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In The Science and Fiction of Autism, one of the country's leading experts in behavioral treatments approaches autism through the context of its controversies, showing where extraordinary and unfounded claims have falsely raised hopes, stirred fears, and ruined lives.
Creating Meaning in Everyday Life
Engel argues that the "scientist in a crib" view held by many parents and teachers encourages them to expect more logical reasoning and emotional self-control from children than they possess. She provides a concise and valuable overview of what modern developmental psychologists have learned about children's developing powers of perception and capacity for reasoning, but also suggests new ways of studying children that better capture the truth about their young minds.
When Business Takes On Public Schools
In the 1990s, some failing school systems turned to private education management organizations to manage their schools. In Learning on the Job, industry insider Steven Wilson, the founder and CEO of Advantage Schools, looks back on the first tumultuous decade of this social experiment. Digging deep into the academic, financial, logistic, and political records of seven leading EMOs, he reveals the potential and pitfalls of their business and educational models, and their actual successes in the classrooms and the boardrooms.
Bringing insights from research in developmental psychology to pedagogy, Kuhn argues that inquiry and argument should be at the center of a "thinking curriculum"--a curriculum that makes sense to students as well as to teachers and develops the skills and values needed for lifelong learning.
Culture Wars in the Public Schools
As a result of years of urging from various ethnic groups, textbooks and curricula now offer an inclusive account of American progress in freedom and justice. However, moral and religious education remain on much thornier ground. In this absorbing book, Jonathan Zimmerman tells the dramatic story of compromise and conflict over the teaching of history and morality in twentieth-century America.
new in paperback
The Crisis of Moral Authority
Judging School Discipline is a powerfully reasoned account of how decades of mostly well-intended litigation have eroded the moral authority of teachers and principals and degraded the quality of American education. In a rigorous analysis enriched by vivid descriptions of individual cases, the book explores 1,200 cases in which a school's right to control students was contested.
new in paperback
Power and Accountability in America's Schools
Schools are places of learning but they are also workplaces, and teachers are employees. As such, are teachers more akin to professionals or to factory workers in the amount of control they have over their work?
Drawing on large national surveys as well as wide-ranging
interviews with high school teachers and administrators, Richard
Ingersoll reveals the shortcomings in the two opposing viewpoints
that dominate thought on this subject: that schools are too
decentralized and lack adequate control and accountability; and that
schools are too centralized, giving teachers too little
autonomy.
new in paperback
A Guide for International Faculty and Teaching Assistants in Colleges and Universities
The third edition of Teaching American Students explains the expectations of undergraduates at American colleges and universities and offers practical strategies for teaching, including how to give clear presentations, how to teach interactively, and how to communicate effectively. Also included are illustrative examples as well as advice from international faculty and teaching assistants. Appendices offer suggestions on topics from planning the first day of class to grading papers and problem sets.
new in paperback
How Schools Misunderstand Education Policy
After intensively studying several school districts' responses to new statewide science and math teaching policies, Spillane argues that administrators and teachers are inclined to assimilate new policies into current practices. As new programs are communicated through administrative levels, the understanding of them becomes increasingly distorted, no matter how sincerely the new ideas are endorsed. Such patterns highlight the need for systematic training and continuing support for those entrusted with carrying out large-scale educational change.