REFERENCES
- California High School Task Force. 1992. Second to none: A vision of the new California high school. Sacramento: California State Department of Education.
- Grubb, W. N. (Ed.). 1995a. Education through occupations in American high schools, Vols. I & II. New York: Teachers College Press.
- Grubb, W. N. 1995b. School reform and the “new vocationalism”: What it is, what it could be. A paper presented at the annual meeting of the American Educational Research Association, San Francisco, April 18–22.
- Little, J. W. 1993. Professional community in comprehensive high schools: The two worlds of academic and vocational teachers. In Teachers' work: Individuals, colleagues, and contexts, ed. J. W. Little and M. W. McLaughlin, 137–163. New York: Teachers College Press.
- Little, J. W. 1995a. What teachers learn in high school: Professional development and the redesign of vocational education. Education and Urban Society 27(3): 274–293.
- Little, J. W. 1995b. Traditions of high school teaching and the transformation of work education. In Education through occupations, Volume 2: The challenges of implementing curriculum integration, ed. W. N. Grubb. New York: Teachers College Press.
- Little, J. W. 1995c. Vocational reform and the restructuring of the comprehensive high school: The local experience in two schools. Berkeley: National Center for Research in Vocational Education, University of California.
- McLaughlin, M. W. 1993. What matters most in Teachers' workplace context? In Teachers' work: InditMuals, colleagues, and contexts, ed. J. W. Litde and M. W. McLaughlin, 79–103. New York: Teachers College Press.
- Siskin, L. S., and J. W. Little. (Eds.). 1995. The subjects in question: Departmental organization and the high school. New York: Teachers College Press.
- Talbert, J. E., and M. W. McLaughlin. 1994. Teacher professionalism in local school contexts. American Journal of Education 102 (February): 123–153.
- Tyack, D., and W. Tobin. 1994. The “grammar” of schooling: Why has it been so hard to change? American Educational Research Journal 31(3): 453–479.