Paraprofessionalism : a study for the Winnipeg Police Commission

116, [5] leaves ; 28 cm

Inner city profiles and processes of change

Report : 50, 11 leaves : ma

Neighbourhood police team experiment : an evaluation

36 p

Electoral method study for the St. Boniface School Division No. 4

48 leaves : maps ; 28 cm

Day care : a research report to the Community Day Care Study Commission

Report : 103 leaves ; 28 cm

Center for Research on the Education of Students Placed at Risk: Report #22

The Center for Research on the Education of Students Placed at Risk (CRESPAR) was established in 1994 and continued until 2004. It was a collaboration between Johns Hopkins University and Howard University. CRESPAR’s mission was to conduct research, development, evaluation, and dissemination of replicable strategies designed to transform schooling for students who were placed at risk due to inadequate institutional responses to such factors as poverty, ethnic minority status, and non-English-speaking home background.To better understand how some secondary schools are working to encourage continued family and community involvement as children progress from elementary to middle and high school, twenty-two educators, parents, and students at two middle schools and two high schools were interviewed. The four schools are members of the National Network of Partnership Schools, which brings together and provides technical assistance to schools, districts, and states committed to developing comprehensive and permanent programs of school-family-community partnership. This report is organized in five sections. The first section discusses social networks, social capital, and a theory of overlapping spheres of influence to elucidate the conceptual foundation for school-family-community partnerships. The second section outlines and discusses essential elements of a comprehensive program of school-family-community partnerships.Office of Educational Research and Improvement, U.S. Department of Education (R-117-D40005)

Center for Research on the Education of Students Placed at Risk: Report #32

The Center for Research on the Education of Students Placed at Risk (CRESPAR) was established in 1994 and continued until 2004. It was a collaboration between Johns Hopkins University and Howard University. CRESPAR’s mission was to conduct research, development, evaluation, and dissemination of replicable strategies designed to transform schooling for students who were placed at risk due to inadequate institutional responses to such factors as poverty, ethnic minority status, and non-English-speaking home background.This study analyzes survey data from 423 parents at six high schools in Maryland—two rural, two urban, and two suburban.Office of Educational Research and Improvement, U.S. Department of Education (R-117-D400005

Radical “Citizens of the World,” 1790–95: The Early Career of Henry Redhead Yorke

This article takes a new look at British radicalism in the 1790s and explores it within broad geographical and cultural frameworks and through the early career of Henry Redhead Yorke, a West Indian Creole who became a radical in England but frequently recanted his politics. It views radicalism within the Atlantic World and provides a broader interpretation of the excluded majority than as an English working class. It examines the radical “citizens of the world” and sheds new light on the apparent conflict within English radicalism between universalist and constitutionalist ideologies. Politicization and identity are the key themes here examined within micro- and macro-histories

Materiality in the future of history: things, practices, and politics

Frank Trentmann is professor of history at Birkbeck College, University of London. From 2002 to 2007, he was director of the £5 million Cultures of Consumption research program, cofunded by the Arts and Humanities Research Council and the Economic and Social Research Council (ESRC). He is working on a book for Penguin, The Consuming Passion: How Things Came to Seduce, Enrich, and Define Our Lives, from the Seventeenth Century to the Twenty‐First. This article is one of a pair seeking to facilitate greater exchange between history and the social sciences. Its twin—“Crossing Divides: Globalization and Consumption in History” (forthcoming in the Handbook of Globalization Studies, ed. Bryan Turner)—shows what social scientists (and contemporary historians) might learn from earlier histories. The piece here follows the flow in the other direction. Many thanks to the ESRC for grant number RES‐052‐27‐002 and, for their comments, to Heather Chappells, Steve Pincus, Elizabeth Shove, and the editor and the reviewer