A Geology of School Reform: The Successive Restructurings of a School District

A Geology of School Reform: The Successive Restructurings of a School District. Liane Brouillette. Albany: State University of New York Press, 1996. 251 pp.     

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.     

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.     

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.     

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.     

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.     

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.     

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.     

Remembering Our Indian School Days: The Boarding School Experience

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

Evolution of the New Pathway curriculum at Harvard Medical School: the new integrated curriculum

In 1985, Harvard Medical School adopted a "New Pathway" curriculum, based on active, adult learning through problem-based, faculty-facilitated small-group tutorials designed to promote lifelong skills of self-directed learning. Despite the successful integration of clinically relevant material in basic science courses, the New Pathway goals were confined primarily to the preclinical years. In addition, the shifting balance in the delivery of health care from inpatient to ambulatory settings limited the richness of clinical education in clinical clerkships, creating obstacles for faculty in their traditional roles as teachers. In 2006, Harvard Medical School adopted a more integrated curriculum based on four principles that emerged after half a decade of self-reflection and planning: (1) integrate the teaching of basic/population science and clinical medicine throughout the entire student experience; (2) reestablish meaningful and intensive faculty-student interactions and reengage the faculty; (3) develop a new model of clinical education that offers longitudinal continuity of patient experience, cross-disciplinary curriculum, faculty mentoring, and student evaluation; and (4) provide opportunities for all students to pursue an in-depth, faculty-mentored scholarly project. These principles of our New Integrated Curriculum reflect our vision for a curriculum that fosters a partnership between students and faculty in the pursuit of scholarship and leadership.     

History of the Department of Pediatrics Yale University School of Medicine.

The history of pediatrics at the Yale University School of Medicine can be divided into eight historical eras. The "Paleohistorical Era" included colonial figures such as Governor John Winthrop and Hezekiah Beardsley who wrote about children''s disease in colonial times. Eli Ives, Professor of the Diseases of Children at Yale Medical School gave the first systematic pediatric course in America in the first half of the nineteenth century. During the second era, from 1830-1920, the New Haven Hospital was opened. An affiliation between Yale University and the New Haven Hospital led to the formal establishment of clinical departments including pediatrics in the early 20th century. Six eras coinciding with successive pediatric chairman have led the department to its present respected position in American pediatrics. The department''s 75th anniversary in 1996 is an occasion to recognize many of the department''s accomplishments and leaders over the years. It is also a time to reaffirm the mission of the department: to the health needs of the children of Connecticut and beyond, to the advancement of scientific knowledge of infants and children and their diseases, and to the training and educational of the pediatric clinicians, educators and investigators of the future.     

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.     

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.     

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.     

The challenge of health care provision: A case study from Mexico

Lorenza Menegoni has a doctorate in Anthropology from the Graduate Faculty, The New School for Social Research, New York City. She is continuing her research in Mexico. Carmen Hendershott has a doctorate in Anthropology from the Graduate Faculty, The New School for Social Research, where she is working as a research librarian.     

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.     

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.     

Hand Puppets in the School

Abstract

Peter F. Drucker. The New Realities. New York: Harper &; Row, 1989. 276 pages. $19.95 hardback.     

“Black Light” Posters & Billboards

Abstract

Planning an Arts-Centered School, A Handbook Carol Fineberg, Editor New York: The Dana Foundation, 2002     

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.