bluuebunny/crossref_metadata_2025 huggingface dataset:
A New Look at the Literacy Campaign in Cuba
Authors: Kozol Jonathan
Published: May 2015

sIn September 1960, Fidel Castro announced to the world that Cuba would, within a year's time, teach more than one million illiterate adult Cubans to read and write. In this article, based on interviews conducted by the author in Cuba and on publications not generally available in the United States, Jonathan Kozol traces the history and documents the success of the Cuban literacy campaign. Outlining the immense logistical and pedagogical challenges of this effort, he describes the recruitment and training of the volunteer teachers and the development of instructional methods that were frankly political in nature and intent. Kozol concludes the article with personal accounts by two young members of the campaign forces that provide a case study of the application of Paulo Friere's educational principles.
Literacy without Schooling: Testing for Intellectual Effects
Authors: Scribner Sylvia , Cole Michael
Published: May 2015

A variety of claims has been made about the relationship between literacy and intellectual development. Many developmental psychologists hold that skills in reading and writing lead inevitably to major transformations in cognitive capacities. Drawing from their observations of unschooled but literate adults, Sylvia Scribner and Michael Cole have questioned some of the generalizations made about the consequences of literacy. Their research among the Vai of Liberia, a people who have invented a syllabic writing system to represent their own language,provides a unique opportunity to investigate the effects of becoming literate separtely from the effects of attending school.
Meaning in Context: Is There Any Other Kind?
Authors: Mishler Elliot
Published: May 2015

While the contextual grounding of the meanings of human action and language is vital to our everyday understanding of our own and others' behavior, the importance of context has been largely ignored by traditional research approaches in the social and behavioral sciences and in their application to the field of education. The positivist model, which has dominated these disciplines, has led to a search for universal context-free laws and to the use of context-stripping methods. Investigators in developmental and social psychology and in educational research have increasingly begun to note the inadequacies of this approach. Drawing examples from phenomenology, sociolinguistics, and ethnomethodology, Elliot Mishler proposes alternative approaches which are more appropriate to the study of meaning in context.
Foundations, United States Foreign Policy, and African Education, 1945-1975
Authors: Berman Edward
Published: May 2015

In this essay Edward Berman explores the way in which the relationship between United States foreign policy and the major American foundations has helped to shape African educational policy since 1945. Berman contends that the foundations, in particular Ford, Rockefeller, and the Carnegie Corporation, have directed their support at areas of political or economic importance to American corporate interests—to the possible detriment of the needs of the developing nations themselves.
Ideology and United States History Textbooks
Authors: Anyon Jean
Published: May 2015

In this study the author examines the content of seventeen widely used secondary-school United States history textbooks, focusing on economic and labor history from the Civil War to World War I. Her findings reveal that the content of the textbooks reflects an ideology that serves the interests of particular groups in society to the exclusion of others.
Either We're Too Early and They Can't Learn It or We're Too Late and They Know It Already: The Dilemma of "Applying Piaget"
Authors: Duckworth Eleanor
Published: May 2015

This essay is a response to the history of American reactions to Piaget's work—skepticism about his findings, followed by a desire to accelerate development. Influenced by the mass of psychological research devoted to these issues, educators have adopted them as their concerns as well. Eleanor Duckworth sketches this history, reviews recent Genevan learning research, and in so doing, suggests that the dilemma is both false and beside the point. She turns to a consideration of issues of greater educational concern,bringing Piaget's work to bear on them.
Sex Differences in Educational Attainment: A Cross-National Perspective
Authors: Finn Jeremy , Dulberg Loretta , Reis Janet
Published: May 2015

Throughout the world, schools perpetuate the sexual inequalities of their cultural and economic environments. Jeremy Finn, Loretta Dulberg, and Janet Reis review crossnational studies of educational attainment, such as those sponsored by the International Association for the Evaluation of Educational Achievement and the United Nations Economic and Social Council, and conclude that, regardless of the type of educational system or extent of opportunity, women are universally disadvantaged educationally.
The Passion and Challenge of Teaching
Authors: Loewenstein Sophie Freud
Published: May 2015

Reviewing her years as a student, wife, mother, and psychiatric social worker, Sophie Freud Loewenstein examines issues of concern to many women who try to combine family with career. She discusses her late intellectual maturation, her conflicts with and resolutions of women's double-role dilemmas and her struggle with depression and self-doubt. Feeling that she acquired a sense of identity only when she finally became an educator—a role she has embraced—she describes the challenges and rewards of this role, highlighting the paradoxes faced by professional women who are also wives and mothers.
Sexism in Teacher-Education Texts
Authors: Sadker Myra Pollack , Sadker David Miller
Published: May 2015

Since professional education texts serve to shape teacher-preparation curriculum and instruction on a national scale, it is important to scrutinize these texts for their treatment of issues related to sex equity in education. Under funding from the Women's Educational Equity Act Program, Myra and David Sadker analyzed the content of twenty-four of the most widely adopted preservice teacher-education texts for space allocation to and treatment of the following topics: sexism, sex differences, experiences and contributions of women, and total text content accorded to females and to males. Their findings indicate that these teacher-education texts are characterized by omission and imbalance. The Sadkers discuss these forms of bias as they are pertinent to texts in the core areas of teacher preparation and offer recommendations for the development of texts that will integrate the issue of sex equity into the mainstream of programs of instruction for prospective teachers.
Advancing in School Administration: A Pilot Project for Women
Authors: Lyman Kathleen , Speizer Jeanne
Published: May 2015

The small proportion of women in educational administration has remained constant throughout a decade of supposedly heightened sensitivity to sex discrimination and despite efforts to bring about long-delayed reforms. The authors examine three causes of this persistent imbalance and describe an intervention project designed to help women achieve higher administrative status. They also describe the initial stages of a longitudinal research program tracing the careers and backgrounds of selected groups of female school administrators in New England.
Anxiety and Mathematics: An Update
Authors: Tobias Sheila , Weissbrod Carol
Published: May 2015

Sheila Tobias and Carol Weissbrod argue that remedies for "math anxiety" need to be evaluated and new techniques devised that are more closely linked to theories of learning. They maintain that proper techniques can be effective in reversing female under-achievement in mathematics and that further research will indicate comparable techniques to prevent math avoidance. Research relating mathematical achievement to gender is reviewed.
Performance-Based Staff Layoffs in the Public Schools: Implementation and Outcomes
Authors: Johnson Susan Moore
Published: May 2015

In response to declining school enrollments, some local school districts are using performance criteria to determine the order of teacher layoffs. In this article, Susan Moore Johnson reviews efforts to implement such practices in four local school districts. The findings of the study indicate that performance-based layoff policies are not easily translated into practice. Furthermore, interviews with principals in these districts suggest that the unintended consequences of performance-based layoff practices may limit their educational worth.
Domestication as Reform: A Study of the Socialization of Wayward Girls, 1856-1905
Authors: Brenzel Barbara
Published: May 2015

Barbara Brenzel examines nineteenth-century juvenile reform policies by telling the story of Lancaster, a progressive reform school for girls in Massachusetts. Analyzing the efforts of reformers to socialize poor girls, many of whom were immigrants, she describes the contradictory dual purposes underlying these policies—fear and benevolence. The discussion of Lancaster illustrates how particular policies and programs for potentially deviant girls reflected nineteenth-century thought about reform, childhood,poverty, and especially the role of women in society.
Synthesizing Outcomes: How to Use Research Evidence from Many Studies
Authors: Pillemer David , Light Richard
Published: May 2015

As evidence about a new program or curriculum accumulates from many studies, a time comes to synthesize findings. What does all the research show? Is a program effective?Does it work broadly, or only with certain people in special settings? Literature reviews are designed to answer such questions, but all too often the effort is unsystematic. In this essay, David Pillemer and Richard Light suggest that these reviews are a major scientific challenge. They discuss several ways of extracting information from a group of related studies, and argue that a key ingredient of a strong synthesis is an analyst's attention to detailed features of each study: who participated, in what setting,with what exact program or treatment. Knowing such details is a prerequisite to explaining conflicting outcomes, an effort the authors believe makes fullest use of the varied information the studies offer.
The False Promises of Community Colleges: Class Conflict and Vocational Education
Authors: Pincus Fred
Published: May 2015

Vocational education in public community colleges has been touted as an attractive alternative to the bachelor's degree. Arguing that vocational education has been developed in response to the rising educational aspirations of the working class and the decreasing opportunities for young college graduates to find employment, Fred Pincus reviews the history and controversies surrounding its establishment and growth and examines available data about its economic payoff for students. The data raise serious questions about the likelihood of such rewards, and these findings make it difficult to promote vocational education as a prerequisite to satisfying, well-paid jobs.
Administration and the Crisis in Legitimacy: A Review of Habermasian Thought
Authors: Foster William
Published: May 2015

The methods and values of public administration have been increasingly questioned;as they become more rational and objective, administration has divorced itself from the practical problems of institutional governance. William P. Foster examines how the Marxist scholar, Jiirgen Habermas, has analyzed the problems of modern capitalist society and relates some of Habermas's arguments to the development and structure of administrative theory in the United States.
Schooling, Development, and Inequality: Old Myths and New Realities
Authors: Fry Gerald
Published: May 2015

Drawing on several alternative theoretical perspectives and using cross-national data,Gerald Fry assesses empirically the impact of both schooling and key developmental variables on levels of economic inequality. He reports that the expansion of schooling shows little relationship with inequality, while economic dependency is found to have the strongest association.
The Identity Crisis of Educational Planning
Authors: Levin Henry
Published: May 2015

As long as educational expansion was viewed as a crucial ingredient for securing economic growth, democratic political processes, and more equitable economic and social participation, the tenets and practice of educational planning were rarely questioned. However, in recent years, the failure of education and educational expansion to produce these desiderata has raised serious questions for the field of educational planning. In this article, Henry Levin reviews four roles that educational planning has assumed,examines their appropriateness, and suggests ways for educational planning to construct a new identity.
Home
Authors: Walcott Derek
Published: May 2015

Once more it is the house returning...
Aboriginal Education: The School at Strelley, Western Australia
Authors: Liberman Kenneth
Published: May 2015

Education is suspect among traditionally oriented Aboriginal people because it has been used by the dominant Anglo-Australian population as a means for forced acculturation. Having had little control over schools in their communities, most Aboriginal people have failed to give them their enthusiastic support. Aboriginal leaders recognize, however,that Aboriginals need to develop literacy and cognitive skills to protect their culture from outside domination, and are now pushing for control of their schools. The Strelley School marks a progressive and successful Aboriginal effort to administer education on their own terms.
Discovering the Pedagogy of Experience
Authors: Moore David Thornton
Published: May 2015

David Thornton Moore develops a framework for analyzing the social organization of education in nonclassroom environments, presenting his observations of students in an experiential learning program over a three year period. He argues that the process of education must be understood as being shaped by certain nonpedagogical features of the broader social context within which it occurs.
Church and State: Separation or Accommodation?
Authors: McCarthy Martha
Published: May 2015

Martha McCarthy analyzes litigation pertaining to state involvement in sectarian education and religious influences in public education. She maintains that there is some indication that the judiciary is becoming more lenient in allowing state aid to parochial schools and religious accomodations in public schools. Since legislative bodies, responding to the mounting political influence of religious groups, are enacting laws that strain the wall of separation between church and state, she concludes that First Amendment religious guarantees may be in jeopardy.
The Bounded Politics of School Desegregation Litigation
Authors: Kirp David
Published: May 2015

The courts, a dominant force in the creation of school desegregation policy, are commonly perceived as making decisions primarily legalistic in nature. In this article, David Kirp examines the evolution of Supreme Court doctrine since the Brown decision in 1954; the progression of specific desegregation cases through the trial courts; and the interchange between political institutions and the courts at the local level. His analysis reveals that the decision-making process in contemporary school desegregation cases is both a political and a constitutional event.
Questions and Answers: Our Response
Authors: Coleman James , Hoffer Thomas , Kilgore Sally
Published: May 2015

The reviews of our draft report, Public and Private Schools, ask four kinds of questions:(1) Is the study itself satisfactory on technical grounds? (2) Do the study's results, which are generally more favorable to private schools than to public schools, appear correct?(3) What inferences can be drawn from results such as these about the effect of policy changes on educational outcomes? (4) Is this the way social policy research should be done?
Evidence, Analysis, and Unanswered Questions
Authors: Murnane Richard
Published: May 2015

Public and Private Schools is an important document that increases our knowledge of contemporary American secondary school education. In particular, the document provides new information about private schools, which are attended by 10 percent of U.S. high school students. Given current policy discussions about public support for private education, we should learn as much as possible about these schools. The recent study by James Coleman, Thomas Hoffer, and Sally Kilgore contributes to this objective by providing significant information about the size and geographical distribution of different types of private schools, their curricula, and the demographic characteristics and skills of their students.
Disciplined Inquiry or Policy Argument?
Authors: Bryk Anthony
Published: May 2015

Public and Private Schools has brought considerable visibility to the comparative study of public, Catholic, and non-Catholic private schools. This general area has been too long ignored, and it represents rich ground for inquiry about the organization and effectiveness of schools. The work of James Coleman, Thomas Hoffer, and Sally Kilgore provides a valuable first step. The descriptive analyses of the public, Catholic, and non-Catholic private school sectors substantially extends our understanding in these areas.
Unasked Questions
Authors: Guthrie James
Published: May 2015

Scholars should be free to question conventional wisdom, but there should be little cause for celebration when they subsequently confirm it. The recent study by James Coleman,Thomas Hoffer, and Sally Kilgore, Public and Private Schools, confirms the conventional belief that private schools are different from public schools and that students from each perform differently. Since their inception, the two kinds of schools have been perceived as being different by students, parents, the general public, and policymakers.Public and Private Schools' unsurprising finding will unfortunately succeed in provoking controversy over an issue that hardly deserves such attention.
Numbers and Narrative: Combining Their Strengths in Research Reviews
Authors: Light Richard , Pillemer David
Published: May 2015

When several independent research studies examine the same program or treatment,conflicting findings often result, making it difficult to draw overall conclusions. Recent methodological work has created procedures, sometimes called meta-analysis, for combining quantitative results across studies. In this article, Richard Light and David Pillemer argue that qualitative information is equally important for explaining conflicting or puzzling outcomes. They discuss six ways in which qualitative information is essential to the process of literature review. The authors outline three broad strategies for combining different types of information in a review: quantifying descriptive reports, presenting quantitative outcomes narratively, and allying statistical and descriptive evidence while maintaining the integrity of each. They suggest that reviews organized to ally both forms of information will ultimately maximize our knowledge about the complexities of program success.
Yeshiva Shock Waves
Authors: Kuechle David
Published: May 2015

In 1980, the United States Supreme Court ruled in a 5-4 decision that faculty members at Yeshiva University were managers and thus were not eligible for collective bargaining protection under the National Labor Relations Act. In this article David Kuechle discusses the background and consequences of the Yeshiva decision, examines some of the Yeshiva-related challenges, and assesses the likely impact of Yeshiva on the nation's colleges and universities during the next several years.
Thinking About Bilingual Education: A Critical Appraisal
Authors: Otheguy Ricardo
Published: May 2015

In analyzing the controversy surrounding bilingual education, Ricardo Otheguy examines arguments which have been offered against using the home language of bilingual children in the schools. He contends that these arguments rest on a misunderstanding of the impact of government policies, race, and ethnicity on educational questions. Rather than suggest resolutions to the controversy, this essay explores the complexities of the issues.
Introduction
Authors: Wood Robert
Published: May 2015

On Sunday when Secretary T. H. Bell outlined his five roles for the federal government's involvement in education, he emphasized the capabilities of the states. He asserted his belief that in a relatively short time the fifty states would be capable of making our system of education work—in affirmative action, innovation, and securing educational excellence. That is, of course, a topic that we intend to address in this panel.
The Importance of the Federal Role in Improving Educational Practice: Lessons from a Big-City School System
Authors: Minter Thomas
Published: May 2015

I bring to this essay a dual perspective: that of the federal education official and that of the local school district administrator. As a practitioner in urban schools I have been employed as a teacher, principal, district superintendent, superintendent of schools,and presently as deputy chancellor for instruction in the New York City public schools. As a federal education official, I worked in the Carter administration as assistant secretary for elementary and secondary education. Through both roles, I have developed strong beliefs that federal involvement in elementary and secondary education has resulted in increased access to education for all individuals and groups in our society; in the improvement of teaching and learning at the local level; in increased capacity to support and provide leadership at the state and local levels; and in developing, identifying,evaluating, and disseminating exemplary, research-based, educational practices nationwide.
The Federal Role in Improving Educational Practice
Authors: Cohen David , Minter Thomas , Turnbull Brenda
Published: May 2015

In discussing the federal role in educational practice, David Cohen argues that the increase in federal power has also encouraged growth of power in the state, local, and private sectors. He examines how raised expectations from the federal level, the growing complexity of decisionmaking, and declining financial resources have complicated the work of teachers and principals in local schools. Thomas Minter, speaking as a practitioner on the federal and local levels, asserts the importance of federal programs and examines the effects of some of them on practice in the New York City schools. Brenda Turnbull surveys the disparate and underfunded federal programs devoted to improving educational practice. Although she concludes that much of the record has been disappointing,she notes that much has been learned about local adaptation of federal programs. Responding to these papers, Chester Finn asserts that for too long the emphasis has been on process rather than educational outcomes. He argues that schools must be held accountable for outcomes. Speaking from his role as an urban school superintendent,William Lannon criticizes the block grant allocations and discusses how they are hurting cities. Richard Ruopp examines his "dis-ease" with the current state of public education and calls for continuing federal involvement that is comprehensively conceived,better protected from political winds, and oriented towards practitioners at the local level.
The Historical Context of the Federal Role in Education
Authors: Kaestle Carl , Smith Marshall
Published: May 2015

Coauthors Carl Kaestle and Marshall Smith trace the evolution of an increasing federal role in education dating from 1940 to 1980. They present and discuss seven stereotypical views surrounding this history, such as changes in the federal role in education immediately after World War II; the relationship between federal aid and national crises; the effects of federal programs on raising basic skill levels of poor children; the effects of increasing elementary and secondary aid to education on local control; federal pressures to desegregate schools; and the further increase of federal involvement in education during the 1970s. Marvin Lazerson, in his response, views the paper as an expression of the "new liberalism. " Diane Ravitch suggests some alternative interpretations of the history Kaestle and Smith describe, while acknowledging the paper for its synthesis of extensive and diverse material. James Q. Wilson discusses the issue of whether, in the legal sense, federal aid to education is a right or a claim.
Federal Progress in Educational Research
Authors: Timpane P. Michael
Published: May 2015

President Reagan's budget for fiscal year 1983 proposes to reduce federal expenditures for education, to disperse the educational programs now housed in the Education Department(ED), and to replace the department with a Foundation for Educational Assistance. The foundation would manage the few remaining programs of student financial assistance, administer the apportionment of block grants to the states, and maintain a program of information, research, and statistics to help improve the nation's schools.
The Role of the States in Federal Education Programs
Authors: McLaughlin Milbrey Wallin
Published: May 2015

Milbrey McLaughlin's analysis of selected state responses to the 1981 Education Consolidation and Improvement Act (ECIA) suggests that the New Federalism in education will have a number of negative consequences. She argues that although the federal programs consolidated by this legislation needed reform, ECIA creates new problems that will hamper the achievement of its goals of providing services for needy students and supporting efforts to improve educational practice. The act not only reduces funding for these purposes, but also disrupts practitioner networks, diminishes state authority and flexibility, and Balkanizes federal education policy. Lorenza Calvillo-Craig concurs with the analysis of ECIA, emphasizing that states are unlikely to continue to address the needs of the educationally disadvantaged. She takes issue, however, with the assertion that previous categorical programs generated unnecessary red tape. Richard Hodes argues that while many of the criticisms of ECIA may be valid, the act is not in fact an expression of the New Federalism. He endorses the New Federalism as a means of reasserting the Tenth Amendment, and debates the assertion that many states lack the capacity to assume the responsibility given them by ECIA.
The Federal Role in Increasing Equality of Educational Opportunity
Authors: Ryan Frank Anthony , Tollett Kenneth , Levin Henry
Published: May 2015

Kenneth Tollett outlines the role of the Congress, the executive branch, and the judiciary in increasing equality of educational opportunity. He argues that the federal role should be maintained to meet the national need for equal educational opportunity. Frank Ryan provides a historical account of the federal role in American Indian education,which has its basis in the treaty and commerce clauses of the U.S. Constitution. Henry Levin discusses the rationale for using federal grants to achieve greater equality of educational opportunities and outcomes. He analyzes the potential effects of different grant approaches on educational equity with special attention to some of the problems raised by current federal initiatives. In response, Rosemary Salomone illustrates how the concept of equal educational opportunity has undergone a gradual transformation during the past three decades. Arguing that the federal commitment to ensure racial equality is no longer of highest importance, Nathan Glazer asserts that the federal role in education today should emphasize quality. In reply to Glazer, Mary Berry contends that a quality education for all students depends on a strong federal role and a continued broad interpretation of the Fourteenth Amendment. Mary Jo Bane raises questions concerning the future—what the federal role ought to be and where the political and intellectual energies of educators should be directed.
States and the New Federalism
Authors: McLaughlin Milbrey Wallin
Published: May 2015

President Reagan's version of the New Federalism in education policy is expressed in the 1981 Education Consolidation and Improvement Act (ECIA). ECIA, the latest chapter in the debate over the form and function of federal education policy, substantially redefines the federal, state, and local roles in federal education programs. This legislation reflects the New Federalist views that have developed since the block grant and revenue-sharing initiatives proposed during the Nixon and Ford administrations (U.S. Advisory Commission on Intergovernmental Relations, 1981). The central tenets of these views are
Introduction of Secretary Bell
Authors: Bok Derek
Published: May 2015

These are very controversial times, and much is being debated, but I think we can all agree that the Reagan administration has succeeded in raising some very basic questions about government. One issue is surely the role of the federal government in education. Unfortunately, I would be among the first to confess that when educators like myself talk about that federal role, we always seem to agree that the proper federal role is whatever maximizes our income and minimizes external interference. That position may be good enough for your ordinary trade lobby, but it is not good enough for a self-respecting university. Therefore, I welcome this conference, and am particularly pleased that Secretary T. H. Bell agreed to come.
Research Reports: Equity and the LSAT
Authors: Powell Brian , Steelman Lala Carr
Published: May 2015

Each year hundreds of thousands of hopeful individuals who compete for acceptance into undergraduate, graduate, law, and medical schools confront one major barrier—the standardized entrance exam. That such tests are used as "objective" means to legitimize inequality has been articulated elsewhere (Bowles & Gintis, 1973, 1976; Bowles &Nelson, 1974; Rosenbaum, 1976). Test results are used to winnow persons for admittance into post-secondary schools and, thus, serve to allocate desired resources. They represent a social issue that deserves careful study. The purpose of this paper is to evaluate two of the fundamental assumptions of one standardized exam—the Law School Admission Test (LSAT). In addition to presenting data that call the assumptions of the LSAT into question, we also stress the need for a public policy of open access to standardized exams, if additional research is to continue.
Reflections
Authors: Wilson John
Published: May 2015

I do not know quite how many of you I am addressing, since disquieting reports reach me that, even in your oldest and best universities, very few philosophers of education flourish. But this is an open letter and may be of interest to others—those whom we philosophers often call "ordinary people" or "laymen," not perhaps the best bit of public relations on our part. After all, there are still quite a few of us left, dotted around here and there; and people responsible for schools and faculties of education have to decide whether to purge us or promote us, slap us on the back or shunt us into sidings. I suppose that practicing teachers, too, will want to know whether to buy or at least borrow our books. So perhaps a few remarks from a university where there are, I believe, more philosophers per square mile than anywhere else will not come amiss.
The Application of Competency Testing Mandates to Handicapped Children
Authors: McCarthy Martha
Published: May 2015

Many states are facing the issue of how to apply minimum competency testing (MCT)mandates to handicapped students. In this article, Martha McCarthy considers the legality of MCT diploma requirements applied to the handicapped in light of (1) their constitutional and statutory rights to nondiscriminatory treatment, (2) their statutory right to an appropriate education, and (3) their constitutional right to substantive and procedural due process. She also offers a brief discussion of some unresolved legal issues surrounding the use of competency tests, including test validity, the controversy over individualized and standardized diploma requirements, and the identification of minimum competencies.
The Proposal in Perspective
Authors: Ravitch Diane
Published: May 2015

The Paideia Proposal is the latest exchange in a debate that raged with some ferocity more than forty years ago. In the late 1930s, as progressivism became the ascendant ideology and pedagogy among professionals in schools of education, state education departments, and such influential groups as the National Education Association, critics such as Mortimer Adler, William C. Bagley, and I. L. Kandel inveighed against it. The critics, who were then known as "essentialists," believed that the version of progressivism that had triumphed in pedagogical circles put too much emphasis on differentiation of coursework among students of varying ability and interest, and unwisely denigrated the value of the common cultural and intellectual heritage.
Public Philosophy and the Crisis in Education
Authors: Giroux Henry
Published: May 2015

Henry Giroux is concerned that the current debate over the quality of education in the United States is characterized by a "new" public philosophy which is as problematic as the crisis it attempts to resolve. Criticizing the movement to link the outcomes of education solely to the needs of the business community, he argues that this philosophy towards education undermines efforts to equip students with the skills necessary to analyze the sociopolitical processes at work. Giroux advocates an educational policy for federal and state governments that ensures the teaching of critical literacy and civic courage. Such an approach requires a commitment of political and financial resources to creating schools that function as sites of learning of social interaction, and of human emancipation.
Education for Peace and Justice
Authors: Greeley Kathy , Markowitz Susan , Rank Carol
Published: May 2015

Kathy Greeley, Susan Marhowitz, and Carol Rank describe the development of a curriculum for high school students in the Boston public school system. Unique to this curriculum is its focus on increased federal and state military spending appropriations and the subsequent decline in financial assistance to human service needs. The authors discuss the implementation process through which their Crossroads curriculum was accepted by the Boston school committee.
Teaching Peace: A Moment of Opportunity
Authors: Meehan Francis
Published: May 2015

As part of his course on social ethics, Francis X. Meehan teaches college students about the Catholic bishops' just-war criteria, the specifics of deterrence and the arms race, religious pacifism, and social nonviolence. He reflects on his students' reluctance to address nuclear issues and describes how he challenges their assumptions and engages their thinking about the morality of nuclear war.
A Nuclear Energy Science Week
Authors: Antrim Michael
Published: May 2015

Michael Antrim teaches in Omaha, Nebraska, the home of the Stategic Air Command. In this chronicle, he describes a science week he designed for high school students which includes class lessons, field trips, guest speakers, and experiments on nuclear power and nuclear weapons.
A Classroom Experiment in Teaching for Peace: Solutions to Global Problems
Authors: Waterlow Charlotte
Published: May 2015

Charlotte Waterlow, a former British civil servant and teacher, describes a course on "Global Problems" which she taught as a twelfth-grade elective at an independent school in Cambridge,Massachusetts. The course drew inspiration from the United Nations' Universal Declaration of Human Rights of 1948 and from the belief that solutions to global problems are emerging.
Chronicles: The Catholic Bishops' Peace Pastoral and Higher Education
Authors: Dwyer Judith
Published: May 2015

Judith Dwyer outlines a college course on nuclear issues using the Roman Catholic bishops'pastoral letter on war and peace as her primary source, in addition to films, books, and articles. She discusses the bishops' evaluation of nuclear warfare, deterrence, and disarmament and the concurrent need to engender in students an imaginative spirit, moral sensitivity, and a sense of hope.
Beginnings
Authors: Jacobson Jean
Published: May 2015

Jean Jacobson describes how, as an elementary school teacher, she responds to children's fears about nuclear war by involving them and their parents in community peace activities.
Special Review: A Dialogue Among Teachers
Authors: Evans Paula
Published: May 2015

The voices of teachers are missing from today's celebrated dialogue about schooling in the United States. To help remedy this, HER invited a group of high school teachers to review one of the major works of this dialogue.1 This essay, written by Paula M. Evans, a member of the group,synthesizes their thoughts and reactions to Ernest Boyer's High School. While the review does not pretend to detail every nuance of the discussion about the book, it does reflect the major issues,questions, and criticisms raised in that discussion.

A sentence or two on the history and membership of the group may be of interest. In July 1982, the Boston/Newton Local History Collaborative and the Education Collaborative for Greater Boston jointly sponsored a conference, inviting secondary school teachers from the Boston area to explore and design collaborative efforts.2 Several teachers who attended that conference decided to continue meeting as a study group. Over the last year and a half they have met regularly to discuss relevant books and articles, hear speakers, and share perspectives on the dilemmas,challenges, and frustrations of schooling.
The Bandwagon Once More: Vocational Preparation for High-Tech Occupations
Authors: Grubb W. Norton
Published: May 2015

In recent months, high-tech industry has been hailed as the solution to the nation's unemployment and international competition problems and the salvation of economically declining regions of the country. Community colleges have responded by establishing new vocational education programs to prepare students for jobs in high-tech industry. Utilizing data from the state of Texas, Norton Grubb examines the ability of high-tech industry to provide jobs for graduates of these programs. He also discusses the historical role of vocational education in national policy and the problems which may result from the attempt to prepare students for specific jobs rather than for careers. Grubb concludes by warning that the growth of high-tech industry may lead to the development of programs which, for the time being serve the interests of industry but which ultimately weaken the educational mission of the community college.
The Relationship between Racism and Education in South Africa
Authors: Dube Ernest
Published: May 2015

Ernest F. Dube traces the relationship between racism and education in South Africa in light of the numerous racist policies and practices that the South African government has pursued and continues to implement. He postulates that, contrary to a general belief that racism is practiced primarily by the Afrikaners, the English-speaking South Africans have also been racist. Dube describes the introduction of Bantu Education and draws attention to the intended and unintended outcomes of this system. He offers his insights into the gravity of the situation and forecasts that serious consequences will result from the oppressive educational practices that exist today.
Essay Reviews: Talking about What to Cook for Dinner When Our House Is on Fire: The Poverty of Existing Forms of International Education
Authors: Fasheh Munir
Published: May 2015

In the following essay, Munir Fasheh argues that there are basically two conceptions of what might be called international education. The first is exemplified by the case studies in the book under review, while the second is a vision that addresses the real dangers confronting humanity.
Basic Ecclesiastic Communities in Brazil
Authors: Fernandes Luiza Beth
Published: May 2015

Recently, considerable attention — both within the United States and around the world — has been focused on the role and involvement of the Catholic church in worldly problems related to peace, the nuclear threat, the economy, and education. Of particular importance is the Latin American scene. In this article, Luiza Fernandes discusses the evolving role and the increasing involvement of the Catholic church on behalf of the poor and persecuted in what is considered the largest Catholic country in the world — Brazil. She focuses on what are known as Basic Ecclesiastic Communities, which were developed in Brazil within the Catholic church and now number over 80,000. Based partially on her own experience with these communities, Fernandes describes their function and the concerns of the participants. She stresses the interaction of politics, religion, and education and the role of the latter two in understanding and challenging the inhuman and unjust conditions under which the vast majority of Brazilians live today.
One Man's Education: A Testimony to Internationalism
Authors: Bailey Bill
Published: May 2015

Bill Bailey was working as a union organizer in Hawaii in 1936 when the Spanish Civil War broke out. Fascist troops led by Franco rebelled against Spain's democratically elected Republican government. The U.S. government declared a policy of nonintervention that prohibited the shipment of arms to the Republican Loyalists and banned travel to Spain. This policy contributed to the Fascist cause and outraged many Americans, including Bailey. Early in 1937, Bailey joined a group of American volunteers forming the Abraham Lincoln Battalion, an unpaid and nonprofessional troop of men and women who chose to fight with the International Brigade alongside the Republican Loyalists. In this article, the complexity of internationalism is expressed through Bailey's commitment to support the Spanish democracy, a decision in which he places the international cause of fighting fascism above his nation's choice not to participate. Bailey shares his memories of that period and describes his reasons for choosing the path that led him to Spain.
How Do Teachers Manage to Teach? Perspectives on Problems in Practice
Authors: Lampert Magdalene
Published: May 2015

The author is a scholar of teaching practice and also an elementary mathematics teacher. Her work, like that of her colleagues at the Institute for Research on Teaching, focuses on teaching practice from the point of view of the practitioner. Here, in two case studies, she views the teacher as dilemma manager, a broker of contradictory interests, who "builds a working identity that is constructively ambiguous." To emphasize her conviction that teaching work is deeply personal, the author makes herself the subject of one of these studies. She concludes with an examination of how her view contrasts with prevalent academic images of teachers' work.
Confessions from a Community College
Authors: Sbaratta Philip
Published: May 2015

In this essay Philip Sbaratta reflects upon his interactions as a community college English instructor in Beverly, Massachusetts. These vignettes offer a poignant view of teaching in an institution that has a unique place in the American educational system.
Empowering Minority Students: A Framework for Intervention
Authors: Cummins Jim
Published: May 2015

Jim Cummins presents a theoretical framework for analyzing minority students' school failure and the relative lack of success of previous attempts at educational reform, such as compensatory education and bilingual education. The author suggests that these attempts have been unsuccessful because they have not altered significantly the relationships between educators and minority students and between schools and minority communities. He offers ways in which educators can change these relationships, thereby promoting the empowerment of students which can lead them to succeed in school.
About Teaching and Teachers: Thinking about Teachers and the Curriculum
Authors: Ayers William
Published: May 2015

A newborn baby, two parents, and a midwife give William Ayers occasion to reconsider the terms on which students and teachers might meet. What he learns is that unlocking potential and power in students yields personal renewal for teachers.
A Teacher's Quest for a Child's Questions
Authors: Jervis Kathe
Published: May 2015

The author, who was an observer for a year in another teacher's classroom, offers a reflection on the unfolding relationship between a teacher's unique philosophy and a child's growth. Detailing both the gradual uncovering of the child's questions and the careful response of the teacher who sees progress where others might see only continued stubbornness and misbehavior,the author emphasizes the significance of those aspects of the teacher's craft that cannot be quantified, but that contribute to the rich environment in which a diversity of children can best develop and learn.
Tootle: A Parable of Schooling and Destiny
Authors: Burbules Nicholas
Published: May 2015

Popular children's books not only have a story to tell about a particular cast of characters;they can also reveal much about the assumptions and values underpinning cultural expressions of social reality. In this essay, Nicholas C. Burbules offers a provocative interpretation of Tootle, a well-known children's tale, that demonstrates how ideology can inform a seemingly innocent account of schooling, work, and adulthood in modern society.
Research as Praxis
Authors: Lather Patti
Published: May 2015

The author, who is concerned with the methodological implications of critical theory, explores issues in the developing area of emancipatory research. She defines the concept of "research as praxis," examines it in the context of social science research, and discusses examples of empirical research designed to advance emancipatory knowledge. The primary objective of this essay is to help researchers involve the researched in a democratized process of inquiry characterized by negotiation, reciprocity, empowerment — research as praxis.
In Search of a Critical Pedagogy
Authors: Greene Maxine
Published: May 2015

Maxine Greene discusses the primacy of developing a critical pedagogy appropriate for education in this country. The author asserts that because the problems of education are great and educators' notions of the possibilities for change limited by a constrained discourse, it is often difficult merely to envision more humane, more just, and more democratic alternatives. Yet, without that vision, one cannot develop a critical pedagogy. She therefore suggests ways educators can begin to reappropriate our cultural heritage in order to create conditions for a pedagogy which is meaningful to the American experience.
Fidelity in Teaching, Teacher Education, and Research for Teaching
Authors: Noddings Nel
Published: May 2015

Viewing fidelity from the perspective of an ethic of caring, Nel Noddings explores how this virtue might be moved from the periphery to the center of educational work. She argues that such a reorientation would not undermine, but rather enhance, the quality and depth of teaching, learning, and research. She urges, further, that fidelity to persons be taken as the proper measure and guide for the implementation of educational reform.
Reflections on Teacher Empowerment and Teacher Education
Authors: Yonemura Margaret
Published: May 2015

Margaret Yonemura discusses the development of her concept of empowerment and its current expression in a teacher education program. The author has been influenced by the Malting House School and its Deweyan focus on the whole child actively generating knowledge out of daily experiences, guided by a teacher who helps connect it with the disciplines. She explores three ways in which she works to empower students in teacher training: through the invention of curriculum, through ongoing peer relations, and through child study. The author joins Jean Piaget, Paulo Freire, and others in suggesting that humans beings can and must shift educational perspectives in the direction of emancipation.