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Why is technology not used more in schools? Many researchers have tried to solve this persistent puzzle. The authors of this article report on their study of technology uses in 19 schools. They suggest an ecological metaphor, using the example of the introduction of the zebra mussel into the Great Lakes, to integrate and organize sets of factors that affect implementation of computer uses. Their findings suggest that an ecological perspective can provide a powerful analytical framework for understanding technology uses in schools. That perspective points out new directions for research and has significant policy and practical implications for implementing innovations in schools. (DIPF/Orig.).

This study (N = 48) examined the relationship between preservice secondary teachers' subject-matter expertise in mathematics and their judgments of students' algebra problem-solving difficulty. As predicted by the \"expert blind spot\" hypothesis, participants with more advanced mathematics education, regardless of their program affiliation or teaching plans, were more likely to view symbolic reasoning and mastery of equations as a necessary prerequisite for word equations and story problem solving. This view is in contrast with students' actual performance patterns. An examination across several subject areas, including mathematics, science, and language arts, suggests a common pattern. This article considers how teachers' developmental views may influence classroom practice and professional development, and calls into question policies that seek to streamline the licensure process of new teachers on the basis of their subject-matter expertise.

Researchers depict African American teachers in the South during segregation alternately as either victims of oppressive circumstances or as caring role models. These disparate portraits fail to reconcile the relationship of each depiction to the other. This article addresses this omission by providing a historiography of African American teaching between 1940 and 1960, with supplementary data from Georgia. Results indicate that African American teachers in the South worked in dismal, unfair, discriminatory positions, but did not allow themselves to become victims of their environments. Rather, they viewed themselves as trained professionals who embraced a series of ideas about how to teach African American children that were consistent with their professional discussions and their understanding of the African American community.

This is the second of a two-part article that discusses the history of the field of instructional design and technology in the United States. The first part, which focused on the history of instructional media, appeared in the previous issue of this journal (volume 49, number 1). This part of the article focuses on the history of instructional design. Starting with a description of the efforts to develop training programs during World War II, and continuing on through the publication of some of the first instructional design models in the 1960s and 1970s, major events in the development of the instructional design process are described. Factors that have affected the field of instructional design over the last two decades, including increasing interest in cognitive psychology, microcomputers, performance technology, and constructivism, are also described.

What have been some of the high points and disappointments of K-12 education over the past 75 years? How have shifting demographics in terms of race, ethnicity, social class and other differences shaped the educational experiences of various segments of the U.S. population? The author examines these questions, beginning with a discussion of the impact of demographic changes on U.S. educational policy. She traverses 75 years of theory, attempting to explain the differences in achievement among U.S. students; explicating cultural inferiority, social reproduction, cultural incompatibility, voluntary and involuntary immigrant, resistance, and various other achievement theories. The article then discusses three movements towards the eradication of these inequities: desegregation, bilingual education, and multicultural education, contending that all three of these advancements have been systematically eroded by domestic pressure and policy. The author concludes that U.S. education has drifted far from its democratic ideals, and that a recommitment to the possibilities of U.S. education envisioned by Dewey and Mann is necessary. (DIPF/Orig.).

Leonard Moore has been teaching Black history for twenty-five years, mostly to white people. Drawing on decades of experience in the classroom and on college campuses throughout the South, as well as on his own personal history, Moore illustrates how an understanding of Black history is necessary for everyone. With Teaching Black History to White People , which is \"part memoir, part Black history, part pedagogy, and part how-to guide,\" Moore delivers an accessible and engaging primer on the Black experience in America. He poses provocative questions, such as \"Why is the teaching of Black history so controversial?\" and \"What came first: slavery or racism?\" These questions don't have easy answers, and Moore insists that embracing discomfort is necessary for engaging in open and honest conversations about race. Moore includes a syllabus and other tools for actionable steps that white people can take to move beyond performative justice and toward racial reparations, healing, and reconciliation.

This article explores the complex relation between employment and family involvement in children's elementary education for low-income women. Mixed-method analyses showed work as both an obstacle to and opportunity for involvement. Mothers who worked or attended school full time were less involved in their children's schooling than other mothers, and mothers who worked or attended school part time were more involved than other mothers.- Yet subtle and positive associations between maternal work and educational involvement also emerged. Working mothers described several stategies for educational involvement. The findings reframe current ecological conceptions of family involvement and call for policy and research consideration of the dilemma of work and family involvement. (DIPF/ Orig.).

Newly available enrollment data for over 120 countries for the period 1870-1980 are used to examine theories of mass educational expansion. Event-history analyses indicate that mass educational systems appeared at a steady rate before the 1940s and sharply increased after 1950. Pooled panel regressions show that the expansion of mass education, once formed, followed an S-shaped diffusion pattern before 1940, continuing with added force later. Expansion is endemic in the system. National variation exists; indications of national modernization or of structural location in world society, however, have only modest effects. It seems that mass education spreads in a world organized politically as nation-states and candidate states. Rates of appearance of mass education and of expansion accelerated sharply after World War II, with the intensification of the nation-state model and the centrality of mass education in this model.

Educators often ignore the political requirements of urban reform in their focus on the research and models that guide it. Conversely, political scientists frequently miss the differences among reforms in their focus on coalitions and resources. Integrating Clarence N. Stone's concept of \"civic capacity\" with an educator's view of reform types creates a typology of urban school regimes that helps to explain which local political arrangements and coalitions are compatible with various versions of reform. This article applies the typology to Chicago schools, revealing that the civic capacity associated with some reform agendas involves narrow, rather than broad, coalitions; that multiple coalitions compete for the same civic resources; that subtle coalition changes can alter a reform agenda; and that reform itself produces unpredictable political consequences.

Current constructivists' pedagogies draw on the writings of early 20th century Russian psychologist Vygotsky and the American phhilosopher/psychologist Dewey. This occurs without examining the historical spaces of the past and present in which that knowledge is socially constructed. This emptying of history in systems of knowledge is odd for an intellectual project concerned with cultural-historical theories. To address this omission, the writings of Dewey and Vygotsky are examined as part of the turn-of-the-century human sciences. They functioned to bring the new democratic political rationalities into the governing of individual conduct. Contemporary pedagogical theories that draw on Dewey and Vygotsky maintain this function of governing conduct, but with different narratives and images. The differences are made visible when comparing the \"problem-solving individual\" in education with the images of the individual inscribed in social theory, state policies, economics, and the military. My moving between the past and the present and between education and other social practices directs attention to the shifting terrain that relates school knowledge, power, and problems of social inclusion/exclusion.