Archived: The Educational System in the United States: Case Study Findings

List of Tables
Chapter 4—The Role of School in United States Adolescents’ Lives
Table 1—School profiles ...........................................................................
109
Table 2—Typical schedule for an eighth-grade middle school student ...
113
Chapter 5—Teachers and the Teaching Profession in the United States
Table 1—Characteristics of teachers in U.S. public schools compared
to case study teachers ...........................................................................
175
Table 2—Percentages of teachers teaching various lengths of time .......
176
Table 3—Weekly teaching schedule of a secondary science teacher .....
187

---

xiii
Notes on Researchers and
Authors
Mark A. Ashwill received his Ph.D. in Comparative and Higher Education from the
State University of New York at Buffalo (SUNY/Buffalo), where he is currently
director of the World Languages Institute in the Department of Modern Languages
and Literature.
William Foraker received his M.B.A. from New York University. He has conducted
ethnographic research on organizational behavior.
Barbara K. Hofer received an Ed.M. from the Harvard Graduate School of Edu-
cation and is a doctoral candidate in the Combined Program in Education and Psy-
chology at the University of Michigan, where she is also a program director at
the Center for Research on Learning and Teaching. Her research interests are in
adolescent development, motivation, and culture and cognition.
Carmen Maldonado de Johnson is an education consultant and former teacher.
Gerald LeTendre received an M.A. in sociology and a Ph.D. in education from
Stanford. He is an assistant professor of education at the University of Georgia,
where he teaches preservice and inservice courses for teachers. His current re-
search interests focus on comparative studies of teachers as counselors and early
school-to-work programs.
Sally Lubeck, who received her Ed.D. from the University of Missouri, is an assist-
ant professor of education at the University of Michigan. Her recent work has fo-
cused on social inequality in education and Head Start programs.
Roberta Nerison-Low received her B.A. in anthropology from Moorhead State Uni-
versity and her M.A. in communication from the University of Minnesota. She is
a research associate at the University of Michigan’s Center for Human Growth and
Development, where she has served as the administrative director of the Case
Study Project.
Mavis Sanders received her M.A. in sociology and Ph.D. in education from Stan-
ford University, where her dissertation focused on academic achievement of inner-
city African-American youth. Dr. Sanders, a certified teacher and former Peace

---

xiv
Corps volunteer, is currently a research fellow at the Center for the Social Organi-
zation of Schools at Johns Hopkins University.
Heidi Schweingruber received her M.A. in psychology at the University of Michi-
gan, where she is currently a doctoral candidate in both Psychology and Anthro-
pology and a research assistant at the Center for Human Growth and Develop-
ment. Her research interests focus on education and child development in cross-
cultural perspective.
Douglas Trelfa received his Ph.D. in sociology at the University of Michigan,
where he is doing postdoctoral work at the Center for Human Growth and Devel-
opment. Dr. Trelfa wrote his dissertation on vocational high school students in
Japan, where he lived for several years.

---

xv