About the Authors


David Bensman is an Associate Professor in the School of Management and Labor Relations at Rutgers University, New Brunswick, New Jersey, where he teachers labor and employment history and global economic policy. He has been studying school reform since 1987. His publications include Graduates of Central Park East (NCREST) and Learning to Think Well (NCREST) and three works on labor history, The Practice of Solidarity, Rusted Dreams, and Who Built America? Volume II. Graduates of a Learning Community will be published by Teachers College Press, Fall 1999.

Kathe Jervis has been a Senior Research Associate at the National Center for Restructuring Education, Schools, and Teaching (NCREST) since 1993. For over 25 years, she has taught kindergarten through twelfth grades and college courses in Massachusetts, California, and New York. In 1996, she wrote Eyes on the Child: Three Portfolio Stories (Teachers College Press). She participates in national educational communities such as The Prospect Center for Education and Research and the North Dakota Study Group on Evaluation. She has an M.A. in Medieval History from New York University and an M.A. in Human Development from Pacific Oaks College in Pasadena, California.

Kemly A. McGregor has been a researcher at the National Center for Restructuring Education, Schools, and Teaching (NCREST) since 1992. She is pursuing a doctorate in educational administration at Teachers College, Columbia University, in the area of black students’ access to foreign languages and global study. She is also interested in their access to mathematics.

Jianzhong Xu has been a research associate at the National Center for Restructuring Education, Schools, and Teaching (NCREST) for the past five years. He has recently taken a faculty position in the College of Education, Tennessee Technological University, Cookeville, Tennessee, where he teaches courses in graduate research. His recent article with Lyn Corno, titled “Case Studies of Families Doing Third-grade Homework,” appeared in Teachers College Record, Winter 1998.

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