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Apple, M.W., 2, 10, 53, 120, 121 Arhar, J.M., 171 Aronowitz, S., 58 Ashton, P.T., 108 Assessment: curriculum-based, 102; ongoing , 31 Astley, G.W., 241, 243 Attendance, 7 Authenticity, 122 Autonomy, 182, 183; at local level, 69 Baber, C.R., 158 Baker, J.M., 103 Banks, J.A., 150, 158 Banner, H., 82, 84 Barth, R.S., 27, 28, 29, 31, 53, 144, 145, 197 Battistich, V., 4, 10, 168, 169, 171, 175, 177, 184 Baumeister, R.F., 168, 169, 175, 187 Bausch, T.A., 82–83, 83, 84 Beane, J., 2, 10, 53, 120, 121 Beck, L.G., 4–8, 5, 7, 8, 9, 12, 23–42, 59, 114, 236, 237, 278, 279, 282 Behavior: belonging and, 168; establishment of norms and, 238–239; individual, 238; interactive, 31; metaphor and, 30–32; organizational, 238; peer support and, 174; prosocial, 174, 179, 182; responsibility for, 168; social relations and, 238; workplace conditions and, 174 Belief(s): about inclusion, 108; as barriers to acceptance of otherness, 67; collapse of, Accountability, 6, 29 Achievement: academic, 2, 10, 169, 198; belonging and, 169; collaboration and, 24; community and, 2, 7; departmentalization and, 185; measurable, 2, 7; schools functioning as communities and, 236; socioeconomic status and, 236; student, 38, 236 Actions: collective, 242; economic, 238; generalizing principles of, 83; group, 61; individual, 242; information to guide, 239; research, 124; social, 238; social relations and, 242 Activities: cohesive, 32; communication, 31; conversation and, 31; extracurricular, 202–203; meaning-making, 85; network, 121; purposeful, 32 Adhocracies, 114 Adler, L., 8 Advocacy, 157, 224–225 Aggression, 169 Aleman, A.M.M., 169 Alienation, 186; belonging and, 2; community as antidote to, 24; as enemy of community, 100; shared values and, 51; student, 2 Allen, J., 169, 183 Allen, L., 130 Altenbaugh, R.J., 169, 171, 177, 180 Anderman, E.M., 176, 177, 180, 183, 184 Anderson, G.L., 124 Anderson, W.T., 55 Anxiety, 169–170 295 Index 55; developing, 108; generalizing, 83; importance of, 107; institutional, 185; shared, 37, 108, 197; systems, 36, 55; on teaching, 146 Bellah, R.N., 3, 5, 33, 34, 58, 62 Belonging, 62; academic achievement and, 169; alienation and, 2; classroom practices and, 176–184; community and, 2, 167–170, 278; as essence of community, 187; feelings of, 167; gender and, 170; impact of, 168; importance of, 2, 185; inclusion and, 62; instruction and, 176–178; motivation and, 172; need for, 167–170; as precondition for engagement, 185–186; promotion of, 61, 67, 68–69; teacher support and, 178–182; voluntary, 63 Bennett, W., 24 Bernstein, R.J., 27, 31, 33 Bidwell, C.E., 260 Bishop, J.A., 170 Boundaries: artificial, 67; classroom, 138; communities and, 3, 54; cultural, 55, 59; defining, 99; external, 34; between groups, 54; inclusiveness and, 34; internal, 34; membership, 34; national, 55; perception of, 54; permeability of, 34; reinforcement of, 114; school/community, 34; symbolic, 3; team, 114 Bourdieu, P., 242 Boyd, W.L., 5, 8 Boyer, E.L., 99 Brantlinger, E., 217 Bronfenbrenner, U., 218, 258, 260, 261 Bryk, A.S., 2, 7, 8, 11, 24, 27, 29, 31, 33, 34, 39, 272 Buenaventura, L.C., 82, 84 Burbules, N.C., 68 Burch, C.W., 151, 156 Bureaucracies, 6; norms of, 145; reliance on, 145 Burrell, G., 288 Cairns, R.B., 172, 174 Calderwood, P., 2, 3, 10, 53 Capitalism, 6 Capper, C.A., 12, 77–92, 272, 278, 287 Caring, 36; defining goodness and, 36; homelike environment in schools and, 36 Case studies: diversity among educators, 146–161; listening to students, 197–214; microecology of schools developing communities, 244–252; restructuring elementary schools, 97–115 Centralization, 6 Change: grounded democratic/ungrounded, 132–133 Chapman, C., 9 Christensen, L., 86, 88 Chubb, J.E., 24, 99 Cibulka, J.G., 8, 24 Classrooms: accommodation of disabled students, 223–224, 282; achieving membership in, 222–223; advocacy in, 224–225; authority relationships and, 182–184; boundaries, 138; collaborative, 32; cooperation in, 177; cooperative learning in, 176; culture, 175; generalization in, 111; hererogeneous, 32; inclusive, 98, 103, 211, 217–229; instruction, 176–178; multiage, 32, 97, 98, 104, 107; practices, 176–184; responsive, 32; skill-grouping in, 103; specialization in, 111; with special needs students, 217–229; teacher control of, 145; teacher support and, 178–182 Cochran, M., 260, 261 Cohen, A.P., 54, 58, 62 Cohen, E.G., 99 Coie, J., 179 Coleman, J., 236, 237, 238, 239, 242, 251, 252 Coleman, J.S., 11, 99 Collaboration, 185; achievement and, 24; between-team...

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