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"A journal for middle schools, junior and senior high schools."

Education --- Junior high schools --- Education, Secondary --- Periodicals. --- Education. --- Education, Secondary. --- Junior high schools. --- High schools, Junior --- Intermediate schools --- Children --- High school education --- Secondary education --- Secondary schools --- Education of children --- Education, Primitive --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Education (Secondary) --- Schools --- Middle schools --- High schools --- Civilization --- Learning and scholarship --- Mental discipline --- Teaching --- Training --- Teenagers --- High school students --- Écoles secondaires --- Enseignement secondaire

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Ted Kennedy and George W. Bush agreed on little, but united behind the No Child Left Behind Act (NCLB). Passed in late 2001, it was hailed as a dramatic new departure in school reform. It would make the states set high standards, measure student progress, and hold failing schools accountable. A decade later, NCLB has been repudiated on both sides of the aisle. According to Jal Mehta, we should have seen it coming. Far from new, it was the same approach to school reform that Americans have tried before. In The Allure of Order, Mehta recounts a century of attempts at revitalizing public education, and puts forward a truly new agenda to reach this elusive goal. Not once, not twice, but three separate times-in the Progressive Era, the 1960s and '70s, and NCLB-reformers have hit upon the same idea for remaking schools. Over and over again, outsiders have been fascinated by the promise of scientific management and have attempted to apply principles of rational administration from above. Each of these movements started with high hopes and ambitious promises, but each gradually discovered that schooling is not easy to "order" from afar: policymakers are too far from schools to know what they need; teachers are resistant to top-down mandates; and the practice of good teaching is too complex for simple external standardization. The larger problem, Mehta argues, is that reformers have it backwards: they are trying to do on the back-end, through external accountability, what they should have done on the front-end: build a strong, skilled and expert profession. Our current pattern is to draw less than our most talented people into teaching, equip them with little relevant knowledge, train them minimally, put them in a weak welfare state, and then hold them accountable when they predictably do not achieve what we seek. What we want, Mehta argues, is the opposite approach which characterizes top-performing educational nations: attract strong candidates into teaching, develop relevant and usable knowledge, train teachers extensively in that knowledge, and support these efforts through a strong welfare state. The Allure of Order boldly challenges conventional wisdom with a sweeping, empirically rich account of the last century of education reform, and offers a new path forward for the century to come.

Public schools --- United States --- Educational change --- Education and state --- Education And State --- Educational Change --- Public Schools --- Education

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What happens as beginning urban teachers transition through their first few years in the classroom? This book captures one teacher's journey through the first three years of teaching science and mathematics in a large urban district in the US. The authors focus on Ian's agency as a beginning teacher and explore his success in working with diverse students. Using critical ethnography combined with first-person narrative, they investigate Ian's teaching practices in four contexts: his student teaching experience, his work with students on a summer curriculum development project, his first year of teaching in a small, urban high school, and his second year of teaching in a large, comprehensive high school. In each field, the authors describe the structural changes Ian encounters and the ways in which he re-utilizes the practices he used successfully in previous fields. Specific practices that helped foster community and led to the increased agency of his students as learners are highlighted.

Physics --- Mathematics --- Urban schools --- Study and teaching. --- Curricula. --- Inner city schools --- City schools --- Schools --- Science --- Mathematics. --- Learning & Instruction. --- Teaching and Teacher Education. --- Science Education. --- Mathematics Education. --- Math --- Science education --- Scientific education --- Learning. --- Instruction. --- Teaching. --- Science education. --- Mathematics—Study and teaching . --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Learning process --- Comprehension

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Marx’s only full draft of Volume III of Capital was written in the Economic Manuscript of 1864—1865 . The Volume III that we know was heavily edited by Engels. It has been a long-standing question in Marxian scholarship whether or not there are significant differences between Marx’s original manuscript and Engels’s edited version. Marx’s manuscript was published for the first time in German in 1992 in the Marx/Engels Gesamtausgabe , Section II, Volume 4.2, but this important manuscript has not previously been translated into English. The publication of this English translation of Marx’s original manuscript is thus an important event in Marxian scholarship. English-speaking Marxist scholars can finally compare Engels’s Volume III with Marx’s original manuscript and evaluate for themselves the significance of the differences.

Marxian economics. --- Marxist economics --- Communism --- Schools of economics --- Socialism --- Marx, Karl,

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"Following the Treaty of Versailles, European nation-states were faced with the challenge of instilling national loyalty in their new borderlands, in which fellow citizens often differed dramatically from one another along religious, linguistic, cultural, or ethnic lines. Peripheries at the Centre compares the experiences of schooling in Upper Silesia in Poland and Eupen, Sankt Vith, and Malmedy in Belgium - border regions detached from the German Empire after the First World War. It demonstrates how newly configured countries envisioned borderland schools and language learning as tools for realizing the imagined peaceful Europe that underscored the political geography of the interwar period"--

Borderlands --- Education --- Education. --- Language and languages --- Schools --- Schools. --- Social conditions. --- Social conditions --- History --- Study and teaching --- Study and teaching. --- 1900-1999. --- Europe --- Europe. --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Linguistics --- Border-lands --- Border regions --- Frontiers --- Boundaries --- Public institutions --- Language and languages Study and teaching --- Language and education --- Language schools --- Descriptive sociology --- Social history --- Sociology