Education / Educational sciences / Pedagogy Books

Book Synopsis\u0022One hundred years ago, children were kept out of school to be used as a cheap factory workforce; today, they are kept in school to become a cheap workforce in the factories of the future.\u0022 Seduced by the language of the market economy, those making decisions about education today argue that market strategies promote democratic educational reform, when really they promote market reform of education. Michael Engel argues against this tendency, siding with democratic values -- which encourage openness, creativity, social awareness, and idealism, whereas market values uphold individual achievement, competition, economic growth, and national security. Behind the facade of progressive rhetoric, advocates of these corporate models have succeeded in imposing their definition of school reform through federal and state policy makers. As a result, communities lose control of their schools, teachers lose control of their work, and students lose control of their schools, teachers lose control of their work, and students lose control of their futures. Engel attacks the increasing dominance of market ideology in educational policy and extends his critique beyond such trends in school reform as vouchers, charter schools, and \u0022contracting out\u0022 to include issues such as decentralization, computer technology, and standards. The debate over privatization amounts to ideological warfare between democratic and market values. The question is not so much about \u0022school choice\u0022 as it is about the values Americans want at the root of their society. Unprecedented in its value-based challenge to the threat of market ideology to educational policy, The Struggle for Control of Public Education is a sophisticated call for a return to community-controlled schools and democratic values. This argument offers theoretical and practical models crafted in the contemporary feminist and social reconstructionist tradition. Readers interested in the study of educational policies, philosophy, and policy will find this book engaging.Trade Review"The Struggle for Control of Public Education is a highly charged, politically important work, written with clarity and courage, in defense of public education as a legacy endangered by the juggernaut of corporate control." -Jonathan Kozol "In this well researched, eminently readable book, Michael Engel helps us see our way through the confusion and clouded rhetoric of the conservative and neo-liberal agendas for school and society, and illuminates the profoundly anti-democratic patterns beneath the surface of most current school reform." -Dr. Kathleen Kesson, Director of the John Dewey Project on Progressive Education at the University of Vermont, and of the Teacher Education Program at Goddard CollegeTable of ContentsCONTENTS Preface Acknowledgments 1 Introduction 2 Market Ideology 3 Democratic 4 School Choice 5 Educational Technology 6 School Restructuring 7 Curriculum 8 Civic Education 9 Conclusion Index

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Book SynopsisWhen Sekani Moyenda, an African American elementary school teacher, accepted an invitation to speak at a graduate education class, neither the students nor Ann Berlak, their professor, could guess that her presentation would spark an outpouring of emotion and a reexamination of race from everyone involved. The \u0022encounter\u0022 -- as it was called -- was an expression of Moyenda's anger at the institutionalized racism of our educational system, a system whose foundations are reinforced and whose assumptions about race are reproduced in the graduate school classroom. Forcing everyone involved to rethink their own race consciousness, Taking it Personally is a chronicle of two teachers and their own educational progress. In processing their own responses to the encounter, along with their students', Berlak and Moyenda meditate not only on their own ideas on teaching and learning, but also redefine the obligation a teacher has to his or her students. Personal in its approach, yet grounded in significant currents of educational thought, Taking it Personally will be a must-read for any educator or educator-to-be who is committed to teaching in our diverse classrooms.Trade Review"Taking It Personally needs a warning label: DANGER, it should announce, IDEAS UNDER INTENSE PRESSURE. OPEN AT YOUR OWN RISK. Berlak and Moyenda guide us into the depths of racism, peeling away layer after layer, revealing the pervasive American devil in all its complexity. If you start the journey, you may want to turn back, you may want to look away, you will certainly want them to lighten up. But stay to the end and you will never be the same. This is a brave, embracing book-honest and unrestrained, filled with pain and grief, but never despair. In the end it is about transformation and redemption and the possibility of a more just and joyful world. Take the risk." -William Ayers, Distinguished Professor of Education, University of Illinois at Chicago, and author of A Kind and Just Parent "For those who contend that racism is all but dead in the United States, this book gives us a laser-focused look at real multiethnic relationships in new millennium classrooms. Through the eyes of two thoughtful, honest, and compellingly articulate educators-one black, one white-we learn that there is yet much work to be done." -Lisa Delpit, Benjamin E. Mays Professor of Urban Educational Leadership, Georgia State University, and author of Other People's Children "This is one of the best, if not the best, book about the microdynamics of racism in the classroom that I have ever read. I think it will become a classic. It is well conceptualized-a cross-racial teachers' dialogue framed by the two authors' race-awareness autobiographies, beautifully written, and absolutely riveting. I truly couldn't put it down." -Dr. Maurianne Adams, Chair, Social Justice Education Program, School of Education, University of Massachusetts at Amherst "A moving chronicle of two teachers' journey confronting racism in education. ...the two authors skillfully dissect racism and its manifestations in today's classroom. ... A great book for teachers and teacher educators alike. -Rethinking Schools "[T]his book reveals the possibilities for fighting racism in our schools. Berlak and Moyenda meditate not only on their own ideas of teaching and learning, but also redefine the obligation a teacher has to his or her students." -New York Review of Books "This book is not just a text, it is an intense reading experience and I would anticipate a similar experience for every reader, regardless of race." -Anthropology and Education Quarterly "...an extremely valuable guidebook for those trying to develop classroom management strategies in urban schools. -Radical TeacherTable of ContentsCONTENTS Series Foreword Acknowledgments Introduction Part I. Our Racial Autobiographies 1. Sekani: How I Got My "Black Attitude" Problem 2. Ann: How I Developed an "Obduracy of Tone" Part II. All Right, Who Started It? The Classroom Encounter and Its Aftermath 3. Sekani: The Bootcamp Presentation: Classrooms in Crisis 4. Ann: Picking Up the Pieces: Processing Is Everything Part III. What's Going on Here? Analysis 5. Ann: What Makes You Think She's Not an Expert? 6. Ann: Fantasy and Feeling in the Classroom 7. Sekani: The Love Letter 8. Conclusion Notes Bibliography Index

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Book SynopsisA beautifully written, dramatic memoir from one of women's history's foundersTrade Review"Gerda Lerner's absorbing memoir bears witness to the major events of the twentieth century...[She] is a gifted storyteller who writes with passion and clarity. This political autobiography is a must read!"-Joyce Antler, Samuel Lane Professor of American Jewish History and Culture, Brandeis University "A spirited, eminently readable and unapologetic memoir of leftist life in a rightist era...[L]eaving readers hungry for more[,] Lerner's autobiography also makes a fine contribution to social history."-Kirkus Reviews "Fireweed is made out of courage and wisdom. One of the finest historians of our time has written an eloquent memoir that makes clear how Women's History has grown out of lived experience. Read it as a story of a girl coming of age in dark times; read it as a story of a brave young woman who lives her progressive ideals in cold war America. I simply could not put down this loving, chilling and heartbreaking book."-Linda K. Kerber, May Brodbeck Professor of History, University of Iowa and author of No Constitutional Right to Be Ladies: Women and the Obligations of Citizenship "Gerda Lerner, a leading pioneer in Women's History...presents an especially vivid account of the connections between her ambivalent but loving relations with her parents...and her own escape from fascism and quest for both autonomy and a professional career."-Professor David Brion Davis, Director, Yale's Gilder Lehrman Center for the Study of Slavery, Resistance, and Abolition, and author of In the Image of God: Religion, Moral Values, and Our Heritage of Slavery "[A] superb memoir... Lerner's power and precision as a writer makes this story read like a fast-paced novel."-Linda Gordon, Professor of History, NYU "Most people become historians by going to school day and night for years. Gerda Lerner became a historian by working in her youth in social justice and women's rights movements that became history. Then, in middle age, she went to school day and night-finally becoming one of our preeminent writers and teachers of Women's History. Fireweed is a wonderful and inspiring story for young women."-Grace Paley "[Fireweed] reads like a novel..."-The New York Times Book Review "As a work of prose, this autobiography has a peculiar beauty. Some of the lines are magical... Perhaps the most striking aspect of Gerda Lerner's memoir, as of her many other publications, is the lucidity of her vision... But, like the eloquent Simone de Beauvoir, who also told her own life, she has made it difficult for any would-be biographer to do better."-The Women's Review of BooksTable of ContentsA Note on UsageIntroductionPart I: BeginningsPart II: Becoming an AmericanPart III: Becoming an American RadicalPart IV: In the Eye of the StormThanksPhotograph gallery

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Book SynopsisIn this, the sequel to his critically acclaimed and controversial "The End of Homework", John Buell extends his case against homework. Arguing that homework robs children and parents of unstructured time for play and intellectual and emotional development, "Closing the Book on Homework" offers a convincing case for why homework is an outgrowth of broader cultural anxieties about the sanctity of work itself. After the publication of Buell's previous book, many professional educators portrayed reducing homework as a dangerous idea, while at the same time parents and teachers increasingly raised doubts as to its continued usefulness in education.According to John Buell, the importance of play is culturally underappreciated. Not only grade schoolers, but high school students and adult workers deserve time for the kind of leisure that fosters creativity and sustains a life long interest in learning. Homework is assigned for many reasons, many having little to do with learning, including an accepted, if unchallenged, belief that it fosters good work habits for children's futures.As John Buell argues convincingly, homework does more to obstruct the growth of children's minds, and consumes the time of parents and children who may otherwise develop relationships that foster true growth and learning. A unique book that is sure to fuel the growing debate on school reform, "Closing the Book on Homework" offers a roadmap for learning that will benefit the wellbeing of children, parents, and teachers alike.John Buell on homework: 'Homework does not convey the academic benefits its proponents promise. As currently constituted, [it] is a largely ineffective and overly burdensome practice. It not only creates especially serious barriers for poor families but also unnecessarily limits other forms of personal development and leisure time that are essential even to education and working life themselves. Families asked to monitor and assist in homework are increasingly burdened by the demands of their own jobs.Homework is closely connected to and rationalized by all the demands on family time, and the time has come to examine those demands I resent homework intensification not because I am lazy or want to spare children all challenges and difficulties but because I want to instill the character and self-discipline I admire. I want children to have gradually expanding opportunities both to manage and be responsible for free time.' Scholarly studies of homework's ability to deliver in even such short-term and narrow areas as test scores and grades yield at best uneven results. Many studies of homework show no correlation-or even indicate an inverse relationship-between homework and a student's performance Young children reach a saturation point [for absorbing new information] far more quickly than adults...fatigue and an inability to sustain concentration is likely to be a substantial factor in learning. All claims that homework critiques involve a war against the poor systematically disregard important evidence.Some students who are doing their homework conscientiously will nevertheless test poorly simply because test-taking is not their forte. It is hard to recognize from homework where a child is having difficulty; it is even harder to find just why. The claim that homework evokes long-term discipline [is] largely unsupported by extensive empirical work, but there is reason to believe that many other extracurricular factors in the life of a child and young adult contribute substantially to this virtue. John Buell is a columnist for the "Bangor Daily News", and co-author (with Etta Kralovec) of "The End of Homework: How Homework Disrupts Families, Overburdens Children, and Limits Learning".Trade Review"Sure to fuel the growing debate on school reform, Closing the Book on Homework offers a roadmap for learning that will benefit the wellbeing of children, parents, and teachers alike." Adolescence "Readers new to Buell's argument will find much in this book to think about and, possibly, to act upon." Kappa Delta Pi Record "John Buell makes a cogent case for homework reform. The strength of this new book is its placing of the 'homework wars' in historical and cultural context. By showing how current concerns about homework are part of a larger debate about the place of work in modern life, Buell is able to suggest broader remedies and policies that apply to a variety of modern problems and concern--such as overwork that constrain family and community life in a multitude of ways. Buell offers a compelling argument, and his voice needs to be heard." --Benjamin Hunnicutt, Professor, the University of Iowa, and author of Work Without End "John Buell's Closing the Book on Homework is a unique and timely contribution to the torrid debate and about whether the heavy burdens of homework and standardized tests actually improve education. What marks this book from the others is that, in addition to thorough reviews and refutations, Buell places education and homework in the contexts of the global economy, the fiscal crisis of the states, and the emergence of the rote styles of learning as the dominant educational technology. Teachers, researchers, parents, indeed everyone concerned with the fate of our kids cannot afford to miss this powerful book." --Stanley AronowitzTable of ContentsAcknowledgments Introduction: Homework as an Issue in American Politics 1. Revisiting the Evidence 2. A History Lesson about Work and Homework 3. Educating Global Citizens or Global Workers? 4. Education at the Epicenter Conclusion: On Character and Public Education in Democratic Society Notes Index

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Book SynopsisIn this, the sequel to his critically acclaimed and controversial The End of Homework, John Buell extends his case against homework. Arguing that homework robs children-and parents-of unstructured time for play and intellectual and emotional development, Closing the Book on Homework offers a convincing case for why homework is an outgrowth of broader cultural anxieties about the sanctity of work itself. After the publication of Buell's previous book, many professional educators portrayed reducing homework as a dangerous idea, while at the same time parents and teachers increasingly raised doubts as to its continued usefulness in education. According to John Buell, the importance of play is culturally underappreciated. Not only grade schoolers, but high school students and adult workers deserve time for the kind of leisure that fosters creativity and sustains a life long interest in learning. Homework is assigned for many reasons, many having little to do with learning, including an accepted, if unchallenged, belief that it fosters good work habits for children's futures. As John Buell argues convincingly, homework does more to obstruct the growth of children's minds, and consumes the time of parents and children who may otherwise develop relationships that foster true growth and learning. A unique book that is sure to fuel the growing debate on school reform, Closing the Book on Homework offers a roadmap for learning that will benefit the wellbeing of children, parents, and teachers alike.Trade Review"John Buell makes a cogent case for homework reform. The strength of this new book is its placing of the 'homework wars' in historical and cultural context. By showing how current concerns about homework are part of a larger debate about the place of work in modern life, Buell is able to suggest broader remedies and policies that apply to a variety of modern problems and concern-such as overwork that constrain family andcommunity life in a multitude of ways. Buell offers a compelling argument, and his voice needs to be heard."-Benjamin Hunnicutt, Professor, the University of Iowa, and author of Work Without End "John Buell's Closing the Book on Homework is a unique and timely contribution to the torrid debate and about whether the heavy burdens of homework and standardized tests actually improve education. What marks this book from the others is that, in addition to thorough reviews and refutations, Buell places education and homework in the contexts of the global economy, the fiscal crisis of the states, and the emergence of the rote styles of learning as the dominant educational technology. Teachers, researchers, parents, indeed everyone concerned with the fate of our kids cannot afford to miss this powerful book."-Stanley Aronowitz "[R]eaders new to Buell's argument will find much in this book to think about and, possibly, to act upon."-Kappa Delta Pi Record "Sure to fuel the growing debate on school reform, Closing the Book on Homework offers a roadmap for learning that will benefit the wellbeing of children, parents, and teachers alike."-Adolescence "...a sequel to his controversial The End of Homework. Buell extends his case against homework, arguing that it robs children-and parents-of unstructured time for play, as well as intellectual and emotional development."-Curriculum ReviewTable of ContentsAcknowledgmentsIntroduction: Homework as an Issue in American Politics1. Revisiting the Evidence2. A History Lesson about Work and Homework3. Educating Global Citizens or Global Workers?4. Education at the EpicenterConclusion: On Character and Public Education in Democratic SocietyNotesIndex

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Book SynopsisAssessment is the cornerstone of every good transition plan. Now there's a book that demystifies the what, when, why, and how of collecting transition assessment data-and using the results to help students with disabilities prepare for adulthood.Developed by two respected transition authorities, this practical guide prepares education professionals to use today's best assessment tools and strategies to identify which transition approaches really work. You'll discover how to choose assessments appropriate for each situation and student apply best assessment practices in 7 key areas (see sidebar) collect the right data at the right time implement evidence-based practices that meet IDEA requirements for transition assessment make the most of informal assessments and formal performance-based methods tailored to each student's needs translate assessment results into better, more personalised transition IEP plans To help you find the assessment tools that best meet your needs, the book includes an invaluable quick-reference guide to more than 90 transition assessments and which areas they assess. You'll also follow case studies of a teacher and two students as they navigate the transition assessment process, and you'll get sample forms for assessing student skills and goals, enhancing transition IEPs, helping students plan for college and employment, and much more.Essential for every transition specialist and educator, this book will be your trusted companion as you make sound decisions about assessment; ensure individualised, person-centred transition plans; and support students' post-school goals and dreams.Strengthen transition assessment in 7 key areas: academics Self-determination Employment Community living Postsecondary education Recreation and leisure Health care

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Book SynopsisIn the years after A Nation at Risk, conservatives’ ideas to reform America’s lagging education system gained much traction. Key items like school choice and rigorous academic standards drew bipartisan support and were put into practice across the country. Today, these gains are in retreat, ceding ground to progressive nostrums that do little to boost the skills and knowledge of young people. Far from being discouraged, however, conservatives should seize the moment to refresh their vision of quality K–12 education for today’s America. These essays by 20 leading conservative thinkers do just that. Students, according to this vision, should complete high school with a thorough understanding of the country’s history, including gratitude for its sacrifices, respect for its achievements, and awareness of its shortcomings. They should also learn to be trustworthy stewards of a democratic republic, capable of exercising virtue and civic responsibility. Beyond helping to form their character, schools ought to ready their pupils for careers that are productive, rewarding, and dignified. Excellent technical-training opportunities will await those not headed to a traditional college. Regardless of the paths and schools that they select, all students must come to understand that they can succeed in America if they are industrious, creative, and responsible. Anchored in tradition yet looking towards tomorrow, How to Educate an American should be read by anyone concerned with teaching future generations to preserve the country’s heritage, embody its universal ethic, and pursue its founding ideals.

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Book SynopsisWhen Barney Clark received the Jarvik-7 artificial heart in 1983 and Cold Fusion came under fire in 1989–90, Chase Peterson, as The University of Utah president, was inevitably pulled into these events that occurred on campus. While these episodes may be the best known in Peterson’s personal history, they are certainly not the only stories that make his autobiography worth reading. The Guardian Poplar tells of a man who grew up in small-town Utah and carried his pioneer and Mormon heritage to a New England prep school and later to Harvard. He then returned to Utah as a doctor, but unexpectedly found himself back at Harvard as its Dean of Admissions, handling issues such as the Vietnam War and racial and gender reform. The book explains how Peterson’s home state recruited him back to become an administrator at The University of Utah and how he would eventually become the university president, taking on new issues and challenges. Peterson recounts these years by drawing on anecdotes that recall the people he served and the moments that brought his life meaning. This autobiography is a compelling account of how Peterson has managed to balance family and career, handle the tensions that have arisen between his faith and his scientific training, and remain solid in the face of his newest challenge—cancer. The book’s engaging prose and honest reflections are sure to intrigue and inspire readers who know the man well, as well as those readers who simply want to know a man who can be described as dedicated faithful, hardworking, and hopeful for the future.Trade Review“Here is the odyssey of Chase Peterson, a man of remarkable gifts. His charming stories of the privileged places his talents have taken him reveal a man of unusual candor and humility. As he tells us, wherever he went as student, physician, college administrator, or teacher, he never left home.”—Richard Lyman Bushman, Gouverneur Morris Professor of History Emeritus, Columbia University "It's all there, the punch lines, the subtle turn of phrase, the native intelligence, the oustide-the-box take on things, that has long made Peterson a serious contender as the most interesting man in Utah—and definitely one of its best talkers. His book reads like a really good, really long chat with Chase. Like all people who know how to tell a good story, in the end, he leaves you only wanting more."—Deseret News

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