SEYMOUR B. SARASON is professor emeritus of psychology in the Department of Psychology and at the Institute for Social and Policy Studies at Yale University. He is the author of numerous books, including The Predictable Failure of Educational Reform (Jossey-Bass, 1990), and The Making of an American Psychologist: An Autobiography (Jossey-Bass, 1988).

• 1. A Litany of Inadequacies2. Unused Personal Experience3. Underestimating Complexity4. Prevention and the Long-Term View5. ``Second Best: Secondary Prevention''6. When Medical Education was Anti-Educational7. An Undergraduate Program for Liberal Arts Colleges8. Again: Teaching Children, Not Subject Matter9. Teaching Teachers and Teaching Children: Ignorance Assumed andAssets Unmined10. Governance and Issues of Power11. Governance and the Definition of Resources12. Collegiality, Resources, and Governance13. There are Two Subject Matters14. Teachers and Administrators: Never the Twain Shall Meet15. University Pecking Orders and Schools of Education

``So many reformers talk about fundamental changes in schooling without understanding what such deep changes entail for children, teachers, and administrators. Seymour Sarason does. In his provocative, mind-bAnding, and passionate style, Sarason again argues against short-term repairs of schools. He seeks long-term prevention and he sees the lever, as John Goodlad did, in the preparation of teachers. Add this to your small library of wisdom about school reform.'' --Larry Cuban, professor of education, Stanford University.

SEYMOUR B. SARASON is professor emeritus of psychology in the Department of Psychology and at the Institute for Social and Policy Studies at Yale University. He is the author of numerous books, including The Predictable Failure of Educational Reform (Jossey-Bass, 1990), and The Making of an American Psychologist: An Autobiography (Jossey-Bass, 1988).

• 1. A Litany of Inadequacies2. Unused Personal Experience3. Underestimating Complexity4. Prevention and the Long-Term View5. ``Second Best: Secondary Prevention''6. When Medical Education was Anti-Educational7. An Undergraduate Program for Liberal Arts Colleges8. Again: Teaching Children, Not Subject Matter9. Teaching Teachers and Teaching Children: Ignorance Assumed andAssets Unmined10. Governance and Issues of Power11. Governance and the Definition of Resources12. Collegiality, Resources, and Governance13. There are Two Subject Matters14. Teachers and Administrators: Never the Twain Shall Meet15. University Pecking Orders and Schools of Education

``So many reformers talk about fundamental changes in schooling without understanding what such deep changes entail for children, teachers, and administrators. Seymour Sarason does. In his provocative, mind-bAnding, and passionate style, Sarason again argues against short-term repairs of schools. He seeks long-term prevention and he sees the lever, as John Goodlad did, in the preparation of teachers. Add this to your small library of wisdom about school reform.'' --Larry Cuban, professor of education, Stanford University.

SEYMOUR B. SARASON is professor emeritus of psychology in the Department of Psychology and at the Institute for Social and Policy Studies at Yale University. He is the author of numerous books, including The Predictable Failure of Educational Reform (Jossey-Bass, 1990), and The Making of an American Psychologist: An Autobiography (Jossey-Bass, 1988).

• 1. A Litany of Inadequacies2. Unused Personal Experience3. Underestimating Complexity4. Prevention and the Long-Term View5. ``Second Best: Secondary Prevention''6. When Medical Education was Anti-Educational7. An Undergraduate Program for Liberal Arts Colleges8. Again: Teaching Children, Not Subject Matter9. Teaching Teachers and Teaching Children: Ignorance Assumed andAssets Unmined10. Governance and Issues of Power11. Governance and the Definition of Resources12. Collegiality, Resources, and Governance13. There are Two Subject Matters14. Teachers and Administrators: Never the Twain Shall Meet15. University Pecking Orders and Schools of Education

``So many reformers talk about fundamental changes in schooling without understanding what such deep changes entail for children, teachers, and administrators. Seymour Sarason does. In his provocative, mind-bAnding, and passionate style, Sarason again argues against short-term repairs of schools. He seeks long-term prevention and he sees the lever, as John Goodlad did, in the preparation of teachers. Add this to your small library of wisdom about school reform.'' --Larry Cuban, professor of education, Stanford University.