What Teachers Learn in High School

Ancess, J. , & Darling-Hammond, L. (1994). Authentic teaching, learning, and assessment with new English learners at International High School. New York: Columbia University, National Center for Restructuring Education, Schools, and Teaching (NCREST), Teachers College.

Grubb, W. N. (in press). The workplace in the classroom: Integrating academic and vocational education. New York: Teachers College Press.

Huberman, M. (1993). The model of the independent artisan in teachers' professional relations. In J. W. Little & M. W. McLaughlin (Eds.), Teachers' work: Individuals, colleagues, and contexts (pp. 11-50). New York: Teachers College Press.

Huberman, M. (in press). Professional careers and professional development: Some intersections. In T. Guskey & M. Huberman (Eds.), New paradigms and practices in professional development. New York: Teachers College Press.

Lewis, T. (1993). Valid knowledge and the problem of practical arts curricula Curriculum Inquiry, 23(2), 175-202.

Little, J. W. (1990). The persistence of privacy: Autonomy and initiative in teachers' professional relations. Teachers College Record, 91(4), 509-536.

Little, J. W. (1993a). Professional community in comprehensive high schools: The two worlds of academic and vocational teachers. In J. W. Little & M. W. McLaughlin (Eds.), Teachers' work. Individuals, colleagues, and contexts (pp. 137-163). New York: Teachers College Press.

Little, J. W. (1993b). Professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 15(2), 129-151.

Little, J. W. (in press-a). Subject affiliation in high schools that restructure. In L. S. Siskin & J. W. Little (Eds.), The subjects in question: Perspectives on the subject department in comprehensive high schools. New York: Teachers College Press.

Little, J. W. (in press-b). Traditions of high school teaching and the transformation of work education. In W. N. Grubb (Ed.), The workplace in the classroom: Integrating academic and vocational education. New York: Teachers College Press.

Little, J. W. , & Threatt, S. M. (1994). Work on the margins: Compromises of purpose and content in secondary schools. Curriculum Inquiry, 24(3), 269-292.

Meier, D. (1992). Reinventing teaching. Teachers College Record, 93(4), 594-609.

Porter, A. C. , Archbald, D. A. , & Tyree, A. K., Jr. (1991). Reforming the curriculum: Will empowerment policies replace control? In S. Fuhrman & B. Malen (Eds.), The politics of curriculum and testing: The 1990 yearbook of the Politics of Education Association (pp. 11-36). London: Taylor and Francis.

Rosenstock, L. (1991). The walls come down: The overdue reunification of vocational and academic education. Phi Delta Kappan, 72(6), 434-436.

Rowan, B. (1990). Commitment and control: Alternative strategies for the organizational designs of schools. In C. B. Cazden (Ed.), Review of research in education (pp. 353-392). Washing- ton, DC: American Educational Research Association.

Siskin, L. S. (1994). Realms of knowledge: Academic departments in secondary schools. London: Falmer.

Siskin, L. S. , & Little, J. W. (in press). The subject department: Continuities and critiques. In L. S. Siskin & J. W. Little (Eds.), The subjects in question: Departmental organization and the high school. New York: Teachers College Press.

Smylie, M. A. (1994). Redesigning teachers' work: Connections to the classroom. In L. Darling-Hammond (Ed.), Review of research in education (Vol. 20, pp. 129-177). Washington, DC: American Educational Research Association.

Steinberg, A. , & Rosenstock, L. (in press). CityWorks: Redefining vocational education. In J. Oakes & H. H. Quartz (Eds.), Creating new educational communities: 94th yearbook of the National Society for the Study of Education, Part 1. Chicago: University of Chicago Press.

Tyack, D. , & Tobin, W. (1994). The "grammar" of schooling: Why has it been so hard to change? American Educational Research Journal, 31(3), 453-479.

Wiseman, F. (Producer and Director) (1994). High School II [Film]. Zipporah Films.