First bibliography of all printed material concerned with Westminster Abbey, from parliamentary papers to guide books. Westminster Abbey is one of the most significant ecclesiastical institutions in Britain and occupies a unique position in the life of Church and Nation. Founded as a Benedictine monastery c.960, it is the coronation church and a royal mausoleum, a place of worship and an architectural masterpiece, a national shrine whose collection of monumental sculpture is of international renown. The Abbey's history is inextricably linked with that of both Westminster School [governed directly by the Dean and Chapter of Westminster until 1868] and of St Margaret's church [built by the Westminster monks for the local community, and closely associated with the Abbey ever since]. Thisfully-indexed bibliography is the first of its kind dedicated to a major church, and is a fundamental contribution to the historiography of Westminster Abbey. It provides full bibliographical details of more than 3300 printed works, including parliamentary papers, editions of archival sources, guide books, theses, historical monographs and journal articles. Covering a huge range of subjects from art and architecture to poetry, sermons and Westminster School grammars, it is an indispensable reference work for anyone seeking to know more about this remarkable institution.

Americans worry continually about their schools with frequent discussions of the "crisis" in American education, of the "failures" of the public school systems, and of the inability of schools to meet the current challenges of contemporary life. Such concerns date back at least to the nineteenth century. A thread that weaves its way through the critiques of American elementary and secondary schools is that the educational system is not serving its children well, that more should be done to enhance achievement and higher performance. These critiques first began when the United States was industrializing and were later amplified when the Soviets and Japan were thought to be grinding down the competitive position of America. At the start of the twenty-first century, as we discuss globalization and maintaining our leadership position in the world economy, they are being heard again.
"The Urban School: A Factory for Failure" challenges these assumptions about American education. Indeed, a basic premise of the book is that the American school system is working quite well-doing exactly what is expected of it. To wit, that the schools in the United States affirm, reflect, and reinforce the social inequalities that exist in the social structures of the society. Stated differently, the schools are not great engines for equalizing the existing social inequalities. Rather, they work to reinforce the social class differences that we have had in the past and continue to have in more pronounced ways at present.
Rist uses both sociological and anthropological methods to examine life in one segregated African-American school in the mid-western United States. A classroom of some thirty children were followed from their first day of kindergarten through the second grade. Detailed accounts of the day-by-day process of sorting, stratifying, and separating the children by social class backgrounds demonstrates the means of ensuring that both the poor and middle-class students soon learned their appropriate place in the social hierarchy of the school. Instructional time, discipline, and teacher attention all varied by social class of the students, with those at the bottom of the ladder consistently receiving few positive rewards and many negative sanctions.
When "The Urban School" was first published in 1973, the National School Boards Association called it one of the ten most influential books on American education for the year. It remains essential reading for educators, sociologists, and economists.
Ray C. Rist is a senior evaluation officer with the Operations Evaluation Department of the World Bank. He has held senior positions in both the legislative and executive branches of the United States government as well as teaching positions at Cornell University, Johns Hopkins University, and George Washington University.
""The Urban School" is a timely and much needed wake-up call to a educational policy and contemporary social problem that urgently needs to be addressed across the country and in every urban school district."--"The Bookwatch"

Interest in complexity theory, a relation of chaos theory, has become well established in the business community in recent years. Complexity theory argues that systems are complex interactions of many parts which cannot be predicted by accepted linear equations. In this book, Keith Morrison introduces complexity theory to the world of education, drawing out its implications for school leadership.
This books suggests that schools are complex, nonlinear and unpredictable systems, and that this impacts significantly within them. As schools race to keep up with change and innovation, this book suggests that it is possible to find order without control and to lead without coercion. Key areas:
*schools and self-organisation
*leadership for self-organisation
*supporting emergence through the learning organisation
*schools and their environments
*communication
*fitness landscapes
This book will be of interest to headteachers and middle managers, and those on higher level courses in educational leadership and management.

"Why Reading Literature in School Still Matters: Imagination, Interpretation, Insight" explains how a reader's involvement with literary texts can create conditions for developing deep insight into human experience, and how teachers can develop these interpretive possibilities in school contexts. Developed from the author's many years of research, this book offers both a theoretical framework that draws from an interdisciplinary array of sources and many compelling and insightful examples of literary engagement of child, adolescent, and adult readers, as well as practical advice for teachers and other readers about how to create interesting and expansive sites for interpretation that are personally rewarding and productive.
"Why Reading Literature in School Still Matters: Imagination, Interpretation, Insight "
*provides an overview of theories of human learning that influence beliefs about language, culture, and identity;
*shows how these theories of learning influence beliefs about and practices of reading and interpretation;
*introduces new ways to conceptualize reading that emphasize the relationship between individual and collective identities and language/literacy practices;
*explains why access to information does not guarantee that understanding and/or insight will occur--by emphasizing the importance of "re-reading" and "close reading" this text shows that development of deep insight depends on interpretation skills that must be taught; and
*presents a reconceptualized view of reading pedagogy.
This is an essential text for education courses at both the undergraduate and graduate levels and a must read for teachers and for anyone interested in more deeply understanding how literary works of art can create conditions for learning about oneself, one's situation, and one's possibilities.

"Why Reading Literature in School Still Matters: Imagination, Interpretation, Insight" explains how a reader's involvement with literary texts can create conditions for developing deep insight into human experience, and how teachers can develop these interpretive possibilities in school contexts. Developed from the author's many years of research, this book offers both a theoretical framework that draws from an interdisciplinary array of sources and many compelling and insightful examples of literary engagement of child, adolescent, and adult readers, as well as practical advice for teachers and other readers about how to create interesting and expansive sites for interpretation that are personally rewarding and productive.
"Why Reading Literature in School Still Matters: Imagination, Interpretation, Insight "
*provides an overview of theories of human learning that influence beliefs about language, culture, and identity;
*shows how these theories of learning influence beliefs about and practices of reading and interpretation;
*introduces new ways to conceptualize reading that emphasize the relationship between individual and collective identities and language/literacy practices;
*explains why access to information does not guarantee that understanding and/or insight will occur--by emphasizing the importance of "re-reading" and "close reading" this text shows that development of deep insight depends on interpretation skills that must be taught; and
*presents a reconceptualized view of reading pedagogy.
This is an essential text for education courses at both the undergraduate and graduate levels and a must read for teachers and for anyone interested in more deeply understanding how literary works of art can create conditions for learning about oneself, one's situation, and one's possibilities.

In this ground-breaking book, Gerald Grace addresses the dilemmas facing Catholic education in an increasingly secular and consumer-driven culture. The book combines an original theoretical framework with research drawn from interviews with sixty Catholic secondary head teachers from deprived urban areas. Issues discussed include:
*Catholic meanings of academic success
*tensions between market values and Catholic values
*threats to the mission integrity of Catholic schools
*the spiritual, moral and social justice commitments of contemporary Catholic schools
This book will be equally useful to leaders of Catholic and other schools and to all those interested in values and leadership in schooling.

Contents:
Suárez-Orozco, C. and Suárez-Orozco, M. 'Schooling Experiences of the Children of Immigration.' Chapter 5 in Children of Immigration (Cambridge, MA: Harvard University Press, forthcoming).

Ogbu, J. and Simons, H. 'Voluntary and Involuntary Minorities: A Cultural-ecological Theory of School Performance with Some Implications for Education.' Anthropology and Education Quarterly 29 (1998).

Gibson, M.A. 'Complicating the Immigrant/Involuntary Minority Typology.' Anthropology and Education Quarterly 28 (1997).

Portes, A and Macleod, D. 'Educational Progress of Children of Immigrants: The Roles of Class, Ethnicity and School Context.' Sociology of Education 69 (1996).

Kao, G and Tienda, M. 'Optimism and Achievement: The Educational Performance of Immigrant Youth.' Social Science Quarterly 76 (1995).

Brandon, P. 'Gender Differences in Young Asian American's Educational Attainments.' Sex Roles 25 (1991).

Orfield, G., Bechmeier, M.D., James, D.R. and Eitle, T. 'Deepening Segregation in American Public Schools: A Special Report from the Harvard Project on School Desegregation.' Equity and Excellence in Education (1997).

Donato, R., Menchaca, M. and Valencia, R. 'Segregation, Desegregation and Integration of Chicano Students: Problems and Prospects.' In Richard Valencia, Ed., Chicano School Failure and Success: Research and Policy for the 1990s (London, UK: Falmer, 1991).

Gandara, P. 'The Impact of the Educational Reform Movement on Limited English Proficient Students.' In B. McLeod, Ed., Language and Learning: Educating Linguistically Diverse Students (Albany, NY: State University of New York Press, 1994).

Lopez, N. 'The Structural Origins of High School Drop Out Among Second Generation Dominicans in New York City.' Latino Studies Journal 9 (1998).

Waters, Mary. 'Ethnic and Racial Identities of Second-generation Black Immigrants in New York City.' International Migration Review 4 (1994).

Matute-Bianchi, M.E. 'Situational Ethnicity and Patterns of School Performance Among Immigrant and Non-immigrant Students.' In M.A. Gibson and J.U. Ogbu, Eds., Minority Status and Schooling (New York, NY: Garland Publishing, Inc, 1991).

Sue, S and Okazaki, S. 'Asian-American Educational Achievements: A Phenomenon in Search of an Explanation.' American Psychologist 45 (1990).

Reese, L., Balzano, S., Gallimore, R. and Goldenberg, C. 'The Concept of Education: Latino Family Values and American Schooling.' International Journal of Education Research 23 (1995).

List of Recommended Readings

In this book, Bergeron demonstrates the negative emotional and pedagogical repercussions that result from American educators' embrace of self-esteem and the dogma surrounding its acceptance. Critically interpreting the meaning of self-esteem in education, he challenges "common sense" assumptions surrounding this notion and questions the historical, political, philosophical, and pedagogical forces that have shaped this psychological construct in education. Interrogating the pedagogical practices linked to student empowerment, self-determination, and social agency in the classroom, Bergeron discusses the ways in which the promise of self-esteem has backfired, particularly for marginalized and impoverished students.

This special issue of Educational Studies explores poverty and schooling. Divided into two sections of articles and book reviews, the papers address topics such as: the creation of an urban normal school - what constitutes quality in alternative certification?; children with disabilities; educating students about poverty and health needs; and more. The contributors include K. Burch, N.K. Mutua, L.R. Bloom, J.H. Romeo and M. Haberman.

Getting it Right: Dynamic School Renewal, Fixing What's Broken challenges citizens of this nation to right the wrongs in public education by elevating the graduation rate and by equipping every graduate with saleable skills for gainful employment in the marketplace and with foundation skills for postsecondary education success. This text encourages a proactive emphasis for prekindergarten through grade twelve supported with emerging research for early detection of at-risk students and subsequent early intervention. Getting It Right applauds uniting the community, home, and school in the education of each child. Poignant reflections of Dr. Parrish's experiences in public education in instructional, diagnostic, and central office administrative positions are embedded throughout Getting It Right with penetrating reflections of eloquently fulfilled promises, yet multiples of shattered dreams and lost childhoods of boys and girls. Dr. Parrish steps up to the plate proclaiming a quantifiable, higher level educational standard for every student is a global priority and a national emergency. This book culminates with definitive, research-based strategies for energized, dynamic school renewal in every community in this nation-from metropolitan skyscrapers to barrio shanties- from snow-capped mountains to parched deserts-for every boy and every girl.

Originally published in 1978, Schools in an Urban Community is an ethnography of the Carbrook and Hill Top area of the Attercliffe district of Sheffield before it was cleared for redevelopment. The book provides an in depth look at the community and schools of the area and provides a valued contribution to the field of social history. Using interviews with former pupils, log books and questionnaires from the local community, the book provides a valuable resource for educationists and urban historians, as well as providing a detailed examination of the relations between school and community.

Contents:
1. Poverty, Ethnicity and Achievement in American Schools: Bruce J. Biddle; 2. First Person Plural: Education as Public Property: Peter W. Cookson Jr; 3. Poverty, Welfare Reform, and Children's Achievement: Greg J. Duncan and Jeanne Brooks-Gunn; 4. Linking Bordieu's Concept of Capital to the Broader Field: The Case of Family-School Relationships: Annette Lareau; 5. Defensive Network Orientations as Internalized Oppression: How Schools Mediate the Influence of Social Class on Adolescent Development: Ricardo D. Stanton-Salazar: 6. Family Disadvantage, The Self, and Academic Achievement: David DuBois; 7. Policy, Poverty and Capable Teaching: Assumptions and Issues in Policy Design: Michael S. Knapp; 8. Social Class, Poverty and Schooling: Social Contexts, Educational Practices and Policy Options: Peter M. Hall

Education as a concept has long been taken for granted. Most people immediately think of schools and colleges, of classes and exams. This volume aims to highlight non-formal education (NFE) in its various forms across different historical and cultural contexts. Contributors draw upon their experience as educators and researchers in comparative education and sociology to elucidate, compare, and critique NFE in Asia, Europe, Latin America, and the USA. By mapping out NFE's forms, functions, and dynamics, this volume gives us the opportunity to reflect on the myriad iterations of education to challenge preconceived limitations in the field of education research. Only by expanding the focus beyond that of traditional schooling arrangements can we work towards a more sustainable future and improved lifelong learning. This book will appeal to researchers interested in non-formal education and comparative education.

This text covers the range of equality issues in school level education from the perspective and needs of educators, trainee teachers and students of education. It uses a blend of issues, concepts, facts and research to open up key issues and consider policy developments in the field. Each contributor addresses a different equality issue.

This book covers the range of equality issues in school level education from the perspective and needs of educators, trainee teachers and students of education. Accessible yet broad ranging, it uses a distinctive blend of issues, concepts, facts and research to open up key issues and consider policy developments in this field.The authors each tackle a different equality issue. The result is a book that makes the conceptual background to equality accessible and provides trainee and practicing teachers with a guide to the day-to-day issues they face.

From the inner-city to the suburbs, thousands of school children are being systematically subjected to mandatory classroom policies which inflict both physical and emotional harm. Hundreds of school officials from across the country have been found guilty of sexual harassment, the illegal use of undercover agents, strip searches, corporal punishment, verbal abuse, punitive isolation, and other forms of institutional abuse. In Dangerous Schools, Professor Irwin Hyman and Pamela Snook, passionate advocates against the institutional maltreatment of children, reveal exactly what is going on in our nation's schools and what we must do about it.

"This book makes a strong argument against school abuses and offers clear and proven strategies for change. It will appeal to parents who suspect that their children have been maltreated by educators and for advocates who desire a blueprint for social change."---James Garbarino, codirector, Family Life Development Center, Cornell University; author, What Children Can Tell Us

Tried-and-tested by specialist educational consultants Hay Management Consultants, this volume will help head teachers and subject leaders make the most out of performance management in their schools.

The government's insistence that each school in England (whether primary or secondary) implements a performance management system has lead schools to see this imposition as yet another bureaucratic chore.

This volume shows how performance management can be turned to a school's advantage to improve teaching and school performance. Highly practical in tone, the book shows how schools can turn a government imposition into an opportunity for realistic and tangible improvement.

This volume examines the lives of young adolescents in Japanese middle schools, focusing on the dynamics of school, family, and social life, and explores the change from child to adolescent that takes place in the middle school years.
The book discusses several themes which play a major role in how Japanese adolescents deal with school, academic pressure, social maturation, social hierarchy, personality development, and the development of gender identity.
Students of varying economic, family, and social backgrounds tell their stories. In describing and analyzing the lives of middle school students, Drs LeTendre and Fukuzawa offer the reader a new perspective on Japanese education and society that demonstrates the successes and problems faced by Japanese students, parents, and teachers.

Education is becoming more competitive - choice in education is now a key issue. This book will help parents, schools, colleges, universities and policy makers understand how education and training markets work. Choosing Futures offers a wide ranging perspective on how young people, and their parents, make choices as they travel through a lifetime of education and training. The authors challenge traditional views of how choices are made of primary school, secondary school, college, university and career, which assume that choices are rational and objective. Instead this book reveals how choices depend upon a range of factors:
*young people's personal experiences
*individual and family histories
*perceptions of education and careers.
The book compares choice for 5 to 11 year olds, and for 16 and 18 year olds; drawing out models of the decision making process, and at the same time the consequences on schools, colleges and individuals of 'enhanced choice'.

Originally published in 1990. The rapid decline in the birth rate in the 1970s and the resulting fall in school rolls had a dramatic effect on the curriculum, staffing, organization and management of schools. This book focuses on the national and local politics surrounding school closures, amalgamations and the replacement of sixth forms with tertiary colleges. The author illuminates the changing politics of education through an analysis based on research in LEAs including Birmingham and Manchester. He explores the roles of central government, local education authorities and the politics of increased parental choice. The book shows how spare capacity in schools captures the political struggle between those concerned to protect the post-war tradition of educational opportunity for all and the New Right who want to seize the chance to place schools in the market place, expanding consumer choice and public accountability.

Education is becoming more competitive - choice in education is now a key issue. This book will help parents, schools, colleges, universities and policy makers understand how education and training markets work. Choosing Futures offers a wide ranging perspective on how young people, and their parents, make choices as they travel through a lifetime of education and training. The authors challenge traditional views of how choices are made of primary school, secondary school, college, university and career, which assume that choices are rational and objective. Instead this book reveals how choices depend upon a range of factors:
*young people's personal experiences
*individual and family histories
*perceptions of education and careers.
The book compares choice for 5 to 11 year olds, and for 16 and 18 year olds; drawing out models of the decision making process, and at the same time the consequences on schools, colleges and individuals of 'enhanced choice'.

This book addresses one of the most urgent questions in American society today, one that is currently in the spotlight and hotly debated on all sides: Who shall rule the schools--parents or educators?
"School Choice or Best Systems: What Improves Education?" presents an overview of research and practical applications of innovative--even radical--school reforms being implemented across the United States. These fall along a continuum ranging from parental choice to best systems. At the one extreme are schools of choice, which allow parents to choose and even govern schools for their children. These include charter schools, traditional private and parochial schools, schools that are privately governed but publicly funded through vouchers, and those that are funded by private scholarships provided by both corporations and wealthy individuals. At the other extreme are centralized state or district systems, based on reform initiatives and new systems of education that have been developed in response to views of citizens and legislators that schools can do much better. These schools, which specify uniform goals, policies, and programs for each school, are highly innovative systems based on research or representing advanced thinking about what works, and have attracted wide interest.
Important questions related to schools of choice and best systems are addressed: How can we choose among schools of choice and best systems? Among the various approaches within each of these alternatives? How can we understand their guiding principles and operational practices? What results do they produce? How can we evaluate their claims? In choosing among the alternatives, how should issues of student achievement, accountability, costs, feasibility, and equity be factored in?
This volume brings together leading researchers and education leaders who have carried out the latest studies and advances in the field, providing a forum for them to set forth the arguments and evidence that will be most helpful in making choices for tomorrow's schools. It does not provide a single right answer--values and preferences differ across parents, schools, districts, and states. However, there are benefits for all from seeing the rigorous research, challenging thinking, and alternate points of view this volume presents.

A discussion of the schooling of ethnic minority children and youth. The issues covered include: identity and school adjustment - revisiting the acting white assumption; a triarchic model of minority children's school achievement; analyzing cultural models and settings; and more.

Contents:
1.From Here to Integrity ron Best, Chris Watkins and Caroline Lodge 2.Integrity and Uncertainty - Why Young People Need Doubtful Teachers Guy Claxton 3.The Child Tricia David 4.Curriculum for the Future Ian Barr and Margaret McGhie 5.'Now just compose yourselves' - Personal Development and Integrity in Changing Times Chris Watkins 6.Stand and Deliver - The Teacher's Integrity? John Sullivan 7.Schools as Places of Learning and Integrity Caroline Lodge 8.Family Relationships, Learning and Teachers - Keeping the Connections Neil Dawson and Brenda McHugh 9.Prospective Institutional Inequities, Interculturalism and Education in Britain Jagdish Gundara 10.Schools for Communities John MacBeath 11.Policy and Governance John Tomlinson 12.And How Will We Get There From Here? Chris Watkins, Ron Best and Caroline Lodge

This book explores images of schoolteachers in America from the beginning of the 20th century to the present, using a wide range of approaches to scholarship and writing. It is intended for both experienced and aspiring teachers to use as a springboard for discussion and reflection about the teaching profession and for contemplating these questions:
What does it mean to be a teacher?
What has influenced and sustained our beliefs about teachers?

New in the second edition
* The focus is shifted to the teaching profession as the 21st century unfolds.
* The volume continues to explore teacher images through various genres--oral history, narrative, literature, and popular culture. In the second edition, the authors place more emphasis on the social-political context that has shaped teachers' daily experiences and the teaching profession itself. In the study of teacher images and schooling, the essays draw from feminist research methods and the critical tradition in educational inquiry to probe issues of power and authority, race, social class, and gender.
* The emphasis is on the multidimensionality of teacher images rather than normative characterizations.
* Six totally new chapters have been written for this new edition: an "invented interview" spanning 100 years of school teaching; portraits of progressive activist teachers; an exploration of teachers in fiction for young adults; a retrospective of the satirical cartoon show, "The Simpsons"; a study of crusading and caring teachers in films; and an overview of progressive classroom practices in "the new millennium." Seven chapters have been thoroughly revised to reflect current scholarship and the authors' evolving knowledge and interests.