It is for everyone who cares about education in an uncertain world and explains how teachers, parents and grandparents can cultivate confidence, curiosity, collaboration, communication, creativity, commitment and craftsmanship in children, at the same time as helping them to do well in public examinations. Educating Ruby shows, unequivocally, that schools can get the right results in the right way, so that the Rubys of tomorrow will emerge from their time at school able to talk with honest pleasure and reflective optimism about their schooling. Featuring the views of schoolchildren, parents, educators and employers and drawing on Guy Claxton and Bill Lucas’ years of experience in education, including their work with Building Learning Power and the Expansive Education Network, this powerful new book is sure to provoke thinking and debate. Just as Willy Russell’s Educating Rita helped us rethink university, the authors of Educating Ruby invite fresh scrutiny of our schools.

    D. Hirsch, Jr. offers a masterful analysis of how American ideas about education have veered off course, what we must do to right them, and most importantly why. He argues that the core problem with American education is that educational theorists, especially in the early grades, have for the past sixty years rejected academic content in favor of “child-centered” and “how-to” learning theories that are at odds with how children really learn.  The result is failing schools and widening inequality, as only children from content-rich (usually better-off) homes can take advantage of the schools’ educational methods.Hirsch unabashedly confronts the education establishment, arguing that a content-based curriculum is essential to addressing social and economic inequality. A nationwide, specific, grade-by-grade curriculum established in the early school grades can help fulfill one of America’s oldest and most compelling dreams: to give all children, regardless of language, religion, or origins, the opportunity to participate as equals and become competent citizens. Hirsch not only reminds us of these inspiring ideals, he offers an ambitious and specific plan for achieving them.

    The first full scholarly account of the theological and social forces that brought about the creation of the Presbyterian Church in America, using primary archival, newspaper, and magazine material.

    In relation, Keathley looks at salvation and sovereignty through the lens of Molinism, a doctrine named after Luis Molina (1535-1600) that is based on a strong notion of God’s control and an equally firm affirmation of human freedom.

    KEY TOPICS: Specific, practical strategies include ways to get students active from the start through activities that build teamwork and immediately get them thinking about the subject matter. 101 activities include ice-breakers for the beginning of class, strategies for the middle of a lesson, and concluding exercises to foster student reflection and future application. In addition, these activities are designed to enliven learning, deepen understanding, and promote retention. Designed for the preservice and inservice teacher, this book is effective for anyone teaching in middle schools, high schools, colleges, and centers for adult education. For professionals working in middle school/secondary school education.

    Greear shows how moralism and legalism have often eclipsed the gospel, even in conservative churches. Gospel cuts through the superficiality of religion and reacquaints you with the revolutionary truth of God's gracious acceptance of us in Christ. The gospel is the power of God, and the only true source of joy, freedom, radical generosity, and audacious faith. The gospel produces in us what religion never could: a heart that desires God. The book’s core is a “gospel prayer” by which you can saturate yourself in the gospel daily. Dwelling on the gospel will release in you new depths of passion for God and take you to new heights of obedience to Him. Gospel gives you an applicable, exciting vision of how God will use you to bring His healing to the world.

     Cris Tovani Twenty-five years after Donald Graves popularized workshop teaching, the concept is widely implemented but not always deeply understood. That Workshop Book changes all that. It shows a new generation of teachers how the systems, structures, routines, and rituals that support successful workshops combine with thinking, planning, and conferring to drive students growth, inform assessment and instruction, and increase teachers professional satisfaction. And it shows those already using the workshop how to increase its instructional power by seeing its big ideas and its component parts in fresh, dynamic ways. In That Workshop Book, Samantha Bennett, a veteran instructional coach, takes you on a tour of six classrooms from first grade through eighth grade to see the techniques and thought processes master teachers use to make their workshops work. In each class she offers tangible evidence of these teachers practices, demonstrating how they listen to students and use that information to build lessons that propel children into deeper thinking. She documents these teachers moves for you with: classroom observations in the form of coaching emails from Bennett to each with commentary that highlights the important practices seen in each workshop transcripts of minilessons, worktimes, and debriefs specific, explicit reflection by each teacher about their workshop examples of student work produced in the workshop and over time student reflections on their development as readers, writers, thinkers, and learners. Youll come to understand firsthand how the setup of the workshop allows students the breathing room to think deeply about ideas, topics, and resources. Youll also see how it creates a framework within which you can not only listen in as children express what they learn but also think deeply yourself about how best to use the information you gather for subsequent instruction. Bennett even demonstrates how the workshop can be flexible enough to fit any learning situation and how to solve common problems as they arise. Benefit from the wisdom of one of the countrys foremost staff developers. Step inside workshop classrooms where teachers and students work side by sidewhere students develop literacy skills through a combination of doing what readers and writers do and purposeful, sensitive interactions with their teacher. Visit workshops where teachers learn about their students, use careful one-to-one assessment to inform their teaching, and reflect on their own practice as well. Then enter the best workshop classroom of allthe one youll be ready and excited to launch when you read That Workshop Book.

    Then, let's invite others to the fountain of living water offered freely by our Master Teacher whose life and death changes everything."

    It's time to try something new: Give up. Pastor and author Kevin DeYoung counsels Christians to settle down, make choices, and do the hard work of seeing those choices through. Too often, he writes, God's people tinker around with churches, jobs, and relationships, worrying that they haven't found God's perfect will for their lives. Or—even worse—they do absolutely nothing, stuck in a frustrated state of paralyzed indecision, waiting . . . waiting . . . waiting for clear, direct, unmistakable direction. But God doesn't need to tell us what to do at each fork in the road. He's already revealed his plan for our lives: to love him with our whole hearts, to obey His Word, and after that, to do what we like. No need for hocus-pocus. No reason to be directionally challenged. Just do something.