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A wonderfully useful, hones and comprehensive book, one which does not oversimplify the condition and the opportunities of the public schools.

--Theodore R. Sizer, chairman, Coalition of Essential Schools

Based on an extensive, in-depth study of 150 students from across the country, Kids and School Reform offers a student perspective on schools that are transforming themselves. Using extended vignettes and the actual voices and stories of five students who differ in personality, economic and personal circumstances, and academic achievement, the authors show how reform efforts affect kids and what changes matter the most. The five high schools studied are part of the Coalition of Essential Schools.

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Customer Reviews (1)

Finally - We get to hear what the Students think!
This is one of the best examples I've seen that shows what the adolescents actually think, instead of some overqualified person analyzing what they "think" the students think.This was a good study that looked at several different types of schools, and got to the route of the problems that each of these schools face.It's very easy to read and I found myself unable to put the book down.Good job!! ... Read more

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Delmar presents the only introductory text on the Cooperative Extension Service that acquaints readers with every aspect of the world's largest nonformal education program -- from its inner workings to its vital offerings to the community. Emphasis is placed on illustrating the role of Cooperative Extension as a viable educational entity that addresses the concerns and issues of a changing society. ALSO AVAILABLE -- INSTRUCTOR SUPPLEMENT: Instructor's Manual (ISBN# 0-8273-7173-X). Call Customer Support to Order. ... Read more

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While many educational texts possess a decidedly ideological slant, ENCOUNTERS IN EDUCATION employs an informal, pro-con format to assist students in developing a more comprehensive understanding of the diversity of opinions. The selections lead the reader directly into the excitement and drama of timely, central educational debates and provide the college instructor with a flexible vehicle for stimulating class discussion. ... Read more

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Beginning with a brief history of the Internet, this bookdelves into a review of current research, active learning strategies,Web courseware, metacognition, strategies for Web discussions,promoting student self-regulation, building interactive Web pages,basic HTML coding, managing Web sites, using databases, automatedtesting, and security and legal issues.

Experience shows that Web teaching may be used in an extremely widerange of subject areas. Modern course management software hasdemystified the use of the Web for teaching, allowing instructors tofocus on instructional design and improving student experiencesinstead of only the technical skills of building Web sites.Web-Teaching helps readers pick and choose what aspects of theWeb to employ to achieve the greatest student learning gains. ... Read more

Customer Reviews (3)

Not a complete waste of time
This book contains several generally accepted principles in creating learning environments. I was actually shocked by an original thought somewhere near the end. The author is very vague, and contradicts himself several times.

He says "A major advantage of the Internet is that teachers do not have to worry about software and hardware issues as much as in other situations." This is absurd. It is a major barrier to learning. Teachers often have to cope with just those things before any learning on the subject matter can take place. It was not any easier in 1997 when this book was published -- it was more difficult because the technology was still young and far less stable, and because learners were not nearly as comfortable in the environment!

I feel that in his push to get his book to market early in the game, he sacrificed content and ideas for (what was then quite forward-thinking) technology.

You can learn something here, but watch your step.

Some insights, but quite dated
The book does a good job of discussing teaching theory and how it relates to web-based instruction.

Alas, its technology discussions, which make up half the book, are quite dated (like the book says Java hasn't reallyshipped yet -- ok, quiet you cynics -- but will be incredibly influential).

Excellent resource for teachers on effective use of the web
I found Brooks' account of the instructional use of the web as practical and thought provoking.He does not portray the internet as the saving grace for all aspects of education but, demonstrates proven strategies for instruction ... Read more

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The author offers an in-depth examination of resource-based learning as an important new paradigm for higher education. This concept shifts the focus from teaching to learning by requiring students to select their own learning materials from a wide range of real world information resources. A resource-based approach helps students assume more responsibility for their own learning. It also creates a strong partnership between faculty members and campus librarians. Breivik highlights examples of colleges and universities that are already using this approach successfully and offers a framework to help educators create their own resource-based learning programs. This work will be of significant interest to academic leaders, faculty, and campus information providers. ... Read more

Customer Reviews (1)

Interested in blazing new trails...an excellent guidebook.
Educators committed to providing all learners with the intellectual skills needed to manage the "literacy" demands of the Information Age will benefit enormously from Dr. Breivik's clear and concise analysis of the importance for integrating information literacy throughout all levels of the academic curriculum in higher education. Information literacy is a synthesis of all the literacies required to navigate the dynamic, technological rapids of the Information Age. Dr. Breivik provides faculty and administrators with a strategic blueprint for designing a variety of information literacy programs.The flexibility in the design of the programming allows educational institutions of all types to incorporate information literacy within the fabric of their institutional missions in preparation for meeting the future challenges of technology, educational reform, and social responsibility.An invaluable, strategic planning resource that should not be overlooked as hi! gher education continues to assess the effectiveness of its present teaching and learning infrastructure. ... Read more

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Customer Reviews (2)

A wonderful insight into higher education
This is one of the most enjoyable books I have read in some time.James Axtell is a highly accomplished professor of history, having taught initially at Yale but for most of his career at William and Mary.This book, in a delightfully personal way, provides keen insights into the life of a university professor as well as a number of issues about higher education.As one myself who has always held university faculty in high regard, I have always been interested in exactly what they do and how they do it.This book explains what that life consists of -- the research, the scholarship, the writing, the speaking and other extracurricular activities, administrative duties, student counseling, and of course teaching.It is a perfect opportunity to live vicariously the experience of being a university professor in the humanities.The book also has fascinating insights into higher education generally, which in my view remain very timely.Finally, there are some personal elements of the book that are very interesting.The author earned his doctorate at Cambridge, where graduate students are permitted to compete in athletics.He was an accomplished long jumper, triple jumper, and basketball player, and his conversational recount of being a scholar-athleteis very engaging.The book conveys a warmth, humility,and thoughtfulness on the part of the author that make him a delightful companion as one reads this wonderful book.I highly recommend it.

First Half of the Book highly recomended.
The title of James Axtell's work is inviting in spite of the flood of literature on higher education.The academic background and achievements of Axtell also invite one to look at the book as a celebration and defenseof higher education.

Axtell's eight-page preface gives briefintroductions to each of his chapters.He is honest enough to acknowledgethe previous publications of his chapters and the occasions for which hewrote them.The eleven chapters of the book are divided into two majorsections; Academic and Pleasures.The first section on Academic has fivechapters and the second section on Pleasures has six chapters.

Axtell isa good writer and holds the interest of his readers.The section onAcademic is the strength of this book.The first chapter on(Mis)understanding Academic Work is very well thought through and written. This chapter, according to Axtell, is aimed at legislators, editorialwriters, and other uninformed critics who feel that professors overall donot work very long or very hard at their calling.It is an excellentdefense of the professoriate.

The second chapter on ScholarshipReconsidered seems to be a commentary on the changes that have taken placein higher education.Axtell analyzes the changes in the trends ofscholarship primarily from his personal, and some from the historical,perspective.The chapter does not seem to go anywhere other than justpointing out the changes and documenting them.

The third chapter onTwenty-five Reasons to Publish gives a good defense as to why professorsneed to publish.The chapter puts an undue pressure on the reader.If onewants to be well-known professor, one has to publish a lot.The listingseems to be a bit stretched.A number of points could have been joinedtogether to make the list shorter.The chapter fails to link the teachingand publishing aspect of a professor's work.

The fourth chapter,Encountering the Other, is out of place.It seems that it is included justto fill in the pages to balance the two sections of the book.This chapterwill not appeal to readers who are not particularly interested in thedifferent disciplines of humanities.Unfortunately, this chapter does notcontribute either to the defense of or to the pleasures ofAcademe.

Chapter five on What Makes a University Great is an excellentchapter on par with chapter one.Axtell has done a good job in capturingthe essence of so-called great universities.Although it is the shortestchapter in his book, it is of the most thought-through.In describing thegreatness of a university, he does not give much emphasis to the alumni interms of their role and impact on the society in which they are serving. His "greatness" criteria will not allow any community college orthird-world university to ever come to par or close to the alreadyestablished great names in higher education institutions.

The secondsection of the book on the Pleasures is autobiographical.In this section,Axtell primarily takes us through his pleasures with academe.Each ofthese chapters deals with specific aspects of Axtell's life and experience. Chapters six to eight fail to contribute significantly to the purpose ofthis book.These chapters were previously published.Chapter six waspublished ten years ago, and seems to have been added to the book to fillthe pages.

Chapter nine, Extracurricular, starts on a good note but failsto accomplish the purpose for which Axtell seems to have included it inthis section.Instead of justifying the extracurricular activities andencouraging professors to get involved in them, Axtell puts an undueemphasis on them.Axtell almost undermine the classroom role of professorsand gives the critic the needed reasons to justify their complaint thatprofessors are far more interested in extracurricular activities than ingiving the best to their students.This is one of the longest chapters inthe book and other than listing the accomplishments of the author does notcontribute in any way to the purpose of the book.

In Chapter ten, CollegeTowns, Axtell compares and contrasts the university towns.He suggeststhat small academic villages provide better environments for student life. Axtell also suggests that the complexities of urban settings distractstudents and take a toll on their concentration and achievement.Axtellfails to take into consideration the opportunities that metropolitancenters provide students for service learning and career choices.Onefails to see the purpose of this chapter.One cannot change the locationof institutions just because they are no longer in college towns.

Chaptereleven, Academic Vacations, seems to be the anticlimax of the book.Itkills the enthusiasm the reader gets by reading chapter one.Again, thischapter is very personal pleasure writing of Axtell.This chapter alsodoes not contribute in any way to the book other than reminding the readersthat professors get long summer breaks to enjoy vacations with theirfamilies.

The conclusion to The Pleasures of Academe is an outstandingsummation of what Axtell has said in his section on Academic.Thisconclusion should have been at the end of his first section and probablythe book could have ended with that.In this conclusion, Axtell identifiesthe major problems in higher education while defending professors andcautiously admonishing its critics.

Overall, The Pleasures of Academic isa disjointed attempt by the author to put together a book from hispreviously published work and a couple of new chapters.Individualchapters provide interesting reading but they do not necessarily contributeto the purpose of the book.Axtell's style and vocabulary may be ahindrance for some to enjoy his work; on the other hand, many will expectthat from a Cambridge man and enjoy it.This book is recommended readingfor anyone interested in understanding the academy and pleasures of it. ... Read more

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Written by a wide variety of experts in Christian education, this volume is designed for use in teacher training classes, and for professional training in Bible colleges and seminaries. ... Read more

Customer Reviews (3)

Christian Community Immersion Development
I am finding this material very helpful in understanding the vast array of CE teaching structures and identity groupings for maximum effectiveness. The best way to go about developing a program is by the leading of the Holy Spirit and when we travel down a road that has been traversed previously by others of similar persussion, then we would be foolish not to examine and pray over the material. Thus, we are re-examining the materialto which we've been led too.

I know I agree withmuch of Roy Zuck's teachings. Therefore, with his participation in this work, I will take a greater examination towards.

About two years ago I had this course and work in college. Now it is time for the practical application.

In Christ,
Tom

Great Resource
The editorial review states that this resource was "written by a wide variety of experts in Christian education, this volume is designed for use in teacher training classes, and for professional training in Bible colleges and seminaries." I would say that they are right. What I found particulary helpful was the developmental psychological information that the authors give for different age groups. Very usefull!

Good Resource
This book offers practical insight into the work ofthe church in childhood ministry. The pre-school section is especially helpful. This book would be a good resource for Children's Pastors and workers as well as a classroomrequirement. ... Read more

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With simple, straight-forward directions and hundreds of reproducibles, this book leads you through an effective evaluation of your school library media program. Many of the concepts and guidelines of Information Power have been incorporated. A natural companion to Nancy Everhart's Evaluating the School Library Media Center. ... Read more

Customer Reviews (1)

For on-site use by school or community librarians
Guide For Developing And Evaluating School Library Media Programs focuses on program administration and personnel evaluations, advocating for the creation of school library media centers and proper procedures for contacting and maintaining relationships with a variety of media outlets. The informative text is enhanced with reproducible checklists to help the library staff collect useful information for launching an evaluation of their program. Of special interest is the chapter devoted to managing media center resources and equipment through collection development, inventory counts, collection mapping, and budgeting. The concluding chapter offers a means for analyzing or remodeling the physical setting of a media center. Guide For Developing And Evaluating School Library Media Programs is a highly recommended, core title for library science reference collections and for on-site use by school or community librarians regardless of the size of their facility. ... Read more

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column offers readers sixteen methods to learn any kind of subject matter, challenge their mental capacity, expand their vocabulary, and remember names and numbers. Reprint. ... Read more

Customer Reviews (1)

Full of information.
This book is full of useful tricks to help one retain memory and become a better thinker. However, unlike many other books of its type, it is highly entertaining and full of amusement.There are tidbits of information that trivia buffs will find useful, but for the most part the book is a refresher course for everthing they taught you (or at least tried to teach you) in school. If you're even vaguely interested in improving your mind and want to learn all the stuff you found so boring in school, this book is a wonderful aid. ... Read more

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University of Nebraska 101 is required reading for every future Nebraska Cornhusker! From the Big Red Welcome to championship football and the Homecoming Celebration, you'll share all the great memories and excitement with the next generation!This sturdy board book features loads of high quality photos and content for young and old alike. Perfect for fans and alumni to share with kids and grandchildren. The book makes a great baby shower gift, birthday gift and holiday gift! Make sure the little ones grow up supporting the RIGHT school and team!!!! ... Read more

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Purchase includes free access to book updates online and a free trial membership in the publisher's book club where you can select from more than a million books without charge. Excerpt: Dr. Thomas William "Tom" Osborne (born February 23, 1937, in Hastings, Nebraska) is a former college football head coach and a former member of Congress. He is currently the athletic director at the University of Nebraska. He was the head coach of the Cornhuskers football team for 25 years (197397), succeeding Bob Devaney. After coaching, Osborne was elected to Congress in 2000 and served six years in the U.S. House as a Republican from Nebraska's 3rd district. Born and raised in Hastings, Osborne was a star athlete at Hastings High School in football and basketball, and won the state discus throw in track. As a senior in 1955, he was awarded the Nebraska High School Athlete of The Year by the Omaha World Herald. He then stayed in town to attend Hastings College, the same college his father and grandfather had attended. During his time at Hastings College, Osborne was a star football quarterback and an excellent basketball player. He graduated with a B.A. in history in 1959, and was awarded the Nebraska College Athlete of the Year. He is the only Nebraska athlete to win both a high school and college athlete of the year award. Osborne was drafted into the NFL by the Washington Redskins, for whom he played two seasons as a flanker, before playing one season for the San Francisco 49ers. Osborne earned his M.A. in educational psychology from Nebraska in 1963 and a doctorate in educational psychology there in 1965. He also served in the Nebraska Army National Guard from 196066. In 1964, Osborne joined the Cornhusker coaching staff as an unpaid offensive assistant to head coach Bob Devaney; his only compensation was being able to dine at the athletic training table. After two disappointing 64 seasons in 1967 and 1968, Devaney named Osborne as offe... More: http://booksllc.net/?id=389746 ... Read more

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The author of Cultural Literacy shows parents what their second grader needs to know in order to gain the fundamentals he or she needs to make progress in school and be effective in society. Reprint. ... Read more

Customer Reviews (25)

fantastic
I am using this with my special needs child to help her in school and especially during the summer.

Good Set
These books are an excellent addition to your home library whether your child is home schooled or in public school.

A Big Help.
My daughter attends second grade at a charter school.She was having a bit of a hard time and we weren't sure how to help her.Her teacher recommended this book and it changed our world.We are able to work on subjects before she gets to them so she is familiar with them.It has helped out a lot. Definitely a good buy.

Great for overseas parents
I have purchased the Kindergarten and First Grade books.They've been especially helpful to me as an American parent in Switzerland.I read the books to my child to familiarize her with American culture and history because I don't want her to be culturally illiterate whenever we return to the United States.

She very much enjoys hearing the poems, stories and history.I don't do much with the math or science as they are the same in any language.I would, however, like to have quizzes or activities in the book to reinforce what she's learned.I'm looking forward to the future grades.

A Successful Student
"What A Second Grader Should Know?"

The fundmentals for this book is speechless!!; I strongly urge any parent wanting the best for their Kindergarten through Second grader. Our son, second grader, was struggling with Reading; Yet, 4.0 Second grader. The poems, stories, and articles of literature gave him something to read everynight, as well as build up his reading level from first grade to second grade, and continue to progress and advance with math, science, and history learning materials. I stumbled across the book in the library and continue to check it out for three weeks until I decided to order from Amazon. ... Read more

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This digital document is an article from New York Times Upfront, published by Scholastic, Inc. on February 16, 2009. The length of the article is 601 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available immediately after purchase. You can view it with any web browser.

Citation Details
Title: Is it time to end affirmative action? California, Michigan, Washington, Florida, and Nebraska have banned its use in public education and hiring.(DEBATE)
Author: Gale Reference Team
Publication: New York Times Upfront (Magazine/Journal)
Date: February 16, 2009
Publisher: Scholastic, Inc.
Volume: 141Issue: 10Page: 22(1)

Distributed by Gale, a part of Cengage Learning ... Read more

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Purchase includes free access to book updates online and a free trial membership in the publisher's book club where you can select from more than a million books without charge. Excerpt: John Milton Thayer (January 24, 1820 March 19, 1906) was a general in the Union Army during the American Civil War and a postbellum United States Senator from Nebraska, as well as the sixth Governor of Nebraska of both Wyoming Territory and Nebraska. John M. Thayer was born in Bellingham, Norfolk County, Massachusetts. He attended and then taught in rural schools, and later studied law at Brown University and established a practice in Worcester, Massachusetts. He served as a lieutenant in the local militia company before deciding to move with his family to the West. Arriving in Nebraska in 1854, he quickly affiliated himself with the Republican Party and thereafter actively participated in politics, as well as owning a large farm near Omaha. He became the major general of the territory militia and gained a reputation as an Indian fighter in his encounters with the local Pawnee. Thayer served as delegate to the Convention which organized the Republican Party in the Nebraska Territory and was elected to the Nebraska Territorial Legislature in 1860-61. With the outbreak of the Civil War, Thayer wrote a letter to Secretary of War Simon Cameron asking that he be allowed to raise a Nebraska regiment in response to President Abraham Lincoln's call for volunteers. He resigned his legislative seat in June 1861 to become Colonel of the 1st Nebraska Infantry, and spent the entire war fighting in the Western Theater. He commanded a brigade under Lew Wallace in the battles of Fort Donelson and Shiloh. Promoted to brigadier general in October 1862, he led a brigade in the XV Corps. He saw action at the battles of Chickasaw Bayou and Fort Hindman and the siege of Vicksburg. Thayer then was assigned to the cavalry and commanded the District of the Frontier... More: http://booksllc.net/?id=11053809 ... Read more