The dialectical framework, integrated throughout the book, is used as a lens to examine the relationship of these research traditions. This text is unique in its emphasis on the importance of histories, popular culture, and identities.

    It invites both introductory and advanced students to appreciate the roots and limits of American exceptionalism, and to recognize the profound importance of current debates over the government's role in our everyday lives.

    But despite universal acceptance of reading's vital importance, the reading gap in our classroom remains, and it is linked to an array of factors, such as parental wealth, education and book ownership, as well as classroom practice. To close this gap, we need to ensure that every teacher has the knowledge and skill to teach reading with confidence.In Closing the Reading Gap, Alex Quigley explores the intriguing history and science of reading, synthesising the debates and presenting a wealth of usable evidence about how children develop most efficiently as successful readers. Offering practical strategies for teachers at every phase of their teaching career, as well as tackling issues such as dyslexia and the role of technology, the book helps teachers to be an expert in how pupils 'learn to read' as well as how they 'read to learn' and explores how reading is vital for unlocking a challenging academic curriculum for every student.With a focus on nurturing pupils' will and skill to read for pleasure and purpose, this essential volume provides practical solutions to help all teachers create a rich reading culture that will enable every student to thrive in school and far beyond the school gates.

    Glasser translates choice theory into a productive, classroom model of team learning with emphasis on satisfaction and excitement. Working in small teams, students find that knowledge contributes to power, friendship and fun. Because content and the necessary student collaboration skills must be taught, teachers need to develop skills if they are to use this model successfully. The dividends are 'turned-on ' students and satisfied teachers."--Madeline Hunter, University of California at Los Angeles "Choice Theory in the Classroom is a landmark book, without question one of the most important and useful books for teachers to appear in a long while. Written with rare lucidity and grace, the book has numerous instantly usable ideas that will contribute fundamentally to the success of classroom teachers. William Glasser combines his extensive theoretical expertise and wide practical experience to provide a practical and illuminating guide for teachers [that] should be required reading in every college of education in the country."--David and Roger Johnson, University of Minnesota"Choice Theory in the Classroom presents an insightful analysis of what is wrong with traditional school and what need to be done about it. Dr. Glasser gives a compelling rationale for the use of learning-teams in schools to capture the excitement and commitment students display in sports but rarely in the classroom. The book is well written and persuasive. I hope every teacher in America buys it, believes it, and behaves accordingly."--Robert Slavin, John Hopkins University

    At another level, Villanueva ponders his experiences in light of the history of rhetoric, the English Only movement, current socio- and psycholinguistic theory, and the writings of Gramsci and Freire, among others.Winner of the David H. Russell Award for Distinguished Research in the Teaching of English.

    Today millions of students, parents, and teachers use the Khan Academy's free videos and software, which have expanded to encompass nearly every conceivable subject; and Academy techniques are being employed with exciting results in a growing number of classrooms around the globe.Like many innovators, Khan rethinks existing assumptions and imagines what education could be if freed from them. And his core idea-liberating teachers from lecturing and state-mandated calendars and opening up class time for truly human interaction-has become his life's passion. Schools seek his advice about connecting to students in a digital age, and people of all ages and backgrounds flock to the site to utilize this fresh approach to learning.In THE ONE WORLD SCHOOLHOUSE, Khan presents his radical vision for the future of education, as well as his own remarkable story, for the first time. In these pages, you will discover, among other things:* How both students and teachers are being bound by a broken top-down model invented in Prussia two centuries ago* Why technology will make classrooms more human and teachers more important* How and why we can afford to pay educators the same as other professionals* How we can bring creativity and true human interactivity back to learning* Why we should be very optimistic about the future of learning.Parents and politicians routinely bemoan the state of our education system. Statistics suggest we've fallen behind the rest of the world in literacy, math, and sciences. With a shrewd reading of history, Khan explains how this crisis presented itself, and why a return to "mastery learning," abandoned in the twentieth century and ingeniously revived by tools like the Khan Academy, could offer the best opportunity to level the playing field, and to give all of our children a world-class education now.More than just a solution, THE ONE WORLD SCHOOLHOUSE serves as a call for free, universal, global education, and an explanation of how Khan's simple yet revolutionary thinking can help achieve this inspiring goal.

    This densely researched, compellingly argued book exposes how public-sector unions and their leaders--the "shadowbosses" of the title--are destroying the rule of law, stealing elections, degrading government services, paralyzing public education, and pushing the United States into a grim future of insolvency and decline. Authors Mallory and Elizabeth Factor disturbingly reveal the unions' plan to exert control over Social Security and disability recipients, veterans, and every other group that receives government money. A chilling exposé, SHADOWBOSSES is also a call to citizen action against those who really hold the power in America today.

    We call this imprisonment schooling, yet wonder why kids become bored and misbehave. Even outside of school children today seldom play and explore without adult supervision, and are afforded few opportunities to control their own lives. The result: anxious, unfocused children who see schooling—and life—as a series of hoops to struggle through.In Free to Learn, developmental psychologist Peter Gray argues that our children, if free to pursue their own interests through play, will not only learn all they need to know, but will do so with energy and passion. Children come into this world burning to learn, equipped with the curiosity, playfulness, and sociability to direct their own education. Yet we have squelched such instincts in a school model originally developed to indoctrinate, not to promote intellectual growth.To foster children who will thrive in today’s constantly changing world, we must entrust them to steer their own learning and development. Drawing on evidence from anthropology, psychology, and history, Gray demonstrates that free play is the primary means by which children learn to control their lives, solve problems, get along with peers, and become emotionally resilient. This capacity to learn through play evolved long ago, in hunter-gatherer bands where children acquired the skills of the culture through their own initiatives. And these instincts still operate remarkably well today, as studies at alternative, democratically administered schools show. When children are in charge of their own education, they learn better—and at lower cost than the traditional model of coercive schooling.A brave, counterintuitive proposal for freeing our children from the shackles of the curiosity-killing institution we call school, Free to Learn suggests that it’s time to stop asking what’s wrong with our children, and start asking what’s wrong with the system. It shows how we can act—both as parents and as members of society—to improve children’s lives and promote their happiness and learning.

    In addition to a substantial introduction in which Philip W. Jackson explains why more of Dewey's ideas haven't been put into practice, this edition restores a "lost" chapter, dropped from the book by Dewey in 1915.

    She attended classes, hung out with students, listened to parents, and joined teachers on the front lines.She soon discovered that, post-Columbine, fears about loners and misfits, "Smoker's New Year" (a pot holiday), "Zero Tolerance" policies, and school lockdowns have become as much a part of a teen's high school experience as dating and Clearasil. But Burkett goes even deeper and makes some startling conclusions in this poignant exposé of the real problems facing educators, parents, and the children they try to teach.

    Now, the internationally recognized leader on creativity and human potential focuses on one of the most critical issues of our time: how to transform the nation’s troubled educational system. At a time when standardized testing businesses are raking in huge profits, when many schools are struggling, and students and educators everywhere are suffering under the strain, Robinson points the way forward. He argues for an end to our outmoded industrial educational system and proposes a highly personalized, organic approach that draws on today’s unprecedented technological and professional resources to engage all students, develop their love of learning, and enable them to face the real challenges of the twenty-first century. Filled with anecdotes, observations and recommendations from professionals on the front line of transformative education, case histories, and groundbreaking research—and written with Robinson’s trademark wit and engaging style—Creative Schools will inspire teachers, parents, and policy makers alike to rethink the real nature and purpose of education.

    This updated edition has been fully revamped and reflects important changes that have occurred since the second edition's publication. A leader in the online field, this best- selling resource maintains its reader friendly tone and offers exceptional practical advice, new teaching examples, faculty interviews, and an updated resource section.New to this edition:new chapter on how faculty and instructional designers can work collaboratively expanded chapter on Open Educational Resources, copyright, and intellectual property more international relevance, with global examples and interviews with faculty in a wide variety of regions new interactive Companion Website that invites readers to post questions to the author, offers real-life case studies submitted by users, and includes an updated, online version of the resource section.Focusing on the "how" and "whys" of implementation rather than theory, this text is a must-have resource for anyone teaching online or for students enrolled in Distance Learning and Educational Technology Masters Programs.

    A special emphasis on the needs of new and struggling teachers includes practical actions for earning student respect and teaching them behavior management skills. The author also introduces a real-time coaching model and explains how to establish a schoolwide Assertive Discipline(r) program.

    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.

    She argues that the US educational system is maintained by and profits from the suffering of children of color. Instead of trying to repair a flawed system, educational reformers offer survival tactics in the forms of test-taking skills, acronyms, grit labs, and character education, which Love calls the educational survival complex.To dismantle the educational survival complex and to achieve educational freedom--not merely reform--teachers, parents, and community leaders must approach education with the imagination, determination, boldness, and urgency of an abolitionist. Following in the tradition of activists like Ella Baker, Bayard Rustin, and Fannie Lou Hamer, We Want to Do More Than Survive introduces an alternative to traditional modes of educational reform and expands our ideas of civic engagement and intersectional justice.