, as well as specific bibliographic information. Title translations are also included. (TW)

This collection of readings on secondary school principalship consists of selected articles published in the NASSP Bulletin from 1980 to 1985. The book is divided into eight topical chapters, each consisting of articles by different authors. The introductory chapter consists of five articles that focus on the role of the secondary school principal, discussing general competencies required for the position and providing advice for new principals. Chapter 2 consists of five articles addressing leadership styles, characteristics, and responsibilities. Chapter 3 consists of five articles on personnel administration, including advice on teacher recruitment, teacher evaluation, and staff development. Chapter 4 focuses on instructional leadership, while chapter 5 concerns noninstructional leadership, addressing such issues as emergency preparedness, combatting vandalism, and school financing. The final three chapters focus on the role of the principal in student personnel services (five articles), the principal as a community relations specialist (three articles), and being an effective secondary school principal (five articles). (TE)

This volume seeks to answer the basic question "What does a counselor or therapist need to know in order to become a Licensed Professional Counselor?" Containing all the basic information that is taught in the counseling and therapy classes in major universities across the United States, this book places a special emphasis on those courses which contain content found on the National Counselor Exam. A well-organized study guide, it encompasses the coursework master's-level students are expected to know in order to graduate. Chapters on how to take counseling exams and how to write research papers are included, along with a special chapter which gives definitions of the many terms used in today's counseling professions. "The Counseling Primer" provides detailed information on a variety of topics: theories, group work, family counseling, diagnosing, use of tests and statistics, licensure, ethical and legal issues, lifespan issues, human sexuality, multicultural counseling, spiritual issues, consulting, and the history of the profession. The book is designed for every counseling student and is a handy resource tool for established mental health professionals. It will also be a helpful guide for lay counselors, allowing quick reference to the varieties of theories and practical applications used in today's psychotherapy. (Contains 242 references.) (GCP)