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This resource offers culturally responsive processes and concrete tools to address disproportionality and create more equitable schools. The authors draw on their work with school districts to demonstrate how using a theory of change can address disproportionate outcomes of special education placement and exclusionary discipline for students of color. Educational institutions can use this application guide to build educators' capacities in culturally responsive-sustaining education (CR-SE) so that they respond better to the needs of racially, culturally, and linguistically marginalized students, families, and communities. The book includes chapters dedicated to the process of an equity audit to identify and tackle the root causes of disproportionalities and approaches for partnering with young people toward creating an environment every student deserves. It also addresses the critical self-reflective work that is foundational to shift the experiences and outcomes of Black, Latinx, Indigenous, and multilingual learners; students with an IEP; and students with intersecting identities. Use "Dismantling Disproportionality in Practice" to guide your work with district and school leaders and staff, teachers, families, and youth. Book features: (1) This companion to "Dismantling Disproportionality: A Culturally Responsive and Sustaining Systems Approach" (2023) offers lessons learned from a former state-funded technical assistance center; (2) Applicable tools and processes to help school districts confront beliefs, policies, procedures, and practices that result in disproportionate outcomes and experiences; (3) A holistic look at what equitable and culturally responsive schools look like and actionable steps for creating these spaces; (4) Tangible exercises and examples from two decades of experience centering equity within school systems; and (5) Guidance for partnering with youth to create equitable, systemic change alongside school leadership. [Foreword written by Pedro A. Noguera.]

Explore the web of factors that influence your power as a teacher--and how you can better use that power to foster student agency and empowerment. What kind of power do teachers have? What influences their instructional decision making--and how does that affect students, particularly Black students and other students of color? How can educators move away from practices that oppress and devalue students to practices that support and empower them? These are just a few of the questions that author Tanji Reed Marshall answers in "Understanding Your Instructional Power." Countering the notion that teachers are powerless in the classroom, she introduces the Power Principle to help teachers unpack how they understand and use the power associated with their authority and responsibility as an educator. Drawing from her own experience as a classroom teacher and coach, Reed Marshall explains how the Power Principle reveals itself through various elements, including language use (by both students and teachers), "hidden curriculum," and classroom culture. She identifies four levels of curricular autonomy that teachers have (Unfettered, Calibrated, Restricted, and Minimal) and four dimensions of instructional power that characterize their classroom environment (Empowering, Agentive, Protective, and Disenfranchising). Reflection exercises throughout the book guide readers through a deep analysis of their personal and professional histories and ideologies, including how these influence students' learning experiences. Reed Marshall shares her own journey of setbacks and progress as she offers support and encouragement to K-12 teachers seeking to use their power in productive ways so that all students can bring their full selves to class and receive the education they deserve.

Teaching listening means more than just giving students listening activities and checking for understanding--it means teaching them how to listen. "Listening in the Classroom" takes promising research findings and theory and turns them into practical teaching ideas that help develop listening proficiency.

This collection of six essays shares insights and strategies from the Education Development Center's (EDC) work to close opportunity gaps in mathematics education and support teachers in improving instruction. This report includes the following essays: (1) Adam's World: Reflections on the Achievement Gap; (2) Five Key Characteristics of Effective Diversity Training for Teachers; (3) Ella in Kindergarten: Building on Strengths; (4) Math for All: High-Quality Mathematics Instruction for Students with Disabilities; (5) Supporting English Learners in the Mathematics Classroom; and (6) Helping Children from Low-Income Communities Become Young Mathematicians.

This book addresses Problem-based Learning (PBL) in elementary schools and reveals how this can promote elementary students' development in critical thinking, creativity, communication, collaboration, and citizenship, also known as the 5 Cs. Through teachers' interviews, the book explores which PBL strategies promote skills and knowledge gains when students collaboratively investigate authentic open-ended problems. It also uncovers peer-to-peer relational learning and other strategies used in PBL classrooms, and it examines their importance to public education. The book paints a lively picture of student-centered learning, drawing upon frameworks, best practices, experiences, processes, strategies, and research results. Firsthand accounts of best practices in PBL instruction connect this pedagogy to theory, research, practice, and policy. It explores teacher instruction in the early years of schooling that purposefully fosters student-centered learning, real-world relevance, and collaboration in accordance with capacities expected of successful 21st century graduates. This book supports the implementation of PBL in elementary schools and promotes increased student engagement and achievement, as well as college and career readiness. This book is of interest to practitioners seeking information about PBL pedagogies for elementary grades, such as teachers, teacher mentors and trainers, (school) leaders, and policymakers, as well as anyone interested in pedagogic strategies that advance critical thinking, creativity, communication, collaboration, and citizenship capacities.

In "Cognitive Skills You Need for the 21st Century," Stephen Reed discusses a Future of Jobs report that contrasts trending and declining skills required by the workforce in the year 2022. Trending skills include analytical thinking and innovation, active learning strategies, creativity, reasoning, and complex problem solving. Part One on Acquiring Knowledge contains chapters on cognitive processes that are critical for learning. Part Two on Organizing Knowledge explains how matrices, networks, and hierarchies offer contrasting methods for visualizing organization. Part Three on Reasoning discusses visuospatial reasoning, reasoning from imperfect knowledge, and reasoning strategies. Part Four on Problem Solving focuses on the knowledge and strategies required to solve different types of problems, including those that involve design and dynamic changes. Part Five on Artificial Intelligence contains chapters on the Data Sciences, Explanatory Models, the Information Sciences, and General AI. Part Six on Education consists of three chapters on educating 21st century skills at all levels of instruction. Research in Cognitive Psychology, Education, and AI provides the foundation for acquiring these skills.

This issue of "SEDL Letter" discusses a variety of subjects, including how to improve instruction for adolescent readers and struggling readers, using literacy coaching as an approach for ongoing professional development, and how to motivate students to read. Also, a visit to Bernalillo, New Mexico, is described to acknowledge how literacy coaches have played a role in helping students at Algodones Elementary School and Bernalillo Middle School become better readers. Another article looks at the effects of Reading First in the SEDL region of Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. Finally, how SEDL is working with teachers in Georgia to help them turn their large numbers of Spanish-speaking students into English-language readers is described.

After decades of civil war and instability, the African country of Angola is experiencing a spectacular economic boom thanks to its most valuable natural resource: oil. But oil extraction--both on- and offshore--is a toxic remedy for the country's economic ills, with devastating effects on both the environment and traditional livelihoods. Focusing on the everyday realities of people living in the extraction zones, Kristin Reed explores the exclusion, degradation, and violence that are the fruits of petrocapitalism in Angola.

This collection of papers presents a representative selection of the National Institute of Justice's portfolio of gang-related research. The 10 papers are: (1) "A Decade of Gang Research: Findings of the National Institute of Justice Gang Portfolio" (Scott H. Decker); (2) "The Evolution of Street Gangs: An Examination of Form and Variation" (Deborah Lamm Weisel); (3) "Young Women in Street Gangs: Risk Factors, Delinquency, and Victimization Risk" (Jody Miller); (4) "Youth Gang Homicides in the United States in the 1990s" (Cheryl L. Maxson, G. David Curry, and James C. Howell); (5) "National Evaluation of the Gang Resistance Education and Training [G.R.E.A.T.] Program" (Finn-Aage Esbensen, Adrienne Freng, Terrance J. Taylor, Dana Peterson, and D. Wayne Osgood); (6) "Evaluating Nevada's Antigang Legislation and Gang Prosecution Units" (Terance D. Miethe and Richard C. McCorkle); (7) "Evaluation of a Task Force Approach to Gangs" (Susan Pennell and Roni Melton); (8) "Gang Prevention Programs for Female Adolescents: An Evaluation" (Katherine Williams, G. David Curry, and Marcia I Cohen); (9) "Reducing Gang Violence in Boston" (Anthony A. Braga and David M. Kennedy); and (10) "Developing a GIS-Based Regional Gang Incident Tracking System" (James W. Meeker, Katie J.B. Parsons, and Bryan J. Vila). (Papers contain references.) (SM)

This volume chronicles the progress of the administration, executive branch agencies, and Congress in ending discrimination and advancing civil rights. The study has 21 chapters in 2 parts. Part one includes: (1) "Rights at Risk"; and (2) "Recommendations of the Commission." Part two includes a series of working papers prepared by leading civil rights and public interest experts: (3) "Federal Judicial Nominations and Confirmations during the Last Two Years of the Clinton Administration" (Elliot M. Mincberg); (4) "Recent Supreme Court Decisions Affecting Congress' Ability To Redress Employment Discrimination" (Michael H. Gottesman); (5) "The New Legal Attack on Educational Diversity in America's Elementary and Secondary Schools" (John Charles Boger); (6) "Diversity in Higher Education: A Continuing Agenda" (Arthur L. Coleman); (7) "Urban Fragmentation as a Barrier to Equal Opportunity" (John A. Powell and Kathleen M. Graham); (8) "Federal Fair Housing Enforcement at a Crossroads: The Clinton Legacy and the Challenges Ahead" (John P. Relman); (9) "The Current Civil Rights Challenge for the Growing Latino Community: Inclusion and Participation in Political Life" (Marisa J. Demeo); (10) "Voting Rights" (Armand Derfner); (11) "Affirmative Action in Public Contracting: The Final Years of the Clinton Administration" (Georgina Verdugo); (12) "Equal Employment Opportunity: EEOC and OFCCP" (Nancy Kreiter); (13) "Federal Action To Confront Hate Violence in the Bush Administration: A Firm Foundation on Which To Build or a Struggle to Maintain the Status Quo?" (Michael Lieberman); (14) "Racial Disparities in the American Criminal Justice System" (Ronald Weich and Carlos Angulo); (15) "Mixed Reviews on Lesbian and Gay Rights for Bush's First Year" (Lou Chibbaro, Jr.); (16) "High Classroom Turnover: How Children Get Left Behind" (Chester Hartman); (17) "Limited English Proficient Students and High-Stakes Accountability Systems" (Jorge Ruiz de Velasco and Michael Fix); (18) "New Research on Special Education and Minority Students with Implications for Federal Education Policy Enforcement" (Daniel J. Losen); (19) "Blueprint for Gender Equity in Education" (Verna Williams); (20) "The Progress and Proposals for a Civil Rights Agenda in the Communications Polity Arena" (Mark Lloyd); and (21) "The Adverse Consequences of a New Federal Direction" (Gary D. Bass, Kay Guinane, Reece Rushing, and Ellen Taylor). (SM)

"Rising to the LEAP Challenge" provides a series of case studies that reflect the "real-world" application of students' cumulative learning through signature work projects, as put forth in AAC&U's [Association of American Colleges and Universities'] The LEAP Challenge. Such projects focus on complex questions that are meaningful to individual students and to society; require students to integrate, apply, demonstrate, reflect on, and communicate their cumulative learning; and require input from multiple disciplines and perspectives. Colleges and universities can best prepare students to accomplish signature work through guided-pathway curricula and cocurricular experiences in which students can develop and connect their knowledge and skills across broad and specialized study, over time. The thirteen case studies included in "Rising to the LEAP Challenge" demonstrate the variety of forms signature work can take, as well as the variety of institutional contexts and curricular pathways that can effectively support it. The cases are specifically tailored to provide practical advice for campus leaders seeking to design, implement, and assess integrative pathways to student signature work. [Foreword by Lynn Pasquerella.]

In 1987 a project was undertaken to assess the status of African Americans in the United States in the topical areas to be addressed by the National Research Council's Study Committee on the Status of Black Americans: education, employment, income and occupations, political participation and the administration of justice, social and cultural change, health status and medical care, and the family. Six volumes resulted from this study. This volume, the fifth, explores the health status of African Americans. For many health status indicators the rates are improving for blacks as well as whites. However, a racial gap still remains, and in some instances the gap has increased over the past decade of two. In a search for relevant factors associated with these trends, health issues are examined in the following chapters: (1) "Health Status and Sociodemographic Context"; (2) "Adverse Birth Outcomes: Infant Mortality, Low Birth Weight, and Maternal Deaths"; (3) "Cancer Incidence and Mortality among African-Americans"; (4) "Trends in Homicide among African-Americans"; (5) "Lead Poisoning: The Invisible Epidemic"; (6) "Current Plagues: Chemical Dependency and AIDS"; (7) "Sickel Cell Anemia"; (8) "Access to Medical Care"; (9) "Health Work Force Distribution"; and (10) "Cross-Cutting Issues in the Health of African-Americans." Medical care alone will not reduce the great disparities in health status between black and white Americans completely. To redress these inequities, other aspects of society must change, and it must be understood that disease is rooted in social structure. An appendix lists project study group members and contributors. Each chapter contains references. (Contains 1 figure and 64 tables.) (SLD)

In 1987 a project was undertaken to assess the status of African Americans in the United States in the topical areas to be addressed by the National Research Council's Study Committee on the Status of Black Americans: education, employment, income and occupations, political participation and the administration of justice, social and cultural change, health status and medical care, and the family. Six volumes resulted from this study. This, the fourth, considers social, political, and economic issues for black Americans. These issues are discussed in the following essays: (1) "Stratification and Subordination: Change and Continuity" (E. Yvonne Moss and Wornie L. Reed); (2) "Race and Inequality in the Managerial Age" (William Darity, Jr.); (3) "Black Political Participation: The Search for Power" (E. Yvonne Moss); and (4) "The Search for Voice: Ideology and Perspective in the Black Community" (Philip L. Clay). An appendix lists the members of the project study group and other contributors. Each chapter contains references. (SLD)

In 1987 a project was undertaken to assess the status of African Americans in the United States in the topical areas to be addressed by the National Research Council's (NRC) Study Committee on the Status of Black Americans: education, employment, income and occupations, political participation and the administration of justice, social and cultural change, health status and medical care, and the family. Six volumes resulted from this study. This volume, the final one in the series, is a set of critiques of the NRC study by some members of the Trotter Institute's study groups. The NRC study has provided much useful data and some important considerations, but it is oriented toward racial discrimination in the dimensions of individual action. No consideration is given to the"extra-individual effect" of institutional racism. The following essays, referring to individual NRC study chapters, are included: (1) "Introduction" (Wornie L. Reed); (2) "Critique of Chapter 5, 'Black Political Participation'" (Susan Welsh); (3) "Critique of Chapter 6, 'Blacks in the Economy'" (Herbert Hill); (4) "Critique of Chapter 7, 'The Schooling of Black Americans'" (Antoine M. Garibaldi); (5) "Critique of Chapter 8, 'Black Americans' Health'" (William A. Darity, Sr.); (6) "Critique of Chapter 9, 'Crime and the Administration of Criminal Justice'" (E. Yvonne Moss); (7) "Critique of Chapters 6 and 10, 'Blacks in the Economy' and 'Children and Families'" (Robert B. Hill and James B. Stewart); and (8) "The Status of African-Americans: Convergence or Divergence" (James B. Stewart). An appendix lists project study group members and contributors. Each essay contains references. (Contains one figure and two tables.) (SLD)

In 1987 a project was undertaken to assess the status of African Americans in the United States in the topical areas to be addressed by the National Research Council's Study Committee on the Status of Black Americans: education, employment, income and occupations, political participation and the administration of justice, social and cultural change, health status and medical care, and the family. Six volumes resulted from the study. This volume, the third, considers education, ranging from early childhood through postsecondary education. The following essays are included: (1) "The Civil Rights Movement and Educational Change" (Meyer Weinberg); (2) "The Social and Historical Context: A Case Study of Philanthropic Assistance" (Charles V. Willie); (3) "School Desegregation since Gunnar Myrdal's American Dilemma" (Robert A. Dentler); (4) "The Future of School Desegregation" (Charles V. Willie); (5) "Meeting the Needs of Black Children in Public Schools: A School Reform Challenge" (James P. Comer and Norris M. Haynes); (6) "School Improvement among Blacks: Implications for Excellence and Equity" (Faustine Jones-Wilson); (7) "Counseling and Guidance of Black and Other Minority Children in Public Schools" (Charles E. Flowers); (8) "Blacks in College" (Antoine M. Garibaldi); (9) "The Road Taken: Minorities and Proprietary Schools" (Robert Rothman); (10) "Graduate and Professional Education for Blacks" (James E. Blackwell); (11) "System-Wide Title VI Regulation of Higher Education, 1968-1988: Implications for Increased Minority Participation" (John B. Williams); (12)"Black Participation and Performance in Science, Mathematics, and Technical Education" (Willie Pearson, Jr.); (13) "The Social Studies, Ethnic Diversity, and Social Change" (James A. Banks); (14) "Abating the Shortage of Black Teachers" (Antoine M. Garibaldi); (15) "The Field and Function of Black Studies" (James B. Stewart); (16) "The Role of the University in Racial Violence on Campus" (Wornie L. Reed); and (17) "Summary and Recommendations" (Charles V. Willie). An appendix lists project study group members and contributors. Each chapter contains references. (SLD)

In 1987 a project was undertaken to assess the status of African Americans in the United States in the topical areas to be addressed by the National Research Council's Study Committee on the Status of Black Americans: education, employment, income and occupations, political participation and the administration of justice, social and cultural change, health status and medical care, and the family. Six volumes resulted from the study. Volume I presents essays on the overall status of African Americans in the United States. The following are included: (1) "Stratification and Subordination: Change and Continuity" (E. Yvonne Moss and Wornie L. Reed); (2) "Race and Inequality in the Managerial Age" (William Darity, Jr.); (3) "Research on African-American Families: A Holistic Perspective" (Robert B. Hill); (4) "Black Political Participation" (E. Yvonne Moss); (5) "Blacks: A Valuable National Pool of Talent" (Charles V. Willie); (6) "African-Americans and the Administration of Justice" (E. Yvonne Moss); and (7) "Health and Medical Care" (Wornie L. Reed and Carolyne W. Arnold). An appendix lists project study group members and contributors. Each chapter contains references. (SLD)

"The Adventurous School" tells the uplifting stories of three primary schools who took charge of renewing their vision, their place in the community and their curriculum to become environments where children, teachers, parents and partners thrived. The book takes the reader through each school's five year journey and gives real-life practical accounts of their improvement processes and professional and pedagogical practice. Using clear analogies it links practice to research and the philosophy of education. It conveys the sense of adventure and excitement of each school providing tools and ideas that schools can use to plan and implement their own vision and approach. Exploring four main questions: (1) What do we want for children now and for their future?; (2) What vision and values will achieve this?; (3) What is the relationship of a school to its community?; and (4) What curriculum design brings life to learning and learning to life? The Adventurous School describes how creating new directions involves stepping outside conventional norms, befriending change and living with the unknown. It is essential reading for headteachers, school leadership teams and all practitioners. It will be a useful reference text for lecturers of school leadership and improvement, teaching and learning and curriculum development courses in universities, local authorities and leadership training organisations. The authors have a wealth of experience as senior teachers and leaders, teacher educators, local authority advisers and inspectors, researchers, consultants and coaches.

Grounded in the best current knowledge, this book shows how to implement response to intervention (RTI) in middle and high school contexts. Detailed guidelines are presented for teaching reading comprehension, vocabulary, and other aspects of literacy across the content areas, and for providing effective interventions for students who require additional support. The authors describe RTI procedures that are specifically tailored to the needs of struggling adolescent learners and that take into account the challenges and logistics of secondary-level implementation. The volume features 26 reproducible tools for planning, assessment, progress monitoring, and multi-tiered instruction; the large-size format facilitates photocopying.

This practical manual and accompanying DVD-ROM present a research-supported behavioral intervention for children with autism that teachers can easily integrate into their existing classroom curriculum. Classroom Pivotal Response Teaching (CPRT) enhances children's motivation and participation in learning; increases the number of learning opportunities they experience each day; and promotes mastery of targeted communication, play, social, and academic skills. In a convenient large-size format with lay-flat binding, the book features more than two dozen reproducible worksheets and forms to aid in planning and implementing the procedures. The DVD-ROM includes narrated PowerPoint presentations with invaluable video examples of CPRT in action, along with copies of the reproducibles.

The best kind of learning is that which never ends--and a culture of training means that staff will be more flexible and responsive to new ideas and strategies, imperative in today's libraries. In this practical resource, leading workplace trainers Reed and Signorelli offer guidance on improving the effectiveness of training programs. Their book takes readers through the entire process of developing, implementing, and sustaining training programs and communities of learning, in order to: (1) Empower individuals to become leaders and teachers by cultivating a culture of ongoing learning; (2) Connect library staff and users to information resources so they can effectively use them to their benefit; (3) Develop skills among both managers and workers for practicing continuous formal and informal training. Using real-life examples of trainers who serve as leaders within libraries and their communities, this book sheds light on an underappreciated but important component of library operations. The table of contents includes the following chapters: (1) In the Beginning: Getting to the Table; (2) Collaboration: Creating a Community of Learning; (3) Trainers as Internal Consultants and Facilitators of Change; (4) Preparing to Deliver: From Initial Idea to Moment of Delivery; (5) In the Middle: Trainers as Leaders in the Classroom; (6) When Learning Happens: Supporting Learners after Class; (7) Learning from Success and Failure: The Importance of Effective Evaluations; (8) Master Trainers, Master Learners: Training the Trainers; and (9) The End Is the Beginning: Leadership and Learning in an Onsite-Online World. The appendix contains: "Charlotte Mecklenburg Library Employee Learning and Development." Curriculum

Challenged spellers in middle and high school are hit with a "triple whammy." They cannot spell, traditional strategies do not help them, and poor spelling often inhibits their writing. This book offers teachers ways to identify students' problems within the context of writing and the appropriate strategies to correct them in regular English classrooms. The book is the result of a collaboration of a former secondary teacher, two middle and two high school teachers, and their students. Based on literacy histories, placement inventories, visual memory tests, and analyses of student writing, the book: offers a detailed look at the literacy journeys of challenged spellers through student work, vignettes, and interviews; describes four categories of challenged spellers and their relationship with overall literacy investment; identifies the pitfalls of "too little, too shallow, too fast" practices, including familiar but ineffective lists and tests; expands basic spelling knowledge within the constraints of the regular English curriculum; steps inside the classrooms of these teacher-researchers as they put their strategies into practice; and includes tools, resources, and other materials for immediate use in teaching. Additionally, the book provides ideas and cautions for addressing spelling at the classroom, school, and district levels, plus step-by-step plans for supporting departmental- and school-based discussions about spelling instruction. Contains 46 references. Appendixes contain charts, logs, rubrics, word lists, spelling rules, frequently confused homophones, and a 21-item annotated bibliography of resources. (NKA)

This booklet presents some activities on chromatography. Directions for preparing leaf pigment extracts using alcohol are given, and paper chromatography and thin-layer chromatography are described as modifications of the basic principles of chromatography. (KHR)

This book is a self-study instructional guide designed to explain how to deliver a course. The guide includes four modules: (1) Introduction to Classroom Instruction; (2) Fundamentals of Learning; (3) Methods of Delivering Instruction; and (4) Administration, Evaluation, and Feedback. Each module includes a case that presents a problem or situation typically encountered in the classroom, and those cases are discussed in Appendix 1. Appendices 2-5 provide information on today's student population and personality types as well as a typical course syllabus and lesson plan. The instructional checklist is designed to indicate whether the adjunct instructor has read and understood the material or needs additional assistance. (KHR)

The path adolescents take from childhood to adulthood is a product of social, economic, political, and technological forces. These forces may facilitate youths preparation to become healthy adults, or they may leave youth unprepared for adulthood. Knowledgeable projections are vital in shaping the agenda for research; for alerting educators, policy makers, and practitioners to new issues; and for formulating thoughtful responses to emerging dilemmas. This book focuses upon the future of adolescence in postindustrial societies. The authors identify some ominous societal changes that will affect youth: unstable job markets, competition for public resources due to an aging population, and widening income gaps between information workers and low-skill workers. But they also observe opportunities created by information technology, innovations in health service delivery and criminal-justice rehabilitation, and the resourcefulness of a new generation. This volume examines these and other macro-structural changes that will impact adolescents lives and their futures as adults. Chapters include: (1) Macrostructural Trends and the Reshaping of Adolescence (Jeylan T. Mortimer and Reed W. Larson); (2) Youth in Aging Societies (Elizabeth Fussell); (3) The Transition from School to Work (Alan C. Kerckhoff); (4) Criminal Justice in the Lives of American Adolescents: Choosing the Future (Francis T. Cullen and John Paul Wright); (5) Adolescent Health Care in the United States: Implications and Projections for the New Millennium (Elizabeth M. Ozer, Tracy Macdonald, and Charles E. Irwin, Jr.); (6) Youth and Information Technology (Ronald E. Anderson); (7) Social Space, the Final Frontier: Adolescents on the Internet (Kate Hellenga); and (8) Approaching Policy for Adolescent Development ion the 21st Century (James Youniss and Allison J. Ruth). Each chapter contains references. (GCP)

This book examines the consequences of efforts to use state constitutional provisions to reduce resource segregation in U.S. schools, describing opposition to these decisions. It compares the relative success of school finance lawsuits to the project of school desegregation, exploring how race and class present sharply different obstacles to courts. Since a 1973 Supreme Court decision that deferred to the states regarding educational equality, one-third of state judiciaries have mandated reform of state-level educational funding systems. Part one, "Race, Class, and Educational Opportunity," includes (1) "Courts and Educational Opportunity: The Movement from Race to Class"; (2) "The Judicial Impact on School Finance Reform"; and (3) "Race, Class, and the Limits of Justice." Part two, "The Constitutional Ordering of Educational Opportunity," includes (4) "How Does a Constitution Mean? Constitutional Ordering and the Lessons of Educational Opportunity"; (5) "A Bounded Ambition: The Judicial Ordering of Educational Opportunity"; (6) "The Public's Opinion: Understanding Public Commitments toward Educational Opportunity"; (7) "Regimes of Inequality: The Organization of Educational Politics"; and (8) "Conclusion: Constituting Education in America." (Contains 245 references.) (SM)

In 1990, the National Policy Board for Educational Administration identified 21 Performance Domains that define the basis for exemplary principal performance. Chapter 1 of this book challenges the principal to consider the 21 Domains in terms of the entire leadership performance of the school. Chapter 2 considers the unique role of the 21 Domains in the standards-based movement that has begun to reshape not only school administration, but also the entire educational enterprise. Chapter 3 is a reminder that the career of the principal may be a long one, requiring special attention at every stage. Chapter 4 speaks to the way in which the principal can move his or her school toward becoming a true learning organization--one in which the interpersonal behavior of everyone in the school is driven by learning norms. The final chapter asks the question "The principalship: for what purpose?" It is not enough to be an effective leader. The principal must move his or her school toward becoming a learning organization that is based upon democratic principles and that guarantees success for all students. The book concludes with a strong statement of belief and moral declaration that every school can and should be a place where all children learn. (Contains 94 references.) (RT)

This completely redone edition is meant to be a primer on the financial responsibilities of trustees of colleges and universities and on complex trends and issues bearing on the responsibilities of governing boards. Trustees must deal with a complex blend of competing values, evolving information, and challenging analyses while taking into account the academic cultures of their institutions and the context of higher education. They must understand the basics of the financial condition of the institution and should approach their financial responsibilities with common sense. Trustees of a college or university have a responsibility to think like owners, considering the interests of all stakeholders, even those not yet born. Guidelines for particular areas are presented in these chapters: (1) "Understanding Fiduciary Responsibilities"; (2) "Conducting a Workable Budgeting Process"; (3) "Setting Tuition"; (4) "Managing the Endowment"; (5) "Managing Human Resources"; (6) "Setting Capital Budgets and Financing Debt"; (7) "Containing Costs"; (8) "Building Trust and Transparency through the Audit Process"; and (9) "Pulling It All Together." Each chapter contains a list of recommended readings. (SLD)

This booklet presents some activities to measure various weather phenomena. Directions for constructing a weather station are included. Instruments including rain gauges, thermometers, wind vanes, wind speed devices, humidity devices, barometers, atmospheric observations, a dustfall jar, sticky-tape can, detection of gases in the air, and pH of rain water are illustrated using sample activities. (KHR)

This book is for educators who serve homeless students or students temporarily sharing houses with other families. It describes many promising strategies for working with these students. The chapters are: (1) "Educating Homeless Children and Youth: An Introduction" (James H. Stronge); (2) "Meeting the Developmental and Educational Needs of Homeless Infants and Young Children" (E. Anne Eddowes and Tina Butcher); (3) "Meeting the Educational Needs of Intermediate and Middle School Homeless Students" (Yvonne Vissing); (4) "Meeting the Educational Needs of Homeless Youth" (William R. Penuel and Tim L. Davey); (5) "Moving to Educational Success: Building Positive Relationships for Homeless Children" (Linda J. Anooshian); (6) "Resilience and Homeless Students: Supportive Adult Roles" (Evelyn Reed-Victor); (7) "Supporting Family Learning: Building a Community of Learners" (Ralph da Costa Nunez and Kate Collignon); (8) "Removing Educational Barriers for Homeless Students: Legal Requirements and Recommended Practices" (Maria Foscarinis and Sarah McCarthy); (9) "Building Effective Awareness Programs for Homeless Students among Staff, Peers, and Community Members" (Kevin J. Swick); (10) "Designing Effective School Programs for Homeless Students" (Brenda Toler Williams and Lori Korinek); (11) "Advocating for Homeless Students" (Barbara J. Duffield); (12) "Enhancing Collaboration on Behalf of Homeless Students: Strategies for Local and State Educational Agencies" (Pamela D. Tucker); and (13) "Educating Homeless Students: Linking with Colleges and Universities" (Patricia A. Popp). (Each chapter contains references.) (SLD)

Composting is a way of using organic wastes from yards and kitchens to help plants grow. This book discusses how composting happens in nature, the classification of composting methods, and their characteristics. Examples of containers for aerobic/anaerobic decomposition are introduced along with sample activities. The process of aerobic/anaerobic decomposition and a bird that uses compost are described. (KHR)

Philosophy for Children, a program incorporating teaching methods of inquiry among groups of students and designed to introduce students to philosophy through texts designed to generate discussion, has grown enormously since its inception in the late 1960s. Experimental research on the program's impact has demonstrated significant gains in reasoning, reading comprehension, and mathematical performance. This book introduces Philosophy for Children to educators and philosophers, examines the role of Matthew Lipman and others in the development of the program, discusses its implementation internationally, and focuses on two important components of the program: friendship and morality. The book traces the roots of the program and explains its emergence in the social, philosophical, and educational context of the last 50 years. Most chapters contain references. The book also includes a personal statement of phenomenology. Two appendices include contact information for international centers and representatives for the Philosophy for Children program. (KB)

Relatively little is known about the information-seeking patterns of students using college libraries. In order to assess the bibliographic search process of students, a questionnaire and log form were given to 55 undergraduate students at Bucknell University's Bertrand Library. Forty-seven students completed the log and questionnaire. Each of the 39 usable responses was examined, evaluated, and rated on the basis of six rating scales concerning the statement of the research topic and the conduct of the search. A number of conclusions can be drawn from the information gathered. In general students seem poorly skilled in use of a college library. Instructions on how to use the library seem to have little effect. Students at Bucknell tend to search the card catalog most frequently by subject. Students seem unskilled in translating their questions into terms compatible with the library system. Students frequently fail to consult appropriate, key bibliographic information sources. Logical progression and systematic approaches to checking sources of information often appear to be absent. The conception of research on the part of many students appears to be limited and unsophisticated. (DC)

This compilation of resource materials includes article and book chapter reprints, checklists, and other materials of potential interest to early childhood and elementary school teachers. The book's seven sections are: (1) "Issues"; (2) "Multiyear Education"; (3) "Early Childhood"; (4) "Upper Elementary"; (5) "Assessment"; (6) "For Further Thought"; and (7) "Resources/Bibliography." This final section includes a variety of resources, including a classified list of World Wide Web sites, advocacy organizations, publications and publishers, and a bibliography containing 346 items. (LPP)

Maintains that America's lowered expectations about education are not a loss of previous American virtues but neither are they a "culture of indulgence" as Damon suggests; they are simply adaptations by the populace to the difficult job of getting along in a highly competitive world. (MDM)

This book is a practical resource to help teachers make schools "intelligent organizations" that can synthesize different kinds of knowledge, experience, and ideas to improve schools. Chapters set forth key messages on school effectiveness, school improvement, teaching, and learning. The chapters are: (1) "Improving the Effectiveness of Schools"; (2) "Learning from Learning"; (3) "Learning About Effective Teaching"; (4) "Teachers' Learning"; (5) "Maximising Pupils' Progress and Achievement"; and (6) "The Intelligent School--Putting the Pieces Together." (Contains 7 tables, 4 figures, and 139 references.) (SLD)

This book is intended for the nonexpert in finance who has a public administration background. It opens with a broad introduction to public finance administration and how this job is related to public budgeting, the practice of public-sector accounting, and the economic concepts of money and value. Issues surrounding public revenue, its sources, and valuative criteria are covered at length, as are the ways in which money and value are administered. Forecasting and estimating public funds are detailed along with tips on creating cost analysis. Other chapters deal with the technical areas of managing cash flow, investment, debt administration, investment administration, risk, purchasing, capital budgets, and the financial components of human-resource management, particularly personnel and pension administration. The book looks at the valuative sides of public finance, such as auditing, assessing financial conditions, and the emerging use of development finance. Each chapter features discussion questions and a list of selected readings. (Includes an index.) (RJM)

Librarianship is in a period of great transition. Expanding uses of information technology and a dramatically changing demographic and economic environment are forcing librarians to re-examine their profession and to ask questions about their future relevance and viability. Change is and should be viewed as an ongoing and critical component of librarians' professional lives; librarians must become advocates for libraries in an increasingly competitive environment for funding and for public space in the information infrastructure; technology is changing both the nature of librarians' services and the way in which people get the information they need to lead their lives. Part one contains essays discussing technology and libraries, part two addresses the new roles for librarians, and part three has essays on library services in a changing environment. The book contains 15 essays: (1) "Staking a Claim for Public Space in Cyberspace" (Nancy C. Kranich); (2) "Roles for a Digital Age" (W. Lee Hisle); (3) "The Electronic Straitjacket" (John C. Swan); (4) "Information Technology in the Academic Environment" (Nancy L. Eaton); (5) "Can Intellectual Freedom Survive the Information Age?" (Gordon M. Conable and Carrie Gardner); (6) "Lead or Be Led: Change Is Inevitable" (Patricia Glass Schuman); (7) "Recruitment: A Task for Saviors" (Peggy Sullivan); (8) "Recruitment and Retention of Librarians of Color" (Camila A. Alire); (9) "Preparation for Librarians as Agents of Change" (Barbara I. Dewey); (10) "Library and Information Studies Education" (June Lester); (11) "The Call of the Sirens to Library Education" (Irene B. Hoadley); (12) "Research, Creativity, and Entrepreneurship" (Susan Gilbert Beck and Donald E. Riggs); (13) "Our Failure To Seek, Much Less Achieve, Funding and Management Support" (Herbert S. White); (14) "Free and Equal Access to Library Services and Technology" (Sara Behrman); (15) "Stayin' Alive: New Americans, New Approaches" (Joseph R. Dionne). Also contains biographical information about the contributors and an index. (Author/SWC)

This handbook provides an overview of legal issues pertaining to the safety of public schools. Following the introduction, chapter 2 describes the governance model and philosophy on which American education is based. Court decisions and federal and state legislation that mandate the right to a safe school are discussed in chapter 3. The fourth chapter offers guidelines for the constitutional adoption of school policy. Chapters 5-9 address the following issues: search and seizure, student discipline, regulation of specific conduct, gangs, and drugs. The concluding chapter contains suggestions for policy language on violence, a sample policy for weapons and metal detectors, and a synopsis of the Anti-Crime Bill's relevance to juveniles and schools. (LMI)

In February 1993, the Association of Research Libraries (ARL) conducted a survey of its members to compile information on cooperative collection development programs for the acquisition of foreign materials in ARL libraries. Responses were received from 86 of the 119 libraries surveyed. Twenty-five respondents report that they participate in cooperative collection development programs, and several participate in multiple programs. Such cooperative activities are frequently a subset of broader resource sharing programs. These programs take many forms, but the dominant model is area-based consortia, which have been established at the local, state, regional, and national levels. The survey summary excludes participation in the Library of Congress Foreign Acquisitions Program, the area studies cooperative microform projects of the Center for Research Libraries, and the Shared Resources Program of the Research Libraries Group. Sample documents are attached to illustrate the following topics: (1) policies of national cooperative programs (4 examples); (2) development of a regional cooperative program (1 example); (3) area-based cooperative programs (7 examples); and (4) operating agreements (2 examples). The survey questionnaire is included. Flyer 195 is provided, which summarizes the Kit. (Contains 9 references.) (SLD)