The Bulletin of the Center for Children's Books is devoted to the review of current books for children. Providing concise summaries and critical evaluations, this invaluable resource assists readers with questions regarding the ever-evolving children's literature field. Each issue of Bulletin of the Center for Children's Books includes expert reviews by a world-renowned staff. These reviews give an in-depth look at selected book's content, reading level, strengths and weaknesses, quality of the format, as well as suggestions for circular use. The Bulletin also includes: Bulletin Blue Ribbons- a selection of the year's most distinguished titles, The Big Picture- a monthly editorial that looks at titles and trends, Professional Connections- a section featuring bibliographies, reviews of new professional books, and abstracts of research articles, and a Subject and Use Index- an index allows readers to easily locate information by referring to subjects, curricular use, and genres.

Burning Down the House presents a riveting analysis of one of the most nationally prominent and bitterly contested policy battles in the history of American higher education: the struggle to eliminate affirmative action at the University of California. A timely and essential addition to the literature on affirmative action, it examines the political, economic, legal, and organizational factors that shaped the debate in California and offers unique insight into the contemporary politics of admissions policy, university governance, and the role of higher education in broader state and national political contests to come.

For too many years, the academic discipline of history has ignored American Indians or lacked the kind of open-minded thinking necessary to truly understand them. Most historians remain oriented toward the American experience at the expense of the Native experience. As a result, both the status and the quality of Native American history have suffered and remain marginalized within the discipline. In this impassioned work, noted historian Donald L. Fixico challenges academic historians—and everyone else—to change this way of thinking. Fixico argues that the current discipline and practice of American Indian history are insensitive to and inconsistent with Native people’s traditions, understandings, and ways of thinking about their own history. In Call for Change, Fixico suggests how the discipline of history can improve by reconsidering its approach to Native peoples.

He offers the “Medicine Way” as a paradigm to see both history and the current world through a Native lens. This new approach paves the way for historians to better understand Native peoples and their communities through the eyes and experiences of Indians, thus reflecting an insightful indigenous historical ethos and reality.

This book richly documents the battles fought by the Anglophone community in Cameroon to safeguard the General Certificate of Education (GCE), a symbol of their cherished colonial heritage from Britain, from attempts by agents of the Ministry of National Education to subvert it. These battles opposed a mobilised and determined Anglophone civil society against numerous machinations by successive Francophone-dominated governments to destroy their much prided educational system in the name of 'national integration'. When Southern Cameroonians re-united with La R?publique du Cameroun in 1961, they claimed that they were bringing into the union 'a fine education system' from which their Francophone compatriots could borrow. Instead, they found themselves battling for decades to save their way of life. Central to their concerns and survival as a community is an urgent need for cultural recognition and representation, of which an educational system free of corruption and trivialisation through politicisation is a key component.

From their beginnings, campuses emerged as hotbeds of traditions and folklore. American college students inhabit a culture with its own slang, stories, humor, beliefs, rituals, and pranks. Simon J. Bronner takes a long, engaging look at American campus life and how it is shaped by students and at the same time shapes the values of all who pass through it. The archetypes of absent-minded profs, fumbling jocks, and curve-setting dweebs are the stuff of legend and humor, along with the all-nighters, tailgating parties, and initiations that mark campus tradition--and student identities. Undergraduates in their hallowed halls embrace distinctive traditions because the experience of higher education precariously spans childhood and adulthood, parental and societal authority, home and corporation, play and work.

Bronner traces historical changes in these traditions. The predominant context has shifted from what he calls the "old-time college," small in size and strong in its sense of community, to mass society's "mega-university," a behemoth that extends beyond any campus to multiple branches and offshoots throughout a state, region, and sometimes the globe. One might assume that the mega-university has dissolved collegiate traditions and displaced the old-time college, but Bronner finds the opposite. Student needs for social belonging in large universities and a fear of losing personal control have given rise to distinctive forms of lore and a striving for retaining the pastoral "campus feel" of the old-time college. The folkloric material students spout, and sprout, in response to these needs is varied but it is tied together by its invocation of tradition and social purpose. Beneath the veil of play, students work through tough issues of their age and environment. They use their lore to suggest ramifications, if not resolution, of these issues for themselves and for their institutions. In the process, campus traditions are keys to the development of American culture.

The Canadian Modern Language Review publishes one guest-edited theme issue per year, normally in the fall, and have addressed such topics as.....

• Indigenous, Minority, and Heritage Language Education in Canada
• Bilingualism in a Plurilingual Canada: Research and Implications
• Current Developments in Form-Focused Interaction and L2 Acquisition
• French Immersion Education: Benefits for All Learners
• Information and Communication Technologies(ICTs) and the Learning and Teaching of Second Languages
• Language Assessment
• Multilingual Literacies
• Second Language Vocabulary Acquisition

The United States Military Academy at West Point is one of America’s oldest and most revered institutions. Founded in 1802, its first and only mission is to prepare young men—and, since 1976, young women—to be leaders of character for service as commissioned officers in the United States Army. West Point’s success in accomplishing that mission has secured its reputation as the foremost leadership-development institution in the world. An Academy promotional poster says it this way: “At West Point, much of the history we teach was made by people we taught.” Carved from Granite is the story of how West Point goes about producing military leaders of character. An opening chapter on the Academy’s nineteenth-century history provides context for the topic of each subsequent chapter. As scholar and Academy graduate Lance Betros shows, West Point’s early history is interesting and colorful, but its history since then is far more relevant to the issues—and problems—that face the Academy today. Drawing from oral histories, archival sources, and his own experiences as a cadet and, later, a faculty member, Betros describes and assesses how well West Point has accomplished its mission. And, while West Point is an impressive institution in many ways, Betros does not hesitate to expose problems and challenge long-held assumptions. In a concluding chapter that is both subjective and interpretive, the author offers his prescriptions for improving the institution, focusing particularly on the areas of governance, admissions, and intercollegiate athletics. Photographs, tables, charts, and other graphics aid the clarity of the discussion and lend visual and historical interest. Carved from Granite: West Point since 1902 is the most authoritative history of the modern United States Military Academy written to date. There will be lively debate over some of the observations made in this book, but if they are followed, the author asserts that the Academy will emerge stronger and better able to accomplish its vital mission in the new century and beyond.

This book represents the work of expert scholars, it is also accessible to non-specialists with an interest in travel writing and China, and care has been taken to explain the critical terms and ideas deployed in the essays from recent scholarship of the travel genre.

Challenged by Coeducation details the responses of women's colleges to the most recent wave of Women's colleges originated in the mid-nineteenth century as a response to women's exclusion from higher education. Women's academic successes and their persistent struggles to enter men's colleges resulted in coeducation rapidly becoming the norm, however. Still, many prestigious institutions remained single-sex, notably most of the Ivy League and all of the Seven Sisters colleges.

In the mid-twentieth century colleges' concerns about finances and enrollments, as well as ideological pressures to integrate formerly separate social groups, led men's colleges, and some women's colleges, to become coeducational. The admission of women to practically all men's colleges created a serious challenge for women's colleges. Most people no longer believed women's colleges were necessary since women had virtually unlimited access to higher education. Even though research spawned by the women's movement indicated the benefits to women of a "room of their own," few young women remained interested in applying to women's colleges.

Challenged by Coeducation details the responses of women's colleges to this latest wave of coeducation. Case studies written expressly for this volume include many types of women's colleges-Catholic and secular; Seven Sisters and less prestigious; private and state; liberal arts and more applied; northern, southern, and western; urban and rural; independent and coordinated with a coeducational institution. They demonstrate the principal ways women's colleges have adapted to the new coeducational era: some have been taken over or closed, but most have changed by admitting men and thereby becoming coeducational, or by offering new programs to different populations. Some women's colleges, mostly those that are in cities, connected to other colleges, and prestigious with a high endowment, still enjoy success.

Despite their dramatic drop in numbers, from 250 to fewer than 60 today, women's colleges are still important, editors Miller-Bernal and Poulson argue. With their commitment to enhancing women's lives, women's colleges and formerly women's colleges can serve as models of egalitarian coeducation.