Chall, Sue S. Conard, and Susan Harris-Sharples explore the issue of textbook difficulty through a review of the literature; surveys of educational publishers, textbook adoption committees, teachers, and students; and analyses of textbooks, their accompanying teachers' manuals, and methods textbooks. Annotation copyrighted by Book News, Inc., Portland, OR

What is the legacy of Brown vs. Board of Education? Well known for establishing racial equality as a central commitment of American schools, the case also inspired social movements pursuing equality in education for students across all lines of difference, including language, gender, disability, immigration status, socio-economic status, religion, and sexual orientation. Yet, more than a half-century following Brown, schools, parents and policy makers still debate whether the ruling requires all-inclusive classrooms, and today American schools appear to be more segregated than ever. School choice, once a strategy for avoiding racial integration, has emerged as a method for racial mixing in some school systems, even as magnet and pilot schools, charter schools, and vouchers for private schools enable new forms of self-separation by language, gender, disability, and ethnicity. In In Brown's Wake, Martha Minow examines the way that Brown continues to reverberate over a wide-spectrum of equality issues in public and school choice programs. She argues that the terms placed on such initiatives carry serious consequences for both the character of American education and civil society itself. Though the original promise of Brown remains more symbolic than effective, Minow demonstrates the power of its vision in the struggles for equal education regardless of students' social identity, in the United States and internationally. Further, she urges renewed commitment to the project of social integration even while identifying the complex routes necessary to achieve it. A concise introduction to Brown and its aftermath, In Brown's Wake explores surprising and widespread effects of one of the most important Supreme Court decisions of the century with elegance and economy.

In this thought-provoking volume, scholars offer evidence, insights, and ideas on key policy questions affecting education—such as national exams, accountability, performance, and other vital issues, while detailing the importance of education to both the individual and society as a whole.

. . . Mr. Itzkoff places most of the blame for America's alleged intellectual decline on what he sees as an economically and intellectually elite cast of misguided liberals. They have isolated themselves from American society, he says, by their paternalistic treatment of the underclass, by discounting the importance of traditional family values and by failing to raise enough bright children to sustain national competence. The New York Times Book Review Few doubt that the United States has slipped from its longstanding eminence as the world's wealthiest and most productive nation. The problem for the past 30 years has been the diagnosis of both the decline and then the cure. Literally trillions of dollars have been expended in futile programs to stanch the hemorrhaging of our economic wealth, jobs, educational achievement, and cultural elan. Itzkoff argues that we will never stop the fall until we understand our real national dilemma. This is the decline in our national intelligence profile: fewer citizens of high intelligence, educational potential, and economic productivity. These ideas are taboo. Itzkoff, however, insists that these are the facts, and they must be examined. In this book, he lays out the available evidence for our social disintegration and suggests a rational program of policy initiatives that would begin to restore us to what we were as recently as 1955--the great hope of the world.

Now in paperback! Taking Hold of Torah Jewish Commitment and Community in America Arnold M. Eisen A personal meditation on the meaning of Judaism today and a vision for revitalizing Jewish community and tradition in America. "Arnold M. Eisen offers a personal plea for—and a vision of—the revitalizing of American Judaism through a renewed relationship to Jewish tradition and the strengthening of Jewish communities." —Jewish Book News "...required reading for Jewish communal professionals, [Taking Hold of Torah] spells out the discontents and dreams of the baby boomers and their children who are reinventing Jewish communal life for the modern world." —Jewish Exponent "Melding autobiography with biblical exegesis, philosophical speculation and a program for Jewish educational reform, the book is an unbuttoned riff on what's ailing modern Jews." —Forward "...a personal story of a modern Jew trying to make sense of Judaism in a time when Jews can choose whether and how to be Jewish...." —The Jewish Advocate Jews, like other Americans, have both benefitted and suffered from the fraying of traditional loyalties that has come to characterize modern American culture. In each of the five chapters, Arnold M. Eisen examines a major issue or theme related to his vision for the renewal of Jewish communities—in terms of one of the five books of the Torah. What is the meaning and purpose of Jewish tradition? What is the significance of faith and covenant? What are the contemporary uses of ritual? What should a new agenda for politics in American Jewish life include? What legacy is to be left to future generations? This encouraging work is essential reading for anyone concerned with questions of Jewish faith and the future of Judaism in America. Arnold M. Eisen is Professor and Chair of Religious Studies at Stanford University, a frequent speaker on issues related to contemporary Jewish life before lay and scholarly audiences throughout North America, and an active participant in communal discussions concerning the future of American Judaism. His publications include The Chosen People in America (Indiana University Press) and Rethinking Modern Judaism: Ritual, Commandment, Community, winner of a Koret Jewish Book Award. The Helen and Martin Schwartz Lectures in Jewish Studies Contents: Introduction 1. Genesis: Taking on Tradition 2. Exodus: History, Faith, and Covenant 3. Leviticus: Ritual and Community 4. Numbers: Politics in the Wilderness 5. Deuteronomy: Legacies

The foundation for this work is Koheleth America (KA), the standard bibliography of pre-1927 American Hebrew imprints and have thus included almost all the items it lists. Having decided to inspect all the books catalogued rather than rely on previous bibliographic works, works in KA that could not be located have been omitted. Books that were difficult to access were included only if a photocopy could be obtained. A few volumes that are no longer extant were catalogued from microfilms. The initial decision to follow KA accounts for the inclusion of a few works with little or no Hebrew text, as well as a few printed in Europe or the Land of Israel. Also later editions were catalogued only if they appear in KA. A special effort was also made to catalogue additional Hebrew books printed in North America prior to 1927 that do not appear in KA, partcularly volumes of rabbinics, derash and Americana. The following items were generally excluded from this expanded search: Haggadot, prayer books, educational works, and book catalogues; such items are included only if they appear in KA. The first calendar, periodical and derash are included even though these volumes contain little Hebrew text because they are the first publications of their genres. The first Hebrew calendar is catalogued, but later ones are omitted, as are all unfolded broadsides - p. xix.

"Seymour W. Itzkoff is a professor of education at Smith College where he has taught since 1965. Prior to that he taught in the public schools and Hunter College. He received his doctorate from Teachers College, Columbia University. A specialist in educational theory, he has written Cultural Pluralism in American Education and Ernst Cassirer: Scientific Knowledge and the Concept of Man. An avid cellist, he has performed with symphony orchestras and is a member of a string quartet."

This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

Liberty's Dilemma is a diagnostic analysis of the falling away in the United States from the founders' vision of individual liberty and freedom of association. The founders never could have envisioned the enormous expansion of industrial and scientific power we have experienced, nor the national and international conflicts. Never could they have predicted the massive growth in power of the federal government - the kind of power they fought against in our initial struggle for independence and liberty. One significant consequence of these events for our future is the massive dependency of large portions of our present population and the consequent debilitating redistribution of the productive wealth of the independent classes. This growth of a seemingly permanent dependent class has gone largely unexplained. Liberty's Dilemma points to the declining intellectual capital in large portions of our society as cause. This is reflected in the disintegration of family life, lowering educational achievement levels, and the flight of our industrial and technological base. Until our leadership awakens to this fundamental issue of our intellectual capital deficits and their cause, the fundamental vision of liberty that was brought into reality by our Constitutional founders will have forever slipped beyond our political reach.

"In 1909 Francisco Ferrer founded La Escuela Moderna with a curriculum based on the natural sciences and moral rationalism, freed of all religious dogma and political bias. Although students received systematic instruction, there were no prizes for scholarship, no marks or examinations, indeed no atmosphere of competition, coercion, or humiliation. The classes, in Ferrer's words, were guided by the "principle of solidarity and equality." For this he was murdered in 1909 by the combined forces of Spain's ruling Church and State." "Outraged by Ferrer's execution and influenced by his teaching methods, anarchists, artists, and educators joined forces to carry on his work. Between 1910 and 1960 anarchists across the United States established more than twenty schools where children might study in an atmosphere of freedom and self-reliance in contrast to the formality and discipline of the traditional classroom. These "Modern Schools" sought to abolish all forms of authority, political and economic as well as educational, and to usher in a new society based on the voluntary cooperation of free individuals. Their object, during an era of war, social ferment, and government repression, was to create not only a new type of school, but also a new culture, a new life, a new world." "Among the participants in the Modern School Movement were anarchists Emma Goldman and Alexander Berkman, feminist Margaret Sanger, authors Will and Ariel Durant, and groundbreaking artists Robert Henri, George Bellows, and Man Ray. Based on extensive interviews with former pupils and teachers, this work is an investigation into the potential of educational alternatives."--BOOK JACKET.

This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.