to EDUCATION AND URBAN SOCIETY VOLUME 24 Number 1 (November 1991) pp. 1-168 Number 2 (February 1992) pp. 169-296 Number 3 (May 1992) pp. 297-432 Number 4 (August 1992) pp. 433-544 Authors: ANAST, LINDA, see Hallinger, P. ANDRADE, ANNA, see Escamilla, K. BARRERA, ROSALINDA B., “The Cultural Gap in Literature-Based Literacy Instruction,” 227. BRADDOCK, JOMILLS HENRY II, DEIRDRE A. ROYSTER, LINDA F. WINFIELD, and RANDOLPH HAWKINS, “Bouncing Back: Sports and Academic Resilience Among African- American Males,” 113. CLARK, MAXINE L., “Social Identity, Peer Relations, and Academic Competence of African- American Adolescents,” 41. CORTES, CARLOS E., “Media Literacy: An Educational Basic for the Information Age,” 497. CRONINGER, ROBERT G., see Kozma, R. B. DE LA LUZ REYES, MARIA, and ELOISE ANDRADE LALIBERTY, “A Teacher’s ‘Pied Piper’ Effect on Young Authors,” 263. DE LA LUZ REYES, MARIA, and PAMELA A. McCOLLUM, “Language, Literacy, and Educational Reform,” 171. EKHOLM, MATS, “Evaluating the Impact of Comprehensive School Leadership Development in Sweden,” 365. EMIHOVICH, CATHERINE, “Computer Discourse: Classroom Conversations With a Ma- chine,” 498. ,and WALTER WAGER, “Media Culture/School Culture: An Introduction to the Issues,” 435. ESCAMILLA, KATHY, and ANNA ANDRADE, “Descubriendo La Lectura: An Application of Reading Recovery in Spanish,” 212. GARIBALDI, ANTOINE M., “The Role of Historically Black Colleges in Facilitating Resil- ience Among African-American Students,” 103. GUTIERREZ, KRIS D., “A Comparison of Instructional Contexts in Writing Process Class- rooms With Latino Children,” 244. HALLINGER, PHILIP, “School Leadership Development: An Introduction,” 300. 538 EDUCATION AND URBAN SOCIETY / August 1992 , and LINDA ANAST, “The Indiana Principal Leadership Academy: Assessing School Reform for Principals,” 410. HAWKINS, RANDOLPH, see Braddock, H. J. I HORNBERGER, NANCY H., “Biliteracy Contexts, Continua, and Contrasts: Policy and Curriculum for Cambodian and Puerto Rican Students in Philadelphia,” 196. JOHNSON, PHYLIS, “Black/Urban Radio Is in Touch With the Inner City: What Can Educators Learn From This Popular Medium?,” 508. JONES, ELAINE, see Nelson-Le Gall, S. KOZMA, ROBERT B., and ROBERT G. CRONINGER, “Technology and the Fate of At-Risk Students,” 440. LALIBERTY, ELOISE ANDRADE, see de la Luz Reyes, M. LEE, CAROL D., “Literacy, Cultural Diversity, and Instruction,” 279. LEE, VALERIE E., LINDA F. WINFIELD, and THOMAS C. WILSON, “Academic Behaviors Among High-Achieving African-American Students,” 65. LEITHWOOD, KENNETH, and ROSANNE STEINBACH, “Improving the Problem-Solving Expertise of School Administrators: Theory and Practice,” 317. LINCOLN, BRUCE, see Strommen, E. F. MARSH, DAVID D., “Enhancing Instructional Leadership: Lessons From the California School Leadership Academy,” 386. McCOLLUM, PAMELA A., see de la Luz Reyes, M. , and CONSTANCE L. WALKER, “Minorities in America 2000,” 178. NELSON-Le GALL, SHARON, and ELAINE JONES, “Classroom Help-Seeking Behavior of African-American Children,” 27. NETTLES, SAUNDRA MURRAY, “Community Contributions to School Outcomes of African- American Students,” 132. OWENS, MAJOR R., “Epilogue [to Special Issue: Resilience, Schooling, and Development in African-American Youth],” 162. REEVES, THOMAS C., “Evaluating Schools Infused With Technology,” 519. RIEL, MARGARET, “Making Connections From Urban Schools,” 477. ROYSTER, DEIRDRE A., see Braddock, J. H. II , see Wilson-Sadberry, K. R. SCOTT-JONES, DIANE, “Adolescent Childbearing: Risks and Resilience,” 53. SPENCER, MARGARET BEALE, see Swanson, D. P. STEINBACH, ROSANNE, see Leithwood, K. STROMMEN, ERIK F., and BRUCE LINCOLN, “Constructivism, Technology, and the Future of Classroom Learning,” 466. SWANSON, DENA PHILLIPS, and MARGARET BEALE SPENCER, “Youth Policy, Poverty, and African-Americans: Implications for Resilience,” 148. TAYLOR, ANGELA R., “Social Competence and the Early School Transition: Risk and Protective Factors for African-American Children,” 15. WAGER, WALTER, “Educational Technology: A Broader Vision,” 454. , see Emihovich, C. WALKER, CONSTANCE L., see McCollum, P. WALLACE, MIKE, “Developing a Training Initiative for British School Managers: The Role of External Evaluation,” 346. WILSON, THOMAS C., see Lee, V. E. WILSON-SADBERRY, KAREN R., LINDA F. WINFIELD, and DEIRDRE A. ROYSTER, “Resilience and Persistence of African-American Males in Postsecondary Enrollment,” 87. INDEX 539 WINFIELD, LINDA F., “Resilience, Schooling, and Development in African-American Youth: A Conceptual Framework,” 5. , see Braddock, J. H. Il , see Lee, V. E. ——, see Wilson-Sadberry, K. R. Articles: “Academic Behaviors Among High-Achieving African-American Students,” Lee et al., 65. “Acknowledgments [to Special Issue: School Leadership Development: Evaluating a Decade of Reforms],” 299. “Adolescent Childbearing: Risks and Resilience,” Scott-Jones, 53. “Biliteracy Contexts, Continua, and Contrasts: Policy and Curriculum for Cambodian and Puerto Rican Students in Philadelphia,” Hornberger, 196. “Black/Urban Radio Is in Touch With the Inner City: What Can Educators Learn From This Popular Medium?,” Johnson, 508. “Bouncing Back: Sports and Academic Resilience Among African-American Males,” Braddock etal., 113. “Classroom Help-Seeking Behavior of African-American Children,” Nelson-Le Gall and Jones, 27. “Community Contributions to School Outcomes of African-American Students,” Nettles, 132. “A Comparison of Instructional Contexts in Writing Process Classrooms With Latino Children,” Gutierrez, 244. “Computer Discourse: Classroom Conversations With a Machine,” Emihovich, 498. “Constructivism, Technology, and the Future of Classroom Learning,” Strommen and Lincoln, 466. “The Cultural Gap in Literature-Based Literacy Instruction,” Barrera, 227. “Descubriendo La Lectura: An Application of Reading Recovery in Spanish,” Escamilla and Andrade, 212. “Developing a Training Initiative for British School Managers: The Role of External Evalua- tion,” Wallace, 346. “Educational Technology: A Broader Vision,” Wager, 454. “Enhancing Instructional Leadership: Lessons From the California School Leadership Acad- emy,” Marsh, 386. “Epilogue [to Special Issue: Resilience, Schooling, and Development in African-American Youth],” Owens, 162. “Evaluating the Impact of Comprehensive School Leadership Development in Sweden,” Ekholm, 365. “Evaluating Schools Infused With Technology,” Reeves, 519. “Improving the Problem-Solving Expertise of School Administrators: Theory and Practice,” Leithwood and Steinbach, 317. “The Indiana Principal Leadership Academy: Assessing School Reform for Principals,” Hallinger and Anast, 410. “Language, Literacy, and Educational Reform,” de la Luz Reyes and McCollum, 171. “Literacy, Cultural Diversity, and Instruction,” Lee, 279. “Making Connections From Urban Schools,” Riel, 477. “Media Culture/School Culture: An Introduction to the Issues,” Emihovich and Wager, 435. “Media Literacy: An Educational Basic for the Information Age,” Cortés, 489. 540 EDUCATION AND URBAN SOCIETY / August 1992 “Minorities in America 2000,” McCollum and Walker, 178. “Resilience and Persistence of African-American Males in Postsecondary Enrollment,” Wilson- Sadberry et al., 87. “Resilience, Schooling, and Development in African-American Youth: A Conceptual Frame- work,” Winfield, 5. “The Role of Historically Black Colleges in Facilitating Resilience Among African-American Students,” Garibaldi, 103. “Schoo! Leadership Development: An Introduction,” Hallinger, 300. “Social Competence and the Early School Transition: Risk and Protective Factors for African- American Children,” Taylor, 15. “Social Identity, Peer Relations, and Academic Competence of African-American Adolescents,” Clark, 41. “A Teacher’s ‘Pied Piper’ Effect on Young Authors,” de la Luz Reyes and Laliberty, 263. “Technology and the Fate of At-Risk Students,” Kozma and Croninger, 440. “Youth Policy, Poverty, and African-Americans Implications for Resilience,” Swanson and Spencer, 148. About the Authors: 166, 292, 431, 535.