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Tables of Contents for Working for Equity in Heterogeneous Classrooms
Chapter/Section Title
Page #
Page Count
Preface
vii
4
Acknowledgments
xi
Part I: Introduction
3
28
1 Equity in Heterogeneous Classrooms: A Challenge for Teachers and Sociologists
3
12
Elizabeth G. Cohen
2 Complex Instruction: An Overview
15
16
Rachel A. Lotan
Part II: Organization and Management of the Classroom
31
30
3 Organizing the Classroom for Learning
31
13
Elizabeth G. Cohen
Rachel A. Lotan
Nicole C. Holthuis
4 The Power in Playing the Part
44
17
Dey E. Ehrlich
Marcia B. Zack
Part III: Status Problems and Their Treatment
61
44
5 Understanding Status Problems: Sources and Consequences
61
16
Elizabeth G. Cohen
6 Raising Expectations for Competence: The Effectiveness of Status Interventions
77
15
Elizabeth G. Cohen
Rachel A. Lotan
7 The Effect of Gender on Interaction, Friendship, and Leadership in Elementary School Classrooms
92
13
Anita Leal-Idrogo
Part IV: Changing the Curriculum
105
32
8 Principles of a Principled Curriculum
105
12
Rachel A. Lotan
9 Effects of the Multiple-Ability Curriculum in Secondary Social Studies Classrooms
117
20
Bert Bower
Part V: Effects of Complex Instruction on Academic Achievement, Linguistic Proficiency, and Cognitive Development
137
72
10 What Did Students Learn? 1982-1994
137
29
Elizabeth G. Cohen
Julie A. Bianchini
Ruth Cossey
Nicole C. Holthuis
Christopher C. Morphew
Jennifer A. Whitcomb
11 Sociologists in the Land of Testing
166
15
Elizabeth G. Cohen
12 The Relationship of Talk and Status to Second Language Acquisition of Young Children
181
12
H. Andrea Neves
13 Complex Instruction and Cognitive Development
193
16
Rachel Ben-Ari
Part VI: Organizational Theory in Support of Teachers
209
68
14 Teachers as Learners: Feedback, Conceptual Understanding, and Implementation
209
14
Nancy E. Ellis
Rachel A. Lotan
15 Principals, Colleagues, and Staff Developers: The Case for Organizational Support
223
17
Rachel A. Lotan
Elizabeth G. Cohen
Christopher C. Morpheu
16 Linking Sociological Theory to Practice: An Intervention in Preservice Teaching
240
20
Patricia E. Swanson
17 Organizational Factors and the Continuation of a Complex Instructional Technology
260
17
Rene F. Dahl
Part VII: Conclusion
277
10
18 A Viewpoint on Dissemination
277
10
Nikola N. Filby
Appendixes
287
4
References
291
12
About the Editors and the Contributors
303
4
Index
307