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"Practical, detailed advice about how to incorporate the Internet into instruction and why these new tools require new frames and supports for practice. High school educators will be especially interested to read how Internet projects can engage and empower high school students in new ways." ...

"Practical, detailed advice about how to incorporate the Internet into instruction and why these new tools require new frames and supports for practice. High school educators will be especially interested to read how Internet projects can engage and empower high school students in new ways." -Milbrey W. McLaughlin, David Jacks Professor of Education and Public Policy, Stanford University "A superb book.... Required reading for those who seek to understand the social and organizational forces that shape different patterns of Internet use. This is the best book I know of to help teachers and schools make their hopes about learning from (and with) the Internet into reality." -David C. Berliner, Regents' Professor of Education, Arizona State University "Schofield and Davidson's pioneering study of how the local cultures of schooling shape the ways that teachers and students actually use Internet services in practice should be read by any educator who wants to realistically understand the opportunities and limitations of Internet use in North American schools." -Rob Kling, editor, The Information Society, the journal of the Center for Social Informatics "The best study of computers in schools I've read.... I finished the book with a much better sense of why the Internet offers such promise-and such threat-to education as our children, parents, teachers, and technical specialists experience it today." -Sara Kiesler, professor, Human-Computer Interaction, Carnegie Mellon University "Makes a significant contribution to our understanding of the potential and challenges associated with integrating technologies into schools...illustrates the many ways in which effective technology use is both facilitated and hindered by the cultural practices of schooling. This book is of great service to anyone wrestling with how to make technologies work as effective teaching and learning tools in schools." -Margaret Honey, vice president and director, Education Development Center, Center for Children and Technology

When faced with the Supreme Court's order for "all deliberate speed" in achieving school desegregation, a fearful Houston school board member urged the city to "make haste slowly".

Houston, Texas, had what may have been the largest racially segregated public school system in the United States when ...

When faced with the Supreme Court's order for "all deliberate speed" in achieving school desegregation, a fearful Houston school board member urged the city to "make haste slowly".

Houston, Texas, had what may have been the largest racially segregated public school system in the United States when the Supreme Court declared the practice unconstitutional in 1954. Ultimately, helped by members of its business community, Houston did desegregate its public schools and did so peacefully, without making the city a battleground of racial violence.

In Make Haste Slowly, William Henry Kellar provides the first extensive examination of Houston's racially segregated public school system, the long fight for desegregation, and the roles played by community groups in one of the most significant stories of the civil rights era.

Drawing on archival records, HISD School Board minutes, interviews with participants in the process, and the oral history collection of the Houston Metropolitan Research Center, Kellar shows that, while Houston desegregated its public school system peacefully, the limited integration that originally occurred served only to delay equal access to HISD schools. Houstonians shifted from a strategy of "massive resistance" to one of "massive retreat". White flight and resegregation transformed both the community and its public schools.

Kellar concludes that forty years after the Brown decision, many of the aspirations that landmark ruling inspired have proven elusive, but the impact of the ruling on Houston has changed the face of that city and the nature of its public education dramatically and in unanticipated ways.