Showing posts with label philosophy. Show all posts
Showing posts with label philosophy. Show all posts

Talks to Teachers on Psychology: And to Students on Some of Life's Ideals Review

Talks to Teachers on Psychology: And to Students on Some of Life's Ideals
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Talks to Teachers on Psychology: And to Students on Some of Life's Ideals ReviewAlthough the century old language is a bit difficult to read initially, once you get rolling, it isn't difficult. The neatest thing is how amazingly applicable James' observations are in today's society. The book is fun and interesting to read. I learned a great deal.Talks to Teachers on Psychology: And to Students on Some of Life's Ideals OverviewThis is a pre-1923 historical reproduction that was curated for quality. Quality assurance was conducted on each of these books in an attempt to remove books with imperfections introduced by the digitization process. Though we have made best efforts - the books may have occasional errors that do not impede the reading experience. We believe this work is culturally important and have elected to bring the book back into print as part of our continuing commitment to the preservation of printed works worldwide.

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O Tempora O Mores: Cicero's Catilinarian Orations, A Student Edition with Historical Essays Review

O Tempora O Mores: Cicero's Catilinarian Orations, A Student Edition with Historical Essays
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O Tempora O Mores: Cicero's Catilinarian Orations, A Student Edition with Historical Essays ReviewThis is a welcome tool for the teacher and student of Latin. I recently studied Cicero's Pro Archia and In Catalinam I for a class, and I wanted to read the other three over break. Shapiro's volume has been paydirt. Her historical essays are excellent - they would be quite appropriate to use in any classics or history course, besides being great background to the text itself.
The Latin is presented by itself, with no grammar or vocabulary on the same page. The commentary comes at the end and there is a full glossary in the back. The commentary is primarily focused on syntax (how do chunks of words fit together) and also gives historical and cultural information where relevant (very helpful). The commentary glosses a few words occasionally, but far less than some will be accustomed to.
I wasn't sure I liked not having on-page commentary and/or vocabulary at first (why not have at least difficult vocabulary glossed on the page to eliminate always flipping to the back?), but I have ended up liking it. Why? Because it absolutely forces the reader to stick in the Latin text. Over the long run, I found myself pausing longer to ponder Cicero's sometimes wandering (aka periodic) sentences before flipping to the back for assistance, or thinking twice about vocabulary I was uncertain of and trying to guess based on the etymology or context. This guesswork, combined with the ability to look it up either in the commentary or full vocabulary, ultimately makes one a better reader of Latin.
I can heartily recommend this volume to anyone desiring an intermediate level text. It would be quite effective in either a classroom setting or independently.O Tempora O Mores: Cicero's Catilinarian Orations, A Student Edition with Historical Essays Overview
In 63 b.c., Lucius Sergius Catilina, a Roman aristocrat, formed a conspiracy to overthrow the Roman Republic. Cicero, who was consul that year, exposed the plot and documented his defeat of the conspiracy in his Orations against Catiline. The First Catilinarian Oration is well known and deservedly famous. Scholars are familiar with the other three speeches, but few students know them. This lapse is regrettable. The Third Oration is a fast-paced courtroom drama, and the Second and Fourth Orations provide critical information about this key event in Roman history. Susan O. Shapiro here makes all Cicero's Catilinarian Orations accessible to the intermediate Latin student.

O Tempora! O Mores! is designed to fit a variety of pedagogical approaches. Professors can assign any of the Catilinarian Orations independently or assign excerpts from several of the speeches. Shapiro's historical essays bring a new dimension to Latin study, explaining the history and politics behind the texts. The essays are divided into short sections that can be assigned individually for class discussion. The volume is further amplified by a vocabulary, maps, a bibliography, and appendices.




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Teaching American Indian Students Review

Teaching American Indian Students
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Teaching American Indian Students ReviewThe book arrived as stated in Amazon. Very helpful if you work with American Native children.Teaching American Indian Students Overview
Teaching American Indian Students is the most comprehensive resource book available for educators of American Indians.The promise of this book is that Indian students can improve their academic performance through educational approaches that do not force students to choose between the culture of their home and the culture of their school.This multidisciplinary volume summarizes the latest research on Indian education, provides practical suggestions for teachers, and offers a vast selection of resources available to teachers of Indian students.

Included are chapters on bilingual and multicultural education; the history of U.S. Indian education; teacher-parent relationships; language and literacy development, with particular discussion of English as a second language and American Indian literature; and teaching in the content areas of social science, science, mathematics, and physical education.


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When Students Have Power: Negotiating Authority in a Critical Pedagogy Review

When Students Have Power: Negotiating Authority in a Critical Pedagogy
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When Students Have Power: Negotiating Authority in a Critical Pedagogy ReviewIra Shor has done it again! For teachers of English, Shor presents a real life example of his teaching methods and practices. If motivating students (and teachers) is your goal, then don't miss this book. Affecting real change in a college classtoom is Shor's goal, and he presents an honest and realistic picture of what happens when the students are given the power to make their own way in a classroom. Funny, inspiring, honest, and a real source of pleasure for me! Any college writing instructor will find this a satisfying read! Save it for the long hot summer and change your Fall classroom. Trust meWhen Students Have Power: Negotiating Authority in a Critical Pedagogy OverviewWhat happens when teachers share power with students? In this profound book, Ira Shor—the inventor of critical pedagogy in the United States—relates the story of an experiment that nearly went out of control. Shor provides the reader with a reenactment of one semester that shows what really can happen when one applies the theory and democratizes the classroom. This is the story of one class in which Shor tried to fully share with his students control of the curriculum and of the classroom. After twenty years of practicing critical teaching, he unexpectedly found himself faced with a student uprising that threatened the very possibility of learning. How Shor resolves these problems, while remaining true to his commitment to power-sharing and radical pedagogy, is the crux of the book. Unconventional in both form and substance, this deeply personal work weaves together student voices and thick descriptions of classroom experience with pedagogical theory to illuminate the power relations that must be negotiated if true learning is to take place.

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The Historian's Toolbox: A Student's Guide to the Theory and Craft of History Review

The Historian's Toolbox: A Student's Guide to the Theory and Craft of History
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The Historian's Toolbox: A Student's Guide to the Theory and Craft of History ReviewWilliams gives instructors and students of history two books in one. Part one is a quick look at some of the big ideas and controversies of the profession. These short chapters on such topics as metahistory and anti-history should provide great fodder for class discussions. Part two on "the tools of history" offers good guidance on researching, writing, and thinking about history. Again, short, provocative chapters should stimulate students to think and talk about the joys and difficulties of doing quality history. I'll assign the book to my next class on historical research and writing. With this book as a guide, students will not write just another term paper; they'll know how to craft a livelier, deeper, and more revealing interpretation of the past.The Historian's Toolbox: A Student's Guide to the Theory and Craft of History OverviewWhat is history and how do we learn about it? How has our understanding of history changed and developed over the years? How do historians and students actually go about "doing" history? In an engaging and entertaining style, this accessible "how-to" manual introduces readers to the theory, craft, and methods of history and provides a series of "tools" to help anyone read, research, and understand the past. The first half of the book is a stimulating overview of the key elements of history - evidence, narrative, judgment - that explores how the study and concepts of history have evolved over the centuries. The second half guides readers through the "workshop" of history. Unlocking the historian's "toolbox," it reveals the tricks of the trade, offering concrete examples and practical advice on the study, comprehension, and communication of history. The book covers myriad historical tools, including documents, sources, footnotes, arguments, bibliographies, chronologies, and many other items. It also examines professional ethics and controversial issues, such as plagiarism, historical hoaxes, and conspiracy theories. Brief and illuminating, and filled with fascinating historical information and stories, The Historian's Toolbox will inspire students and teachers alike as it cuts through the jargon and explains simply the "why," "what," and "how" of history.

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Locke: Two Treatises of Government Student edition (Cambridge Texts in the History of Political Thought) Review

Locke: Two Treatises of Government Student edition (Cambridge Texts in the History of Political Thought)
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Locke: Two Treatises of Government Student edition (Cambridge Texts in the History of Political Thought) ReviewThis is one of the most important works ever written. In the Second Treatise, Locke lays down the theory of natural law and how it relates to the individual as well as to government. Although he was not the first or the only writer tp elaborate such a theory, his interpretation is clear and eloquent, as can be seen in its use in the Declaration of Independence. The First Treatise was basically a refutation of the now obscure authoritarian work "Patriarcha" by Sir Robert Filmer. Although it is an interesting piece, it has long been rightfully overshadowed by its partner. If for some reason you are actually seeking a refutation of Filmer, I would refer you to Algernon Sidney's more lengthy "Discourses Concerning Government." By far the finest edition of this work is Peter Laslett's, and I consider the purchase of any other edition a sorry waste of money. In his lengthy introductory essays, he traces the historical,political, and philosophical background of John Locke's life and ideas as well as the actual writing of the work itself. His greatest contribution however, is proving that the work was written well before the Glorious Revolution of 1688.Locke: Two Treatises of Government Student edition (Cambridge Texts in the History of Political Thought) OverviewThis is a new revised version of Dr. Laslett's standard edition of Two Treatises.First published in 1960, and based on an analysis of the whole body of Locke's publications, writings, and papers. The Introduction and text have been revised to incorporate references to recent scholarship since the second edition and the bibliography has been updated.

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Nietzsche: 'On the Genealogy of Morality' and Other Writings Student Edition (Cambridge Texts in the History of Political Thought) Review

Nietzsche: 'On the Genealogy of Morality' and Other Writings Student Edition (Cambridge Texts in the History of Political Thought)
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Nietzsche: 'On the Genealogy of Morality' and Other Writings Student Edition (Cambridge Texts in the History of Political Thought) ReviewI wish Cambridge UP would reissue this excellent work of Nietzsche in "Cambridge Texts in the History of Philosophy" series. All other major works of Nietzsche (nine books in all) were issued in this series. This edition of "Cambridge Texts in the History of Political Thought" differs not only in color but also in size from "History of Philosophy" series, which makes the Cambridge edition of "The Complete Works of Nietzsche" (an exceptional achievement) a bit incomplete.Nietzsche: 'On the Genealogy of Morality' and Other Writings Student Edition (Cambridge Texts in the History of Political Thought) OverviewFriedrich Nietzsche is one of the most influential thinkers of the past 150 years and On the Genealogy of Morality (1887) is his most important work on ethics and politics. A polemical contribution to moral and political theory, it offers a critique of moral values and traces the historical evolution of concepts such as guilt, conscience, responsibility, law and justice. This is a revised and updated edition of one of the most successful volumes to appear in Cambridge Texts in the History of Political Thought. Keith Ansell-Pearson has modified his introduction to Nietzsche's classic text, and Carol Diethe has incorporated a number of changes to the translation itself, reflecting the considerable advances in our understanding of Nietzsche in the twelve years since this edition first appeared. In this new guise the Cambridge Texts edition of Nietzsche's Genealogy should continue to enjoy widespread adoption, at both undergraduate and graduate level.

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How to Stay Christian in College (Th1nk Edition) Review

How to Stay Christian in College (Th1nk Edition)
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How to Stay Christian in College (Th1nk Edition) ReviewAfter discovering this book, we decided to base our Campus Ministry class material off of it for one semester. The powerful outright truths that J writes is great. What's even greater is the plain language, and undisputable methods he uses. I also recommend his other book, Ask Me Anything. This book is very useful for not only college students, their parents, future parents, friends, ministers, professors, mentors and any other interested parties.How to Stay Christian in College (Th1nk Edition) OverviewHow do you stay open about your faith in the face of potential ridicule? A must-read for every college student, How to Stay Christian in College will guide you through the maze of campus realities, including dating, sex, honesty, and more.

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Relationship-Driven Classroom Management: Strategies That Promote Student Motivation Review

Relationship-Driven Classroom Management: Strategies That Promote Student Motivation
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Relationship-Driven Classroom Management: Strategies That Promote Student Motivation ReviewThis book was excellent and gives many helpful hints (and the theory behind them) that will assist teachers in improving the behavior of their students!Relationship-Driven Classroom Management: Strategies That Promote Student Motivation Overview
With this valuable resource, teachers can foster social-emotional learning, raise student achievement, and create a more positive classroom environment.


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Hobbes: Leviathan: Revised student edition (Cambridge Texts in the History of Political Thought) Review

Hobbes: Leviathan: Revised student edition (Cambridge Texts in the History of Political Thought)
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Hobbes: Leviathan: Revised student edition (Cambridge Texts in the History of Political Thought) ReviewI finished reading Leviathan a couple months ago, but cringed every time I thought about writing a review. The book is large at over 700 pages and covers so much ground, a review would have to be a book in itself to do it justice. Due to Leviathan's philosophical content and somewhat antiquated language, it's very slow going. Each page needs time to digest.
So I'm not going to bother writing a real review. I will just say that Leviathan is a 5-star classic and worth your time, if you can deal with reading political philosophy. Hobbes divides the work into four major sections:
Of Man, in which he discusses human nature and why civilized people prefer peace to war. Here Hobbes establishes the primary reason that people form a government to rule over them: to safeguard them from enemies, both external and internal.
Of Common-wealth, in which Hobbes first talks about the several forms of government and the pros and cons of each. He then explains the rights that a government has over its people; according to Hobbes, the government can do pretty much anything it wants to. Finally he goes into the things that tend to weaken or dissolve a government.
Of a Christian Common-wealth, the longest section, in which Hobbes accepts the Bible as the word of God and quotes from it numerous time to bolster his position in support of a powerful government.
Of the Kingdome of Darknesse, the shortest and strangest section, in which Hobbes veers away from the topic of government and instead focuses on religious practices and beliefs of the day that he deems improper and inconsistent with the Bible.
It took me months to read this, but I came away with great respect for Hobbes and a better understanding of politics. I can't say that I agree with everything I read, but I think the majority of his arguments are sound and convincing.
Five stars, no doubt in my mind. But it's a dive into the deep end, so you'll probably only finish it if you really appreciate and enjoy philosophical discussion!Hobbes: Leviathan: Revised student edition (Cambridge Texts in the History of Political Thought) OverviewHobbes' Leviathan is arguably the greatest piece of political philosophy written in the English language. Since its first publication, Richard Tuck's edition of Leviathan has been recognized as the single most accurate and authoritative text, and for this revised edition Professor Tuck has provided a much-amplified and expanded introduction. Other vital study aids include an extensive guide to further reading, a note on textual matters, a chronology of important events and brief biographies of important persons mentioned in Hobbes' text.

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Why Are So Many Minority Students in Special Education?: Understanding Race & Disability in Schools Review

Why Are So Many Minority Students in Special Education: Understanding Race and Disability in Schools
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Why Are So Many Minority Students in Special Education: Understanding Race & Disability in Schools ReviewThe authors of this book aimed to describe the disparity in special education placement between minority and non-minority students. Most of the text focused on case studies in 12 schools, exploring factors such as interactions between families and staff, experiences of students, assumptions (both correct and incorrect) made by school staff about students and their families and communities, and school atmospheres in which each of the previous factors was observed. One of the key themes was succinctly stated by the authors: "The paradox arises when the classification system, instead of serving those in need, does them greater harm" (p. 13). This book examined that complex paradox, illustrating cases in which the referral to special education served those in need and in which it did more harm than good.
After providing a macro-view of the issue in the first chapter, the authors achieved their purpose best in the personal vignettes which offered insight into the experiences, biases, and challenges of each stakeholder in special education referrals: teachers, administrators, students, and parents/guardians. The initial focus was on 12 schools, and then the authors honed in on 12 individual students as the book progressed. The chapters examined the school setting and administrative structures in Chapters 2 and 3, the classroom environment in Chapter 4, the differences in perspective between school staff and families in Chapter 5, the decision-making process of referrals to and eligibility for special education in Chapter 6, issues pertaining to English language learners in Chapter 7, the paradox of classification through student case studies in Chapters 8-10, the benefit (or lack thereof) of special education services in Chapter 11, and the authors' recommendations in Chapter 12. Chapter 4 was particularly strong for classroom teachers because it applied to those factors most directly in their control: personal biases, teaching styles, and management systems. I Chapter 5 was also heavily applicable for teachers as they consider how to positively discuss students' families with other colleagues while setting aside biases, especially for students who struggling and/or from a low-income and/or minority background.
The end of each chapter contained a conclusion section which summarized the discussion for that chapter, more succinctly stated the problem at hand, and offered some suggestions. Most of the recommendations, however, were held until the final chapter of conclusions. The recommendations spanned from school-level suggestions (e.g., assigning students to classes and teachers in fair ways) to federal recommendations (e.g., eliminating the IQ-discrepancy formula for LD). For classroom teachers, though, most were outside of their control, with the exception of those relating to IEP meetings. Moreover, some recommendations contradicted each other: a federal recommendation on page 175 to allow special education to be provided to any student who needs services regardless of disability is followed on page 181 with the suggestion that class size be decreased in special education, and the authors provide no explanation for how to balance both those recommendations. Additionally, two of the strongest recommendations (emphasizing academic growth over the meeting of an absolute bar, re-creating a balance of power in relationships between schools and families) didn't provide enough elaboration for anyone reading the book to implement those recommendations without further research to determine what they mean and what they would look like in practice.
This book would be most beneficial to undergraduate students or new teachers. Additionally, it could provide useful real-world context for policy-makers and district-level staff who have little direct experience in special education. It clearly (and at times redundantly) describes the problem at hand without watering down the complexity and multi-faceted nature of the issues at play. While the recommendations offered in the final chapter do have their shortcomings, this could be construed as a strength as well as a weakness. This problem has no easy fixes, and any book offering sure-fire solutions would lack any credibility or grounding in the reality that not only are minorities overrepresented in special education but also "in many of the society's most detrimental circumstances" (p. 182).
For most experienced educators, though, it is the solutions that are needed (albeit not oversimplified or cursory ones), and the lack of meaningful, classroom-based solutions was the greatest weakness of this book. Educators rarely need more examples that typify the problem or illustrations of bias; what is lacking from the present body of research, from educational practice, and in large part from this book is the "what now?" piece. This is unfortunate because educators often know the problems firsthand; they just don't know what to do with them. Furthermore, as the authors focused on 12 students, it seems - from what they said about choosing the children and, even more so, from what they didn't say (i.e., they didn't claim to have tried to capture a cross-section of the population) - that they chose the 12 cases that would best support their hypotheses about student referrals and services. Twelve examples from 12 schools provided anecdotal support for the authors' arguments, but the isolated experiences of such a small group provide little evidence for systemic issues. Another weakness was that there were several places, including one section starting on page 107 titled "High-Stakes Testing as a Filter for a Disability," that imply that high rates of referrals are driven by testing; however, these sections are outdated due to NCLB changes that include the majority of students with disabilities in testing. While the authors did mention this issue in a footnote on page 176, much of the information prior to that with regard to testing was outdated and didn't include any footnotes. Finally, the authors emphasized the disservice rendered to struggling students who don't meet the qualifications for special education, often then slipping through the cracks, and attributed the blame for that to a deficiency in special education; conversely, though, one could argue that this is a failure of the lack of differentiation in general education instead of the downfall of the special education classification system.
I intend to recommend this book as a text to be read during training for pre-service special education teachers, so I do see its benefit. However, as one who expected to take more away from it than I did, it was a disappointment. It stated little that I didn't already know, and the conclusions and solutions it offers fell short in my estimation. The authors did a decent job in attempting what they set out to accomplish, but they would have been more effective if they chose a smaller focus area instead of attempting to explore multiple areas at a superficial level. On page 104, the authors mention that "school personnel readily sought the source of the children's problems in their home environments but seldom in their school environments." I feel that the authors were guilty of the same: focusing too little on the school environment. I think the book could have been more useful, especially to those in the classroom, if it spent more time analyzing what could be done differently in classroom environments in both general education and special education.Why Are So Many Minority Students in Special Education: Understanding Race & Disability in Schools OverviewThis powerful book examines the disproportionate placement of Black and Hispanic students in special education. The authors present compelling stories representing the range of experiences that culturally and linguistically diverse students are apt to face in school. They examine the children's experiences, their families, interactions with school personnel, the teachers,and schools' estimation of the children and their families, and the school climate that influences decisions about referrals. Based on the authors' work in a large, culturally diverse school district, the book concludes with recommendations for improving educational practice, teacher training, and policy renewal.

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Recent Reference Books in Religion: A Guide for Students, Scholars, Researchers, Buyers, & Readers Review

Recent Reference Books in Religion: A Guide for Students, Scholars, Researchers, Buyers, and Readers
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Recent Reference Books in Religion: A Guide for Students, Scholars, Researchers, Buyers, & Readers Review`Recent Reference Books in Religion' by University of Massachusetts Professor of History, William M. Johnston is that rare kind of book which you always wish you could find, but which seems to elude the best searches, and you end up stumbling over it by accident. This is a valuable book for those who use these resources, especially for small public and private libraries, which are not attached to colleges or universities where there are people who would know about such books.
The book gets high marks for the accuracy of its title and subtitle, and the reader is admonished to take the title quite literally. What I mean is that this book is NOT limited to citations of Christian references. It is also, thankfully, not limited to works in English, although it does stay very close to the primary languages of scholarship of Western Europe, English, German, French, Italian, and Spanish, in roughly that order. This selection offers a wonderful example of how most of the very best encyclopedic and handbook style references are written by the Germans and the French, especially on religious subjects. Since Martin Luther, Bible scholarship has been a major academic industry in Germany. The subtitle also importantly indicates that this book will be valuable to anyone interested in studying religion, even if you do not intend to purchase many of these books. The reason for that is in the superb comparative evaluations of many of the reference works which have the same or overlapping subjects. A fine example of this is in the comparisons of the Harper Bible Dictionary, the Eerdmans Bible Dictionary, and the Anchor Bible Dictionary. The first two are single volume references and the last is a six-volume work, where each of the volumes is as large as the Harper and the Eerdmans. But Johnston successfully shows that this does not automatically mean the Anchor is the best. The author points out that the Anchor editors concentrate on `just the facts', so theological discussions are weak at best. The Eerdmans, on the other hand, offers the reader the Protestant theological interpretation in many entries, reflecting the fact that it is a translation of a Dutch work. The `non-denominational' material is so good that a Catholic, for example, can easily overlook this fact, since the Protestant material is always presented in a special section at the end of articles. Johnston points out that Eerdmans is not without some weaknesses, but if you want a Bible dictionary you can carry around with you, this may be your best bet.
These three works point up the fact that Johnston's book is obviously dated. It was copywrited in 1996, which is, I believe, the same year the Harper Bible Dictionary became the HarperCollins Bible Dictionary, with important revisions; although I see that the criticisms of the older edition may still be relevant to the current edition.
This being out of date appears in other, more significant places. The aging `Encyclopedia of Philosophy' which first came out in 1967, had eight volumes and was edited by Paul Edwards, is criticized for out of date bibliographies. But my local library has a new edition with a new editor, running to twelve volumes, and with updated bibliographies. This is important, since this is the first and still the best general reference on Philosophy in English.
My most important complaint about this book is that it does not cover two very important genres of reference book. The first is the dictionary of New Testament theology, of which there are at least two very large samples. The first is the twelve volume `Theological Dictionary of the new Testament' originally published in German and translated into English, also available in a one-volume abridged edition edited by Geoffrey Bromley. The second is the four volume `New International Dictionary of New Testament Theology', edited by Colin Brown. This work was also translated from a German edition. I use both, and find this genre has things which all the other types of Biblical reference simply do not have. The second missing genre is the Biblical concordance, typified by many editions under the title of `Strong's' concordance, with different editions for the major different English translations of the Bible. It is possible this borders on the type of book an individual is likely to own if they are dedicated to reading the Bible. But the same can be said of the two one-volume dictionaries mentioned above.
In spite of these observations, the book has great value, especially in offering titles for works which are outside one's normal scholarly neighborhood. For example, I am well-versed in ancient mythology, but I am unfamiliar with many of the handbooks and encyclopedias cited here.
Especially useful in this book are its several indexes and appendices, helping one find particular works, most especially those which one may find valuable to own, if you happen to read, write, or study one or more of the world's religions. Although I will warn you that they may not be perfect, as I used them to try to locate the review of Edwards' Encyclopedia of Philosophy, and could not find it through the several indices.
One may be disappointed that things such as interlinear translations or commentaries on particular books in the Bible are not here, but I am sure these works simply do not appear in Reference sections of libraries.
Recent Reference Books in Religion: A Guide for Students, Scholars, Researchers, Buyers, & Readers OverviewRecent Reference Books in Religion provides incisive summaries and evaluations of more than 350 contemporary reference works on religious traditions ancient and modern that have been published in English, French, and German. For maximum usefulness to readers, Professor Johnston has broadly defined religion to include not just the world religions of Christianity, Judaism, Islam, Hinduism, and Buddhism but also such alternative approaches as mythology, folklore, and the philosophy of ethics. Each entry, analyzing a particular work, includes full bibliographic details as well as commentary: outstanding articles and contributors are highlighted, strengths and weaknesses are carefully noted and weighed. Readers are directed to volumes whose strengths complement the weaknesses of others. An indispensable guide in any religious studies collection, Recent Reference Books in Religion: 2nd edition includes works published through the end of 1997. It also includes a Glossary that describes types and functions of reference books, and five indexes: Titles, Authors, Topics, Persons, and Places.

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Basic Debate, Student Edition Review

Basic Debate, Student Edition
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Basic Debate, Student Edition ReviewFocusing on the major types of debate that common for high school students, this book is designed to serve as a primer on debate, although it would be a useful resource for more experienced debaters also. The first several chapters deal with the building blocks for argumentation -- analysis, research and reasoning, with exercises and discussion topics included after each chapter. The authors then turn to a nuts-and-bolts coverage of the three most common types of debate -- Lincoln-Douglas Debate (where the debate centers on a value propositions); Two-man or policy debate (where the debate centers on a broad question of public policy, such as foreign trade or education reform); and Student Congress, or parliamentary debate (where the debate is conducted pursuant to Roberts Rules of Order and the discussion centers on specific items of mock legislation). This nuts-and-bolts section covers the essential elements of a case, the relevant burdens of proof and argumentation, and the particular skills that are so important to each type of debate. The book seems to be designed for easy use as a textbook (a Teachers Guide is also available from Amazon), but it would work well as a resource for self-study, too.I was involved in competitive Forensics through all of high school and college, both as a student and as a coach. Based on that experience, it is even more obvious to me what a difficult undertaking the authors must have faced when putting together this book. Debate is, after all, an activity that really can only be learned by jumping in and doing it. This text is the perfect supplement to that type of a teaching program. Students can get a quick handle on the fundamentals, start having debates, and then use the text as a resource for lessons as those debates present them with problems. This book is an ideal learning tool, with plenty of examples and exercises, and it is written in a straightforward, accessible fashion.I have reviewed a number of these types of books, and Basic Debate may be the best debate book available for teaching and coaching debate at the high school levelBasic Debate, Student Edition OverviewIdeal for beginning debatersBasic Debate teaches the fundamentals of debate, from the skills of analysis and research to techniques of cross-examination and logical reasoning. Students using this program naturally develop the confidence to move with ease through many academic pursuits. In-depth coverage of the role of ethics in research, preparation of evidence, and debate competition promotes critical thinking, while an expanded chapter on Lincoln-Douglas debate brings historical perspective.

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Soka Education: A Buddhist Vision for Teachers, Students & Parents Review

Soka Education: A Buddhist Vision for Teachers, Students and Parents
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Soka Education: A Buddhist Vision for Teachers, Students & Parents ReviewDaisaku Ikeda is a prolific author who presents a Buddhist perspective on a vast array of topics. His message is that people have boundless creative potential for bringing about positive change. His works are always uplifting. Soka Education is no exception. It offers clear guidelines for educational reform. The focus is not on pedagogical strategies, but on fundamental issues such as the purpose of education, the qualities of great educators, causes and solutions of teen violence, and the need to foster global citizens. Where teachers, administrators, politicians, and parents apply the wisdom of this book, schools will become more humane places and young people will blossom.
The Japanese term "Soka" means creative, contributive living; Soka Education is education that empowers students, enabling them to lead happy, fulfilled lives. Ikeda objects to using schools to serve nationalistic or corporate ends. Japan did so throughout the past century, and is now suffering the consequences. To counter that trend, Ikeda has founded "Soka schools" in Japan (kindergarten through university) and elsewhere that are characterized by joyful, enthusiastic students; wise, affectionate teachers; and a prevailing belief that every student has a unique and important role to play in the world. I have visited many of those campuses; no experience has ever given me greater cause for optimism about the future.
The current thrust in the USA is to gear instruction toward raising standardized test scores. This is a step away from placing students' interests and needs first. In Soka Education, Ikeda calls for "a society that serves the essential needs of education." In contrast to this notion, American society, with politicians leading the fray, heaps blame and abuse on teachers. What's worse, the schools most in need of support-inner-city schools, for example-come under the harshest attacks. To counter the dark, conservative mood that holds sway in the USA and other countries, hopeful, practical prescriptions are needed. Soka Education provides these in abundance.
To take one example, Ikeda discusses the problem of juvenile delinquency. While the phenomenon results from an erosion of human bonds characteristic of our age, he says, educators can connect, life to life, with troubled youngsters and lead them on a path toward creative, rather than destructive, living:
"If these bonds are severed, the human spirit can only roam aimlessly in the pitch darkness of solitude. . . . It is the responsibility of adults to patiently restore the ability to communicate by listening to the voices of isolated children calling out for help from the darkness. There is a famous episode involving Socrates in which his influence on youth is described as being like an electric ray that stings those who touch it. He explains that he can electrify others because he is electrified himself. Similarly, teachers must constantly be creative if they are to evoke creativity in their students. This is an essential quality for educators. Most important is the teacher's attitude. Human interaction is the key" (pp. 74-75).
A sample of chapter titles: Reviving Education, Serving the Essential Needs of Education, Education Toward Global Citizenship, An Outspoken Advocate of Educational Reform, Humanity in Education, The Fight to Live a Creative Life.Soka Education: A Buddhist Vision for Teachers, Students & Parents OverviewFrom a Japanese word meaning "to create value," this book presents a fresh spiritual perspective to question the ultimate purpose of education. Mixing American pragmatism with Buddhist philosophy, the goal of Soka education is the lifelong happiness of the learner. Rather than offering practical classroom techniques, this book speaks to the emotional heart of both the teacher and student. With input from philosophers and activists from several cultures, it advances the conviction that the true purpose of education is to create a peaceful world and to develop the individual character of each student in order to achieve that goal.

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The College Fear Factor: How Students and Professors Misunderstand One Another Review

The College Fear Factor: How Students and Professors Misunderstand One Another
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The College Fear Factor: How Students and Professors Misunderstand One Another ReviewThis is a wonderfully written book. It captures the essence of why so many students do not complete a college degree. The book is a great read for both prospective college and even high school students for that matter, and teachers of all stripes to understand how large the disconnect is between teacher and student. The book relates in many ways the truth that just because teachers are well-qualified in a given discipline, that doesn't mean they can connect to the students ways in which those students can be successful.
The book has clear examples through interviews ways in which all members of the educational community can improve. To highlight one specific example, teachers generally hve students write research papers and those teachers are befuddled as to why the papers turn out so badly. The writer insists that a solution such as giving the student a sample paper would cure most evils, rather than long drawn-out explanations. This was brought out in one clearly written conversation.
The College Fear Factor: How Students and Professors Misunderstand One Another Overview
They're not the students strolling across the bucolic liberal arts campuses where their grandfathers played football. They are first-generation college students—children of immigrants and blue-collar workers—who know that their hopes for success hinge on a degree.

But college is expensive, unfamiliar, and intimidating. Inexperienced students expect tough classes and demanding, remote faculty. They may not know what an assignment means, what a score indicates, or that a single grade is not a definitive measure of ability. And they certainly don't feel entitled to be there. They do not presume success, and if they have a problem, they don't expect to receive help or even a second chance.

Rebecca D. Cox draws on five years of interviews and observations at community colleges. She shows how students and their instructors misunderstand and ultimately fail one another, despite good intentions. Most memorably, she describes how easily students can feel defeated—by their real-world responsibilities and by the demands of college—and come to conclude that they just don't belong there after all.

Eye-opening even for experienced faculty and administrators, The College Fear Factor reveals how the traditional college culture can actually pose obstacles to students' success, and suggests strategies for effectively explaining academic expectations.
(20091106)

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William James : Writings 1878-1899 : Psychology, Briefer Course / The Will to Believe / Talks to Teachers and Students / Essays (Library of America) Review

William James : Writings 1878-1899 : Psychology, Briefer Course / The Will to Believe / Talks to Teachers and Students / Essays (Library of America)
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William James : Writings 1878-1899 : Psychology, Briefer Course / The Will to Believe / Talks to Teachers and Students / Essays (Library of America) ReviewThe Library of America has performed a great service by making the writings of the American psychologist and philosopher William James (1842 -- 1910) available to a large audience in two large volumes. Volume 1, which I am reviewing here, consists of James's earlier writings from the period 1878 -- 1899. It includes the "Psychology: Briefer Course" (1892), the "Will to Believe and other Essays in Popular Philosophy" (1897), "Talks to Teachers on Psychology and to Students on Some of Life's Ideals" (1899), and selected essays. The second volume of the series includes James' major works from 1900 until his death, including the "Varieties of Religious Experience", "Pragmatism", and "A Pluralistic Universe, and additional essays. The two collections do not include James's monumental "Principles of Psychology" (1890), his first important book and the product of twelve years of effort. The "Principles" would require a separate volume of its own. But they include virtually all James's other essential writings and offer an excellent way for the reader to get to know James first-hand and in-depth.
In reading both volumes, I was left with the impression of the continuity of James's themes and thought. James was trained as an MD, the only academic degree he ever received. He began with an interest in Darwin's theory of evolution and in physiology. He soon expanded his interests and became an important founder of modern psychology. His later work develops philosophies of pragmatism, radical empiricism, and pluralism.
This collection of James's early writings shows that James's philosophical concerns pervaded his writing, including his scientific writing, from the outset. James was an empiricist and a scientist committed, as the "Psychology" and several of the essays in this volume show to careful and painstaking scientific research. But James was far from advocating a philosophy of materialism or what today is called scientism or reductionism. Throughout his life, he was preoccupied with showing the complex and many-faceted character of human life. The determinism of the scientific method, for James, did not negate human purpose, activity, and free will. And, most importantly, for James, it did not negate the possibility of religious life or belief in God. In his famous essay "The Will to Believe" included in this volume (which would have better been called "The Right to Believe") and in its companion essays, James argued at length that the teachings and method of science did not destroy the possibility of religion.
In approaching this volume of James's early writings, it might be advantageous for the new reader to distinguish between James's more accessible, popular efforts and his more technical works. An excellent place for the new reader to start in this volume would be with the three essays to students in the "Talks to Teachers and to Students." The essay "On a Certain Blindness in Human Beings" is a wonderful brief introduction to James as it shows eloquently how every person tends to see the world through his own eyes and to ignore or downplay the thoughts and insights of other people. Following the three essays in Talks to Students, I suggest reading James' 1898 essay "Philosophical Conceptions and Practical Results" delivered in 1898 in Berkeley, California. In this essay, James first announced and articulated his philosophy of pragmatism, and stated his indebtedness to his philosophical colleagues Charles Peirce and Josiah Royce. This essay makes inspiring reading. James is direct and eloquent in relating his pragmatic philosophy to the religious quest.
After reading these short essays, a good next step would be to read the collection "The Will to Believe and Other Essays in Popular Philosophy." In this collection, James is addressing educated college audiences as he explores questions of religious faith, free will, pluralism, and ethics. The final essay in this volume of James's writings, "On Immortality" can be read together with the essays in "The Will to Believe."
The two remaining books in this collection are both derived from James's massive "Principles of Psychology." The "Talks to Teachers" is short and accessible. It focuses on how psychology can be used to advantage in teaching young students. This short book offers an insightful and accessible introduction to James's psychology. Here is one of the more inspring passages in James from the "Memory" chapter of "Talks to Teachers" on the value of perserverence and purpose and the will to learn in the face of obstacles.
"Depend upon it, no one need be too much cast down by the discovery of his deficiency in any elementary faculty of the mind. What tells in life is the whole mind working together, and the deficiencies of any one faculty can be compensated by the efforts of the rest. You can be an artist without visual images, a reader without eyes, a mass of erudition with a bad elementary memory. In almost any subject your passion for the subject will save you. If you only care enough for a result, you will almost certainly attain it. If you wish to be rich, you will be rich; if you wish to be learned, you will be learned; if you wish to be good, you will be good. Only you must, then, really wish these things, and wish them with exclusiveness, and not wish at the same time a hundred other incompatible things just as strongly." (p. 790)
The "Psychology: Briefer Course" was an abridgment James prepared of his "Principles" for use in college introductory courses in psychology. Even though it is an abridgment, the book includes a great deal of detail. It develops James's thought on the "stream of consciousness" and on the nature of the "self" and it is interlaced throughout with observations on the relationship between psychology, philosophy, and religion. Several of the remaining essays in the volume take up themes articulated in the "Psychology" and develop them in substantial technical detail.
James was an eloquent writer. His pragmatic philosophy has been highly influential, with thinkers such as Richard Rorty and Hilary Putnam acknowledging its influence. James preoccupation of reconciling the scientific and religious outlooks on life remains much with us. There is no better way to become involved with James's thoughts and issues than by serious and sustained reading of his works. The two volumes in the Library of America series will allow the reader to explore the work of William James. Readers wanting to get to know William James may also wish to read Robert Richardson's excellent biography "William James: In the Maelstrom of American Modernism".
Robin FriedmanWilliam James : Writings 1878-1899 : Psychology, Briefer Course / The Will to Believe / Talks to Teachers and Students / Essays (Library of America) OverviewThe brilliant, engagingly written early works of the writer and teacher who has profoundly influenced the way Americans think. "The Will to Believe and Other Essays in Popular Philosophy" argues that each of us has the right to believe in hypotheses that are not susceptible to proof and that such beliefs might actually change the world. Also includes "Psychology: Briefer Course," a condensed and revised version of the monumental "Principles of Psychology," "Talks to Teachers and Students," and nine important essays.

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