Over the last decade, Eleanor Drago-Severson has authored or coauthored four books on adult learning as key to leadership development in schools. organizations--is evident in each of the publications. The titles include the following: (1) "Helping Teachers Learn: Principal Leadership for Adult Growth and Development"; (2) "Leading…

This article presents a review of an introductory essay and three chapters in "Part I, Section B: Managing Curriculum" of "The SAGE Handbook of Curriculum and Instruction" (F. M. Connelly, M. F. He, J. I. Phillion, Eds.; Sage Publications, 2008). The introductory essay ["Part I: Curriculum in Practice. Introductory Essay" (Ian Westbury. pp. 1-5)]…

This article presents a review of three chapters in "Part I, Section B: Managing Curriculum" of "The SAGE Handbook of Curriculum and Instruction" (F. M. Connelly, M. F. He, J. I. Phillion, Eds.; Sage Publications, 2008). The author finds that these chapters ["Structuring Curriculum: Technical, Normative, and Political Considerations" (Kevin G.…

"Breaking Ranks II" and "Breaking Ranks in the Middle" both call for students to master "academically rigorous essential learnings" that have been established by the school, and students need a strong foundation in reading and writing if this is to happen. There is no doubt that literacy instruction in the early grades is an essential beginning,…

Reviews some of the central insights from the preceding chapters of this issue as they relate to historical marker events from the past three decades that have influenced the evaluation profession and expanded notions of evaluation use. (Author/SLD)

Maintains that this highly readable book provides practical opportunities for teachers to participate fully in research. Topics in the book include autobiographical writing, developing a research framework, working with students as coresearchers, and research as professional development. Notes that the book's serious omissions include the lack of…

Lists five professional periodicals which fit the time and financial constraints of classroom teachers. Reviews "Language Arts,""The New Advocate,""Educational Leadership,""Phi Delta Kappan,""Learning 90," and "Teaching PreK-8." (MG)

Reviews four professional resources about dyslexia and learning disabilities that differ in perspective but have many commonalities in their advice to teachers. (MG)

Reviews six professional books through the authors discussions of their roles as classroom teacher, reading resource teacher, curriculum developer, and change agents. (MG)

Discusses briefly 6 professional books that discuss and illustrate skill instruction within a balanced approach to reading. Intends to help teachers think through and justify the professional decisions they make to support every student's development toward becoming a lifelong reader. (SR)

Reviews work which describes the tribes approach to building community through group development of students and staff, provides a blueprint to assist with its implementation, discusses administrative support, and presents strategies and energizers for teachers. Maintains that organization and insightful writing make the book easy to follow. (KB)

Reviews four professional references and two books for instructional materials to help teachers use stories more effectively in the classroom. (MG)

Discusses nine texts that describe the persistence and dedication that are so often the attributes of a good teacher and texts that discuss studies of classroom practices. (PRA)

Reviews three recent books (by Gessner, Calvert, and Nowlen) that investigate how the changing economic, political, and social context affects continuing professional education. The focus of each book on individualistic responses to professionalism suggests that professional continuing educators need to be sensitive to the culture of their…

Reviews "How Porcupines Make Love II," the sequel on teaching a response-centered literature curriculum. Finds it to be a lively, engaging, provocative text, one that includes workable hints for classroom practice. (MG)