The following articles can be downloaded as Adobe PDF files. (Download: )These articles are for the personal and private use of individuals. Articles may not be reprinted without the prior permission of NCEE. To request reprint permission, please e-mail Julian Weissglass directly, or use our on-line request form.

• Weissglass, Julian. "Why Are We Drugging Our Children?". Education Week. Sept. 27, 2006.


• Mumme, Judith and Weissglass, Julian. "Improving Mathematics Education through School-Based Change."
  
  
• Weissglass, Julian. "Changing the Culture of Mathematics Instruction." Journal of Mathematical Behavior no. 11 (1992). 195-203.
  
  
• Weissglass, Julian. "Changing Mathematics Teaching Means Changing Ourselves: Implications for Professional Development." Professional Development for Teachers of Mathematics. (1994) 68-78.
  
  
• Weissglass, Julian. "No Compromise on Equity in Mathematics Education: Developing An Infrastructure." (1999)
  
  
• Weissglass, Julian. "Small-Group Learning." The American Mathematical Monthly. (1993) 662-668.
  
  
• Weissglass, Julian. "The SAT: Public-Spirited or Preserving Privilege?" Education Week. (1998).

• Weissglass, Julian. Reasons for Hope: You Can Challenge Educational Inequities
  
• Weissglass, Julian. Inequity in Mathematics Education: Questions for Educators
  
  (Spanish translated version) POR QUÉ SE GENERAN BRECHAS ACADÉMICAS EN EL ÁREA DE MATEMÁTICAS: ALGUNAS PREGUNTAS PARA LOS EDUCADORES
  
  
• Weissglass, Julian. "Constructivist Listening for Empowerment and Change." The Educational Forum 54, no. 4 (1990): 351-370.
  
  
• Weissglass, Julian. "Deepening Our Dialogue About Equity." Educational Leadership 54, no. 7 (1997): 78-81.
  
  
• Becerra, A., M. (2000). Changing the Faces of Mathematics: Perspectives on Gender.

The EMELI report, written by the Inverness Research Team can be accessed and downloaded fby clicking on the links below

• Chapters 1 and 2: An overview of the EMELI project – its guiding beliefs and theory of action.
  Plus an executive summary of the evaluation findings. Summarizes what we believe are EMELI’s major contributions to mathematics education reform. In addition this chapter offers some general reflections that arise out of the EMELI experience.
• Chapters 3: A case study of equity work in the Juneau School District in Alaska.
• Chapter 4: A case study of the equity work carried out in the nine districts involved in the Urban Systemic Initiative in Phoenix, Arizona.
• Chapter 5: The story of several different EMELI teams who are working throughout the state of Colorado.
  

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