Using data from the High School and Beyond survey, compares junior and senior year performance and other variables in Catholic single sex, Catholic coed, and public schools. Finds Catholic school students are urged to take more academically demanding courses; this accounts for public/Catholic differences in achievement and university attendance.…

Presents an ethnographic study with graduate students leaving other careers for education to discover the meanings of the career change for those involved. Discusses the following types of students: (1) the homecomers; (2) the converted; and (3) the unconverted. For each type the initiating influences, mediating forces, and commitment are…

Investigates the career and work perceptions of new teachers of varying promise and ability and the influence of new work structures on these perceptions. Findings suggest that teachers with high promise and ability make sense of their work using different criteria from teachers of lesser ability and promise. Discusses implications. (JS)

Reviews the following books on rhetoric and education: (1) Wayne Booth's anthology, "The Vocation of a Teacher: Rhetorical Occasions"; (2) Gerald Graff's "Professing Literature: An Institutional History"; and (3) "The Voice of Liberal Learning: Michael Oakeshott on Education," edited by Timothy Fuller. (JS)

Responds to Bruce Kimball's article, "Professions of Language and Reason," in which he reviews Booth's book, "The Vocation of a Teacher: Rhetorical Occasions." Explains how Kimball missed the point of his book, which was to celebrate teaching, a vocation too often denigrated or twisted to serve the ends of other vocations. Corrects other…

Responds to Bruce Kimball's article, "Professions of Language and Reason," in which he reviews the book, "The Voice of Liberal Learning: Michael Oakeshott on Education," edited by Fuller. Clarifies some of Oakeshott's points concerning rhetoric and education in light of Kimball's characterization of them. (JS)

Discusses competing conceptions of culture and prescriptions for education concerning war and peace. Reviews following books: London's "Armageddon in the Classroom: An Examination of Nuclear Education"; Reardon's "Comprehensive Peace Education: Education for Global Responsibility"; Reardon's "Education for Global Responsibility: Teacher Designed…

Examines the development of the "New England pedagogy." Finds that it began in response to the materialism and ambition of Jacksonian America. It sought to cultivate the capacity for individual self-government and to counter the commercialization of the classroom. (DM)

Examines the career of Robert Hutchins, dean of the Yale Law School and later president of the University of Chicago, and his shift from advocating a curriculum based on the social sciences to one based on philosophy and the great books. (DM)

Examines preadult factors affecting participation in adult education. Findings suggest that such participation is the result of processes occurring throughout life, and that the processes leading to credit and noncredit forms differ. (DM)

Reviews the final volume of Lawrence Cremin's trilogy on American education, "American Education: The Metropolitan Experience, 1876-1980" (1988) and summarizes the earlier volumes. Inequality, equity, and the role of education in a democracy are the central themes. (DM)

Reviews Sara Delamont's "Knowledgeable Women: Structuralism and the Reproduction of Elites" (1989), a feminist examination of the education of elite women which provides many insights into how gender and class operate within the dominant classes. (DM)

Traces the introduction, country by country, of science and mathematics into official curricula. Discusses regional factors that fostered or impeded the movement. Observes that this development was roughly simultaneous and that it began long before the establishment of international educational and lending organizations. (DM)

Analyzes the scheduling process in four San Francisco Bay Area high schools as a study of stratification. Finds that the processing of clients takes precedence over the delivery of educational services, especially for the less advantaged. (DM)

Examines college enrollment patterns among African Americans, women, and working-class youth from 1960 to 1986. Finds that the first two groups gained broad access to elite institutions as a result of mobilization, while working-class youth did not. Political mobilization is seen to benefit groups recognized as official categories. (DM)