Restructuring Urban Schools: A Chicago Perspective

Restructuring Urban Schools: A Chicago Perspective. G. Alfred Hess Jr. New York: Teachers College Press, 1995. 247 pp.     

Studying Schools, Studying Ourselves: Ethnographic Perspectives on Educational Reform

Reform and Resistance in Schools and Classrooms: An Ethnographic View of the Coalition of Essential Schools. Donna E. Muncey and Patrick J. McQuillan. New Haven, CT: Yale University Press, 1996. 319 pp.
How It Works: Inside. School-College Collaboration. Sidney Trubowitz and Paul Longo. New York: Teachers College Press, 1997. 172 pp.
Studying Your Own School: An Educator's Guide to Qualitative Practitioner Research. Gary L. Anderson. Kathryn Herr. and Ann Sigrid Nihlen. Thousand Oaks, CA: Corwin Press, 1994. 203 pp.     

Growing Up African American in Catholic Schools.

Growing Up African American in Catholic Schools. Jacqueline Jordan Irvine and Michele Foster, eds. New York: Teachers College Press, 1996.     

The Social Construction of Virtue: The Moral Life of Schools

The Social Construction of Virtue: The Moral Life of Schools. George W. Noblit and Van O. Dempsey. Albany: State University of New York Press, 1996. 225 pp.     

Made in America: Immigrant Students in Our Public Schools

Made in America: Immigrant Students in Our Public Schools. Laurie Olsen New York: The New Press, 1997. 276 pp.     

Schools for Growth: Radical Alternatives to Current Educational Models

Schools for Growth: Radical Alternatives to Current Educational Models. Lois Holzman. Mahwah, NJ: Lawrence Erlbaum Associates, 1997. xi + 152 pp.     

Beyond Black and White: New Faces and Voices in U.S. Schools

Beyond Black and White: New Faces and Voices in U.S. Schools. Maxine Seller and Lois Weis, eds. Albany: State University of New York Press, 1997. 328 pp.     

Con Respeto: Bridging the Distances between Culturally Diverse Families and Schools, An Ethnographic Portrait

Con Respeto: Bridging the Distances between Culturally Diverse Families and Schools, An Ethnographic Portrait Guadalupe Valdés New York: Teachers College Press, 1996. 237 pp.     

The Other Struggle for Equal Schools: Mexican Americans during the Civil Rights Era

The Other Struggle for Equal Schools: Mexican Americans during the Civil Rights Era. Rubén Donate. Albany: State University of New York Press, 1997. 210 pp.     

From the creation of the Veterinary Schools to the evolution of the notion of contagion in the 19th and 20th centuries

The creation of the Veterinary Schools in the 18th century would reveal a plethora of scientists, some of whom would be the precursors of Pasteur, some rivals, others followers collaborators or friends of the Master. Among the precursors let us name Chabbert, Huzard, Girard, Delafond, Renault, Toussaint, Galtier ; among the rivals: Chauveau, Arloing, Cornevin and Thomas; among the followers, collaborators or friends of Pasteur: Bouley, at first a resolute spontaneist, then the most fervent in defense of Pasteur (President of the Academy of Medicine and of the Academy of Sciences) and Nocard, Director of the School in Alfort, an important collaborator of Pasteur. Later, there was Leclainche, who created the International Office of Epizootics, and who was President of the Academy of Sciences; Guérin, who with Calmette developed the BCG vaccination; Ramon, the father of anatoxins (vaccines against diphtheria, and tetanus, combined vaccines, adjuvants to immunity). Thus, the creation of the Veterinary Schools contributed not only to the evolution of the notion of contagion, to the amelioration of animal health and the economics of agricultural production, but also to serious advances in human care, and to the protection of public health.     

Geroprosthodontics: The Nijmegen and Manchester Dental Schools approach

If quality of care for elderly patients is to be achieved, thorough and realistic geroprosthodontic treatment planning is essential. This requires mature consideration, incorporating comprehensive patient assessment and selection of the most appropriate treatment option for each patient. The latter should be based on criteria which meet the demands of a healthy dentition and which enable a patient to achieve satisfactory oral function. The Nijmegen and Manchester Dental Schools have evolved simple patient-related treatment guidelines. These start with a problem-oriented approach which leads to a provisional treatment. The provisional treatment is intended to result in a healthy dentition that is monitored over an appropriate period. Evaluation of the provisional treatment leads to three options: extension of the monitoring time, preservation of the natural occlusion or loss of the natural occlusion. Definitive prosthodontic treatment plans are based on the second or third option. In the maintenance of good oral health after prosthodontic treatments, plaque and diet control are essential elements. Recall or maintenance programmes must be carried out if successful treatment is to be achieved and maintained.     

Indoor Air Quality in Schools and Health Symptoms among Portuguese Teachers

The purpose of this study was: (i) to characterize the school indoor environment; (ii) to evaluate self-reported prevalence of disease symptoms among Portuguese teachers; and (iii) to evaluate, as far as we know for the first time in Portugal, the impact of the indoor air quality of schools on the prevalence of disease symptoms among teachers. The study was performed in the city of Oporto, starting in 2004; it included the analysis of questionnaires fulfilled by schoolteachers (n = 177), walkthrough surveys of schools grounds, buildings, and individual classrooms (n = 76), as well as indoor air monitoring. Respirable particle increase was related to chalk use and CO₂ concentrations widely exceeded reference values. Schools located near traffic lines presented higher benzene and toluene concentrations. The guideline for total viable microorganism concentration was exceeded in 35.6% of classrooms. Significant increases in disease symptoms among teachers could be related to poor indoor air quality, which was mainly due to inefficient ventilation and influence of traffic emissions. Statistically significant correlations were found between central nervous system injuries and the levels of CO₂ and total volatile organic compounds, and between upper respiratory problems and mucosal irritation and the levels of TVOC and respirable particles.     

Perpetration,impunity, and irreconciliation in Canada's Truth and Reconciliation Commission on Indian Residential Schools

The influence of institutional mandates on knowledge can be seen particularly clearly in the preferences and absences of truth and reconciliation commission (TRC) proceedings. A recent trend in TRCs involves a shift away from the exercise of judicial powers and the quest for justice and towards more concern with affirming the experience of victims or ‘Survivors’. Canada's TRC on Indian Residential Schools illustrates the consequences of the shift towards victim-centrism, which left gaps in knowledge – particularly about perpetrators – that was conveyed to the commission and produced conditions of impunity for those responsible for mass harm. This impunity coalesced into irreconciliation as the commission gave voice to people who had been forgotten, marginalized, and given little chance in life, while leaving out of the picture those who had actually stolen their lives and dignity.     

Design Lesson Number One

Abstract

Ourselves, Our Values: James Lincoln Collier. The Rise of Selfishness in America. New York: Oxford University Press, 1991. 308 pages. $24.95 hardback.

Ourselves, Our Values: Kenneth J. Gergen. The Saturated Self: Dilemmas of Identity in Contemporary Life. New York: Basic Books, 1991. 295 pages. $24.95 hardback.

Ourselves, Our Values: Mary Ann Glendon. Rights Talk: The Impoverishment of Political Discourse. New York: The Free Press, 1991. 218 pages. $22.95 hardback.

Ourselves, Our Values: Paul Leinberger and Bruce Tucker. The New Individualist: The Generation after the Organization Man. New York: Harper Collins, 1991. 454 pages. $24.95 hardback.

The Schools Mess: Chester E. Finn, Jr. We Must Take Charge: Our Schools and Our Future. New York: Macmillan, 1991. 365 pages. $22.95 hardback.

The Schools Mess: Dennis P. Doyle, Bruce S. Cooper, and Robert Trachtman. Taking Charge: State Action on School Reform in the 80's. Indianapolis, Indiana: Hudson Institute, 1991. 150 pages. $15.00 paperback.

The Schools Mess: Jonathan Kozol. Savage Inequalities: Children in America's Schools. New York: Crown Publishers, 1991. 250 pages. $20.00 hardback.

The Schools Mess: Jane M. Healy. Endangered Minds: Why Children Don't Think and What We Can Do About It. New York: Simon and Schuster, 1990. 382 pages. $11.00 paperback.     

Life Course Impact of School-Based Promotion of Healthy Eating and Active Living to Prevent Childhood Obesity

Background

The Alberta Project Promoting active Living and healthy Eating in Schools (APPLE Schools) is a comprehensive school health program that is proven feasible and effective in preventing obesity among school aged children. To support decision making on expanding this program, evidence on its long-term health and economic impacts is particularly critical. In the present study we estimate the life course impact of the APPLE Schools programs in terms of future body weights and avoided health care costs.

Method

We modeled growth rates of body mass index (BMI) using longitudinal data from the National Population Health Survey collected between 1996–2008. These growth rate characteristics were used to project BMI trajectories for students that attended APPLE Schools and for students who attended control schools (141 randomly selected schools) in the Canadian province of Alberta.

Results

Throughout the life course, the prevalence of overweight (including obesity) was 1.2% to 2.8% (1.7 on average) less among students attending APPLE Schools relative to their peers attending control schools. The life course prevalence of obesity was 0.4% to 1.4% (0.8% on average) less among APPLE Schools students. If the APPLE Schools program were to be scaled up, the potential cost savings would be $33 to 82 million per year for the province of Alberta, or $150 to 330 million per year for Canada.

Conclusions

These projected health and economic benefits seem to support broader implementation of school-based health promotion programs.     

On Apples,Oranges and Camels

Abstract

Changing Schools through the Arts: How to Build on the Power of an Idea. New York: ACA Books, 1990, 284 pages. $14.95 paperback.     

Quilts

Abstract

The following article was awarded the third-place Reston Prize 1989, sponsored by the National Association of Schools of Art and Design, the National Association of Schools of Dance, the National Association of Schools of Music, and the National Association of Schools of Theatre.     

Design Lesson Number Two

Abstract

The following article was awarded the second-place Reston Prize 1989, sponsored by the National Association of Schools of Art and Design, the National Association of Schools of Dance, the National Association of Schools of Music, and the National Association of Schools of Theatre.     

College and university planning for pandemic influenza: a survey of Philadelphia schools

OBJECTIVES: This study was undertaken to assess the current state of college and university planning for pandemic influenza and to inform guidance for these institutions. METHODS: The Philadelphia Department of Public Health developed an interview guide based on CDC guidance and conducted in-depth structured interviews with college and university pandemic planners in Philadelphia. RESULTS: Thirteen of 14 schools contacted participated in interviews. Six schools, or slightly fewer than half, reported having a draft pandemic influenza plan. Schools noted barriers such as insufficient information and financial resources and institutional support. They reported that they lacked concrete policy recommendations suited to different types of institutions (e.g., small colleges) and lacked the political will to tackle a hypothetical threat. Schools requested further guidance on triggers for campus closure, materials to stockpile, and policies for refunding tuition and adjusting credits for missed coursework. CONCLUSIONS: School pandemic planning is in its early stages. Local government can provide recommendations as to the appropriate level of planning detail, disseminate examples of best practices planning, and continue to emphasize the importance of all-hazards approaches to emergency planning.     

Advanced high school biology in an era of rapid change: a summary of the biology panel report from the NRC Committee on Programs for Advanced Study of Mathematics and Science in American High Schools

A recently released National Research Council (NRC) report, Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools, evaluated and recommended changes in the Advanced Placement (AP), International Baccalaureate (IB), and other advanced secondary school science programs. As part of this study, discipline-specific panels were formed to evaluate advanced programs in biology, chemistry, physics, and mathematics. Among the conclusions of the Content Panel for Biology were that AP courses in particular suffer from inadequate quality control as well as excessive pressure to fulfill their advanced placement function, which encourages teachers to attempt coverage of all areas of biology and emphasize memorization of facts rather than in-depth understanding. In this essay, the Panel's principal findings are discussed, with an emphasis on its recommendation that colleges and universities should be strongly discouraged from using performance on either the AP examination or the IB examination as the sole basis for automatic placement out of required introductory courses for biology majors and distribution requirements for nonmajors.