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Former faculty member Ned Flanders received the Trustees' Citation of the University of California
in a ceremony on December 10, 1998, at the Lawrence Hall of Science. Ned Flanders has been a pivotal
figure in helping to raise scholarship funds for the Graduate School of Education. The coveted
Flanders Fellowships, given to GSE students who are involved in work that particularly helps the
disadvantaged, are named for him. (See article) During his professional career,
Ned Flanders gained distinction for his creation of a theoretical and practical model to define
teaching effectiveness.
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| Sarah Warshauer Freedman has co-authored a new book entitled Inside City Schools: Investigating
Literacy in Multicultural Classrooms, published by Teachers College Press. The book presents the
findings of one of the first national teacher research projects aimed at having classroom teachers
contribute in a systematic way to educational research literature that addresses serious classroom
issues-in this case, literacy learning in multicultural classrooms. Inside City Schools is the product
of an innovative research effort called the M-CLASS Site-Based Network that Professor Freedman directs.
Co-authors are GSE alums Alex Casareno (Ph.D. '94), Elizabeth Radin Simons (Ph.D. '85), and doctoral
student Julie Shalhope Kalnin, as well as articles by many of the classroom instructors involved.
Inside City Schools gathers the insights and experience of English and social studies teachers from
four multicultural settings-the San Francisco Bay Area, Boston, Chicago, and New Orleans-on how best
to meet the literacy needs of an increasingly diverse school population.
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Norton Grubb has published a new book entitled Honored But Invisible: An Inside Look at Teaching in
Community Colleges, published by Routledge. From the publisher: "Community colleges exemplify the
greatest promises of American education as well as its general reluctance to take teaching seriously.
They enroll almost half of new students in higher education. But while they pride themselves on being
'teaching colleges,' in practice the quality of teaching varies enormously. Based on observations of
and interviews with 285 instructors, and interviews with about 60 administrators, this book documents
instructional practices ranging from innovative approaches to unexpectedly complex subjects (like
occupational courses and remedial English), to conventional didactic instruction in the three R's, to
demeaning and deadening teaching to insecure students. The book provides a number of recommendations
for how community colleges can successfully carry out their many roles in both mainstream education and
in workforce development."
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| Robert Ruddell has a new book just out: Teaching Children to Read and Write: Becoming an Influential Teacher, published by Allyn and Bacon. The book is based on Professor Ruddell's 15 years of study of Influential Teachers, for which he received the Oscar Causey Research Award from the National Reading Conference in 1996. According to Professor Ruddell, "My central purpose in writing this text, which will be used in preparing elementary teachers and first-level graduate students, is to assist in helping prospective teachers become Influential Teachers who have master teaching abilities in literacy development. The information in the text comes from the latest theory and research on reading and language development, tempered by my years of teaching experience and classroom observations of influential teachers." | 
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| Students
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In fall 1999 James F. Mensing, a student in the Cognition and Development area of study, will be
teaching a new course he designed in human rights education. It will be listed as an Education Minor
course. The course is being funded by a MacArthur grant through the International and Area Studies
Department and was chosen as part of a competition for proposed offerings. The grant also resulted
in a joint Berkeley-Stanford Working Group on Human Rights, which the MacArthur Foundation is also
underwriting.
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| Staff Marjorie Lovejoy recently passed the 30-year mark as a staff member in the Graduate School of Education. She is currently the program assistant in the office of the Policy, Organization, Measurement, and Evaluation area of study. Her other assignments have included the dean's office and the Educational Psychology office. Commenting on her three decades of work in Tolman Hall, she remarked, "I don't get bored-I meet lots of interesting people here from all over the world." She is much appreciated in Tolman Hall for her role in advising graduate students and for the contribution her high spirits play in lifting the morale of all who work with her.
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