＜p＞＜strong＞A fresh portrayal of one of the architects of the African American intellectual tradition, whose faith in the subversive power of education will inspire teachers and learners today.＜/strong＞＜/p＞ ＜p＞“As departments…scramble to decolonize their curriculum, Givens illuminates a longstanding counter-canon in predominantly black schools and colleges.”＜br /＞ ー＜em＞Boston Review＜/em＞＜/p＞ ＜p＞“Informative and inspiring…An homage to the achievement of an often-forgotten racial pioneer.”＜br /＞ ーGlenn C. Altschuler, ＜em＞Florida Courier＜/em＞＜/p＞ ＜p＞“A long-overdue labor of love and analysis…that would make Woodson, the ever-rigorous teacher, proud.”＜br /＞ ーRandal Maurice Jelks, ＜em＞Los Angeles Review of Books＜/em＞＜/p＞ ＜p＞“Fascinating, and groundbreaking. Givens restores Carter G. Woodson, one of the most important educators and intellectuals of the twentieth century, to his rightful place alongside figures like W. E. B. Du Bois and Ida B. Wells.”＜br /＞ ーImani Perry, author of ＜em＞May We Forever Stand: A History of the Black National Anthem＜/em＞＜/p＞ ＜p＞Black education was subversive from its inception. African Americans pursued education through clandestine means, often in defiance of law and custom, even under threat of violence. They developed what Jarvis Givens calls a tradition of “fugitive pedagogy”ーa theory and practice of Black education epitomized by Carter G. Woodsonーgroundbreaking historian, founder of Black History Month, and legendary educator under Jim Crow.＜/p＞ ＜p＞Givens shows that Woodson succeeded because of the world of Black teachers to which he belonged. ＜em＞Fugitive Pedagogy＜/em＞ chronicles his ambitious efforts to fight what he called the “mis-education of the Negro” by helping teachers and students to see themselves and their mission as set apart from an anti-Black world. Teachers, students, families, and communities worked together, using Woodson’s materials and methods as they fought for power in schools. Forged in slavery and honed under Jim Crow, the vision of the Black experience Woodson articulated so passionately and effectively remains essential for teachers and students today.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。 ※ご購入は、楽天kobo商品ページからお願いします。※切り替わらない場合は、こちら をクリックして下さい。 ※このページからは注文できません。

＜p＞＜strong＞“In this rigorous and beautifully researched volume, Milanich considers the tension between social and biological definitions of fatherhood, and shows how much we still have to learn about what constitutes a father.”＜br /＞ ーAndrew Solomon, author of ＜em＞Far from the Tree: Parents, Children, and the Search for Identity＜/em＞＜/strong＞＜/p＞ ＜p＞For most of human history, the notion that paternity was uncertain appeared to be an immutable law of nature. The unknown father provided entertaining plotlines from Shakespeare to the Victorian novelists and lay at the heart of inheritance and child support disputes. But in the 1920s new scientific advances promised to solve the mystery of paternity once and for all. The stakes were high: fatherhood has always been a public relationship as well as a private one. It confers not only patrimony and legitimacy but also a name, nationality, and identity.＜/p＞ ＜p＞The new science of paternity, with methods such as blood typing, fingerprinting, and facial analysis, would bring clarity to the conundrum of fatherhoodーor so it appeared. Suddenly, it would be possible to establish family relationships, expose adulterous affairs, locate errant fathers, unravel baby mix-ups, and discover one’s true race and ethnicity. Tracing the scientific quest for the father up to the present, with the advent of seemingly foolproof DNA analysis, Nara Milanich shows that the effort to establish biological truth has not ended the quest for the father. Rather, scientific certainty has revealed the fundamentally social, cultural, and political nature of paternity. As ＜em＞Paternity＜/em＞ shows, in the age of modern genetics the answer to the question “Who’s your father?” remains as complicated as ever.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。 ※ご購入は、楽天kobo商品ページからお願いします。※切り替わらない場合は、こちら をクリックして下さい。 ※このページからは注文できません。

＜p＞America’s colleges and universities are the best in the world. They are also the most expensive. Tuition has risen faster than the rate of inflation for the past thirty years. There is no indication that this trend will abate.＜/p＞ ＜p＞Ronald G. Ehrenberg explores the causes of this tuition inflation, drawing on his many years as a teacher and researcher of the economics of higher education and as a senior administrator at Cornell University. Using incidents and examples from his own experience, he discusses a wide range of topics including endowment policies, admissions and financial aid policies, the funding of research, tenure and the end of mandatory retirement, information technology, libraries and distance learning, student housing, and intercollegiate athletics.＜/p＞ ＜p＞He shows that colleges and universities, having multiple, relatively independent constituencies, suffer from ineffective central control of their costs. And in a fascinating analysis of their response to the ratings published by magazines such as ＜em＞U.S. News & World Report＜/em＞, he shows how they engage in a dysfunctional competition for students.＜/p＞ ＜p＞In the short run, colleges and universities have little need to worry about rising tuitions, since the number of qualified students applying for entrance is rising even faster. But in the long run, it is not at all clear that the increases can be sustained. Ehrenberg concludes by proposing a set of policies to slow the institutions’ rising tuitions without damaging their quality.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。 ※ご購入は、楽天kobo商品ページからお願いします。※切り替わらない場合は、こちら をクリックして下さい。 ※このページからは注文できません。

＜p＞Why do some students make the most of college, while others struggle and look back on years of missed deadlines and missed opportunities? What choices can students make, and what can teachers and university leaders do, to improve more students’ experiences and help them achieve the most from their time and money? Most important, how is the increasing diversity on campusーcultural, racial, and religiousーaffecting education? What can students and faculty do to benefit from differences, and even learn from the inevitable moments of misunderstanding and awkwardness?＜/p＞ ＜p＞From his ten years of interviews with Harvard seniors, Richard Light distills encouragingーand surprisingly practicalーanswers to fundamental questions. How can you choose classes wisely? What’s the best way to study? Why do some professors inspire and others leave you cold? How can you connect what you discover in class to all you’re learning in the rest of life? Light suggests, for instance: studying in pairs or groups can be more productive than studying alone; the first and most important skill to learn is time management; supervised independent research projects and working internships offer the most learning and the greatest challenges; and encounters with students of different religions can be simultaneously the most taxing and most illuminating of all the experiences with a diverse student body.＜/p＞ ＜p＞Filled with practical advice, illuminated with stories of real students’ self-doubts, failures, discoveries, and hopes, ＜em＞Making the Most of College＜/em＞ is a handbook for academic and personal success.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。 ※ご購入は、楽天kobo商品ページからお願いします。※切り替わらない場合は、こちら をクリックして下さい。 ※このページからは注文できません。

＜p＞Liberal arts colleges represent a tiny portion of the higher education marketーno more than 2 percent of enrollees. Yet they produce a stunningly large percentage of America’s leaders in virtually every field of endeavor. The educational experience they offerーsmall classes led by professors devoted to teaching and mentoring, in a community dedicated to learningーhas been a uniquely American higher education ideal.＜/p＞ ＜p＞＜em＞Liberal Arts at the Brink＜/em＞ is a wake-up call for everyone who values liberal arts education. A former college president trained in law and economics, Ferrall shows how a spiraling demand for career-related education has pressured liberal arts colleges to become vocational, distorting their mission and core values. The relentless competition among them to attract the “best” students has driven down tuition revenues while driving up operating expenses to levels the colleges cannot cover. The weakest are being forced to sell out to vocational for-profit universities or close their doors. The handful of wealthy elite colleges risk becoming mere dispensers of employment and professional school credentials. The rest face the prospect of moving away from liberal arts and toward vocational education in order to survive.＜/p＞ ＜p＞Writing in a personable, witty style, Ferrall tackles the host of threats and challenges liberal arts colleges now confront. Despite these daunting realities, he makes a spirited case for the unique benefits of the education they offerーto students and the nation. He urges liberal arts colleges to stop going it alone and instead band together to promote their mission and ensure their future.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。 ※ご購入は、楽天kobo商品ページからお願いします。※切り替わらない場合は、こちら をクリックして下さい。 ※このページからは注文できません。

＜p＞From the day they arrive on campus, college students spend four yearsーor sometimes moreーmaking decisions that shape every aspect of their academic and social lives. Whether choosing a major or a roommate, some students embrace decision-making as an opportunity for growth, while others seek to minimize challenges and avoid risk. ＜em＞Practice for Life＜/em＞ builds a compelling case that a liberal arts education offers students a complex, valuable process of self-creation, one that begins in college but continues far beyond graduation.＜/p＞ ＜p＞Sifting data from a five-year study that followed over two hundred students at seven New England liberal arts colleges, the authors uncover what drives undergraduates to become engaged with their education. They found that students do not experience college as having a clear beginning and end but as a continuous series of new beginnings. They start and restart college many times, owing to the rhythms of the academic calendar, the vagaries of student housing allocation, and other factors. This dynamic has drawbacks as well as advantages. Not only students but also parents and faculty place enormous weight on some decisions, such as declaring a major, while overlooking the small but significant choices that shape students' daily experience.＜/p＞ ＜p＞For most undergraduates, deep engagement with their college education is at best episodic rather than sustained. Yet these disruptions in engagement provide students with abundant opportunities for reflection and course-correction as they learn to navigate the future uncertainties of adult life.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。 ※ご購入は、楽天kobo商品ページからお願いします。※切り替わらない場合は、こちら をクリックして下さい。 ※このページからは注文できません。

＜p＞The vast majority of kids in the developed world finish high schoolーbut not in the United States. More than a million kids drop out every year, around 7,000 a day, and the numbers are rising. ＜em＞Dropping Out＜/em＞ offers a comprehensive overview by one of the country’s leading experts, and provides answers to fundamental questions: Who drops out, and why? What happens to them when they do? How can we prevent at-risk kids from short-circuiting their futures?＜/p＞ ＜p＞Students start disengaging long before they get to high school, and the consequences are severeーnot just for individuals but for the larger society and economy. Dropouts never catch up with high school graduates on any measure. They are less likely to find work at all, and more likely to live in poverty, commit crimes, and suffer health problems. Even life expectancy for dropouts is shorter by seven years than for those who earn a diploma.＜/p＞ ＜p＞Russell Rumberger advocates targeting the most vulnerable students as far back as the early elementary grades. And he levels sharp criticism at the conventional definition of success as readiness for college. He argues that high schools must offer all students what they need to succeed in the workplace and independent adult life. A more flexible and practical definition of achievementーone in which a high school education does not simply qualify you for more schoolーcan make school make sense to young people. And maybe keep them there.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。 ※ご購入は、楽天kobo商品ページからお願いします。※切り替わらない場合は、こちら をクリックして下さい。 ※このページからは注文できません。

＜p＞Will the United States have an educational caste system in 2030? Drawing on both extensive demographic data and compelling case studies, this powerful book reveals the depths of the educational crisis looming for Latino students, the nation’s largest and most rapidly growing minority group.Richly informative and accessibly written, ＜em＞The Latino Education Crisis＜/em＞ describes the cumulative disadvantages faced by too many children in the complex American school systems, where one in five students is Latino. Many live in poor and dangerous neighborhoods, attend impoverished and underachieving schools, and are raised by parents who speak little English and are the least educated of any ethnic group.The effects for the families, the community, and the nation are sobering. Latino children are behind on academic measures by the time they enter kindergarten. And while immigrant drive propels some to success, most never catch up. Many drop out of high school and those who do go on to collegeーoften ill prepared and overworkedーseldom finish.Revealing and disturbing, ＜em＞The Latino Education Crisis＜/em＞ is a call to action and will be essential reading for everyone involved in planning the future of American schools.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。 ※ご購入は、楽天kobo商品ページからお願いします。※切り替わらない場合は、こちら をクリックして下さい。 ※このページからは注文できません。

＜p＞＜strong＞An exploration of how plant behavior and adaptation offer valuable insights for human thriving.＜/strong＞＜/p＞ ＜p＞We know that plants are important. They maintain the atmosphere by absorbing carbon dioxide and producing oxygen. They nourish other living organisms and supply psychological benefits to humans as well, improving our moods and beautifying the landscape around us. But plants don’t just passively provide. They also take action.＜/p＞ ＜p＞Beronda L. Montgomery explores the vigorous, creative lives of organisms often treated as static and predictable. In fact, plants are masters of adaptation. They “know” what and who they are, and they use this knowledge to make a way in the world. Plants experience a kind of sensation that does not require eyes or ears. They distinguish kin, friend, and foe, and they are able to respond to ecological competition despite lacking the capacity of fight-or-flight. Plants are even capable of transformative behaviors that allow them to maximize their chances of survival in a dynamic and sometimes unfriendly environment.＜/p＞ ＜p＞＜em＞Lessons from Plants＜/em＞ enters into the depth of botanic experience and shows how we might improve human society by better appreciating not just what plants give us but also how they achieve their own purposes. What would it mean to learn from these organisms, to become more aware of our environments and to adapt to our own worlds by calling on perception and awareness? Montgomery’s meditative study puts before us a question with the power to reframe the way we live: What would a plant do?＜/p＞画面が切り替わりますので、しばらくお待ち下さい。 ※ご購入は、楽天kobo商品ページからお願いします。※切り替わらない場合は、こちら をクリックして下さい。 ※このページからは注文できません。

＜p＞Too many universities remain wedded to outmoded ways of teaching science in spite of extensive research showing that there are much more effective methods. Too few departments ask whether what happens in their lecture halls is effective at helping students to learn and how they can encourage their faculty to teach better. But real change is possible, and Carl Wieman shows us how it can be brought about.＜/p＞ ＜p＞＜em＞Improving How Universities Teach Science＜/em＞ draws on Wieman’s unparalleled experience to provide a blueprint for educators seeking sustainable improvements in science teaching. Wieman created the Science Education Initiative (SEI), a program implemented across thirteen science departments at the universities of Colorado and British Columbia, to support the widespread adoption of the best research-based approaches to science teaching. The program’s data show that in the most successful departments 90 percent of faculty adopted better methods. Wieman identifies what factors helped and hindered the adoption of good teaching methods. He also gives detailed, effective, and tested strategies for departments and institutions to measure and improve the quality of their teaching while limiting the demands on faculty time.＜/p＞ ＜p＞Among all of the commentary addressing shortcomings in higher education, Wieman’s lessons on improving teaching and learning stand out. His analysis and solutions are not limited to just one lecture hall or course but deal with changing entire departments and universities. For those who want to improve how universities teach science to the next generation, Wieman’s work is a critical first step.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。 ※ご購入は、楽天kobo商品ページからお願いします。※切り替わらない場合は、こちら をクリックして下さい。 ※このページからは注文できません。

＜p＞＜strong＞Amid widespread concern that our approach to testing and grading undermines education, two experts explain how schools can use assessment to support, rather than compromise, learning.＜/strong＞＜/p＞ ＜p＞Anyone who has ever crammed for a test, capitulated to a grade-grubbing student, or fretted over a child’s report card knows that the way we assess student learning in American schools is freighted with unintended consequences. But that’s not all. As experts agree, our primary assessment technologiesーgrading, rating, and rankingーdon’t actually provide an accurate picture of how students are doing in school. Worse, they distort student and educator behavior in ways that undermine learning and exacerbate inequality. Yet despite widespread dissatisfaction, grades, test scores, and transcripts remain the currency of the realm.＜/p＞ ＜p＞In ＜em＞Off the Mark＜/em＞, Jack Schneider and Ethan Hutt explain how we got into this predicament, why we remain beholden to our outmoded forms of assessment, and what we can do to change course. As they make clear, most current attempts at reform won’t solve the complex problems we face. Instead, Schneider and Hutt offer a range of practical reforms, like embracing multiple measures of performance and making the so-called permanent record “overwritable.” As they explain, we can remake our approach in ways that better advance the three different purposes that assessment currently serves: motivating students to learn, communicating meaningful information about what young people know and can do, and synchronizing an otherwise fragmented educational system. Written in an accessible style for a broad audience, ＜em＞Off the Mark＜/em＞ is a guide for everyone who wants to ensure that assessment serves the fundamental goal of educationーhelping students learn.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。 ※ご購入は、楽天kobo商品ページからお願いします。※切り替わらない場合は、こちら をクリックして下さい。 ※このページからは注文できません。

＜p＞＜strong＞How colleges and universities can respond to legal pressures while remaining true to their educational missions.＜/strong＞＜/p＞ ＜p＞Not so long ago, colleges and universities had little interaction with the law. In the 1970s, only a few well-heeled universities even employed in-house legal counsel. But now we live in the age of tenure-denial lawsuits, free speech battles, and campus sexual assault investigations. Even athletics rules violations have become a serious legal matter. The pressures of regulation, litigation, and legislation, Louis Guard and Joyce Jacobsen write, have fostered a new era in higher education, and institutions must know how to respond.＜/p＞ ＜p＞For many higher education observers and participants, including most administrators and faculty, the maze of legal mandates and potential risks can seem bewildering. Guard, a general counsel with years of higher education law experience, and Jacobsen, a former college president, map this unfamiliar terrain. ＜em＞All the Campus Lawyers＜/em＞ provides a vital, up-to-date assessment of the impact of legal concerns on higher education and helps readers make sense of the most pressing trends and issues, including civil rights; free speech and expression; student life and wellness; admissions, advancement, and community relations; governance and oversight; the higher education business model; and on-campus crises, from cyberattacks to pandemics.＜/p＞ ＜p＞As well as informing about the latest legal and regulatory developments affecting higher education, Guard and Jacobsen offer practical guidance to those in positions of campus authority. There has never been a more crucial time for college and university boards, presidents, inside and outside counsel, and other higher education leaders to know the law and prepare for legal challenges.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。 ※ご購入は、楽天kobo商品ページからお願いします。※切り替わらない場合は、こちら をクリックして下さい。 ※このページからは注文できません。

＜p＞“Boys are emotionally illiterate and don’t want intimate friendships.” In this empirically grounded challenge to our stereotypes about boys and men, Niobe Way reveals the intense intimacy among teenage boys especially during early and middle adolescence. Boys not only share their deepest secrets and feelings with their closest male friends, they claim that without them they would go “wacko.” Yet as boys become men, they become distrustful, lose these friendships, and feel isolated and alone.＜/p＞ ＜p＞Drawing from hundreds of interviews conducted throughout adolescence with black, Latino, white, and Asian American boys, ＜em＞Deep Secrets＜/em＞ reveals the ways in which we have been telling ourselves a false story about boys, friendships, and human nature. Boys’ descriptions of their male friendships sound more like “something out of ＜em＞Love Story＜/em＞ than ＜em＞Lord of the Flies.＜/em＞” Yet in late adolescence, boys feel they have to “man up” by becoming stoic and independent. Vulnerable emotions and intimate friendships are for girls and gay men. “No homo” becomes their mantra.＜/p＞ ＜p＞These findings are alarming, given what we know about links between friendships and health, and even longevity. Rather than a “boy crisis,” Way argues that boys are experiencing a “crisis of connection” because they live in a culture where human needs and capacities are given a sex (female) and a sexuality (gay), and thus discouraged for those who are neither. Way argues that the solution lies with exposing the inaccuracies of our gender stereotypes and fostering these critical relationships and fundamental human skills.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。 ※ご購入は、楽天kobo商品ページからお願いします。※切り替わらない場合は、こちら をクリックして下さい。 ※このページからは注文できません。

＜p＞Understanding the causes of the racial achievement gap in American educationーand then addressing it with effective programsーis one of the most urgent problems communities and educators face.＜/p＞ ＜p＞For many years, the most popular explanation for the achievement gap has been the “oppositional culture theory”: the idea that black students underperform in secondary schools because of a group culture that devalues learning and sees academic effort as “acting white.” Despite lack of evidence for this belief, classroom teachers accept it, with predictable self-fulfilling results. In a careful quantitative assessment of the oppositional culture hypothesis, Angel L. Harris tested its empirical implications systematically and broadened his analysis to include data from British schools. From every conceivable angle of examination, the oppositional culture theory fell flat.＜/p＞ ＜p＞Despite achieving less in school, black students value schooling more than their white counterparts do. Black kids perform badly in high school not because they don’t want to succeed but because they enter without the necessary skills. Harris finds that the achievement gap starts to open up in preadolescenceーwhen cumulating socioeconomic and health disadvantages inhibit skills development and when students start to feel the impact of lowered teacher expectations.＜/p＞ ＜p＞＜em＞Kids Don’t Want to Fail＜/em＞ is must reading for teachers, academics, policy makers, and anyone interested in understanding the intersection of race and education.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。 ※ご購入は、楽天kobo商品ページからお願いします。※切り替わらない場合は、こちら をクリックして下さい。 ※このページからは注文できません。

＜p＞＜strong＞The book that every dean and department chair needs to surviveーand thriveーin the twenty-first-century university.＜/strong＞＜/p＞ ＜p＞First released in 2006, ＜em＞The College Administrator’s Survival Guide＜/em＞ has served as the bible for a generation of provosts, deans, department chairs, and program directors. Shrewd administrators have returned to the guide time and again for C. K. Gunsalus’s advice on handling complaints, negotiating disagreements, and dealing with difficult personalities. Now, in this revised and updated edition, Gunsalus guides rookie administrators and seasoned veterans through today’s most pressing higher-education challenges.＜/p＞ ＜p＞These days academic leaders must respond to heightened demands for transparency and openness. These demands are intensified by social media, which increases the visibility of university conflicts and can foster widespread misinformation about campus affairs. Meanwhile, institutions have become flatter, with administrators expected to work more closely with faculty, students, and a range of professionals even as support staffs shrink. Between the ever-replenishing inbox, the integration of often-exasperating management systems into every dimension of academic life, and the new demands of remote learning, deans and department heads are juggling more balls than ever before. Tightening budgets have already forced administrators into more difficult choices and, in the wake of COVID-19, there will be no relief from financial constraints.＜/p＞ ＜p＞From #MeToo to partisan battles over curricula and funding, college and university leaders need more savvy and greater sensitivity than ever. What hasn’t changed are the challenges of dealing with difficult people and the importance of creating and maintaining environments in which faculty, staff, and students have the support they need to do their best work. ＜em＞The College Administrator’s Survival Guide＜/em＞ provides the tools to keep cool and get the job done.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。 ※ご購入は、楽天kobo商品ページからお願いします。※切り替わらない場合は、こちら をクリックして下さい。 ※このページからは注文できません。

＜p＞They’re not the students strolling across the bucolic liberal arts campuses where their grandfathers played football. They are first-generation college studentsーchildren of immigrants and blue-collar workersーwho know that their hopes for success hinge on a degree.＜/p＞ ＜p＞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.＜/p＞ ＜p＞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ーby their real-world responsibilities and by the demands of collegeーand come to conclude that they just don’t belong there after all.＜/p＞ ＜p＞Eye-opening even for experienced faculty and administrators, ＜em＞The College Fear Factor＜/em＞ reveals how the traditional college culture can actually pose obstacles to students’ success, and suggests strategies for effectively explaining academic expectations.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。 ※ご購入は、楽天kobo商品ページからお願いします。※切り替わらない場合は、こちら をクリックして下さい。 ※このページからは注文できません。

＜p＞＜strong＞Winner of the Grawemeyer Award＜/strong＞＜/p＞ ＜p＞“In their brave search for depth in American high schools, scholars Jal Mehta and Sarah Fine suffered many disappointments…Undeterred, they spent 750 hours observing classes, interviewed more than 300 people, and produced the best book on high school dynamics I have ever read.”＜br /＞ ーJay Mathews, ＜em＞Washington Post＜/em＞＜/p＞ ＜p＞“A hopeful, easy-to-read narrative on what the best teachers do and what deep, engaging learning looks like for students. Grab this text if you’re looking for a celebration of what’s possible in American schools.”＜br /＞ ー＜em＞Edutopia＜/em＞＜/p＞ ＜p＞“This is the first and only book to depict not just the constraints on good teaching, but also how good teachers transcend them. A superb book in every way: timely, lively, and entertaining.”＜br /＞ ーJonathan Zimmerman, University of Pennsylvania＜/p＞ ＜p＞What would it take to transform our high schools into places capable of supporting deep learning for students across a wide range of aptitudes and interests? To find out, Jal Mehta and Sarah Fine spent hundreds of hours observing and talking to teachers and students in and out of the classroom at thirty of the country’s most innovative schools. To their dismay, they discovered that deeper learning is more often the exception than the rule. And yet they found pockets of powerful learning at almost every school, often in extracurriculars but also in a few mold-breaking academic courses. So what must schools do to achieve the integrations that support deep learning: rigor with joy, precision with play, mastery with identity and creativity?＜/p＞ ＜p＞＜em＞In Search of Deeper Learning＜/em＞ takes a deep dive into the state of our schools and lays out an inspiring new vision for American education.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。 ※ご購入は、楽天kobo商品ページからお願いします。※切り替わらない場合は、こちら をクリックして下さい。 ※このページからは注文できません。

＜p＞How does graduate admissions work? Who does the system work for, and who falls through its cracks? More people than ever seek graduate degrees, but little has been written about who gets in and why. Drawing on firsthand observations of admission committees and interviews with faculty in 10 top-ranked doctoral programs in the humanities, social sciences, and natural sciences, education professor Julie Posselt pulls back the curtain on a process usually conducted in secret.＜/p＞ ＜p＞“Politicians, judges, journalists, parents and prospective students subject the admissions policies of undergraduate colleges and professional schools to considerable scrutiny, with much public debate over appropriate criteria. But the question of who gets into Ph.D. programs has by comparison escaped much discussion. That may change with the publication of ＜em＞Inside Graduate Admissions＜/em＞…While the departments reviewed in the book remain secret, the general process used by elite departments would now appear to be more open as a result of Posselt’s book.”＜br /＞ ーScott Jaschik, ＜em＞Inside Higher Ed＜/em＞＜/p＞ ＜p＞“Revealing…Provide[s] clear, consistent insights into what admissions committees look for.”＜br /＞ ーBeryl Lieff Benderly, ＜em＞Science＜/em＞＜/p＞画面が切り替わりますので、しばらくお待ち下さい。 ※ご購入は、楽天kobo商品ページからお願いします。※切り替わらない場合は、こちら をクリックして下さい。 ※このページからは注文できません。

＜p＞＜strong＞A ＜em＞Marginal Revolution＜/em＞ Book of the Year＜/strong＞＜/p＞ ＜p＞＜strong＞After tracking the lives of thousands of people from birth to midlife, four of the world’s preeminent psychologists reveal what they have learned about how humans develop.＜/strong＞＜/p＞ ＜p＞Does temperament in childhood predict adult personality? What role do parents play in shaping how a child matures? Is day care badーor goodーfor children? Does adolescent delinquency forecast a life of crime? Do genes influence success in life? Is health in adulthood shaped by childhood experiences? In search of answers to these and similar questions, four leading psychologists have spent their careers studying thousands of people, observing them as they’ve grown up and grown older. The result is unprecedented insight into what makes each of us who we are.＜/p＞ ＜p＞In ＜em＞The Origins of You＜/em＞, Jay Belsky, Avshalom Caspi, Terrie Moffitt, and Richie Poulton share what they have learned about childhood, adolescence, and adulthood, about genes and parenting, and about vulnerability, resilience, and success. The evidence shows that human development is not subject to ironclad laws but instead is a matter of possibilities and probabilitiesーmultiple forces that together determine the direction a life will take. A child’s early years do predict who they will become later in life, but they do so imperfectly. For example, genes and troubled families both play a role in violent male behavior, and, though health and heredity sometimes go hand in hand, childhood adversity and severe bullying in adolescence can affect even physical well-being in midlife.＜/p＞ ＜p＞Painstaking and revelatory, the discoveries in ＜em＞The Origins of You＜/em＞ promise to help schools, parents, and all people foster well-being and ameliorate or prevent developmental problems.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。 ※ご購入は、楽天kobo商品ページからお願いします。※切り替わらない場合は、こちら をクリックして下さい。 ※このページからは注文できません。

＜p＞Teachers are often taught that young children are incapable of logical thought. Prone to fantasy and unruffled by inconsistency, preschool children are frequently baffled by the first lessons of early schooling. Trained to gently resist the child’s illogic, teachers sometimes create just the incomprehension and anxiety they mean to avoid. In ＜em＞Wally’s Stories＜/em＞, Vivian Paley shows that none of this need be so.＜/p＞ ＜p＞＜em＞Wally’s Stories＜/em＞ is itself a story: the story of the evolution of a kindergarten classroom in which Paley learned to stop fighting childish fantasy and instead make use of it to stimulate the very best brand of thinking her five-year-olds can muster. Stories also lie at the heart of her classroom: stories that are first told by one of the children, then transcribed by the teacher, and then acted out by the class in dramatic productions of their own design. Paley shows that in the course of creating their own dramatic world, five-year-olds are capable of thought and language far in advance of what they accomplish in traditional classroom exercises. The children’s stories also become a vehicle that they can use to explain themselves to their teacher and to one another. Together, teacher and children develop an unusual environment, one that is logical and literate, based on rules of fairness, friendship, and fantasy.＜/p＞ ＜p＞Vivian Paley’s book is as refreshing as her teaching methodーa new kind of book about a new kind of classroom.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。 ※ご購入は、楽天kobo商品ページからお願いします。※切り替わらない場合は、こちら をクリックして下さい。 ※このページからは注文できません。

＜p＞＜strong＞Frederic W. Ness Book Award, American Association of Colleges and Universities＜br /＞ A ＜em＞Forbes＜/em＞ Best Higher Education Book＜/strong＞＜/p＞ ＜p＞“A practical guide to more effective and engaged college teaching.”ー＜em＞Forbes＜/em＞＜/p＞ ＜p＞“Everyone who teaches (or hopes to teach) college will find this book a provocative and stimulating source of ideas about how to make our classrooms more equitable, participatory and interactive.”ーSteven Mintz, ＜em＞Inside Higher Ed＜/em＞＜/p＞ ＜p＞“A pedagogical treasure trove...Required reading for educators who aspire to follow in the footsteps of our predecessors by teaching students not only to navigate the world, but to change it.”ーDanica Savonick, ＜em＞Public Books＜/em＞＜/p＞ ＜p＞“A guidebook and a DIY manifesto for change in college teaching...This book can help any instructor striving for just and excellent teaching.”ー＜em＞Margaret Fuller Society＜/em＞＜/p＞ ＜p＞＜em＞The New College Classroom＜/em＞ helps instructors in all disciplines create an environment that is truly conducive to learning. Cathy Davidson and Christina Katopodis, two of the world’s foremost innovators in higher education, translate cutting-edge research in learning science and pedagogy into ready-to-use strategies to incorporate into any course. These empirically driven, classroom-tested techniques of active learningーfrom the participatory syllabus and ungrading to grab-and-go activities for every day of the termーhave achieved impressive results at community colleges and research universities, on campus, online, and in hybrid settings.＜/p＞ ＜p＞Extensive evidence shows that active learning tools are more effective than conventional methods of instruction. Davidson and Katopodis provide detailed case studies of educators successfully applying active learning techniques in their courses every day, ensuring that their students are better prepared for the world after college.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。 ※ご購入は、楽天kobo商品ページからお願いします。※切り替わらない場合は、こちら をクリックして下さい。 ※このページからは注文できません。

＜p＞Impelled by a demand for increasing American strength in the new global economy, many educators, public officials, business leaders, and parents argue that school computers and Internet access will improve academic learning and prepare students for an information-based workplace.＜/p＞ ＜p＞But just how valid is this argument? In ＜em＞Oversold and Underused＜/em＞, one of the most respected voices in American education argues that when teachers are not given a say in how the technology might reshape schools, computers are merely souped-up typewriters and classrooms continue to run much as they did a generation ago. In his studies of early childhood, high school, and university classrooms in Silicon Valley, Larry Cuban found that students and teachers use the new technologies far less in the classroom than they do at home, and that teachers who use computers for instruction do so infrequently and unimaginatively.＜/p＞ ＜p＞Cuban points out that historical and organizational economic contexts influence how teachers use technical innovations. Computers can be useful when teachers sufficiently understand the technology themselves, believe it will enhance learning, and have the power to shape their own curricula. But these conditions can't be met without a broader and deeper commitment to public education beyond preparing workers. More attention, Cuban says, needs to be paid to the civic and social goals of schooling, goals that make the question of how many computers are in classrooms trivial.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。 ※ご購入は、楽天kobo商品ページからお願いします。※切り替わらない場合は、こちら をクリックして下さい。 ※このページからは注文できません。

＜p＞＜em＞Saving Schools＜/em＞ traces the story of the rise, decline, and potential resurrection of American public schools through the lives and ideas of six mission-driven reformers: Horace Mann, John Dewey, Martin Luther King Jr., Albert Shanker, William Bennett, and James Coleman. Yet schools did not become the efficient, egalitarian, and high-quality educational institutions these reformers envisioned. Indeed, the unintended consequences of their legacies shaped today’s flawed educational system, in which political control of stagnant American schools has shifted away from families and communities to larger, more centralized entitiesーinitially to bigger districts and eventually to control by states, courts, and the federal government.＜/p＞ ＜p＞Peterson’s tales help to explain how nation building, progressive education, the civil rights movement, unionization, legalization, special education, bilingual teaching, accountability, vouchers, charters, and homeschooling have, each in a different way, set the stage for a new era in American education.＜/p＞ ＜p＞Now, under the impact of rising cost, coupled with the possibilities unleashed by technological innovation, schooling may be transformed through virtual learning. The result could be a personalized, customized system of education in which families have greater choice and control over their children’s education than at any time since our nation was founded.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。 ※ご購入は、楽天kobo商品ページからお願いします。※切り替わらない場合は、こちら をクリックして下さい。 ※このページからは注文できません。

＜p＞For over a century, Americans have translated their cultural anxieties and hopes into dramatic demands for educational reform. Although policy talk has sounded a millennial tone, the actual reforms have been gradual and incremental. ＜em＞Tinkering toward Utopia＜/em＞ documents the dynamic tension between Americans’ faith in education as a panacea and the moderate pace of change in educational practices.＜/p＞ ＜p＞In this book, David Tyack and Larry Cuban explore some basic questions about the nature of educational reform. Why have Americans come to believe that schooling has regressed? Have educational reforms occurred in cycles, and if so, why? Why has it been so difficult to change the basic institutional patterns of schooling? What actually happened when reformers tried to “reinvent” schooling?＜/p＞ ＜p＞Tyack and Cuban argue that the ahistorical nature of most current reform proposals magnifies defects and understates the difficulty of changing the system. Policy talk has alternated between lamentation and overconfidence. The authors suggest that reformers today need to focus on ways to help teachers improve instruction from the inside out instead of decreeing change by remote control, and that reformers must also keep in mind the democratic purposes that guide public education.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。 ※ご購入は、楽天kobo商品ページからお願いします。※切り替わらない場合は、こちら をクリックして下さい。 ※このページからは注文できません。

＜p＞Your graduate work was on bacterial evolution, but now you're lecturing to 200 freshmen on primate social life. You've taught Kant for twenty years, but now you're team-teaching a new course on “Ethics and the Internet.” The personality theorist retired and wasn't replaced, so now you, the neuroscientist, have to teach the "Sexual Identity" course. Everyone in academia knows it and no one likes to admit it: faculty often have to teach courses in areas they don't know very well. The challenges are even greater when students don't share your cultural background, lifestyle, or assumptions about how to behave in a classroom.＜/p＞ ＜p＞In this practical and funny book, an experienced teaching consultant offers many creative strategies for dealing with typical problems. How can you prepare most efficiently for a new course in a new area? How do you look credible? And what do you do when you don't have a clue how to answer a question?＜/p＞ ＜p＞Encouraging faculty to think of themselves as learners rather than as experts, Therese Huston points out that authority in the classroom doesn't come only, or even mostly, from perfect knowledge. She offers tips for introducing new topics in a lively style, for gauging students' understanding, for reaching unresponsive students, for maintaining discussions when they seem to stop dead, and -yes- for dealing with those impossible questions.＜/p＞ ＜p＞Original, useful, and hopeful, this book reminds you that teaching what you don't know, to students whom you may not understand, is not just a job. It's an adventure.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。 ※ご購入は、楽天kobo商品ページからお願いします。※切り替わらない場合は、こちら をクリックして下さい。 ※このページからは注文できません。

＜p＞Reform the schools, improve teaching: these battle cries of American education have been echoing for twenty years. So why does teaching change so little?＜/p＞ ＜p＞Arguing that too many would-be reformers know nothing about the conflicting demands of teaching, Mary Kennedy takes us into the controlled commotion of the classroom, revealing how painstakingly teachers plan their lessons, and how many different ways things go awry. Teachers try simultaneously to keep track of materials, time, students, and ideas. In their effort to hold all of these things together, they can inadvertently quash students' enthusiasm and miss valuable teachable moments.＜/p＞ ＜p＞Kennedy argues that pedagogical reform proposals that do not acknowledge all of the things teachers need to do are bound to fail. If reformers want students to learn, they must address all of the problems teachers face, not just those that interest them.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。 ※ご購入は、楽天kobo商品ページからお願いします。※切り替わらない場合は、こちら をクリックして下さい。 ※このページからは注文できません。

＜p＞How do you judge the quality of a school, a district, a teacher, a student? By the test scores, of course. Yet for all the talk, what educational tests can and can’t tell you, and how scores can be misunderstood and misused, remains a mystery to most. The complexities of testing are routinely ignored, either because they are unrecognized, or because they may beーwell, complicated.＜/p＞ ＜p＞Inspired by a popular Harvard course for students without an extensive mathematics background, ＜em＞Measuring Up＜/em＞ demystifies educational testingーfrom MCAS to SAT to WAIS, with all the alphabet soup in between. Bringing statistical terms down to earth, Daniel Koretz takes readers through the most fundamental issues that arise in educational testing and shows how they apply to some of the most controversial issues in education today, from high-stakes testing to special education. He walks readers through everyday examples to show what tests do well, what their limits are, how easily tests and scores can be oversold or misunderstood, and how they can be used sensibly to help discover how much kids have learned.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。 ※ご購入は、楽天kobo商品ページからお願いします。※切り替わらない場合は、こちら をクリックして下さい。 ※このページからは注文できません。

著者：Hiromu Arakawa出版社：VIZ Media LLCサイズ：ペーパーバックISBN-10：1591169208ISBN-13：9781591169208■こちらの商品もオススメです ● 鋼の錬金術師 ピアノ・ソロ・アルバム / 丹羽あさ子 / ドレミ楽譜出版社 [楽譜] ■通常24時間以内に出荷可能です。■ネコポスで送料は1～3点で298円、4点で328円。5点以上で600円からとなります。※2,500円以上の購入で送料無料。※多数ご購入頂いた場合は、宅配便での発送になる場合があります。■ただいま、オリジナルカレンダーをプレゼントしております。■送料無料の「もったいない本舗本店」もご利用ください。メール便送料無料です。■まとめ買いの方は「もったいない本舗　おまとめ店」がお買い得です。■中古品ではございますが、良好なコンディションです。決済はクレジットカード等、各種決済方法がご利用可能です。■万が一品質に不備が有った場合は、返金対応。■クリーニング済み。■商品画像に「帯」が付いているものがありますが、中古品のため、実際の商品には付いていない場合がございます。■商品状態の表記につきまして・非常に良い：　　使用されてはいますが、　　非常にきれいな状態です。　　書き込みや線引きはありません。・良い：　　比較的綺麗な状態の商品です。　　ページやカバーに欠品はありません。　　文章を読むのに支障はありません。・可：　　文章が問題なく読める状態の商品です。　　マーカーやペンで書込があることがあります。　　商品の痛みがある場合があります。

著者：Hiromu Arakawa出版社：VIZ Media LLCサイズ：ペーパーバックISBN-10：1591169208ISBN-13：9781591169208■こちらの商品もオススメです ● 鋼の錬金術師 ピアノ・ソロ・アルバム / 丹羽あさ子 / ドレミ楽譜出版社 [楽譜] ■通常24時間以内に出荷可能です。※繁忙期やセール等、ご注文数が多い日につきましては　発送まで48時間かかる場合があります。あらかじめご了承ください。 ■メール便は、1冊から送料無料です。※宅配便の場合、2,500円以上送料無料です。※あす楽ご希望の方は、宅配便をご選択下さい。※「代引き」ご希望の方は宅配便をご選択下さい。※配送番号付きのゆうパケットをご希望の場合は、追跡可能メール便（送料210円）をご選択ください。■ただいま、オリジナルカレンダーをプレゼントしております。■お急ぎの方は「もったいない本舗　お急ぎ便店」をご利用ください。最短翌日配送、手数料298円から■まとめ買いの方は「もったいない本舗　おまとめ店」がお買い得です。■中古品ではございますが、良好なコンディションです。決済は、クレジットカード、代引き等、各種決済方法がご利用可能です。■万が一品質に不備が有った場合は、返金対応。■クリーニング済み。■商品画像に「帯」が付いているものがありますが、中古品のため、実際の商品には付いていない場合がございます。■商品状態の表記につきまして・非常に良い：　　使用されてはいますが、　　非常にきれいな状態です。　　書き込みや線引きはありません。・良い：　　比較的綺麗な状態の商品です。　　ページやカバーに欠品はありません。　　文章を読むのに支障はありません。・可：　　文章が問題なく読める状態の商品です。　　マーカーやペンで書込があることがあります。　　商品の痛みがある場合があります。

著者：Hiromu Arakawa出版社：VIZ Media LLCサイズ：ペーパーバックISBN-10：1591169208ISBN-13：9781591169208■こちらの商品もオススメです ● 鋼の錬金術師 ピアノ・ソロ・アルバム / 丹羽あさ子 / ドレミ楽譜出版社 [楽譜] ■通常24時間以内に出荷可能です。※繁忙期やセール等、ご注文数が多い日につきましては　発送まで72時間かかる場合があります。あらかじめご了承ください。■宅配便(送料398円)にて出荷致します。合計3980円以上は送料無料。■ただいま、オリジナルカレンダーをプレゼントしております。■送料無料の「もったいない本舗本店」もご利用ください。メール便送料無料です。■お急ぎの方は「もったいない本舗　お急ぎ便店」をご利用ください。最短翌日配送、手数料298円から■中古品ではございますが、良好なコンディションです。決済はクレジットカード等、各種決済方法がご利用可能です。■万が一品質に不備が有った場合は、返金対応。■クリーニング済み。■商品画像に「帯」が付いているものがありますが、中古品のため、実際の商品には付いていない場合がございます。■商品状態の表記につきまして・非常に良い：　　使用されてはいますが、　　非常にきれいな状態です。　　書き込みや線引きはありません。・良い：　　比較的綺麗な状態の商品です。　　ページやカバーに欠品はありません。　　文章を読むのに支障はありません。・可：　　文章が問題なく読める状態の商品です。　　マーカーやペンで書込があることがあります。　　商品の痛みがある場合があります。

著者：Hiromu Arakawa出版社：VIZ Media LLCサイズ：ペーパーバックISBN-10：1591169208ISBN-13：9781591169208■こちらの商品もオススメです ● 鋼の錬金術師 ピアノ・ソロ・アルバム / 丹羽あさ子 / ドレミ楽譜出版社 [楽譜] ■通常24時間以内に出荷可能です。※繁忙期やセール等、ご注文数が多い日につきましては　発送まで72時間かかる場合があります。あらかじめご了承ください。■宅配便(送料398円)にて出荷致します。合計3980円以上は送料無料。■ただいま、オリジナルカレンダーをプレゼントしております。■送料無料の「もったいない本舗本店」もご利用ください。メール便送料無料です。■お急ぎの方は「もったいない本舗　お急ぎ便店」をご利用ください。最短翌日配送、手数料298円から■中古品ではございますが、良好なコンディションです。決済はクレジットカード等、各種決済方法がご利用可能です。■万が一品質に不備が有った場合は、返金対応。■クリーニング済み。■商品画像に「帯」が付いているものがありますが、中古品のため、実際の商品には付いていない場合がございます。■商品状態の表記につきまして・非常に良い：　　使用されてはいますが、　　非常にきれいな状態です。　　書き込みや線引きはありません。・良い：　　比較的綺麗な状態の商品です。　　ページやカバーに欠品はありません。　　文章を読むのに支障はありません。・可：　　文章が問題なく読める状態の商品です。　　マーカーやペンで書込があることがあります。　　商品の痛みがある場合があります。