Presents a comprehensive statement of the personal and social values that characterize work, along with a proposal that schools should encourage students to appreciate the many ways their work will benefit from, yet depend on, its connection with a shared human community. Briefly suggests how to implement the reorientation. (JB)

Critiques views of the one-room country school experience in the Midwest states. Describes advances an alternative interpretation grounded in the social, political, and economic circumstances that impinged on local institutions, arguing that these schools may not have been the "laboratories of democracy" that conventional wisdom calls them. (JB)

Explores interconnected movements to restructure school-family and school-community relationships, focusing on increased parental involvement in school governance, instructional partnerships, school-to-community outreach, and children's service coordination. Emphasizes the national crisis in urban children's lives, complementary societal…

Reviews "Who Will Teach? Policies That Matter" (Richard J. Murnane, Judith D. Singer, John Willett, James J. Kemple, and Randall J. Olsen), a book on teacher workforce policy issues. The book uses labor market analyses and economic tools to effectively address some issues but overlooks others of equal importance. (JB)

Reviews two books on the role of gender in higher education: "Gender and Higher Education in the Progressive Era" (Lynn D. Gordon), and "Educated in Romance: Women, Achievement, and College Culture" (Dorothy C. Holland and Margaret A. Eisenhart). Both books argue that gender determines educational experiences and societal roles. (JB)

Discusses ways in which the conflicts of capital and labor in later nineteenth-century U.S. influences the philosophy of education of J. Dewey. Dewey never lost his concern with social problems and advancing the cause of workplace democracy. He wanted his school community to prefigure a reconstructed industrial society. (SLD)

Investigates a hypothesized continuum of school behavior that presents school transfer as an alternative to dropping out. Data from the High School and Beyond survey base year and first followup are used to compare 792 transfers and 1,543 dropouts and to support such a continuum. (SLD)

Develops a conceptual framework for understanding the place of a caring ethic in educational leadership. Goals of caring, its appropriate context, and activities supported by the ethic are discussed. Administrative challenges of improving academic performance, ameliorating nonacademic problems, and developing new governance are reviewed. (SLD)

Year-long case studies of 10 Hispanic American kindergartners indicate that (1) school has a great impact on children's home literacy experiences; (2) photocopied books and worksheets sent home by teachers stimulate literacy experiences; and (3) in-home booklet use is not related to literacy achievement, whereas in-home worksheet use is. (SLD)

Offers a philosophical critique of traditionalism, and considers how the educational agenda of its proponents should be assessed within the context of a liberal policy. Education befitting a liberal political morality and respect for children's rights limit the extent to which traditionalist moral education can be tolerated. (SLD)

Reassesses effects of urban location on school enrollment in the United States in 1910 to explore educational expansion using 1910 Public Use data for over 100,000 5- to 18-year-old individuals. Cities' influences on enrollment differ greatly with childrens' ages. Implications for theories of educational expansion are discussed. (SLD)

Examines historical roots of the link between statistics and psychology, exploring the way in which the conceptual framework for the application of probability in psychological research was created by experimental design. In the social sciences, statistics creates and defines objects of study more directly than in the physical sciences. (SLD)

This combination of intellectual, spiritual, cultural, and social biography reveals connections between the religious life, theory of religion, and intellect of J. Dewey, a major figure in educational history. In his rejection of traditional religion, Dewey turned to public human good and human service. (SLD)

Discusses teaching and teacher education. Finds that extraneous knowledge is often promoted with the aim of raising the status of the teaching profession. This may result in a crowding out of common sense and valid tradition. (DM)

Discusses the argument among critics of American higher education on the relationship between theory and practice. Compares the ideas of John Dewey and Bernard Lonergan and examines the movement from classicism to method and its significance to education. (DM)