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BIBLI O GRAPHY AND REFERENCES 227 Alvermann, D., and Moore, D. (1991). Secondary school reading. In R. Barr, M. Kamil, P. Mosenthal, and P.D. Pearson (Eds.), Handbook of reading research, volume II (pp. 951- 983). New York: Longman. Alvermann, D.R., and Hynd, C.R. (1989). Effects of prior knowledge activation modes and text structure on non-science majors' comprehension of physics. Journal of Educational Research, 83(2), 97-102. Amabile, T., and Hennessey, B. (1992). The motivation for creativity in children. In A. Boggiano and T. Pittman (Eds.), Achievement and motivation: A social-developmental perspective (pp. 54-74). Cambridge: Cambridge University Press. American Federation of Teachers. (1998). Building on tI7e best, learning from wI7at works: Six promising scI7oolwide reform programs. Washington, DC: Author. American School Counselor Association. (1988). Position statement: TI7e school counselor and comprehensive counseling. (Adopted 1998, revised 1993 and 1997.) Alexandria, VA: Author. American Youth Policy Forum. (2000). HigI7 schools of tI7e millennium. Washington, DC: Author. Ames, C. (1992). Classrooms, goals, structures, and student motivation. Journal of Educa- tional Psychology, 84, 261-271. Ames, C., Khoju, M., and Watkins, T. (1993). Parents and schools: TI7e impact of scI7ool-to- I7ome communications on parents' beliefs and perceptions. (Rep. No. 15). Baltimore: Johns Hopkins University. Ammon, M.S., Furco, A., Chi, B., Middaugh, E. (2002). Service learning in California: A profile of tI7e CalServe Service Learning Partnerships 1997-2000. Berkeley: University of California, Service Learning Research and Development Center. Ancess, J. (2000). The reciprocal influence of teacher learning, teaching practice, school re- structuring, and student learning outcomes. TeacI7ers College Record, 102(3), 590-619. Ancess, J., and Wichterle, S.O. (1999). How tI7e coalition campus schools I7ave reimagined I7igI7 school: Seven years later. New York: National Center for Restructuring Education, Schools, and Teaching-Teachers College, Columbia University. Anderman, E. (2002). School effects on psychological outcomes during adolescence. Journal of Educational Psychology, 94, 795-809. Anders, P.L., Hoffman, J.V., and Duffy, G.G. (2000). Teaching teachers to teach reading: Paradigm shifts, persistent problems, and challenges. In M. Kamil, P. Mosenthal, P.D. Pearson, and R. Barr (Eds.), Handbook of reading research, volume III (pp. 719-742). Mahwah, NJ: Lawrence Erlbaum. Anderson, R.C., Wilson, P.T., and Fielding, L.G. (1988). Growth in reading and how chil- dren spend their time outside of school. Reading Research Quarterly, 23, 285-303. Anderson, S.E. (1990). World mathematics curriculum: Fighting eurocentrism in mathemat- ics. Journal of Negro Education, 59, 348-359. Annie E. Casey Foundation. (1997). City kids count: Data on tI7e well-being of children in large cities. Baltimore: Author. Applebee, A. (1993). Literature in tI7e secondary school: Studies of curriculum and instruc- tion in tI7e United States. (Rep. No. 25). Urbana, IL: National Council of Teachers of English. Applebee, A. (1996). Curriculum as conversation: Transforming traditions of teaching and learning. Chicago: University of Chicago Press. Applebee, A., Burroughs, R., and Stevens, A. (2000). Creating continuity and coherence in high school literature curricula. Research in tI7e Teaching of English, 34(3), 396-429. Applebee, A., and Purves, A.C. (1992). Literature and the English language arts. In P. Jackson (Ed.), Handbook of curriculum research (pp. 726-748). New York: Macmillan.

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228 ENGAGING SCHOOLS Applied Research Center. (2000). Facing tI7e consequences: An examination of racial dis- crimination in U.S. public schools. Oakland, CA: Author. Archer, J. (2002). Principals: So much to do, so little time. Education Week, 21(31), 1, 20. Armbruster, P., and Lichtman, J. (1999). Are school-based mental health services effective? Evidence from 36 inner-city schools. Community Mental HealtI7 Journal, 35(6), 493- 504. Aronson, E., Stephan, C., Sikes, J., Blaney, N., and Snapp, M. (1978). TI7e jigsaw classroom. Beverly Hills, CA: Sage. Arroyo, C.G., and Zigler, E. (1995). Racial identity, academic achievement, and the psycho- logical well-being of economically disadvantaged adolescents. Journal of Personality and Social Psychology, 69, 903-914. Arum, R., and Beattie, I. (1999). High school experience and the risk of adult incarceration. Criminology, 37, 515-538. Arum, R., and LaFree, G. (2002). Educational spending and imprisonment risk: TI7e role of schools as prison gatekeepers. Paper presented at the 2002 American Society of Crimi- nology Conference, November, Chicago, IL. Arum, R., and Shavit, Y. (1995). Secondary vocational education and the transition from school to work. Sociology of Education, 68, 187-204. Atkinson, D.R., Jennings, R.G., and Leongson, L. (1990). Minority students' reasons for not seeking counseling and suggestions for improving services. Journal of College Student Development, 31, 342-350. Atkinson, D.R., Morten, G., and Sue, D.W. (1989). Counseling American minorities: A cross- cultural perspective. Dubuque, IA: Brown. Atkinson, J. (1964). An introduction to motivation. Princeton, NJ: Van Nostrand. Augenblick, J., Myers, J., and Anderson, A. (1997). Equity and adequacy in school funding. TI7e Future of Children: Financing Schools, 7(3), 63-78. Baker, A., and Soden, L.M. (1998). TI7e challenges of parent involvement research. (Rep. No. 1998-04-00, ED419030). New York: ERIC Clearinghouse on Urban Education. Baker, D.P., and Stevenson, D.L. (1986). Mother's strategies for children's school achieve- ment: Managing the transition to high school. Sociology of Education, 59, 156-166. Baker, J. (1999). Teacher-student interaction in urban at-risk classrooms: Differential behav- ior, relationship quality, and student satisfaction with school. TI7e Elementary School Journal, 100, 57-70. Baker, J., Terry, T., Bridger, R., and Winsor, A. (1997). Schools as caring communities: A relational approach to school reform. School Psychology Review, 26, 586-602. Balfanz, R. (2000). Why do so many urban public school students demonstrate so little academic achievement? InM.G. Sanders (Ed.), Schooling students placed at-risk: Re- searcI7, policy, and practice in tI7e education of poor and minority adolescents (pp. 27- 62). Mahwah, NJ: Lawrence Erlbaum. Balfanz, R. (2001). Preparation to meet I7igI7 standards: TI7e challenge of I7igI7 poverty urban I7igI7 schools. Prepared for the Hechinger Institute, Columbia University, New York. Balfanz, R., and Legters, N. (2001). How many central city schools I7ave a severe dropout problem, wI7ere are tI7ey located, and wI70 attends tI7em? Prepared for Dropouts in America: How Severe Is the Problem? What Do We Know about Intervention and Prevention? A forum convened by the Harvard Civil Rights Project, January 13, Balti- more, Johns Hopkins University. Balfanz, R., McPartland, J., and Shaw, A. (2002). Re-conceptualizing extra help for I7igI7 school students in a I7igI7 standards era. Prepared for Preparing America's Future: The High School Symposium, Washington, DC, U.S. Department of Education. Ball, A.F. (1992). Cultural preferences and the expository writing of African-American ado- lescents. Written Communication, 9(4), 501-532.

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230 ENGAGING SCHOOLS Berand, B. (1997). Turning it around for all youtI7: From risk to resilience. (Rep. No. EDO- UD-97-7, ED412309). New York: ERIC Clearinghouse on Urban Education. Berends, M. (1995). Educational stratification and students' social bonding to school. British Journal of Sociology of Education, 16, 327-351. Berends, M., Bodilly, S.J., and Kirby, S. (2002). Facing tI7e challenges of wI7ole-scI7ool reform: New American Schools after a decade. Santa Monica, CA: RAND. Berends, M., Chun, J., Schuyler, G., Stockly, S., and Briggs, R.J. (2002). Challenges of con- flicting school reforms: Effects of New American Schools in a I7igI7-poverty district. Santa Monica, CA: RAND. Berends, M., Heilbrunn, J., McKelvey, C., and Sullivan, T. (1999). Assessing tI7e progress of New American Schools: A status report. Santa Monica, CA: RAND. Berends, M., Kirby, S.N., Naftel, S., and McKelvey, C. (2001). Implementation and perfor- mance in New American Schools: TI7ree years into scale-up. Santa Monica, CA: RAND. Berktold, J., Gels, S., and Kaufman, P. (1998). Subsequent educational attainment of I7igI7 school dropouts. (Rep. No. NCES 98085). Washington, DC: U.S. Department of Educa- tion, National Center for Education Statistics. Berndt, T.J. (1996). Transitions in friendship and friends' influence. In J.A. Garber, J. Brooks- Gunn, and A.C. Peterson (Eds.), Transitions tI7rougI7 adolescence: Interpersonal do- mains and context (pp. 57-84). Hillsdale, NJ: Lawrence Erlbaum. Berndt, T.J. (1999). Friends' influence on students' adjustment to school. Educational Psy- cI7ologist, 34, 15-28. Berndt, T.J., and Keefe, K. (1995). Friends' influence on adolescents' adjustment to school. Child Develo pment, 66, 1312- 1329. Berndt, T.J., Miller, K.E., and Park, K. (1989). Adolescents' perceptions of friends' and parents' influence on aspects of their school adjustment. TI7e Journal of Early Adoles- cence, 9, 419-435. Bishop, J.H. (2002). VDI7at sI7ould be tI7e federal role in supporting and sI7aping development of state accountability systems for secondary school achievement? Paper prepared for the Office of Vocational and Adult Education, U.S. Department of Education, Washing- ton, DC. Black, P., and Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2)139-148. Blank, M.J, Melaville, A., Shah, B.P. (2003) Making tI7e difference: Research and practice in community schools. Washington, DC: Coalition for Community Schools, Institute for Educational Leadership. Blauner, R. (1964). Alienation and freedom: TI7e factory worker and I7is industry. Chicago: University of Chicago Press. Blechman, E.A., McBaron, M.J., Carolla, E.T., and Audette, D.P. (1986). Childhood compe- tence and depression. Journal of Abnormal Psychology, 95, 223-227. Blum, R., McNeely, C., and Rinehart, P. (2002). Improving tI7e odds: TI7e untapped power of schools to improve tI7e I7ealtI7 of teens. Minneapolis: University of Minnesota. Blum, R., and Rhinehart, P. (1998). Reducing tI7e risk: Connections tI7at make a difference in tI7e lives of youtI7. Minneapolis: University of Minnesota. Boater, J. (2002a). Experiencing school mathematics. Mahwah, NJ: Lawrence Erlbaum. Boater, J. (2002b). Learning from teaching: Exploring the relationship between reform cur- riculum and equity. Journal for Research in Mathematics Education, 33, 239-258. Boesel, D., and Fredland, E. (1999). College for all? Is there too mucI7 emphasis on getting a 4-year college degree? (Rep. No. ED431986). Madison, WI: University of Wisconsin Medical Center. Boocock, S.S. (1966). Toward a sociology of learning: A selective review of existing research. Sociology of Education, 39, 1-45.

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