Remembering Our Indian School Days: The Boarding School Experience

Remembering Our Indian School Days: The Boarding School Experience. Heard Museum, Phoenix. November 2000-05     

Negotiating the Maze of School Reform: How Metaphor Shapes Culture in a New Magnet School

Negotiating the Maze of School Reform: How Metaphor Shapes Culture in a New Magnet School. Jean Wincek. New York: Teachers College Press, 1995. 139 pp.     

Colormute: Race Talk Dilemmas in an American School

Colormute: Race Talk Dilemmas in an American School . Mica Pollock. Princeton, NJ: Princeton University Press, 2004. 268 pp.     

School of the Dialogue of Cultures

The comments compare the School of the Dialogue of Cultures and the Developmental Instruction approach and explore the historical context, epistemological framework, approaches to meaning making, and cultural tools of the School of the Dialogue of Cultures. The author poses theoretical and methodological questions regarding the approach.     

Shades of White: White Kids and Racial Identities in High School

Shades of White: White Kids and Racial Identities in High School. Pamela Perry. Durham, NC: Duke University Press, 2002. 268 pp.     

An Elementary School in Holland: Experiment in Educational Practice

An Elementary School in Holland: Experiment in Educational Practice. Loren S. Barritt Utrecht, the Netherlands: International Books (Chicago: LPC Logan Group), 1996. 256 pp.     

Constructing School Success: The Consequences of Untracking Low-Achieving Students.

Constructing School Success: The Consequences of Untracking Low- Achieving Students. Hugh Mehan, Irene Villanueva, Lea Hubbard, and Angela Lintz. New York: Cambridge University Press, 1996. 247 pp.     

A New School of Medicine Is Born in Quebec

The new Faculty of Medicine at the University of Sherbrooke accepted its first 32 students in September 1966. The four major objectives of the school are: (1) medical education with emphasis on learning rather than teaching; (2) research in three major fields of endeavour: basic, clinical and medico-social sciences; (3) optimum patient care; and (4) service to society. A new Health Sciences Centre houses the Medical School, 1 420-bed hospital and multidisciplinary laboratories, and eventually will contain the paramedical schools, including a School of Nursing Sciences. The three major divisions of the Faculty are basic, clinical and medico-social sciences. The curriculum of the first two years is correlated and integrated within the “block” system, with participation from all three divisions.     

The Role of State Departments of Education in Complex School Reform.

The Role of State Departments of Education in Complex School Reform. Susan Lusi. New York: Teachers College Press, 1997. 217 pp.     

The Order of Men: the Nation and the Metropolitan Imaginary at an Indian Public School

This article is concerned with exploring discursive constructions of Indian post-coloniality and modernity. The analysis focuses upon a fully residential boys school in North India, the Doon School, which has played a historically significant role in the production of a discourse on nationhood and citizenship. Elsewhere, I have argued that the School defines its citizenship project in terms of three main ‘imaginaries’: secularism, rationality, and ‘metropolitanism’. This paper explores the construction of a narrative of the post-colonial nation-state at the School through ‘metropolitanism’.     

Race, Class, and Power in School Restructuring.

Race, Class, and Power in School Restructuring. Pauline Lipman. Albany: State University of New York Press, 1998. 334 pp.     

The Delft School of Microbiology in historical perspective

The paper discusses the contributions made to the Delft School of Microbiology by its founding fathers, defines its contents and analyses its influence. The paper is concluded by a discussion of the significance of the Delft School for the future development of general microbiology.     

Educational Opportunity in an Urban American High School: A Cultural Analysis.

Educational Opportunity in an Urban American High School:. Cultural Analysis. Patrick James McQuillan. Albany: State University of New York Press, 1998. 243 pp.     

法瑞学派的发展历史及其对当代植被生态学的影响

法瑞学派也称Braun-Blanquet学派, 盛行于欧洲大陆, 也是当今全球植被科学的一个重要学派。该文对这一学派的发展历史、植被科学理论和野外实践, 以及群落分类系统做了简要介绍。法瑞学派的发展可分为开创(1910-1943年)、发展(1945-1980年)、分化(1980-1990年)和融合(1990年至今)四个时期。法瑞学派重视野外实践, 强调植物群落内的相互关系和动态发展, 强调植物群落主要属性是物种组成, 以及特征种(或鉴别种)在群落分类和评价环境中的重要作用; 制定了一套详细的野外调查方法和样地归类的程序; 建立了以“群丛”为基本等级的一个自下而上、严谨的、正规的植被分类体系; 具有理论上的兼容性和技术上的开放性等优点。这些都为当代植被生态学的发展奠定了坚实的基础。同时, 法瑞学派在特征种界定、群丛定义、样地数据集成与转换、与生态外貌系统连接等方面存在一些尚需改进的地方。最后, 该文概述了法瑞学派在中国的发展历史与现状, 以及目前在中国植被研究中所能发挥的作用。     

History of French-Swiss School of phytosociology and its influences on modern vegetation ecology

法瑞学派也称Braun-Blanquet学派, 盛行于欧洲大陆, 也是当今全球植被科学的一个重要学派。该文对这一学派的发展历史、植被科学理论和野外实践, 以及群落分类系统做了简要介绍。法瑞学派的发展可分为开创(1910-1943年)、发展(1945-1980年)、分化(1980-1990年)和融合(1990年至今)四个时期。法瑞学派重视野外实践, 强调植物群落内的相互关系和动态发展, 强调植物群落主要属性是物种组成, 以及特征种(或鉴别种)在群落分类和评价环境中的重要作用; 制定了一套详细的野外调查方法和样地归类的程序; 建立了以“群丛”为基本等级的一个自下而上、严谨的、正规的植被分类体系; 具有理论上的兼容性和技术上的开放性等优点。这些都为当代植被生态学的发展奠定了坚实的基础。同时, 法瑞学派在特征种界定、群丛定义、样地数据集成与转换、与生态外貌系统连接等方面存在一些尚需改进的地方。最后, 该文概述了法瑞学派在中国的发展历史与现状, 以及目前在中国植被研究中所能发挥的作用。     

Ethnic Identity and Power: Cultural Contexts of Political Action in School and Society.

Ethnic Identity and Power. Cultural Contexts of Political Action in School and Society. Yali Zou and Enrique T. Trueba. eds. Albany: State University of New York Press, 1998. 452 pp.     

Japanese Lessons: A Year in a Japanese School through the Eyes of an American Anthropologist and Her Children

Japanese Lessons: A Year in a Japanese School through the Eyes of an American Anthropologist and Her Children. Gail R. Benjamin. New York: New York University Press, 1997. 262 pp.     

L'école et le territoire: nouveaux espaces, nouveaux enjeux [School and Territory: New Spaces, New Issues].

L'école et le territoire: nouveaux espaces, nouveaux enjeux [School and Territory: New Spaces, New Issues]. Bernard Charlot, ed. Paris: Armand Colin, 1994. 223 pp.     

School fidelity in fishes: The yellow perch pattern

School fidelity concerns the cohesiveness of social aggregations over time, as measured by the regularity or repeatability with which known individuals re-occur as members of a school. School fidelity was measured by divers who observed yellow perch (Perca flavescens) marked with individually recognizable tags in Cazenovia Lake, New York. Yellow perch were facultative schoolers, with individual differences in schooling tendency (measured as percentage of time in schools) accounting for different numbers of observations of schooled versus solitary fish. The greatest co-occurrence was found between fish with strong schooling tendencies, but within this group co-occurrence was random. Home ranges overlapped greatly between individuals, yet co-occurrence was more a function of schooling tendency than of overlapping home ranges. Individuals with overlapping home ranges but with weak schooling tendencies seldom co-occurred. Home range size increased directly with schooling tendency: the distances that individuals moved apparently depended on the movements of the schools they joined, with strongly schooling fish remaining in schools longer. Individuals joined and left schools frequently; this also reflects a lack of fidelity between fish. Fish schools that form primarily for predator avoidance may show higher levels of fidelity than do schools that form for foraging or hydrodynamic efficiency.     

"I Won't Stay Indian, I'll Keep Studying": Race, Place, and Discrimination in a Costa Rican High School

"I Won't Stay Indian, I'll Keep Studying": Race, Place, and Discrimination in. Costa Rican High School . Karen Stocker. Boulder: University Press of Colorado, 2005. 248 pp.