Suicide is a significant problem for many adolescents in Native American Indian populations. American Indian Life Skills Development Curriculum is a course for high school students and some middle school students that is designed to drastically reduce suicidal thinking and behavior.
     Created in collaboration with students and community members from the Zuni Pueblo and the Cherokee Nation of Oklahoma, this curriculum addresses key issues in Native American Indian adolescents’ lives and teaches such life skills as communication, problem solving, depression and stress management, anger regulation, and goal setting. The course is unique in its skills-based approach. After first increasing awareness and knowledge of suicide, it then teaches students specific methods to help a peer turn away from suicidal thinking and seek help from an appropriate help-giver.
     The skills-based approach of this curriculum follows well-established teaching methods to develop social skills. Teachers and peers inform students of the rationale and components of a particular skill, model and demonstrate the skill for them, and later provide feedback on individual skill performance.

In 1949, a small book had a big impact on education. In just over one hundred pages, Ralph W. Tyler presented the concept that curriculum should be dynamic, a program under constant evaluation and revision. Curriculum had always been thought of as a static, set program, and in an era preoccupied with student testing, he offered the innovative idea that teachers and administrators should spend as much time evaluating their plans as they do assessing their students.

Since then, Basic Principles of Curriculum and Instruction has been a standard reference for anyone working with curriculum development. Although not a strict how-to guide, the book shows how educators can critically approach curriculum planning, studying progress and retooling when needed. Its four sections focus on setting objectives, selecting learning experiences, organizing instruction, and evaluating progress. Readers will come away with a firm understanding of how to formulate educational objectives and how to analyze and adjust their plans so that students meet the objectives. Tyler also explains that curriculum planning is a continuous, cyclical process, an instrument of education that needs to be fine-tuned.

This is an auto-narrated audiobook version of this book.

In 1949, a small book had a big impact on education. In just over one hundred pages, Ralph W. Tyler presented the concept that curriculum should be dynamic, a program under constant evaluation and revision. Curriculum had always been thought of as a static, set program, and in an era preoccupied with student testing, he offered the innovative idea that teachers and administrators should spend as much time evaluating their plans as they do assessing their students.

Since then, Basic Principles of Curriculum and Instruction has been a standard reference for anyone working with curriculum development. Although not a strict how-to guide, the book shows how educators can critically approach curriculum planning, studying progress and retooling when needed. Its four sections focus on setting objectives, selecting learning experiences, organizing instruction, and evaluating progress. Readers will come away with a firm understanding of how to formulate educational objectives and how to analyze and adjust their plans so that students meet the objectives. Tyler also explains that curriculum planning is a continuous, cyclical process, an instrument of education that needs to be fine-tuned.

What educational purposes should the school seek to attain, and what educational experiences can be provided that are likely to achieve these purposes? Rather than literally answering these questions of curriculum and instruction, Tyler develops a rationale for studying them, and suggests procedures for formulating answers and evaluating programs of study. Quite simply, his book outlines one way of viewing an instructional program as a functioning instrument of education.

The four sections of the book deal with ways of formulating, organizing, and evaluating the educational objectives that have been chosen for the curriculum. Tyler emphasizes the fact that curriculum planning is a continuous cyclical process, involving constand replanning, redevelopment, and reappraisal. Substitution of such an integrated view of an instructional program for hit-or-miss judgment as the basis for curriculum development cannot but result in an increasingly effective curriculum.

From the fights about the teaching of evolution to the details of sex education, it may seem like American schools are hotbeds of controversy. But as Jonathan Zimmerman and Emily Robertson show in this insightful book, it is precisely because such topics are so inflammatory outside school walls that they are so commonly avoided within them. And this, they argue, is a tremendous disservice to our students. Armed with a detailed history of the development of American educational policy and norms and a clear philosophical analysis of the value of contention in public discourse, they show that one of the best things American schools should do is face controversial topics dead on, right in their classrooms.
           
Zimmerman and Robertson highlight an aspect of American politics that we know all too well: We are terrible at having informed, reasonable debates. We opt instead to hurl insults and accusations at one another or, worse, sit in silence and privately ridicule the other side. Wouldn’t an educational system that focuses on how to have such debates in civil and mutually respectful ways improve our public culture and help us overcome the political impasses that plague us today? To realize such a system, the authors argue that we need to not only better prepare our educators for the teaching of hot-button issues, but also provide them the professional autonomy and legal protection to do so. And we need to know exactly what constitutes a controversy, which is itself a controversial issue. The existence of climate change, for instance, should not be subject to discussion in schools: scientists overwhelmingly agree that it exists. How we prioritize it against other needs, such as economic growth, however—that is worth a debate.
           
With clarity and common-sense wisdom, Zimmerman and Robertson show that our squeamishness over controversy in the classroom has left our students woefully underserved as future citizens. But they also show that we can fix it: if we all just agree to disagree, in an atmosphere of mutual respect.
 

 Additional features of the curriculum include:

This book is about the stifling of dissent by an institution widely acclaimed as the bulwark of democracy in America. It may be no surprise to late twentieth-century cynics that institutions eventually destroy goals they were meant to achieve; but it is nevertheless a paradox that a society should repress intellectual freedom with the institution of education.

Edited by four nationally recognized leaders of composition scholarship, Composition, Rhetoric, and Disciplinarity asks a fundamental question: can Composition and Rhetoric, as a discipline, continue its historical commitment to pedagogy without sacrificing equal attention to other areas, such as research and theory? In response, contributors to the volume address disagreements about what it means to be called a discipline rather than a profession or a field; elucidate tensions over the defined breadth of Composition and Rhetoric; and consider the roles of research and responsibility as Composition and Rhetoric shifts from field to discipline.

Outlining a field with a complex and unusual formation story, Composition, Rhetoric, and Disciplinarity employs several lenses for understanding disciplinarity—theory, history, labor, and pedagogy—and for teasing out the implications of disciplinarity for students, faculty, institutions, and Composition and Rhetoric itself. Collectively, the chapters speak to the intellectual and embodied history leading to this point; to questions about how disciplinarity is, and might be, understood, especially with regard to Composition and Rhetoric; to the curricular, conceptual, labor, and other sites of tension inherent in thinking about Composition and Rhetoric as a discipline; and to the implications of Composition and Rhetoric’s disciplinarity for the future.

Contributors: Linda Adler-Kassner, Elizabeth H. Boquet, Christiane Donahue, Whitney Douglas, Doug Downs, Heidi Estrem, Kristine Hansen, Doug Hesse, Sandra Jamieson, Neal Lerner, Jennifer Helene Maher, Barry Maid, Jaime Armin Mejía, Carolyn R. Miller, Kelly Myers, Gwendolynne Reid, Liane Robertson, Rochelle Rodrigo, Dawn Shepherd, Kara Taczak

In Compositional Subjects Laura Hyun Yi Kang explores the ways that Asian/American women have been figured by mutually imbricated modes of identity formation, representation, and knowledge production. Kang’s project is simultaneously interdisciplinary scholarship at its best and a critique of the very disciplinary formations she draws upon.
The book opens by tracking the jagged emergence of “Asian American women” as a distinct social identity over the past three decades. Kang then directs critical attention to how the attempts to compose them as discrete subjects of consciousness, visibility, and action demonstrate a broader, ongoing tension between socially particularized subjects and disciplinary knowledges. In addition to the shifting meanings and alignments of “Asian,” “American,” and “women,”  the book examines the discourses, political and economic conditions, and institutional formations that have produced Asian/American women as generic authors, as visibly desirable and desiring bodies, as excludable aliens and admissible citizens of the United States, and as the proper labor for transnational capitalism. In analyzing how these enfigurations are constructed and apprehended through a range of modes including autobiography, cinematography, historiography, photography, and ethnography, Kang directs comparative attention to the very terms of their emergence as Asian/American women in specific disciplines.
Finally, Kang concludes with a detailed examination of selected literary and visual works by Korean women artists located in the United States and Canada, works that creatively and critically contend with the problematics of identification and representation that are explored throughout the book. By underscoring the forceful and contentious struggles that animate all of these compositional gestures, Kang proffers Asian/American women as a vexing and productive figure for cultural, political and epistemological critique.

Americans agree that education needs reforming in this country--but after that, agreement ceases. The forces of diversity square off against those pushing cultural unity. The call for a national curriculum clashes with a call to decentralize school authority. This book brings a measured voice and fresh perspective to the educational maelstrom. Considering the debate from the perspective of constitutional law, Toni Marie Massaro offers a remarkably fair and lucid account of both sides, of their historical antagonism, and of what is at stake in the contest over the soul of America's schools. At the same time, she moves to break through the current impasse by offering the first principles of a curriculum mindful of all concerns.
Constitutional Literacy plumbs the most powerful arguments for and against national standards to reveal that these curricular battles reflect a broader, culture-wrenching struggle over whether official recognition of race, ethnicity, gender, religion, or other differences causes more hostility and divisiveness than tolerance. Central to both conflicts is the tension between our desire for a shared national culture--the melting pot ideal--and our fervent belief in our right to dissent. Thus, Massaro shows, the American constitutional commitment to equality, freedom of speech, and freedom of religion is intensely relevant to the curriculum controversy. Constitutional history and practice reveal a crucial paradox: What binds Americans is their common faith in the right to break away from cultural consensus. As such, a call to a national curriculum is inherently a call to conflict and dissent.
Constitutional principles, past education reform efforts, multicultural critiques of American education, modern studies of students' knowledge of American history and government, and ten years of experience teaching law all come into play in Massaro's analysis, and she concludes that shoring up our store of shared knowledge is a proper national objective. But this common store, she insists, must reflect our cultural and ideological differences lest it distort the reality of American life, past and present. Massaro thus proposes that constitutional principles form the basis of a core curriculum for a multicultural nation.
In a debate often characterized by polemics and polls, this eloquent book presses for a different, more nuanced and responsive public vocabulary about race, gender, ethnicity, sexual orientation, and religion. Constitutional literacy, as Massaro defines it here, may be a necessary first step toward this goal.

This lively and controversial work critiques the conservative efforts in the 1970s and 1980s to undo the educational reforms of the 1960s, to reestablish control over the curriculum, and to change the nature of the debate and the goals of education.

"An outstanding work of educational theory and history."—John Coatsworth, University of Chicago

“Applebee's central point, the need to teach 'knowledge in context,' is absolutely crucial for the hopes of any reformed curriculum. His experience and knowledge give his voice an authority that makes many of the current proposals on both the left and right seem shallow by comparison.”—Gerald Graff, University of Chicago

This in-depth collection by 17 renowned international scholars that details a developmental framework to maximize academic success for deaf students from kindergarten through grade 12. Part One: The Context commences with an overview of the state of general education and that of deaf learners, followed by a state-of-the art philosophical position on the selection of curriculum. Part Two: The Content considers critical subjects for deaf learners and how to deliver them, including mathematics, print literacy, science, social studies, and physical education. This section also addresses the role of itinerant services, as well as how to teach Deaf culture, provide for students with multiple disabilities, and facilitate school-to-work transitions.

 

Ira Shor is a pioneer in the field of critical education who for over twenty years has been experimenting with learning methods. His work creatively adapts the ideas of Brazilian educator Paulo Freire for North American classrooms. In Empowering Education Shor offers a comprehensive theory and practice for critical pedagogy.

For Shor, empowering education is a student-centered, critical and democratic pedagogy for studying any subject matter and for self and social change. It takes shape as a dialogue in which teachers and students mutually investigate everyday themes, social issues, and academic knowledge. Through dialogue and problem-posing, students become active agents of their learning. This book shows how students can develop as critical thinkers, inspired learners, skilled workers, and involved citizens.

Shor carefully analyzes obstacles to and resources for empowering education, suggesting ways for teachers to transform traditional approaches into critical and democratic ones. He offers many examples and applications for the elementary grades through college and adult education.

    Envisioning Brazil is a comprehensive and sweeping assessment of Brazilian studies in the United States. Focusing on synthesis and interpretation and assessing trends and perspectives, this reference work provides an overview of the writings on Brazil by United States scholars since 1945.
    "The Development of Brazilian Studies in the United States," provides an overview of Brazilian Studies in North American universities. "Perspectives from the Disciplines" surveys the various academic disciplines that cultivate Brazilian studies: Portuguese language studies, Brazilian literature, art, music, history, anthropology, Amazonian ethnology, economics, politics, and sociology. "Counterpoints: Brazilian Studies in Britain and France" places the contributions of U.S. scholars in an international perspective. "Bibliographic and Reference Sources" offers a chronology of key publications, an essay on the impact of the digital age on Brazilian sources, and a selective bibliography.

Americans’ perception of college students does not correlate with the reality of the rich diversity seen on university campuses. Over 60% of Americans believe the average age of a college student is 20 years old but, in fact, it’s 26.4 years old. Demographics in the classroom are shifting and instructors bear a responsibility to adjust their teaching style and curriculum to be inclusive for all students.

Equity and Inclusion for Higher Education Strategies for Teaching, edited by Rita Kumar and Brenda Refaei, details the necessity for an inclusive curriculum with examples of discipline-specific activities and modules. The intersectionality of race, age, socioeconomic status, and ability all embody the diversity college instructors encounter in their classrooms. Through the chapters in this book, the contributors make apparent the "hidden curriculum," which is taught implicitly instead of explicitly. The editors focus on learner-centered environments and accessibility of classroom materials for traditionally marginalized students; a critical part of the labor needed to create an inclusive curriculum.

This text provides instructors with resources to create equity-based learning environments. It challenges instructors to see beyond Eurocentric curriculums and expand their pedagogy to include intercultural competence. The contributors challenge the student/instructor dichotomy and embrace collaboration between the two to construct a curriculum that fits all students' needs. The resources and examples in this book demonstrate the importance of inclusion and equity in the classroom. A companion community page provides examples and tools from the editors and contributing authors, which allows for readers to add materials from their own classrooms. This book and collaborative toolkit allow instructors to begin intentional practice of an inclusive curriculum and implement changes to promote respect for diversity.

The conditions for thinking about Latin America as a regional unit in transnational academic discourse have shifted over the past decades. In The Exhaustion of Difference Alberto Moreiras ponders the ramifications of this shift and draws on deconstruction, Marxian theory, philosophy, political economy, subaltern studies, literary criticism, and postcolonial studies to interrogate the minimal conditions for an effective critique of knowledge given the recent transformations of the contemporary world.
What, asks Moreiras, is the function of critical reason in the present moment? What is regionalistic knowledge in the face of globalization? Can regionalistic knowledge be an effective tool for a critique of contemporary reason? What is the specificity of Latin Americanist reflection and how is it situated to deal with these questions? Through examinations of critical regionalism, restitutional excess, the historical genealogy of Latin American subalternism, testimonio literature, and the cultural politics of magical realism, Moreiras argues that while cultural studies is increasingly institutionalized and in danger of reproducing the dominant ideologies of late capitalism, it is also ripe for giving way to projects of theoretical reformulation. Ultimately, he claims, critical reason must abandon its allegiance to aesthetic-historicist projects and the destructive binaries upon which all cultural theories of modernity have been constructed.
The Exhaustion of Difference makes a significant contribution to the rethinking of Latin American cultural studies.

The 2016 presidential election campaign and its aftermath have underscored worrisome trends in the present state of our democracy: the extreme polarization of the electorate, the dismissal of people with opposing views, and the widespread acceptance and circulation of one-sided and factually erroneous information. Only a small proportion of those who are eligible actually vote, and a declining number of citizens actively participate in local community activities.

In Flunking Democracy, Michael A. Rebell makes the case that this is not a recent problem, but rather that for generations now, America’s schools have systematically failed to prepare students to be capable citizens. Rebell analyzes the causes of this failure, provides a detailed analysis of what we know about how to prepare students for productive citizenship, and considers examples of best practices. Rebell further argues that this civic decline is also a legal failure—a gross violation of both federal and state constitutions that can only be addressed by the courts. Flunking Democracy concludes with specific recommendations for how the courts can and should address this deficiency, and is essential reading for anyone interested in education, the law, and democratic society.

It is widely believed that a child's imagination ought to be
stimulated and developed in education. Yet, few teachers
understand what imagination is or how it lends itself to
practical methods and techniques that can be used easily in
classroom instruction. In this book, Kieran Egan—winner of
the prestigious Grawemeyer Award for his work on
imagination—takes up where his Teaching as Story Telling
left off, offering practical help for teachers who want to
engage, stimulate, and develop the imaginative and learning
processes of children between the ages of eight to fifteen.

This book is not about unusually imaginative students and
teachers. Rather, it is about the typical student's
imaginative life and how it can be stimulated in learning,
how the average teacher can plan to achieve this aim, and how
the curriculum can be structured to help achieve this aim.
Slim and determinedly practical, this book contains a wealth
of concrete examples of curriculum design and teaching
techniques structured to appeal specifically to children in
their middle school years.

One of the great challenges now facing education reformers in the United States is how to devise a consistent and intelligent framework for instruction that will work across the nation’s notoriously fragmented and politically conflicted school systems. Various programs have tried to do that, but only a few have succeeded. Improvement by Design looks at three different programs, seeking to understand why two of them—America’s Choice and Success for All—worked, and why the third—Accelerated Schools Project—did not.

The authors identify four critical puzzles that the successful programs were able to solve: design, implementation, improvement, and sustainability. Pinpointing the specific solutions that clearly improved instruction, they identify the key elements that all successful reform programs share. Offering urgently needed guidance for state and local school systems as they attempt to respond to future reform proposals, Improvement by Design gets America one step closer to truly successful education systems. 

In response to a request from the NSSE Board of Directors, the editors have brought together chapters from recent NSSE yearbooks that deal with problems of continuing concern to teachers, administrators, and specialists in curriculum development, including the problem of bringing about change in the curriculum. A recurring theme is the importance of taking account of the culture of the school when considering proposals or curriculum change. A valuable resource as a guide to thinking about persistent curriculum issues, this volume deserves a place on every educator's bookshelf.

A history of the University of Cincinnati’s Service-Learning program.

The University of Cincinnati’s most distinguished and respected colleges are busy tearing down walls and breaking out of their “silos.” These colleges understand that students who cross disciplinary borders to work and train cooperatively learn more and are better prepared for employment after they leave the university. The goal of this book is to further break higher education out of its silo, proving that a university that nurtures symbiotic partnerships between students, faculty, and the greater community in which the university is rooted, is stronger for it.

This book highlights the complex evolution of the University of Cincinnati’s Service-Learning program, particularly its connection to the historic Cooperative Education movement in Cincinnati, which was founded in 1906. This action-oriented book solicits lived experiences and stories from a variety of campus and community stakeholders, which are then analyzed through the theory of structuration. Sharp’s work contributes to the development of structuration theory by detailing key watershed moments that have underscored the evolution of the University of Cincinnati’s service-learning program. This work has important implications for other service-learning programs, for the field of education leadership, and for the literature on campus-community organizing.

In the 1960s, professors, students, and activists on the political Left viewed college curricula as useful sites for political transformation. They coordinated efforts to alter general education requirements at the college level to foster change in American thought, with greater openness toward people who had previously been excluded, including women, people of color, the poor and working classes, people with disabilities, and members of the LGBTQ community. Their work reshaped American culture and politics, while prompting a significant backlash from conservatives attempting to, in their view, protect classical education from modern encroachment.

Elizabeth M. Kalbfleisch details how American universities became a battleground for identity politics from the 1960s through the 1980s. Focusing on two case studies at Stanford University and the University of Texas at Austin, Making the Radical University examines how curricular changes led to polarizing discussions nationwide around academic standards and identity politics, including the so-called canon wars. Today, these debates have only become more politically charged, complex, and barbed.

A young man from Monterey and his younger brother go on their first deer hunt with their minister father and his friends. The setting is 1950s northern California, in country where, from the right height, one can see Mt. Shasta in one direction, Mt. Lassen in the other. It is a region of small, insular towns, and although it is a familiar hunting ground for the Reverend and his buddies, not everyone there welcomes black hunters. Father and son both shoulder their pride, and a racial confrontation seems inevitable.

Among the lessons young Satch learns is the sometime advantage of wit and spine. During their days in the wilderness, the brothers are initiated to the right practice of the hunt and camp and to the ribald talk, needling banter, camp tales, and occasional aggravation of sundry friends. Hunting has a primal nature, but as Satch sees, so may the variable interactions of men.

An era of sweeping cultural change in America, the postwar years saw the rise of beatniks and hippies, the birth of feminism, and the release of the first video game. It was also the era of new math. Introduced to US schools in the late 1950s and 1960s, the new math was a curricular answer to Cold War fears of American intellectual inadequacy. In the age of Sputnik and increasingly sophisticated technological systems and machines, math class came to be viewed as a crucial component of the education of intelligent, virtuous citizens who would be able to compete on a global scale.

In this history, Christopher J. Phillips examines the rise and fall of the new math as a marker of the period’s political and social ferment. Neither the new math curriculum designers nor its diverse legions of supporters concentrated on whether the new math would improve students’ calculation ability. Rather, they felt the new math would train children to think in the right way, instilling in students a set of mental habits that might better prepare them to be citizens of modern society—a world of complex challenges, rapid technological change, and unforeseeable futures. While Phillips grounds his argument in shifting perceptions of intellectual discipline and the underlying nature of mathematical knowledge, he also touches on long-standing debates over the place and relevance of mathematics in liberal education. And in so doing, he explores the essence of what it means to be an intelligent American—by the numbers.

Should schools attempt to cultivate patriotism? If so, why? And what conception of patriotism should drive those efforts? Is patriotism essential to preserving national unity, sustaining vigorous commitment to just institutions, or motivating national service? Are the hazards of patriotism so great as to overshadow its potential benefits? Is there a genuinely virtuous form of patriotism that societies and schools should strive to cultivate?
 
In Patriotic Education in a Global Age, philosopher Randall Curren and historian Charles Dorn address these questions as they seek to understand what role patriotism might legitimately play in schools as an aspect of civic education. They trace the aims and rationales that have guided the inculcation of patriotism in American schools over the years, the methods by which schools have sought to cultivate patriotism, and the conceptions of patriotism at work in those aims, rationales, and methods. They then examine what those conceptions mean for justice, education, and human flourishing. Though the history of attempts to cultivate patriotism in schools offers both positive and cautionary lessons, Curren and Dorn ultimately argue that a civic education organized around three components of civic virtue—intelligence, friendship, and competence—and an inclusive and enabling school community can contribute to the development of a virtuous form of patriotism that is compatible with equal citizenship, reasoned dissent, global justice, and devotion to the health of democratic institutions and the natural environment. Patriotic Education in a Global Age mounts a spirited defense of democratic institutions as it situates an understanding of patriotism in the context of nationalist, populist, and authoritarian movements in the United States and Europe, and will be of interest to anyone concerned about polarization in public life and the future of democracy.

In this companion volume to Bricks and Mortar, Jeffrey Scarborough and Raymond Ravaglia present a series of essays written by senior instructors and division heads at the Stanford Online High School (SOHS). Written from the perspective of the online-learning practitioner, these essays discuss in detail the challenges of teaching particular disciplines, accomplishing particular pedagogical objectives, and fostering the habits of mind characteristic of students who have received deep education in a given discipline. Perspectives from the Disciplines also examines counseling, student services, and student life viewpoints as it discusses how a truly international community has been fostered at SOHS, and how SOHS’s student relationships are in many ways deeper and more intimate than those found in traditional secondary schools.

In Reformers, Teachers, Writers, Neal Lerner explores the distinction between curriculum and pedagogy in writing studies—and the ways in which failing to attend to that distinction results in the failure of educational reform.
 
Lerner’s mixed-methods approach—quantitative, qualitative, textual, historical, narrative, and theoretical—reflects the importance and effects of curriculum in a wide variety of settings, whether in writing centers, writing classrooms, or students’ out-of-school lives, as well as the many methodological approaches available to understand curriculum in writing studies. The richness of this approach allows for multiple considerations of the distinction and relationship between pedagogy and curriculum. Chapters are grouped into three parts: disciplinary inquiries, experiential inquiries, and empirical inquiries, exploring the presence and effect of curriculum and its relationship to pedagogy in multiple sites, both historical and contemporary, and for multiple stakeholders.
 
Reformers, Teachers, Writers calls out writing studies’ inattention to curriculum, which hampers efforts to enact meaningful reform and to have an impact on larger conversations about education and writing. The book will be invaluable to scholars, teachers, and administrators interested in rhetoric and composition, writing studies, and education.
 

Christopher Schroeder spends almost no time disputing David Bartholomae's famous essay, but throughout ReInventing the University, he elaborates an approach to teaching composition that is at odds with the tradition that essay has come to represent.

On the other hand, his approach is also at odds with elements of the pedagogies of such theorists as Berlin, Bizzell, and Shor. Schroeder argues that, for students, postmodern instability in literacy and meaning has become a question of the legitimacy of current discourse of education. Schroeder is committed, then, to constructing literacies jointly with students and by so doing to bringing students to engage more deeply with education and society.

This edition brings Dewey's educational theory into sharp focus, framing his two classic works by frank assessments, past and present, of the practical applications of Dewey's ideas. 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.

This is an auto-narrated audiobook version of this book.

This edition brings Dewey's educational theory into sharp focus, framing his two classic works by frank assessments, past and present, of the practical applications of Dewey's ideas. 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.

Among the many challenges confronting the liberal arts today is a fundamental disconnect between the curricula that many institutions offer and the training that many students need. Discipline-specific models of teaching and learning can underprepare students for the kinds of interdisciplinary collaboration that employers now expect. Although aware of these expectations and the need for change, many small colleges and universities have struggled to translate interdisciplinarity into programs and curricula that better serve today’s students.

Written by faculty engaged in the design and delivery of interdisciplinary courses, programs, and experiential learning opportunities in the small college setting, The Synergistic Classroom addresses the many ways faculty can leverage their institutions' small size and openness to pedagogical experimentation to overcome the challenges of limited institutional resources and enrollment concerns and better prepare students for life and work in the twenty-first century. Taken together, the contributions in this volume invite reflection on a variety of important issues that attend the work of small college faculty committed to expanding student learning across disciplinary boundaries.

"I am very impressed by the practicality of [Egan's] introduction of the use of story-forms in curriculum for young children. His model is fascinating, and its various possibilities in a range of fields makes it worth a good look by many kinds of teachers."—Maxine Greene, Teachers College, Columbia

In this timely collection, teacher-scholars of “the long eighteenth century,” a Eurocentric time frame from about 1680 to 1832, consider what teaching means in this historical moment: one of attacks on education, a global contagion, and a reckoning with centuries of trauma experienced by Black, Indigenous, and immigrant peoples. Taking up this challenge, each essay highlights the intellectual labor of the classroom, linking textual and cultural materials that fascinate us as researchers with pedagogical approaches that engage contemporary students. Some essays offer practical models for teaching through editing, sensory experience, dialogue, or collaborative projects. Others reframe familiar texts and topics through contemporary approaches, such as the health humanities, disability studies, and decolonial teaching. Throughout, authors reflect on what it is that we do when we teach—how our pedagogies can be more meaningful, more impactful, and more relevant.

Published by Bucknell University Press. Distributed worldwide by Rutgers University Press.

 
For decades we’ve been studying, experimenting with, and wrangling over different approaches to improving public education, and there’s still little consensus on what works, and what to do. The one thing people seem to agree on, however, is that schools need to be held accountable—we need to know whether what they’re doing is actually working. But what does that mean in practice?
 
High-stakes tests. Lots of them. And that has become a major problem. Daniel Koretz, one of the nation’s foremost experts on educational testing, argues in The Testing Charade that the whole idea of test-based accountability has failed—it has increasingly become an end in itself, harming students and corrupting the very ideals of teaching. In this powerful polemic, built on unimpeachable evidence and rooted in decades of experience with educational testing, Koretz calls out high-stakes testing as a sham, a false idol that is ripe for manipulation and shows little evidence of leading to educational improvement. Rather than setting up incentives to divert instructional time to pointless test prep, he argues, we need to measure what matters, and measure it in multiple ways—not just via standardized tests.

Right now, we’re lying to ourselves about whether our children are learning. And the longer we accept that lie, the more damage we do. It’s time to end our blind reliance on high-stakes tests. With The Testing Charade, Daniel Koretz insists that we face the facts and change course, and he gives us a blueprint for doing better.
 

Since the 2002 implementation of No Child Left Behind, the American public education system has been fundamentally changed. Excessive testing, standardized curriculums, destructive demands on children, corporate-­style evaluations, and top-­down mandates have become the norm. In response, record numbers of demoralized educators have quit, and millions of students have been left educationally impoverished. This troubling transformation has been exhaustively critiqued by scholars and commentators. Yet one crucial voice has been missing, until now.

In Testing Education, Kathy Greeley recounts the impact of education reform from a teacher’s point of view. Based on a teaching career spanning nearly forty years, Greeley details how schools went from learning communities infused with excitement, intellectual stimulation, and joy to sterile spaces of stress, intimidation, and fear. In this ultimately hopeful memoir, Greeley asks us to learn from the past to reimagine the future of public education.

This issue considers the sustainability of English studies and of the humanities as a whole in the context of shrinking budgets and job opportunities and of shifting resources. Exploring topics from academic freedom and globalization to digitization, diversity, and the value of a humanities-based education, “To Delight and Instruct” reexamines the work of the English professor and calls for a reassessment of the priorities and means that undergird it.

Contributors examine the faculty’s fundamental responsibilities to classroom teaching, the university, and the community. Attending to the relationship between changing technologies and literacy in a global environment, the issue not only argues for a reassertion and reimagining of the humanities in the contemporary university but, perhaps as important, helps articulate a way forward.

Contributors: Michael Bérubé, Martin Bickman, Marc Bousquet, Elizabeth Brockman, Sheila T. Cavanagh, Danielle Nicole DeVoss, Patricia Donahue, Gerald Graff, Donald E. Hall, Gail E. Hawisher, Jennifer L. Holberg, Colin Jager, Paul Lauter, Shirley Geok-lin Lim, Julie Lindquist, Harriet Kramer Linkin, Mark C. Long, Donald G. Marshall, Richard E. Miller, James Phelan, Mariolina Rizzi Salvatori, Robert Scholes, Cynthia L. Selfe, Marcy Taylor

 Few composition scholars two decades ago would have imagined the rate at which their field is now developing, expanding beyond its boundaries, creating new alliances, and locating new sites for research and generation of knowledge. In their introduction to this volume, Farris and Anson argue that, faced with a welter of competing models, compositionists too quickly dichotomize and dismiss.

The contributors to Under Construction, therefore, address themselves to the need for commerce among competing visions of the field. They represent diverse settings and distinct points of view, but their over-riding interest is in promoting a view of the field that values interaction and mutual development above dogmatics and isolation.

The complexities of language education demand that teachers have the flexibility to be able to adapt their plans during lessons in order to meet the needs of their students. Yet teachers are trained to meticulously prepare lesson plans and numerous activities to keep their students engaged. This can lead to teachers feeling locked into the plan they spent time preparing. The Unplanned Lesson suggests a new paradigm for how to prepare for and conduct language lessons based on curating what the authors term “structures.” By focusing on structures that are flexible, evolvable, repeatable, and memorable, teachers can reduce the amount of time they spend planning and increase the amount of time students are engaged in deliberate practice. Designed to integrate with any syllabus or textbook, The Unplanned Lesson approach aims to allow teachers to transform their classrooms by giving them more time to focus on supporting their students’ learning. 

Let’s start with two truths about our era that are so inescapable as to have become clichés: We are surrounded by more readily available information than ever before. And a huge percentage of it is inaccurate. Some of the bad info is well-meaning but ignorant. Some of it is deliberately deceptive. All of it is pernicious.
 
With the internet always at our fingertips, what’s a teacher of history  to do? Sam Wineburg has answers, beginning with this: We definitely can’t stick to the same old read-the-chapter-answer-the-questions-at-the-back snoozefest we’ve subjected students to for decades. If we want to educate citizens who can sift through the mass of information around them and separate fact from fake, we have to explicitly work to give them the necessary critical thinking tools. Historical thinking, Wineburg shows us in Why Learn History (When It’s Already on Your Phone), has nothing to do with test prep–style ability to memorize facts. Instead, it’s an orientation to the world that we can cultivate, one that encourages reasoned skepticism, discourages haste, and counters our tendency to confirm our biases. Wineburg draws on surprising discoveries from an array of research and experiments—including surveys of students, recent attempts to update history curricula, and analyses of how historians, students, and even fact checkers approach online sources—to paint a picture of a dangerously mine-filled landscape, but one that, with care, attention, and awareness, we can all learn to navigate.

It’s easy to look around at the public consequences of historical ignorance and despair. Wineburg is here to tell us it doesn’t have to be that way. The future of the past may rest on our screens. But its fate rests in our hands.

"Wisconsin: Our State, Our Story" brings history to life! Thinking Like a Historian questions in each chapter encourage critical thinking. Scores of artifacts and documents invite students to become eyewitnesses to the past.

Lively, classroom-tested text will engross students. The rich content aligns with relevant, cross-curricular Wisconsin Model Academic Standards. The specially designed Teacher's Edition and Student Activity Guide provide additional tools to reach all learners.

Classroom set includes:
25 Student Textbooks,
1 Teacher’s Edition, and
1 Student Activity Guide disc

"Wisconsin: Our State, Our Story" brings history to life! Thinking Like a Historian questions in each chapter encourage critical thinking. Scores of artifacts and documents invite students to become eyewitnesses to the past.

Lively, classroom-tested text will engross students. The rich content aligns with relevant, cross-curricular Wisconsin Model Academic Standards. The specially designed Teacher's Edition and Student Activity Guide provide additional tools to reach all learners.

"Wisconsin: Our State, Our Story" brings history to life! Thinking Like a Historian questions in each chapter encourage critical thinking. Scores of artifacts and documents invite students to become eyewitnesses to the past.

Lively, classroom-tested text will engross students. The rich content aligns with relevant, cross-curricular Wisconsin Model Academic Standards. The specially designed Teacher's Edition and Student Activity Guide provide additional tools to reach all learners.

"Wisconsin: Our State, Our Story" brings history to life! Thinking Like a Historian questions in each chapter encourage critical thinking. Scores of artifacts and documents invite students to become eyewitnesses to the past.

Lively, classroom-tested text will engross students. The rich content aligns with relevant, cross-curricular Wisconsin Model Academic Standards. The specially designed Teacher's Edition and Student Activity Guide provide additional tools to reach all learners.

"Wisconsin: Our State, Our Story" brings history to life! Thinking Like a Historian questions in each chapter encourage critical thinking. Scores of artifacts and documents invite students to become eyewitnesses to the past.

Lively, classroom-tested text will engross students. The rich content aligns with relevant, cross-curricular Wisconsin Model Academic Standards. The specially designed Teacher's Edition and Student Activity Guide provide additional tools to reach all learners.