New and Forthcom i ng at Reference Compiled by Gladys I. Dratch and Deborah S. Garson, Harvard University Armstrong, F . , & Moore, M . (Eds . ) . (2004). Action Research for Inclusive Education: Changing Places, Changing Practice, Changing Minds. London, New York: Routledge Farmer. 1 46p. ISBN 0-41 5-31 802-5. OCLC# 528 1 4 1 43. $47 .95 . As stated in the foreword , the individual chapter authors present "inclusive ideas and values" and how they might ideally be incorporated into the everyday work of the classroom. Eleven experi­ enced primary though postsecondary school educators from England provide their viewpoints, experience, and research for coverage of such topics as disabil ity and empowerment; the contri­ butions of special schools to the development of inclusive practices in mainstream schools; stu­ dents who challenge; cultural differences and mi­ nority voices as agents of change; gay students, teachers and research action. Association for Supervision and Curriculum De­ velopment. (2004 ). ASCD, 1984-2004: Defining Moments, Future Prospects. Alexandria, VA: ASCD. 96p. ISBN 0-871 20-963-2. OCLC# 53824 1 24. $ 1 5.95. This volume, a follow-up of the 1 986 publ ication ASCD in Retrospect, presents the most recent twenty years of highl ights, events, and documen­ tation of this association, which was founded in 1 943. Brief chapters describe ASCD's commit­ ment to democratic principles, to teaching and learning, to diversity, to leadership and profes­ sional ism, to internationalization. The chapter on community offers graphs to describe the current membership. The conclusion d iscusses the chal­ lenges for the 2 1 st century. An appendix offers key events in ASCD history, a l ist of ASCD presidents, Education Libraries Volume 27, No. 2 Winter 2004 1 984-2004, council report topics and chairs to 2004. Notes, references, and index. Burns, M. (Sr. Ed . ) . Goethals, G . , SGrensen, G . (Eds.). (2004). Encyclopedia o f Leadership. Thousand Oaks, CA: Sage. 4 v. ISBN 0-761 9- 2597 -X. OCLC#54066411 . $756.00. Provides general and specific entries for students and teachers in courses ranging from history to psychology to anthropology to law. The encyclo­ pedia contains 373 substantive entries (ranging in length from 1 000 to 6000 words), 1 50 photo­ graphs and other i l lustrations, and 300 sidebars drawn from public records, newspaper accounts, memoirs, and ethnography. About 1 50 entries are devoted to biographical essays focused on lead­ ers (and their followers) and on case studies of leadership events and moments. Four appendixes provide readers with additional information : bibli­ ography of significant leadership books, directory of leadership programs, primary sources, presi­ dential speeches on foreign policy and war, and primary sources: sacred texts. Includes list of en­ tries, reader's guide, l ist of sidebars, and index. Canestrari, A. , &. Marlowe, B. (Eds . ) (2004). Edu­ cational Foundations: An Anthology of Critical Readings. Thousand Oaks, CA Sage. 244p. ISBN 0-761 9-3030-2. OCLC# 52601 148. $ 1 34.00. Geared to students who have chosen the teaching profession or for those students researching the field, this collection of read ings is authored by ac­ complished teachers, principals, and policy mak­ ers. The authors all have strong opinions, and this book is meant to provide readings that wil l 23 offer opportunities for critical reflection and ongo­ ing discussions and debates about teaching and learning. Some essays have been previously pub­ l ished, and other have been written for this publi­ cation. They are grouped under five parts: Why teach? Who are today's students? What makes a good teacher? What do good schools look l ike? How should we assess student learning? How does one develop a critical voice? Some of the authors represented are Jonathan Kozol, Theo­ dore Sizer, Lisa Delpit, Alfie Kahn, Paulo Freire, Henry Giroux, and Deborah Meier. Epi logue and index. Chauncey, C. (Ed .) (2005). Recruiting, Retain­ ing, and Supporting Highly Qualified Teachers. Cambridge, MA: Harvard Education Press. 1 4 7p. ISBN 1 -891 7-9256-3. OCLC#57657743. $39 .95. Focusing on teacher quality, this volume in the Harvard Education Letter Spotl ight Series con­ tains chapt�rs previously published as articles in HEL, as well as four chapters commissioned for this publ ication . Chapters include d iscussions of teaching as a professional career, retaining good teachers, nontraditional teaching paths, novice teachers, mentoring new teachers, national board certification, teacher evaluation, and principal preparation. Chapter notes and references. � Davis, J . (2005). Framing Education as Art: The Octopus Has a Good Day. New York: Teachers College Press. 230p. ISBN 0-8077-4578-2. OCLC#571 68685. $23.95. This multi-faceted book explores arts learning and education within K-1 2 and broader community settings. Through the approach of a representa­ tive child, the stories told are based on evidence from the author's research and teaching in the field. The child's artistic development from pre­ school to high school is presented within the con­ text of five chapters: the artistic process, the child as artist, the arts in education in school, arts in education in the community, and framing educa­ tion as art. References and index. Dede, C., Honan, J., & Peters, L. (Eds.). (2005). Scaling Up Success: Lessons Learned from Technology-Based Educational Improvement. San Francisco: Jossey-Bass. 265p. ISBN 0-7879- 7659-8 . OCLC#56368607. $57.95. This book is the result of an effort to learn more about how to transfer knowledge of technology­ based educational innovations to other d iverse Education Libraries Volume 27, No. 2 Winter 2004 settings. Through the partnership of the Harvard Graduate School of Education and the Mid­ Atlantic Regional Technology in Education Con­ sortium, a conference with the same name as the title of this publ ication was organized in Cam­ bridge (MA) in March, 2003. Most of the papers presented at the conference and revised subse­ quent to it are included in this volume. Some of the topics for scaling up that were addressed in­ clude: digital infrastructures; data use in class­ rooms, schools and districts; lessons from suc­ cessful districts; and a final chapter which synthe­ sizes themes and insights. References, graphs, tables, figures, index. DuBois, D., & Karcher, M . (Eds.) (2005). Hand­ book of Youth Mentoring. Thousand Oaks, CA: Sage. 608p. ISBN 0-761 9-2977-0. OCLC# 56793560. $21 9.00. A compendium intended for the researchers, prac­ titioners, and policymakers working in the field of youth mentoring. From the perspectives of ·both science and practice eight sections include con­ cepts, frameworks, and foundations; mentoring relationships; developmental and cultural perspec­ tives; formal mentoring programs; contexts of mentoring; special populations; and pol icy issues . Thi rty-six individually authored chapters highl ight theoretical models for understanding the mentor­ ing process, synthesize and critically evaluate ex­ tant research, and offer d iscussions of crucial is­ sues and areas of debate in practice. Subject and author index. Duhon-Sei ls, R. (Ed.) (2004). Best Practices for Teaching Students in Urban Schools. Lewiston, NY: E . Mellen Press. 227p. ISBN 0-7734-6220-1 . OCLC#5661 4206. $ 1 09.95. The papers in this volume of the Mellen Studies in Education are authored by scholars who have experienced the difficulties of growing up in the urban environment and the challenges of attaining academic success. The editor is the Dean of the College of Education, Southern University at New Orleans. The foreword states that un iversities must prepare teachers to learn how to teach in the urban schools, which is not the same as teaching for the "trad itional student. " Thus, this collection is meant to provide particular focus for teachers to learn how to engage and inspire urban students. The chapters cover a range of grade levels and subject areas. Topics include parental participa­ tion, effective teacher training programs, profes­ sional development in urban schools, using Afri- 24 can American l iterature, urban education and ge­ ography, science and mathematics education . Engl ish, F. (Ed . ) . (2005). The Sage Handbook of Educational Leadership: Advances in Theory, Research, and Practice. Thousand Oaks, CA: Sage. 608p. ISBN 0-761 9-2979-7. OCLC# 5579801 1 . $225.00. A disti l lation of what is known and not known about educational leadership. Authors and coau­ thors were commissioned to consider creative dimensions of educational leadership and prac­ tice . Five sections cover: multiple lenses of de­ mocratic leadership; management, organization , and law; educational politics and pol icy; theories of leadership; and the micropolitics of school leadership. With in twenty-three chapters, ind ivid­ ual authors examine a history of publ ic school leadership, leadership as social construct, the school superintendent, parent engagement, lead­ ing in the midst of diversity, curriculum leadership, school design, un ions, collective bargaining, and the challenges of leading. Author and subject in­ dex. Freeman, C. (2004). Trends in Educational Eq­ uity of Girls & Women, 2004. Washington, DC: National Center for Education Statistics. 1 09p. NCES publ ication #200501 6. OCLC# 57303678. Free. Drawing upon a wide range of publ ished and un­ published statistical materials, the report presents an overview of the educational status of g irls and women in the U .S . An update of an earlier publ i­ cation, Trends in Educational Equity of Girls & Women (NCES 2000-030), this publ ication has thirty-eight indicators, a number of which are new, reflecting current research on topics relevant to educational equity. The indicators begin with pre­ primary and early elementary education, move through elementary and secondary education and postsecondary education, and finally consider educational outcomes. The general focus of the report is on overal l comparisons between males and females. Indicators include computer use, victimization at school , alcohol and drug use, dropouts, high school coursetaking patterns, col­ lege athletics, undergraduate degrees, adult edu­ cation, educational attainment, and median earn­ ings of young females. Appendix with supplemen­ tal tables and bibl iography. Giordano, G. (2005). How Testing Came to Dominate American Schools: The History of Education Libraries Volume 27, No. 2 Winter 2004 Educational Assessment. New York: P. Lang . 288p. ISBN 0-8204-7255-7. OCLC# 5391 9031 . $32.95. Examines the ongoing discussion and d ispute about standardized tests. Eight chapters with brief summaries cover: the influence of science on test­ ing; how educators adapt to standardized tests; mi l itary tests; educational testing and politics; test­ based racism; ongoing criticism; and the testing industry. References, i l lustrations, author and sub­ ject index. Latterel l , C. (2005) . Math Wars: A Guide for Parents and Teachers. Westport, CT: Praeger. 1 88p. ISBN 0-275-98423-0. OCLC#561 03787. $39.95. Offers tools to enable parents, mathematics teachers, mathematics professors, and others to know about the current state of mathematics edu­ cation. Additionally, the text is written with the express goal of enabling parents to have a say in the mathematical education of their chi ldren. Twelve chapters cover constructivism; NCTM standards, NCTM-oriented curricu lum, mathemat­ ics education internationally, and resources. Three append ixes include gender d ifferences in mathematics abi l ity and p lacement testing . Glos­ sary, notes, bibl iography and index. Levinson, D . (2005). Community Colleges: A Reference Handbook. Santa Barbara, CA: ABC­ CLIO. 255p. ISBN 1 -57607-766-7. OCLC# 57574267. $45.00. Part of the Contemporary Education Issues se­ ries, this book analyzes community colleges whose open access pol icy has precluded a clear picture of thei r educational effectiveness as they enter their second century of existence. Eight chapters examine community colleges in the con­ text of the larger domain of h igher education and developments in K-1 2 . Chapter one presents a general overview of the community college by dis­ cussing its structure and the changing demo­ graphics of col lege students in the U .S . Chapters two through six cover the growth of community col leges, demands of access vs. excellence, transfer versus career function, l ife long learning, trends in community colleges as highl ighted at a plenary session held at the 2001 annual meeting of the American Association of Community Col­ leges. Chapters seven and eight l ist organiza­ tions, associations, and government agencies and 25 selected print and non-print resources. Glossary and index. Mathison, S. (Ed . ) . (2005) . Encyclopedia of Evaluation. Thousand Oaks, CA: Sage. 481 p . ISBN 0-761 9-2609-7. OCLC#55054983. $ 1 50. Written to be a who, what, where, how, and why of evaluation with an intended audience of evalua­ tion practitioners, theorists, and the publ ic. Organ­ ized alphabetically with almost 600 entries, the encycloped ia offers a view of evaluation as a practice, as a profession, and as a discipl ine. With world wide contributors, a global overview of evaluation is presented within this work. A Reader's Guide is organized into 1 8 thematic categories that include ethics and standards, evaluation planning, laws and legislation, organi­ zations, people, publ ications, qual itative methods, and utilization . Author and subject indexes and l ist of contributors. Modoc Press. (Camp.) (2004). Teacher Educa­ tion Programs in the United States: A Guide. Westport, CT: Praeger. 487p. ISBN 0-275-981 56- 8. OCLC#5576441 6. $95.00. A compilation of informative data for 872 institu­ tions that offer teacher education programs. Data were col lected via questionnaire, I nternet search, and databases maintained by the National Center for Educational Statistics. Information is applicable to the 2002-2003 academic year. All institutions included have been accredited by the responsible reg ional accred iting agency, and al l institutional programs l isted have been approved by the appli­ cable state agency responsible for teacher certifi­ cation . The directory documents many facets of teacher education on college campuses such as size of the enterprise, productivity of teacher edu­ cation programs, diversity of program offerings and degree programs, and colleges' heavy reli­ ance on state controls. I nstitution i ndex. Moss, D. , Glenn, W. , & Schwab, R. (Eds. ) . Por­ trait of a Profession: Teaching and Teachers in the 2151 Century. Westport, CT: Praeger, 2005. 230p. ISBN 0-275-9821 8-1 . OCLC# 561 09214 . $44.95. Eight chapters individually authored offer an over­ view of the profession of teaching. Chapter one frames a discussion around four time periods: the colonial and revolutionary period, the common school era, the progressive era, and the modern Education Libraries Volume 27, No. 2 Winter 2004 era . Bui lding upon the history of American teach­ ers, chapter two focuses on the search for a knowledge base necessary to advance teaching as a profession. The development of a nationally recognized teacher preparation program is chronicled in chapter three . Chapters four and five give voice to teachers through teacher narratives and discussion of teaching challenges. Focusing on two key challenges to the profession, chapter six covers technology and professional develop­ ment. Teach ing qual ifications and the future of the profession are addressed in chapters seven and eight. Index, figures, and tables. National Research Council (U .S . ) . Committee on How People Learn, A Targeted Report for Teach­ ers. Donovan, M . , & Bransford , J H . (Eds . ) . (2005). How Students Learn: History, Mathematics, and Science in the Classroom. Washington, DC: National Academies Press. 6 1 5p. ISBN 0- 309-07433-9. OCLC#5701 0240 . $34.95. Bui ld ing upon the expanded edition of How Peo­ ple Learn (National Research Council , 2000), the report provides examples of how HPL principles and findings might be incorporated in teach ing specific subjects in the K-1 2 curricu lum. Thirteen chapters examine the application of HPL's core learning principles in three content areas; history, mathematics, and science from the elementary to high school level. Chapters were authored by in­ dividual contributors with extensive experience in teach ing or partnering with teachers. Each chap­ ter has notes and references. Includes biographi­ cal sketches of committee members and contribu­ tors, and index. Nationa l Research Council (U .S . ) . Committee on Research in Education . Towne, L. , Wise, L. , & Winters, T. (Eds . ) . (2005). Advancing Scientific Research in Education. Washington, DC: Na­ tional Academies Press. 1 20p. ISBN 0-309- 09321 -X. OCLC#57003942. $32.00. This publication is a fol low-up of the report, Scien­ tific Research in Education (National Research Counci l , 2002) . The No Child Left behind Act of 2001 and the Education Sciences Reform Act of 2002 have been key in intensifying efforts to dis­ cuss and plann improved education research methods. This recent final report by the National Research Council provides thirteen recommenda­ tions grouped under three objectives: promoting qual ity, bui lding the knowledge base, and enhanc­ ing professional development. Chapters for each of these objectives expand upon the recommen- 26 dations. The summary and conclusion chapter describes and charts the recommendations as they relate to federal research agencies, profes­ sional associations and publishers, and schools of education and universities. References. Appen­ dixes provide the related workshop agendas and a summary of the second workshop on tools and strategies for education research. Nieto, S . (2004). Affirming Diversity: The So­ ciopolitical Context of Multicultural Education. 4th ed . Boston, MA: Allyn & Bacon. 464p. ISBN 0- 205-38692-X. OCLC# 5 1 62996 1 . $72.00. Explores the meaning, necessity, and benefits of multicultural education for students from al l back­ grounds through research that considers the fol­ lowing: influences on school ing such as school organization and educational policies and prac­ tices, and case studies and snapshots. Presents data on the multicultural nature of schools and society, i ncluding information about d ifferent cul­ tural groups, their experiences in schools, and the issues and chal lenges they face. Eleven chapters are organized in three parts. Part one describes the case study approach and summarizes the terminology used in the book. Part two presents a framework for multicultural education in a socio­ political context. Part three focuses on the impli­ cations of the case studies and snapshots for teaching and learning in a multicultural society. Each chapter concludes with a series of problems or situations for readers to consider, and with suggestions for classroom activities and commu­ nity actions. Epi logue, appendix, glossary, bibl iog­ raphy, and index. Presser, S. (Ed . ) (2004). Methods for Testing and Evaluating Survey Questionnaires. Hobo­ ken, NJ : John Wiley & Sons. 2004. 606p. ISBN 0- 471 45841 -4 . OCLC#56222423. $53.50. Written to provide a state-of-the-field review of question evaluation and testing methods and to serve both as a record of the many accomplish­ ments in the field , and as a pointer to the ongoing challenges. Chapter one overviews the field and subsequent chapter content. The volume is di­ vided into seven sections: cognitive interviews, supplements to conventional pretests, experi­ ments, statistical modeling, mode of administra­ tion, special populations, and multimethod appli­ cations. Twenty five chapters i nd ividually authored cover a wide range of topics including dynamics of cogn itive interviewing, experimental design con­ siderations, modeling measurement error, devel- Education Libraries Volume 27, No.2 Winter 2004 opment and testing of web questionnaires, devel­ oping and evaluating cross-national survey in­ struments, and methods for developing and evaluating a state-choice questionnaire to value wetlands. References and index. Rury, J. (2005). Education and Social Change: Themes in the History of American Schooling. 2"d ed. Mahwah, NJ : L. Erlbaum Associates. 273p. ISBN 0-8058-5294-8. OCLC# 5491 3670. $32.50. An introduction to the history of American educa­ tion considering the relationship between educa­ tion and social change. Six chapters cover: his­ tory, social change, and education; colonial ori­ g ins; the 1 9th century; ethnicity, gender, and race; the progressive era; and education in postwar America. Epilogue, references, and index. Seale, C. (Ed .). (2004). Qualitative Research Practice. Thousand Oaks, CA: Sage. 620p. ISBN 0-761 9-4776-0. OCLC#53030837. $ 1 30.00. A book about research practice with methodologi­ cal discussion being contextual ized in the actual conduct of research projects. Seven parts cover encountering method , analytic frameworks, field relations, context and method, qual ity and credibil­ ity, audiences and appl ications, and the interna­ tional context. Each part of the book, with the ex­ ception of part seven, is preceded by a short in­ troduction explain ing its rationale and its contents in brief. The thirty-eight individually authored chapters include biographical research, narrative research, ethnomethodology, ethical issues, Internet as research context, qual ity in qual itative research, action research , and g lobalization of qual itative research. Index. Todd Behr, C., & Pattabiraman N. (2004). The Effect of State Public K-12 Education Expendi­ tures on Income Distribution. Washington, DC: National Education Association. 34p. NEA Re­ search Working Paper. Available through http://www.nea.org . Following an executive summary, the chapters cover income and poverty trends and d istribution, methodology, empirical results, and the report's conclusions. Contains an appendix of summary tables and dependent variables, and a bibl iogra­ phy. 27 Tong, B. (Ed.). (2004). Asian American Chil­ dren: A Historical Guide. Westport, CT.: Green­ wood Press. 268p. ISBN 0-31 3-33042-5. OCLC# 54454634. $55.00. Part of a publication series intended to survey and synthesize scholarship on children and adoles­ cents of d ifferent classes, races, genders, regions, rel igions, sexualities, and abil ities. Part I consists of synthetic essays written by experts in the field whose surveys are chronological and contextual . Essays cover representations of Asians in St Nicholas Magazine, 1 888- 1 9 1 0; and transnational among second-generation Asian I nd ians. Part I I provides access to hard-to-find primary source documents, in part or whole, such as Stanley Ha­ yami's diary; petition for immigration of Amerasian children; immigration interview transcripts, 1 9 1 9; and a l ife h istory interview. Bibl iography and in­ dex. Villa, R., & Thousand, J. (Eds.) (2005). Creating an Inclusive School. 2nd ed. Alexandria, VA: As­ sociation for Supervision and Curriculum Devel­ opment. 2 1 9p . ISBN 1 -41 66-0049-3. OCLC# 331 33450. $26.95. Eight chapters cover and update inclusive educa­ tion, offering readers the legal and h istorical background of inclusive education, a constel lation of rationales for inclusion, advice on how to facili­ tate the transformation of schools so as to em­ brace an inclusive ethic and practice, promising educational practices supportive of d ifferentiating instruction for d iverse learners, and answers to common questions and concerns about inclusive education . Contributors include teachers, admin is­ trators, and parents of students with disabil ities. Index and author i nformation. Weiss, H . , et al. (Ed.). (Harvard Fami ly Research Project). (2005). Preparing Educators to Involve Families: From Theory to Practice. Thousand Oaks, CA: Sage. 1 82p. ISBN 1 -4 1 29-091 0-4. OCLC# 56840404. $34.95. This publ ication reflects the data gathered by the John D. and Catherine T. MacArthur Foundation's Research Network on Successful Pathways through Middle Chi ldhood and the Harvard Family Research Project's work on family involvement. Many of the case studies presented are the resu lt of the School Transition Study, a collaboration of H FRP and Stanford University. The introduction explains how to use the casebook and method , and also provides a table to serve as a guide to Education Libraries Volume 27, No. 2 Winter 2004 the cases and the theoretical approaches. A total of twelve cases are presented . References, graphs, tables, and index. Who Passed the GED Tests: 2002 Statistical Reports. (2004). Washington, DC: American Council on Education. 91 p. OCLC#5681 8736. $22.00. Developed primarily for GED partners who rely on statistical tables and graphs for program status and trend information, the 2002 report shares the results of GED testing conducted in 2002. New as of 2002 is a section profi l ing the number of adu lts who need a high school d iploma and describing those who have earned one. Three additional sec­ tions featuring detailed statistics by jurisdiction combine exhibits, tables, and text to present: the potential need for high school credentials among U .S . adults; trend information about the GED Testing Program; and information about the GED Testing Program such as lists of ACE and GEDTS boards and committees. Zubay, B. & Soltis, J. (2005). Creating the Ethi­ cal School: A Book of Case Studies. New York: Teachers College. 1 27p. ISBN 0-8077-4514-6. OCLC#5606881 4. $ 1 9.95 . The case studies presented are based on actual situations within the context of the independent K- 1 2 school, Berkeley Carroll School in Brooklyn (NY) of which Zubay is principal . Administrators , teachers, and parents joined in this effort to make ethical awareness, reasoning, and behavior an integral part of the school community. The pur­ pose of this book is to provide case studies and discussions for raising the ethical awareness of private and public school educators within diverse school settings. Chapters focus on the steps taken to nurture ethical consciousness in a school community; teacher/student cases; teacher/administrator cases; teacher/parent(s) cases; teacher/teacher cases; par­ ent(s)/administrators cases, heads/trustees/school cases. Appendixes describe student understand­ ings of right and wrong and the Berkeley Carrol l School Ethical Standards. Suggested read ings on moral theory and ethics and education. Gladys I . Dratch, Head of Collection Develop­ ment, and Deborah S. Garson, Head of Re­ search Services, Gutman Library, Harvard Uni­ versity. Emai l : g ladys_dratch@harvard .edu , Deb­ orah Garson@harvard .edu 28