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Civic Education: What Makes Students Learn Review

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Civic Education: What Makes Students Learn ReviewIn Civic Education, you get an in-depth analysis of the 1988 NAEP test for Civics. The authors cover almost every possible scenario (student-teacher ratio as well as interest level in government) as they pick apart the test responses by high school seniors. The book discusses what students know, how they learn about governement and it also examines the instruction of civics courses. Most interestingly, the authors give their insights, based on the research, on how to improve or reform civics education in schools.
Although this book reads much like a text book, it still provides an adequate analysis of civics education in America.Civic Education: What Makes Students Learn OverviewThis study takes a look at what America's high school seniors know about government and politics and how they learn it. The authors develop a theoretical model to explain the cognitive process by which students learn about politics, and suggest changes in the style of civics teaching.

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Through Ebony Eyes: What Teachers Need to Know But Are Afraid to Ask About African American Students (Jossey-Bass Education Series) Review

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Through Ebony Eyes: What Teachers Need to Know But Are Afraid to Ask About African American Students (Jossey-Bass Education Series) ReviewThrough Ebony Eyes tackles a difficult subject with grace and truth. The author, a Black woman, has been a student, a classroom teacher, a college professor, and a teacher of teachers. She knows her subject intimately. As an educator, my goal is to teach all students to the best of my ability. Before I read this book, I would have said that I was a color-blind teacher, looking at all students the same. I had to come to grips with my own cultural identity and biases. Ms. Thompson doesn't condemn or belittle but believes that all teachers desire their students to learn and excel. This is a sociological study complete with research data, charts and graphs and case studies but is not intimidating to read. At the end she includes a program for educators to pursue to improve their teaching of children of color, and a list of books to read and reflect on. I want to empasize that this book is not a "preachy" book, but one I found revealing and extremely readable. I would recommend this book highly to anyone in the field of education, anyone thinking of becoming an educator, and to parents.Through Ebony Eyes: What Teachers Need to Know But Are Afraid to Ask About African American Students (Jossey-Bass Education Series) Overview

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MAGRUDER'S AMERICAN GOVERNMENT 2008 STUDENT EDITION (NATL) Review

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MAGRUDER'S AMERICAN GOVERNMENT 2008 STUDENT EDITION (NATL) ReviewGreat condition. Well worth the money spent for this book. Amazon has the best prices for books compared to other sites!MAGRUDER'S AMERICAN GOVERNMENT 2008 STUDENT EDITION (NATL) OverviewMagruder's American Government ©2008
Student Edition
Hailed as a stellar educational resource for nearly a century, Magruder's American Government is updated annually to meet the changing needs of today's high school students and teachers. The program's engaging narrative is enhanced with numerous primary sources, political cartoons, charts, graphs, and photos, making the structure and principles of government accessible and motivating to students of all abilities.

Features and Benefits
Respect, relevant, and reliable Recognized for its clear, well-written narrative, Magruder's uses a variety of methods to make content accessible to all students.
Connect government to students' lives Show students how government affects them with compelling features such as Enduring Constitution timelines and You Can Make a Difference scenarios.
Partnership with Close Up® Foundation, the nation's largest civic education organization Encourages students to get involved, analyze landmark Supreme Court cases, and use important primary source documents.

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

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

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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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Airlift to America: How Barack Obama, Sr., John F. Kennedy, Tom Mboya, and 800 East African Students Changed Their World and Ours Review

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Airlift to America: How Barack Obama, Sr., John F. Kennedy, Tom Mboya, and 800 East African Students Changed Their World and Ours ReviewOne of the legacies of W W II was acceleration of the disintegration of colonialism in Africa and Asia. Colonialism, of course, did not end overnight, and it took longer to collapse in some countries than in others. The book AIRLIFT TO AMERICA looks, generally, at the end of colonialism in eastern Africa and, specifically, at an interesting and little known "crusade" or initiative whose main purpose was to prepare a country emerging from British rule to independence by providing higher education for its future leaders. The country was Kenya.
The crusade referred to in the previous paragraph was the so-called African "Airlift" to the USA. Beginning in 1959 and continuing for the next several years, and supported by people from both Africa (Tom Mboya) and the US (Harry Belafonte, Jackie Robinson, Bill Scheinman), approximately eight hundred east African students flew to the US to continue their education at a wide variety of colleges and universities all over the country, from community colleges to Ivy League schools.
Most of these students earned undergraduate and/or graduate degrees and returned to their African homes to take up positions in government, education, agriculture, and business, as their country prepared and attained self-rule (granted to Kenya in 1963). Some chose to stay in the US.
The airlift venture inevitably became connected to and involved in both the international cold war (the Soviets were also recruiting African students to come to schools in Moscow) and domestic US politics (the presidential election of 1960). These connections are discussed by the author in some detail. He also supplies profiles of numerous airliftees, i.e. the individual students, and their experiences.
One of these students happened to be named Barrack Hussein Obama, who left his native Kenya (and wife there) to study at the University of Hawaii (Hawaii's climate, he'd apparently heard, might be more to his liking than Maryland's or northern California's) and later earn a master's degree in Economics at Harvard and work toward a doctorate in that subject. As with most of the airliftees, Obama returned to his country where he worked in business and government. But while in Hawaii, he was married for a short period of time to a university student by the name of Ann Dunham, and this union produced a future president of the US.
Although Barrack Obama Sr. and John F. Kennedy are featured in the book's subtitle, there really is not much on either of them here. Readers would probably like to have seen a bit more. I'd also like to have read more specifics on the discrimination the students had to put up with in the US because of the color of their skin. Too, the book seems somewhat hastily put together in that there are a lot of gaps and "jumping arounds". (Perhaps a historian might take up this topic?) Still, in spite of minor imperfections, the book opened up a topic that I knew nothing about, for which I thank Tom Shachtman. And, in the end, how can one not fail to be moved or inspired by a cause as noble as this, in most repects at least, appears to have been.
Recommended.
Tim Koerner December 2009Airlift to America: How Barack Obama, Sr., John F. Kennedy, Tom Mboya, and 800 East African Students Changed Their World and Ours Overview

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One-Party Classroom: How Radical Professors at America's Top Colleges Indoctrinate Students and Undermine Our Democracy Review

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One-Party Classroom: How Radical Professors at America's Top Colleges Indoctrinate Students and Undermine Our Democracy ReviewHorowitz presents a well-documented, irrefutable case that the academy has been taken over by the radical far-left. This should be a must read for politicians, policy-makers, administrators, faculty (the sane ones), students and their parents. Unfortunately, the Left is a religion, and those who subscribe to it's tenets (you know, the "open-minded") are impervious to persuasion, argument and debate. They know only that they and their beliefs are superior to all others, that if they and theirs had political power, they would be able to transform the world into a far better place than it is now, and that therefore anyone who opposes, or even questions them -- like Horowitz -- is an inhuman monster who must be smeared, defamed and destroyed. So when you read the one-star reviews of this book by the small-minded and intolerant, take them with a grain (better yet, a gallon) or salt.One-Party Classroom: How Radical Professors at America's Top Colleges Indoctrinate Students and Undermine Our Democracy Overview"David Horowitz has single-handedly exposed the intellectual corruption that exists within the classrooms of American colleges. Like all forms of corruption, indoctrination flourishes when kept in the dark. Here, Horowitz turns on the bright lights to expose what has become profoundly wrong with our colleges and universities. We are all in his debt."–Ward Connerly, former regent, University of CaliforniaDavid Horowitz and coauthor Jacob Laksin take us inside twelve major universities where radical agendas have been institutionalized and scholarly standards abandoned. The schools they examine are not the easily avoided bottom of the barrel. Rather, they are an all-too-representative sampling of American higher education today.Horowitz and Laksin have conducted the first comprehensive, in-depth, multiyear investigation of what is being taught in colleges and universities across the country–public to private, from large state schools to elite Ivy League institutions. They have systematically scrutinized course catalogs, reading lists, professors' biographies, scholarly records, and the first-person testimonies of students, administrators, and faculty. Citing more than 150 specific courses, they reveal how academic standards have been violated and demonstrate beyond dispute that systematic indoctrination in radical politics is now an integral part of the liberal arts curriculum of America's colleges. The extreme ideological cant that today's students are being fed includes:•Promoting Marxist approaches as keys to understanding human societies–with no mention of the bloody legacy of these doctrines and total collapse in the real world of the societies they created •Instilling the idea that racism, brutally enforced by a "white male patriarchy" to oppress people of color and other marginalized groups, has been the organizing principle of American society throughout its history and into the present •Requiring students to believe that gender is not a biological characteristic but a socially created aspect of human behavior designed by men to oppress women •Persuading students that America and Israel are "imperialistic" and "racist" states and that the latter has no more right to exist than the South African regime in the days of apartheidIn page after shocking page, Horowitz and Laksin demonstrate that America's colleges and universities are platforms for a virulent orthodoxy that threatens academic ideals and academic freedom. In place of scholarship and the dispassionate pursuit of truth that have long been the hallmarks of higher learning, the new militancy embraces activist zealotry and ideological fervor. In disturbingly large segments of today's universities, students are no longer taught how to think but are told what to think.

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Bad Students, Not Bad Schools Review

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Bad Students, Not Bad Schools ReviewIn my 33-year career in public schools I've implemented one hare-brained scheme after another imposed by "well-intentioned" administrators, politicians and academic theorists. Finally, here is a book which exposes the total futility and impotence of the endless parade of one-size-fits-all cure-all programs which are foisted upon students, parents, schools and educators.
Thank you Professor Weissberg for having the fortitude, honesty and courage to confront the taboos and explain why expert solutions always fail. "Honesty" is the operative word. When parents seek out "good schools" or flee "bad" ones for their youngsters, how many face the truth about why schools earn these labels? Is it the bricks and windows which encompass them? Do you buy into the latest theories about teachers or administrators being responsible for a school's reputation? A careful reading of Bad Students, Not Bad Schools will convince any open-minded reader that full responsibility deserves to be shifted back where it always was: students.
The author bluntly identifies the real culprits in today's educational mess: lack of innate ability and sloth. If you run from the room when differences in IQ are mentioned, this book is not for you. If you think that The Bell Curve is junk science and low self-esteem explains student failure, I leave you to your delusions. If, however, you are a realist, this is a must-read. Robert Weissberg skewers the all the pet programs from both the left and the right that ignore ability and ambition.
Countless books may correctly identify "the problem" but never supply a real solution. Bad Students, Not Bad Schools is different and shuns all the politically correct clichés. What Weissberg offers is common sense at a time when common sense is in short supply.Bad Students, Not Bad Schools Overview'Our present generous system, sad to say, keeps on rewarding the failing, including students, and as any economist will tell you, if you reward it, you get more. If students refuse to attend school, forcing them is wasteful and hurts those wanting to learn'. Americans are increasingly alarmed over our nation's educational deficiencies. Though anxieties about schooling are unending, especially with public institutions, these problems are more complex than institutional failure. Expenditures for education have exploded, and far exceed inflation and the rising costs of health care, but academic achievement remains flat. Many students are unable to graduate from high school, let alone obtain a college degree. And if they do make it to college, they are often forced into remedial courses. Why, despite this fiscal extravagance, are educational disappointments so widespread? In "Bad Students, Not Bad Schools", Robert Weissberg argues that the answer to this is something everybody knows to be true but is afraid to say in public - America's educational woes too often reflect the demographic mix of students. Schools today are filled with millions of youngsters, too many of whom struggle with the English language or simply have mediocre intellectual ability. Their lackluster performances are probably impervious to the current reform prescriptions regardless of the remedy's ideological derivation. Making matters worse, retention of students in school is embraced as a philosophy even if it impedes the learning of other students. Weissberg argues that most of America's educational woes would vanish if indifferent, troublesome students were permitted to leave when they had absorbed as much as they could learn; they would quickly be replaced by learning-hungry students, including many new immigrants from other countries. American education survives since we import highly intelligent, technically skillful foreigners just as we import oil but this may not last forever. When educational establishments get serious about world-class mathematics and science, and permit serious students to learn, problems will dissolve. Rewarding the smartest, not spending fortunes in a futile quest to uplift the bottom should become official policy. This book is a bracing reminder of the risks of political manipulation of education, and argues that the measure of policy should be academic achievment.

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