B O O K REVIEWS McGuiness, John. Teachers, Pupils and Behavior: A Managerial Approach. London: Cassell-Villiers House, 1993. ISBN 0-304-32784-0 (hardcover); 0-304-32785-9 (papercover). Teachers, Pupils and Behavior: A Managerial Approach is the ftrst book in a new series, Cassell S tudies in Pastoral and Personal and Social Education, from Great Britain. This series will address current issues wiU1 each volume focusing on a specific aspect of pastoral care in education. Peter Lang and Ron nest rtre U1e series editors. BoU1 have written, researched, and taught about personal and social education for many years. John McGuiness is a professor in U1e School of Education at Durham University. He uses Great Britain's Education Refom1 Act of 1 988 (Elton Report) as a starting point to discuss a rational and reflective approach to discipline. The goal of discipline must be a self discipline which recognizes Uwt boU1 teacher and pupil have rights. McGuiness discusses U1e difference between disci­ pline to control and discipline to educate. He includes staff development activities and discussion questions to help teachers work toward better discipline in U1e classroom. Each chapter presents a key element in achieving the concept U1at discipline is necessary for U1e educational process. One chapter focuses on U1e complexity of student behavior rmd U1e complex meUwds necessary for dealing with these behaviors. AnoU1er stresses Umt managing change is one of U1e teacher's basic responsibilities. Teachers' decisions based on individual ' s val­ ues rmd teacher' s need for a positive feeling of self wortJ1 are two oU1er chapter topics. McGuiness points out Uutt defense of drunaged self-esteem by teachers rmd pupils is U1e reason for many disruptive incidents in the classroom. One chapter is designed to help a teacher recognize which pupils have the most serious problems and how to defuse difficult situations. There is also information about organizing a workshop to be used for professional training. McGuiness uses examples from his many yertrs as a guidrmce counselor to illustrate the basic points in each chapter. 1l1is book presents interesting insights into the British educa­ tional system including examples of classroom confrontations between teachers and students that discuss the incident and various responses. Each chapter contains techniques a teacher can use to help achieve a productive classroom and lists of discussion questions designed to help groups of teachers to improve U1eir reactions to various situations. Teachers, Pupils and Behavior: A Managerial Approach would be useful in any collection emphasizing intemational educational systems, professional developmental training materials or edu­ cation in Great Britain. JoAnn B ierman is an Assista n t Professor for the Curriculum Materials Laboratory Library, Oklahoma State University Library, S tillwater, Oklalwma Gates, Jean Key. Guide to the Use of Libraries and Information Sources. 7th ed. New York, Toronto, etc., 1994. 304p. ISBN 0-07-023000-5 (paper) Jean Kay Gates, Professor Emerita at the University of South Florida, has produced a very lumdy new edition of G11ide to the Use of Libraries and Information So11rces. In U1is time of rapidly changing technologies, it is difficult to offer ru1yU1ing more Uwn a snapshot of U1e current situation. Gates does an admirable job in emphasizing to her reader that systems :tre chrmging, Uwt competing products vary somewhat in their use, and that instruc­ tions given on U1e screens of computer-based products must be followed to U1e letter. Education Libraries • Vol 1 8, No. 3 1l1e work is aimed at U1e beginning college student, and after some introductory remarks on the history of books and libraries, Gates gets down to U1e business of introducing iliis often reticent group to U1e information they must have to succeed in their college studies. She explains classification systems, differenti­ ates between the types of information found in books and journals, ru1d prepares the reader for the changing world of other media. A good deal of t11e book consists of capsule annotations of the most helpful reference sources. 1l1e completeness and currency are to be commended. 29 - She is, of necessity, less specific when talking about online sources of infonnation and online catalogs. Examples are given from the LUIS system with the caveat that systems vary. Her explanation of concepts applicable across t11e board, such as keyword searching and boolean logic should be clear to most freshman. 1l1is would be a good text for an introductory course in library use, as well as a strong candidate for inclusion in most collec­ tions. Debbie Bogenschutz is Coordinator of Infonnation Services, Cincinnati State Technical and Community College, Cincinnati, Ohio. Zins, Joseph E., and Elias, Maurice J. Promoting Student Success Through Group Interventions. New York : Haworth Press, 1993. 188p. ISBN 1-56024-506-9, $30.00 Traditional counseling and consulting of individual students by service professionals in t11e schools has proved effective in promoting social and academic success. Unfortunately, how­ ever, there is a growing incidence of AIDS, smoking, drug and alcohol use, divorce, behavior disorders, violence and poverty. The editors of tl1is volume assert t11at t11e schools face a "cri tical need to expand t11e numbers of children who receive health and mental health promotion services." 1l1e techniques and programs outlined in the eight articles (also published as Special Services in tile Schools, Volume 8, Number 1, 1993) are directed toward school psychologists, counselors, special educators and administrators. Specifically, an overview of all group interventions, and tlwse relating to t11e support of children of divorce, children who have been bereaved, children manifesting ADHD or otl1er disruptive behavior problems are discussed. Each intervention includes a t11eorctical and instruc­ tional bases, purpose, target population, age/grade level, prob­ lem/risk factors and fonnat(s) for use. Also, infonnation regard­ ing the selection, implementation and assessment of learner outcomes is given attention. An important factor mentioned for success is organizational readiness. The type of intervention metl10d provided should "match t11e interests of educators, spe­ cial service providers and t11e community." 1l1ere is no doubt t11at students rarely experience difficulties in isolation from one anot11er. Group intervention, in contrast to individual counseling, can help children and move through the process of dealing with t11eir problems together. As one author points out, group intervention can also "increase a student's understandit1g of etlmic groups in multicultural settings." 1l1is title is highly readable ·and fills a need in t11e literature for its target audience. It is recommended for all academic collections which support education programs. Deanna Britton is Education Bibliographer and Head of the Social Sciences Department, The University of Georgia Librar­ ies, Atl1ens, Georgia. Poch, Robert K. 1 993. Academic Freedom in American Higher Education: Rights, Responsibilities, and Limitations. ASHE-ERIC Higher Education Report No. 4. Washington, D.C. : The George Washington University, School of Education and Human Development. ISBN 1-878380-25-9. ISSN 0884-0040. $18.00 Academic Freedom in American Higher Education provides the reader with an excellent overview and summary of those aca­ demic freedom issues typically of greatest concem to college and university faculty, researchers, and administrators: ( 1 ) speech inside the classroom; (2) speech outside t11e clw;sroom; fmd (3) disclosure/protection of research findings. Dr. Poch considers these issues witl1in t11e milieus of boU1 public and private institu­ tions, noting especially t11e differences tlutt typically exist re­ specting matters of academic freedom in both publicly supported institutions and in church-related colleges and universi ties. The work is divided into tluee major areas: ( 1 ) a section defining academic freedom, which explores and reviews botl1 historical and popular views of what it may be t11at constitutes academic freedom; (2) a section dealing witl1 t11e legal aspects of t11e AAUP's " 1 940 Statement of Principles on Academic Freedom and Tenure," which Dr. Poch rightly notes as being "U1e centerpiece of popular notions of academic freedom in t11e United States, and containing an excellent discussion of relevant court ca<;es illus­ trative ofbotl1 t11e extent and t11e limitations of academic freedom - 30 in the United States today; and (3) a section covering contempo­ rary academic freedom issues, including artistic expression, political correctness, and academic freedom in church-related colleges and universities. 1l1e autlwr's discussions of all these aspect<; of academic freedom are laudable for their clarity and undersumdability. He does especially well in making sense oftl1e morass of case law tlmt exists in tl1is field, only rarely veering off tlle explicational pat11 (all too often seemingly assiduously avoided by many legal commentators) to provide the reader with more than might wish to be known conceming the procedural arcana of the law. In any event, t11ere are numerous references provided to 0tJ1er works and to the relevant COUrt cases tl1emselves SO that the reader can easily follow up t11e autlwr' s comments and obtain more detailed infonnation if it is desired. Instructive to t11ose especially interested in matters of academic freedom within the sectarifm institution context will be Dr. Poch' s 1 990 dissertation "Academic Freedom Policies in selected Christian Colleges, Universities, and Seminaries." Education Libraries • Vol 1 8, No. 3 1l1e work's only major deficiency (aside from a few editorial errors-see page 50's head-shaking reference to the play "Old Calcutta") is its index, which appears to have been generated by some sort of indexing or word processing program. In far too many cases good indexing practice has simply not been fol lowed. For example, despite tlw importance, �md perhaps U1e centrality to many of tl1e points made in U1e book, of U1e various court cases cited in tl1e work, tl1e index provides access to tl1em only U1rough ilie first named party in tl1e dispute in each case. Good indexing practice witl1 legal subjects would provide access from the second named party as well. For example, in respect of U1e celebrated case of tl1e University of California Board of Regents v. Bakke, one would expect t11at far more people would be likely to search the index for Bakke raU1er tl1an for references under University ofCalifornia BoardofRegents. Also U1e index should reference tl1e full name of individuals such a� "Burger, W�UTen Earl, ChiefJustice of tl1e U.S. Supreme Court" rather tl1an simply "Burger, Chief Justice." Finally, belaboring the point, perhaps, but in a good cause, tl1ere is simply no rightful place for tl1e use of "automatic" indexing systems tl1at generate entries for mis- spellings occurring witl1in tl1e main text; e.g., I have no idea how Mr. Deichtman of Deichtman v. Squibb & Sons spells his name, but even if "Deichtman" is truly correct, iliere is simply no need for a separate index cross-reference to him under ilie second spelling ("Old Calcutta" does, however, probably deserve to, and did, make tl1e index). Academic freedom has been rightly recognized by our nation 's court system to be of fundamental importance boili for American higher education and for society as a whole. Dr Poch' s book is highly recommended for tl10se persons wishing to obtain a concise overview of tl1e subject or for t110se wishing to refresh t11eir knowledge and understanding of ilie issues involved in academic freedom. The bibliography and references provide a valuable resource for additional study. Vicki L. Gregory is an Associate Professor at tl1e School of Library and Information Science, University of Soutll Florida. America at school: a unit that integrates social studies, literature and language arts. U.S.A., Pleasant Company, 1994. 1 56247 101 5 1l1is unit comprises a teacher' s guide, books from the American Girls Collection, activity cards, maps m1d wallcharts. In the Overview it is stated tl1at tl1ere are tl1ree curricular goals: "to � help children enjoy historical fiction: to help U1em understand how America has changed and stayed t11e smne: to help U1em be apprentice historians". It is also stated tlwt it aims "to help children see how America has ch�mged m1d how it has stayed tl1e same from tl1e colonial period to tl1e present by studying one aspect of American life - schooling." Taking t11e first goal - "to help children enjoy historical fiction", it seems very strm1ge tl1at t11ere are no further reading lists. How can children enjoy historical fiction, especial ly boys, if all U1ey are to be offered in tl1is package is tJ1c Americm1 G iris Collect ion? 1l1ere is a wea!U1 of historical fiction available for children on all aspects of American history, some of it exceptionally good, and here Laura Ingalls Wilder's nmne comes to mind. 1l1ere is, however, no mention of her nmne, just these six books which, Education Libraries • Vol 1 8, No. 3 although full of historical details, lack a real sense of period and are aimed exclusively at girls. Spirited heroines abound in historical fiction, Ruth Sawyer's Lucinda is one fine example, so it is difficult to see why it has been fel t necessary to create inferior versions. I feel Uutt having failed in its first goal that it is difficult to take tl1e rest of tl1is package in a good spirit. The maps are very spartan, tl1e two wall charts are very broad and cannot hope to encapsulate all t11ey promise, and most teachers would be happier drawing up tl1eir own studies programmes. Janet Fisher is a Library consultant and autl10r of An Index to Historical Fiction for children and young people. She is cur­ rently residing in Quebec, Canada. 3 1 -