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Julie E. Artis, Associate Professor of Sociology at DePaul University, received her Ph.D. in Sociology from Indiana University in 1999. Her research interests include family, law, and child well-being. Her recent work has appeared in Journal of Marriage and Family, Law and Society Review, and Violence Against Women. She is currently investigating how family structure and parental resources influence child cognitive and psycho-social outcomes.

Social movement scholars conventionally neglect high school students and settings. This elision stems in part from the fallacious assumption that high schools constitute a segment of society traditionally immune to conflict and in equal part from a failure to appreciate the political agency of high school-aged youth. When scholars do concern themselves with youth social movements, they tend to privilege large-scale, epochal protests on college campuses. In this study, however, we document a significant level of “social movement behavior” among actors who rarely see the light of scholarly print: suburban high school students.

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.

The purpose of this paper is to explore philosophies of progressive education circulating in Australia in the period immediately following the expansion of secondary schools in the 1960s. It examines the rise of the alternative and community school movement of the 1970s, focusing on initiatives within the Victorian government school sector. It aims to better understand the realisation of progressive education in the design and spatial arrangements of schools, with specific reference to the re-making of school and community relations and new norms of the student-subject of alternative schooling.

It combines historical analysis of educational ideas and reforms, focusing largely on the ideas of practitioners and networks of educators, and is guided by an interest in the importance of school space and place in mediating educational change and aspirations. It draws on published writings and reports from teachers and commentators in the 1970s, publications from the Victorian Department of Education, media discussions, internal and published documentation on specific schools and oral history interviews with former teachers and principals who worked at alternative schools.

It shows the different realisation of radical aims in the set up of two schools, against a backdrop of wider innovations in state education, looking specifically at the imagined effects of re-arranging the physical and symbolic space of schooling.

Its value lies in offering the beginnings of a history of 1970s educational progressivism. It brings forward a focus on the spatial dimensions of radical schooling, and moves from characterisation of a mood of change to illuminate the complexities of these ideas in the contrasting ambitions and design of two signature community schools.

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.

This volume of Sociological Studies of Children and Youth showcases the timely and important work of active, early career sociologists, who are helping to define the direction of the sub-field. Their work shares basic premises and concerns, and these underlie and provide cohesion to this diverse collection of chapters. Children and youth are active agents in their own “socialization,” producing meaning and action collaboratively with their peers, and they struggle for agency and control in various social contexts – these are the themes that, both explicitly and implicitly, shape essentially all of the contributions. The underlying concern of our own introduction above, and of many of the chapters, is that the current processes and practices may stifle children's creativity and undermine their potential to collaboratively construct innovative solutions to societal problems.

Examines the use of Interlibrary loan databases and online logging systems in determining which titles are collected. Discusses the objective of collecting ILL data, alternative data sources, the system used at UTK, and the challenges to data collection. Concludes that formal evaluation of the system will take place after the service has in place for a year, while ILL data supply will become increasingly important for collection development.

Uses qualitative data to explore how contemporary religious beliefs mark conceptions of work, particularly with regards to the beliefs of conservative protestant women. Compares liberal protestant women and men as well as conservative men against this group. States that conservative women consider motherhood as their most important work yet they are also most likely to feel “called” to their paid work. Cites that this has important implications for the sociological literature on gender and work. Builds on the original work of Max Weber.

The Polytechnic of Central London in England has been given a two‐year government grant to set up an Information Technology Centre at its Regent Street site to put on public display some of the equipment and services now available. A permanent exhibition includes terminal and telecommunications equipment and a range of library and information services including viewdata, circulation and cataloguing systems. The centre was opened on the 17th November by the Minister for the Arts, the Rt. Hon. Paul Channon, MP.