Through lively re-creations of actual workshops that he regularly conducts for students and teachers, Blau invites his readers to become active participants in workshops on such topics as:helping students read more difficult texts than they think they can readwhere interpretations come fromthe problem of background knowledge in teaching classic textshow to deal with competing and contradictory interpretationswhat's worth saying about a literary textbalancing respect for readers with respect for texts and intellectual authorityensuring that literary discussions are lively and productivehow to develop valuable and engaging writing assignments.Each workshop includes reflections on what transpired and a discussion of the workshop's rationale and outcomes in the larger context of an original and practice-based theory of literary competence and instruction.

    Most of all, we want access and opportunity for all children but all possible advantages for our own. So argues historian David Labaree in this provocative look at the way this archetype of dysfunction works so well at what we want it to do even as it evades what we explicitly ask it to do.Ever since the common school movement of the nineteenth century, mass schooling has been seen as an essential solution to great social problems. Yet as wave after wave of reform movements have shown, schools are extremely difficult to change. Labaree shows how the very organization of the locally controlled, administratively limited school system makes reform difficult.At the same time, he argues, the choices of educational consumers have always overwhelmed top-down efforts at school reform. Individual families seek to use schools for their own purposes to pursue social opportunity, if they need it, and to preserve social advantage, if they have it. In principle, we want the best for all children. In practice, we want the best for our own.Provocative, unflinching, wry, "Someone Has to Fail" looks at the way that unintended consequences of consumer choices have created an extraordinarily resilient educational system, perpetually expanding, perpetually unequal, constantly being reformed, and never changing much.

    A plan for school reform that respects the best traditions of secondary schooling and urges us to do far more in preparing adolescents for the future.

    Why is it that they can remember the smallest details from their favorite television program, yet miss the most obvious questions on their history test?Cognitive scientist Dan Willingham has focused his acclaimed research on the biological and cognitive basis of learning and has a deep understanding of the daily challenges faced by classroom teachers. this book will help teachers improve their practice by explaining how they and their students think and learn—revealing the importance of story, emotion, memory, context, and routine in building knowledge and creating lasting learning experiences.In this breakthrough book, Willingham has distilled his knowledge of cognitive science into a set of nine principles that are easy to understand and have clear applications for the classroom. Some of examples of his surprising findings are:“Learning styles” don't exist The processes by which different children think and learn are more similar than different.Intelligence is malleable Intelligence contributes to school performance and children do differ, but intelligence can be increased through sustained hard work.You cannot develop “thinking skills” in the absence of facts We encourage students to think critically, not just memorize facts. However thinking skills depend on factual knowledge for their operation.Why Don't Students Like School is a basic primer for every teacher who wants to know how their brains and their students’ brains work and how that knowledge can help them hone their teaching skills.

    In it, Berger and Luckmann reformulate the task of the sociological subdicipline that, since Max Scheler, has been known as the sociology of knowledge.

    With mordant wit, she surveys an anti-rationalist landscape extending from pop culture to a pseudo-intellectual universe of "junk thought." Disdain for logic and evidence defines a pervasive malaise fostered by the mass media, triumphalist religious fundamentalism, mediocre public education, a dearth of fair-minded public intellectuals on the right and the left, and, above all, a lazy and credulous public.Jacoby offers an unsparing indictment of the American addiction to infotainment—from television to the Web—and cites this toxic dependency as the major element distinguishing our current age of unreason from earlier outbreaks of American anti-intellectualism and anti-rationalism. With reading on the decline and scientific and historical illiteracy on the rise, an increasingly ignorant public square is dominated by debased media-driven language and received opinion.At this critical political juncture, nothing could be more important than recognizing the "overarching crisis of memory and knowledge" described in this impassioned, tough-minded book, which challenges Americans to face the painful truth about what the flights from reason has cost us as individuals and as a nation.

    Yet there are those who insist that the death of six million Jews in Nazi concentration camps is nothing but a hoax perpetrated by a powerful Zionist conspiracy. Forty years ago, such notions were the province of pseudohistorians who argued that Hitler never meant to kill the Jews, and that only a few hundred thousand died in the camps from disease; they also argued that the Allied bombings of Dresden and other cities were worse than any Nazi offense, and that the Germans were the "true victims" of World War II. For years, those who made such claims were dismissed as harmless cranks operating on the lunatic fringe. But over the past decade they have begun to gain a hearing in respectable arenas, and now, in the first full-scale history of Holocaust denial, Deborah Lipstadt shows how - despite tens of thousands of living witnesses and vast amounts of documentary evidence - this irrational idea not only has continued to gain adherents but has become an international movement, with organized chapters, "independent" research centers, and official publications that promote a "revisionist" view of recent history. One sign of the movement's disturbing resonance is the rise of such figures as the Holocaust denier David Duke to national prominence. Holocaust deniers have also begun to make common cause with radical Afrocentrists such as Leonard Jeffries of New York's City University, who retells racist myths about the Jews; and a recent campaign of ads in college newspapers calling for "open debate" on "so-called facts" about the Holocaust suggests a bold new bid for mainstream intellectual legitimacy. Lipstadt shows how Holocaust denial thrives in the current atmosphere of value relativism, and argues that this chilling attack on the factual record not only threatens Jews but undermines the very tenets of objective scholarship that support our faith in historical knowledge.

    Covering every disorder routinely encountered in clinical practice, Frances provides the appropriate ICD-9-CM code for each one (the same code utilized in the DSM), a useful screening question, a colorful descriptive prototype, lucid diagnostic tips, and a discussion of other disorders that must be ruled out. The book closes with an index of the most common presenting symptoms, listing possible diagnoses that must be considered for each. Frances was instrumental in the development of past editions of the DSM and provides helpful cautions on questionable aspects of DSM-5.

    Historically, the humanities have been central to education because they have rightly been seen as essential for creating competent democratic citizens. But recently, Nussbaum argues, thinking about the aims of education has gone disturbingly awry both in the United States and abroad. Anxiously focused on national economic growth, we increasingly treat education as though its primary goal were to teach students to be economically productive rather than to think critically and become knowledgeable and empathetic citizens. This shortsighted focus on profitable skills has eroded our ability to criticize authority, reduced our sympathy with the marginalized and different, and damaged our competence to deal with complex global problems. And the loss of these basic capacities jeopardizes the health of democracies and the hope of a decent world. In response to this dire situation, Nussbaum argues that we must resist efforts to reduce education to a tool of the gross national product. Rather, we must work to reconnect education to the humanities in order to give students the capacity to be true democratic citizens of their countries and the world. Drawing on the stories of troubling--and hopeful--educational developments from around the world, Nussbaum offers a manifesto that should be a rallying cry for anyone who cares about the deepest purposes of education.

    Detailing the lifestyles of each class, from the way they dress and where they live to their education and hobbies, Class is sure to entertain, enlighten, and occasionally enrage readers as they identify their own place in society and see how the other half lives.

    But of his many books, not one offers a satisfactory introduction to the entire complex body of his work. The Foucault Reader was commissioned precisely to serve that purpose.The Reader contains selections from each area of Foucault's work as well as a wealth of previously unpublished writings, including important material written especially for this volume, the preface to the long-awaited second volume of The History of Sexuality, and interviews with Foucault himself, in the course of which he discussed his philosophy at first hand and with unprecedented candor.This philosophy comprises an astonishing intellectual enterprise: a minute and ongoing investigation of the nature of power in society. Foucault's analyses of this power as it manifests itself in society, schools, hospitals, factories, homes, families, and other forms of organized society are brought together in The Foucault Reader to create an overview of this theme and of the broad social and political vision that underlies it.

    After a million online views in seventeen different languages, people all over the world are still debating the answer.There are millions of people—HR consultants, communication coordinators, telemarketing researchers, corporate lawyers—whose jobs are useless, and, tragically, they know it. These people are caught in bullshit jobs.Graeber explores one of society’s most vexing and deeply felt concerns, indicting among other villains a particular strain of finance capitalism that betrays ideals shared by thinkers ranging from Keynes to Lincoln. Bullshit Jobs gives individuals, corporations, and societies permission to undergo a shift in values, placing creative and caring work at the center of our culture. This book is for everyone who wants to turn their vocation back into an avocation.

    Organized according to the elements of explicit instruction (what? why? when? and how?), the Sourcebook includes both research-informed knowledge base and practical sample lesson models. Like the first edition, the updated and revised second edition of the Teaching Reading Sourcebook combines the best features of an academic text and a practical hands-on teacher's guide. It is an indispensable resource for teaching reading and language arts to both beginning and older struggling readers.New to the Teaching Reading Sourcebook, 2nd Edition:All new sample lesson modelsMore reproducible activity mastersA whole new section on reading fluencyMore about letter knowledge and multisyllabic word readingMore about the comprehension strategies that good readers useUseful information about the Comprehensive Reading Model (Three-tier Model)Highly respected contributing authors who are experts in the field of reading

    Even as the country divides itself at every turn, the meritocratic ideal - that social and economic rewards should follow achievement rather than breeding - reigns supreme. Both Democrats and Republicans insistently repeat meritocratic notions. Meritocracy cuts to the heart of who we are. It sustains the American dream.But what if, both up and down the social ladder, meritocracy is a sham? Today, meritocracy has become exactly what it was conceived to resist: a mechanism for the concentration and dynastic transmission of wealth and privilege across generations. Upward mobility has become a fantasy, and the embattled middle classes are now more likely to sink into the working poor than to rise into the professional elite. At the same time, meritocracy now ensnares even those who manage to claw their way to the top, requiring rich adults to work with crushing intensity, exploiting their expensive educations in order to extract a return. All this is not the result of deviations or retreats from meritocracy but rather stems directly from meritocracy's successes.This is the radical argument that Daniel Markovits prosecutes with rare force. Markovits is well placed to expose the sham of meritocracy. Having spent his life at elite universities, he knows from the inside the corrosive system we are trapped within. Markovits also knows that, if we understand that meritocratic inequality produces near-universal harm, we can cure it. When The Meritocracy Trap reveals the inner workings of the meritocratic machine, it also illuminates the first steps outward, towards a new world that might once again afford dignity and prosperity to the American people.

    And by improving the quality of your thinking, you can improve the quality of your life. It will make you more aware of what you think and why—and how you can change what you think.