Some modern thinkers view it as the first work dealing with the social sciences of sociology, demography, and cultural history. The Muqaddimah also deals with Islamic theology, historiography, the philosophy of history, economics, political theory, and ecology. It has also been described as an early representative of social Darwinism.

    Assistant Secretary of Education, author of the best-selling Reign of Error ("fearless" --Jonathan Kozol, NYRB)--an impassioned, inspiring look at the ways in which parents, teachers, activists--citizens--are successfully fighting back to defeat the forces that are privatizing America's public schools.Diane Ravitch writes of those who have privatized the schools, the Disrupters, who believe America's schools should be run like businesses, with teachers incentivized with threats and bonuses, and schools that need to enter into the age of the gig economy in which children are treated like customers or products. She writes of the Koch brothers, the DeVos family, the Waltons (Walmart), Eli Broad, Bill Gates, Michael Bloomberg, Mark Zuckerberg, and many others, on the right and the left, as well as corporations, foundations, etc., intent on promoting the privatization of one of our most valued public institutions. Ravitch lays out, in extensive detail, the facts showing that the ideas put forth by school privateers have failed; that their promises of higher test scores have not come to pass; that the "great hope" of Common Core has been a dud. Arrayed against these forces, Ravitch writes of the volunteer army--"the Resisters"--that has sprung up from Seattle, Austin, and Denver, to Detroit, New Orleans, and Buffalo--parents, teachers, grandparents, students, bloggers, religious leaders, brave individuals, who, spurred on by conviction, courage, determination, and the power of ideas and passion, are fighting back to successfully keep alive their public schools.

    Documenting the categories of subculture and style that high school students use to explain class and racial/ethnic differences among themselves, Bettie depicts the complex identity performances of contemporary girls. The title, Women Without Class, refers at once to young working-class women who have little cultural capital to enable class mobility, to the fact that class analysis and social theory has remained insufficiently transformed by feminist and ethnic studies, and to the fact that some feminist analysis has itself been complicit in the failure to theorize women as class subjects. Bettie's research and analysis make a case for analytical and political attention to class, but not at the expense of attention to other axes of identity and social formations.

    After a brief overview of current issues in the field, the book discusses crucial topics in the field, including the characteristics of gifted students, strategies for identification, considerations in planning sound gifted and talented programs, contemporary program models, varieties of acceleration, differentiated curriculum models, problems of underachievement of disadvantaged, twice-exceptional, and female gifted students, and the evaluation of gifted programs. The authors also address affective needs, leadership, and counseling. A chapter on parenting gifted children includes a section on advocating for gifted education and communication with schools. The sixth edition has been thoroughly revised, most notably with the latest research on acceleration, curriculum models, underachievement, culturally and economically disadvantaged students, gender issues, and dual exceptionalities. The content is further supported and enhanced by the inclusion of numerous practical strategies that can be implemented in the classroom, case studies that help teachers identify student needs, summaries of research on effective programs, emphasis on pedagogy and on social-emotional needs, heightened awareness of less visible sub-groups within gifted populations, and an amusing, witty writing style that adds to the appeal of this best-selling book.

    Written in an engaging, conversational style, the individual essays outline the elements of intelligent, creative teaching. Duke effectively explains how teachers can meet the needs of individual students from a wide range of abilities by understanding more deeply how people learn. Teachers and interested parents alike will benefit from this informative and highly readable book.

    In Kids Deserve It!, Todd and Adam encourage you to think big and make learning fun and meaningful for students. While you're at it, you just might rediscover why you became an educator in the first place. Learn why you should be calling parents to praise your students (and employees). Discover ways to promote family interaction and improve relationships for kids at school and at home. Be inspired to take risks, shake up the status quo, and be a champion for your students. #KidsDeserveIt

    In addition to readings from well-known authors in the field, this edition includes pieces from contemporary scholars breaking new ground in superordinate studies. Seventeen carefully selected essays explore the multifaceted aspects of privilege: how race, gender, class, and sexual preference interact in the lives of those who are privileged by one or more of these identities. Written from a variety of viewpoints, personal and analytic, the essays in this volume help students understand that “race” can mean white people, “gender” can mean men, and “sexuality” can mean heterosexuals.I. MAKING PRIVILEGE VISIBLE1. McIntosh, Peggy. “White Privilege and Male Privilege.”2. Woods, Jewel.“Black Male Privilege.” *3. Larew, John, “Why are Droves of Unqualified, Unprepared Kids Getting Into our Top Colleges?”4. Dunbar-Ortiz, Roxanne. “On Being Okie.”5. Messner, Michael A. “Becoming 100% Straight” 6. Rochlin, M. “The Heterosexual Questionnaire.” II. UNDERSTANDING PRIVILEGE7. Johnson, Allan. “Privilege Power and Difference and Us,” from Privilege Power and Difference.*8. Brodkin Sacks, Karen. “How Jews Became White”9. Kimmel, Michael S. “Masculinity as Homophobia.” 10. Wise, Tim. “Anti-Racist Reflections From an Angry White Male.” *11. Kendall, Diana. “Class in the United States: Not Only Alive but Reproducing.” *III. EXAMINING INTERSECTIONS12. Redding, Maureen T. “Invisibility/Hypervisibility: The Paradox of Normative Whiteness.” *13. hooks, bell. “Class and Race: The New Black Elite.”14. Bérubé, Allan. “How Gay Stays White and What Kind of White it Stays.”IV. MOVING FORWARD15. Thompson, Becky. “Subverting Racism From Within.”16. Hill Collins, Patricia. “Toward a New Vision.” 17.Ferber, Abby. “Dismantling Privilege and Becoming an Ally.” *

    Each of the 100 sharply focused, historically and culturally diverse passages from world literature targets a specific component of voice, presenting the elements in short, manageable exercises that function well as class openers. Includes teacher notes and discussion suggestions.

    The result is an accessible text that has sold well over half a million copies in English, has been translated into eighteen languages, and shows every sign of becoming more and more influential as time goes on.

    You can use these ideas and methods as-is, or better yet, tweak them and create your own enticing educational meals. The message the authors share is that, with imagination and preparation, every teacher can be a Classroom Chef.

    The reader contains a mix of short personal and theoretical essays as well as entries designed to challenge students to take action to end oppressive behavior and to affirm diversity and racial justice.(For the original version of chapter 48, please refer to: Herek, Gregory, "Heterosexism and Homophobia," in Textbook of Homosexuality and Mental Health, ed. Robert Cavaj and Terry S. Stein, 1996, American Psychiatric Press, pp. pp. 101-113.)

    Because it rejects as it clarifies most of the current wisdom on race, ethnicity, and immigration in the United States, The Ethnic Myth has the force of a scholarly bomb. --from the Introduction by Eric William LottIn this classic work, sociologist Stephen Steinberg rejects the prevailing view that cultural values and ethnic traits are the primary determinants of the economic destiny of racial and ethnic groups in America. He argues that locality, class conflict, selective migration, and other historical and economic factors play a far larger role not only in producing inequalities but in maintaining them as well, thus providing an insightful explanation into why some groups are successful in their pursuit of the American dream and others are not.

    QRI-5

    Topics range from using racial incidents as teachable moments and responding to the "n-word" to valuing students' home worlds, dealing daily with achievement gaps, and helping parents fight ethnic and racial misconceptions about their children. Questions following each essay prompt readers to examine and discuss everyday issues of race and opportunity in their own classrooms and schools.For educators and parents determined to move beyond frustrations about race, Everyday Antiracism is an essential tool.

    Together the three authors have thoroughly updated Inside Out with the latest information on technology, a substantial reference section on resources, and loads of new examples.