School Reform and Desegregation

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Boyd, R. (2000, DATE?). Putting classwork to the test: In neighborhood schools, not all children educated equally. The Columbus Dispatch, p. 2-2.

Boyer, J. B. , & Baptiste, H. P. (1996). The crisis in teacher education in America: Issues of recruitment and retention of culturally different (minority) teachers. In J. Sikula , T. Buttery , & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed., pp. 779-794). New York: Macmillan.

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Bumphus, W. (1998). With community colleges’ help Voyages program expands learning opportunities for children. Community College Journal, VOLUME?, 22-24.

Cohen, E. (1984). The desegregated school: Problems in status power and interethnic climate. In N. Miller & M. B. Brewer (Eds.), Groups in contact: The psychology of desegregation (pp. 77-96). Orlando, FL: Academic Press.

Contreras, A. R. , & Stephens, J. E. (1997). Forty years after Brown: The impact of immigration policy on desegregation. Education and Urban Society, 29(1), 182-191.

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Edwards, P. A. (1996). Before and after school desegregation: African American parents’ involvement in schools. In M. J. Shujaa (Ed.), Beyond desegregation: The politics of quality in African American schooling (pp. 138-161). Thousand Oaks, CA: Corwin Press.

Englemann, S. , Hanner, S. , & Johnson, G. (1989). Corrective reading. Columbus, OH: Macmillan.

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Gardner, R. , Cartledge, G. , Seidle, B. , Woolsey, L. , Schley, G. , & Utley, C. (in press). Mt. Olivet after-school program: Peer-mediated interventions for at-risk students. Remedial and Special Education.

Grossman, H. (1995). Teaching in a diverse society. Boston: Allyn & Bacon.

Haberman, M. (1995). Star teachers of children of poverty. West Lafayette, IN: Kappa Delta Pi.

Halpern, R. (1992). The role of after-school programs in the lives of inner city children: A study of the urban youth network. Child Welfare, 71(3), 215-230.

Hanson, M. J. , & Carta, J. J. (1996). Addressing the challenges of families with multiple risks. Exceptional Children, 62(3), 201-212.

Hess, F. M. (1998). Policy churn and the plight of urban school reform. In P. E. Peterson & B. C. Hassel (Eds.), Learning from school choice (pp. 107-129). Washington, DC: Brookings Institution.

Hodgkinson, H. (1991). Reform versus reality. Phi Delta Kappan, 73, 9-16.

Howey, K. R. , & Zimpher, N. L. (1991). Restructuring the education of teachers. Reston, VA: Association of Teacher Educators.

Hoxby, C. M. (1997). Are efficiency and equity in school finance substitutes or complements? Journal of Economic Perspectives, 10(4), 51-72.

Jones, D. L. , & Sandidge, R. F. (1997). Recruiting and retaining teachers in urban schools: Implications for policy and the law. Education and Urban Society, 29(2), 192-203.

Justices hit the hot buttons: Church and state using tax money for religious schools OK . (2000, June 27). The Columbus Dispatch, pp. 1-2.

Kozol, J. (1991). Savage inequalities: Children in America’s schools. New York: Harper.

Levine, D. U. , & Lezotte, L. W. (1996). Effective schools research. In J. Banks & C. Banks (Eds.), Handbook of research on multicultural education. New York: Macmillan.

Lippman, L. , Burns, S. , & McArthur, E. (1996). Urban schools: The challenge of location and poverty. Washington, DC: National Center for Education Statistics.

Long, T. J. , & Long, L. (1983). The handbook of latchkey children and their parents. New York: Arbor House.

Marshall, N. L. , Coll, C. G. , Marx, F. , McCartney, K. , Keefe, N. , & Ruh, J. (1997). After-school time and children’s behavioral adjustment. Merrill-Palmer Quarterly, 43(3), 497-514.

McWhirter, J. J. , McWhirter, B. T. , McWhirter, A. M. , & McWhirter, E. H. (1998). At-risk youth: A comprehensive response (2nd ed.). Pacific Grove, CA: Brooks/Cole.

Metcalf, K. K. , & Tait, P. A. (1999). Free market policies and public education: What is the cost of choice? Phi Delta Kappan, 81(1), 65-75.

Miller, N. (1980). Making school desegregation work. In W. G. Stephan & J. R. Feagin (Eds.), School desegregation: Past, present, and future (pp. 309-348). New York: Plenum.

Newman, J. W. (1998). America’s teachers: An introduction to education (3rd ed.). Menlo Park, CA: Longman.

Orfield, G. (1996). Turning back to segregation. In G. Orfield & S. E. Eaton (Eds.), Dismantling desegregation: The quiet reversal of Brown v. Board of Education (pp. 1-22). New York: The New Press.

Orfield, G. (2000 DATE?). Board gives IOU to kids: For schools with poor students, goal of equity doesn’t pan out. The Columbus Dispatch, p. 2-2.

Posner, J. K. , & Vandell, D. L. (1994). Low-income children’s after-school care: Are there benefit effects of after-school programs? Child Development, 15, 440-456.

Russo, C. J. , & Talbert-Johnson, C. (1997). The over representation of African American children in special education: The resegregation of educational programming? Education and Urban Society, 29(2), 136-148.

Slavin, R. E. (1983). Cooperative learning. New York: Longman.

Talbert-Johnson, C., & Cochran, L. (2000). What you see is what you get: Preservice educators’ perspectives on urban education. Unpublished manuscript. University of Dayton.

Tam, B. , & Gardner, R. (1997). Multicultural education for students with behavior disorders: Much to do about nothing or a real issue? Addressing Cultural and Linguistic Diversity in Special Education: Issues and Trends, 2, 1-11.

Vandell, D. L. , & Corasaniti, M. A. (1988). The relation between third graders’ after-school care and social, academic, and emotional functioning. Child Development, 59, 168-177.

Vandell, D. L. , & Ramanan, J. (1991). Children of the National Longitudinal Survey of Youth: Choices in after school care and child development. Development Psychology, 27, 637-643.

Wilson, W. (1987). The truly disadvantaged: The inner city, the underclass and public policy. Chicago: University of Chicago Press.