With a Little Help is my first serious experiment in self-publishing. I’ve published many novels, short story collections, books of essays and so on with publishers, and it’s all been very good and satisfying and educational and so on, but it seems like it’s time to try something new. You see, I’ve always released my work under open licenses from the Creative Commons project, so that my readers could share and remix my works. A good number of these readers wanted to know why I didn’t distribute the physical book as well, and see what a writer working on his own could do. So here we have it. With a Little Help, consists of 12 stories, all reprints except for “Epoch,” which was commissioned by the Ubuntu project‘s Mark Shuttleworth for $10,000 (this being the most expensive option for buying the book — don’t worry, there are cheaper editions).

With a Little Help is my first serious experiment in self-publishing. I've published many novels, short story collections, books of essays and so on with publishers, and it's all been very good and satisfying and educational and so on, but it seems like it's time to try something new. With a Little Help consists of 12 stories, all reprints except for "Epoch" (commissioned by Mark Shuttleworth).

Explores the growing demand for school choice among poor families in the inner city. Stern describes the dramatic successes and occasional failures of this 'new civil rights movement' in three key cities: Milwaukee, Cleveland, and New York. Filled with timely insights and human drama, Breaking Free vividly describes how cash-starved Catholic schools in the South Bronx are performing small educational miracles every day with children the public schools have given up on. large numbers of poor minority children from violent, chaotic and failing public schools and allowed them to attend parochial and private schools where high expectations often result in high achievement. Drawing on personal observation and intimate conversations with parents, students and educators, Breaking Free is the first book to transform school choice from an abstract policy issue into a question of basic personal freedom, and indeed, for minority children at the bottom of the social ladder, into a question of survival. Equal access to the American dream through quality education is, Sol Stern convinces us, the unfinished business before us.

Chronicles the history of the Educational Testing Service and discusses how it was created, why researchers believed it would help create a new class of intelligent Americans, how the plan backfired, and how it affected American history.

Endeavors to explain Einstein's general theory of relativity, beginning with the equivalence principle and covering the necessary mathematics of Riemannian spaces and tensor calculus, offering readers a deeper understanding of the universe's real structure.

Signed into law in 2002, the federal No Child Left Behind Act (NCLB) promised to revolutionize American public education. Originally supported by a bipartisan coalition, it purports to improve public schools by enforcing a system of standards and accountability through high-stakes testing. Many people supported it originally, despite doubts, because of its promise especially to improve the way schools serve poor children. By making federal funding contingent on accepting a system of tests and sanctions, it is radically affecting the life of schools around the country. But, argue the authors of this citizen's guide to the most important political issue in education, far from improving public schools and increasing the ability of the system to serve poor and minority children, the law is doing exactly the opposite. Here some of our most prominent, respected voices in education-including school innovator Deborah Meier, education activist Alfie Kohn, and founder of the Coalition of Essential Schools Theodore R. Sizer-come together to show us how, point by point, NCLB undermines the things it claims to improve: * How NCLB punishes rather than helps poor and minority kids and their schools * How NCLB helps further an agenda of privatization and an attack on public schools * How the focus on testing and test preparation dumbs down classrooms * And they put forward a richly articulated vision of alternatives. Educators and parents around the country are feeling the harshly counterproductive effects of NCLB. This book is an essential guide to understanding what's wrong and where we should go from here.

"The Last Days Of Europe" explores how a massive influx from Asia, Africa, and the Middle East has loaded Europe with a burgeoning population of immigrants, many of whom have no wish to be integrated into European societies but make full use of the host nations' generous free social services. One of the master historians of twentieth-century Europe, Walter Laqueur is renowned for his "gold standard" studies of fascism, terrorism, and anti-Semitism. Here he describes how unplanned immigration policies and indifference coinciding with internal political and social crises have led to a continent-wide identity crisis. "Self-ghettoization" by immigrant groups has caused serious social and political divisions and intense resentment and xenophobia among native Europeans. Worse, widespread educational failure resulting in massive youth unemployment and religious or ideological disdain for the host country have bred extremist violence, as seen in the London and Madrid bombings and the Paris riots. Laqueur urges European policy makers to maintain strict controls with regard to the abuse of democratic freedoms by preachers of hate and to promote education, productive work, and integration among the new immigrants.Written with deep concern and cool analysis by a European-born historian with a gift for explaining complex subjects, this lucid, unflinching analysis will be a must-read for anyone interested in international politics and the so-called clash of civilizations.

"Part activist memoir, part crash course in Jewish and Palestinian history, Genocide Bad dismantles Zionist propaganda and maps a course towards collective liberation in ten unapologetic essays. Drawing connections between Biblical promises and exploding pagers, medieval dress codes and modern-day apartheid, Kern sketches a sweeping history of imperialism with their characteristic blend of far-ranging research, pop-culture insights, and scathing humor. Kern, a former teacher, journalist, novelist, and book influencer, gained international recognition as an anti-Zionist Jewish activist in the days after October 7th, 2023. At a time when social media was flooded with 'I Stand with Israel' posts, Kern started sharing content encouraging their followers to read Palestinian books, learn Palestinian history, and question Western reporting on Palestine--videos which went viral into tens of millions of views. Despite facing hate messages, death threats, and exile from the Zionist Jewish community, Kern has remained steadfast in their advocacy over the past year. They've posted daily videos on Palestinian, Jewish, and colonial history, and they've raised over $500,000 in direct aid for families in Gaza--all while navigating the challenges of pregnancy, childbirth, and parenting a newborn. In Genocide Bad, Kern reflects on the life experiences that led them to anti-Zionist activism, while capturing and expanding upon their online educational content. Kern doesn't flinch when confronting the horrors of genocides past and present, but there is also tremendous hope contained in these pages--hope that springs from examples of courage and resilience in the face of extreme violence, and from the kinds of resistance that might just lead to our collective liberation."--

"Wow, Ron Levy's book is AMAZING! Wonderful reading, entertaining, fun, educational and, well, AMAZING!" - Norman Darwen - Blues Matters! - UK "I want everyone to know, Ron Levy is one of the very best musicians I've ever played and worked with. Now, he's even written a great book! I'm so proud of my 'son'." B.B. King 4/13/13 "Ron Levy endures as an ingenious Blues keyboardist -- touring most notably with B.B. King for 7 years -- and he was there when B.B. played Muhammad Ali's private parties, as well as stadium shows in Africa and throughout the world. He was the ultimate road warrior, also tickling the ivories for Albert King, Roomful of Blues and his own Ron Levy's Wild Kingdom, while meeting everyone from Elvis Presley to Nina Simone. He distills it all in his lively, remarkably honest book (NOW IN PAPERBACK), 'Tales of a Road Dog.' Nearly everything is unique in these gritty and humorous stories of survival with some of music's great pioneers and the musicians who powered them on stage. If you thought you knew about music history, trust me that you'll know even more when you delve into Levy's rich and colorful text. This guy can write as well as he can play." - STEVE MORSE - Boston Globe, Billboard and Rolling Stone. A download link to Levy's critically acclaimed album "FUNKY FIESTA!" is included. - Also available as a Web-book & eBook!

People need analytical, creative, and practical thinking abilities to succeed in life. Yet most educational programs only develop analytical skills. In Teaching for Successful Intelligence: To Increase Student Learning and Achievement, authors Robert Sternberg and Elena Grigorenko provide the tools needed to help develop well-rounded students. In this teacher-friendly manual, educators learn about the three essential thinking skills, techniques you can use to foster those skills and how to design and implement instructional units that measurably improve student performance.

The ideal of equality between men and women has been embraced by our legal system, our educational institutions, and in many of our workplaces. Now the ideal of equality is being sought on the most personal level of all, that of marriage itself. This best-selling author and sociologist demonstrates in this ground-breaking book, true equality is possible, but only by departing radically from traditional marital patterns, and by a willingness to accept some serious costs. The author describes the pitfalls and rewards of a marriage without a power hierarchy.

"From Cultural Appreciation Days to Gay-Straight Alliances to cafeteria menus featuring "ethnic options," twenty-first century American public schools bear the unmistakable mark of the diversity that has come to define the nation in the last fifty years. At the same time, it is also in public schools where citizens continue to organize most passionately to limit the influence of this heterogeneity on our curricula and classroom culture. Classroom Wars explores how we got here. Focusing in on California's schools during the 1960s and 1970s, Natalia Mehlman Petrzela charts how a state and a citizenry deeply committed to public education as an engine of civic and moral education navigated the massive changes brought about by the 1960s, including the sexual revolution, school desegregation, and a dramatic increase in Latino immigration. In California, where a volatile political culture nurtured both Orange County mega-churches and Berkeley coffeehouses, these changes reverberated especially powerfully. Analyzing two of the era's most innovative, nationally impactful, and never-before juxtaposed programs--Spanish-bilingual and sex education--Classroom Wars charts how during a time of extraordinary social change, grass-roots citizens politicized the schoolhouse and family. Many came to link such progressive educational programs not only with threats to the family and nation but also with rising taxes, which they feared were being squandered on morally lax educators teaching ethically questionable curricula. Using sources ranging from policy documents to personal letters, student newspapers, and oral histories, Petrzela reveals how in 1960s and 70s California--and the nation at large--a growing number of Americans fused values about family, personal, and civic morality, blurring the distinction between public and private and inspiring some of the fiercest classroom wars in American history, controversies that help explain the bitterness of the battles we continue to wage today"--

The jigsaw classroom is a cooperative learning technique with a three-decade track record of successfully reducing racial conflict and increasing positive educational outcomes. Not only does it open the door to warmer, closer friendships within and across ethnic boundaries, it has also proved effective at raising the self-esteem of students while improving their performance and increasing their liking for school and their enthusiasm about learning. The jigsaw technique was first developed in the early 1970s by psychologist Elliot Aronson and his students at the University of Texas and the University of California. Since then, hundreds of schools have used the jigsaw classroom with great success. With a new foreword by Joshua Aronson.

DYLAN RATIGAN’S mission is to uncover never-before-seen solutions to the most pressing issues of our time: government corruption, corporate communism, an ailing health care system, an age-old dependency on foreign oil, and a broken educational system. In this groundbreaking book, Ratigan makes a case that America has the opportunity to prosper, but only by setting clear goals. Ratigan believes that this country, now more than ever, needs passionate debate and smart policy, a brazen willingness to scrap what doesn’t work, and the entrepreneurial spirit to try what does. Ratigan has compiled brash and fresh solutions for building a new and better America, and with this book he has started the debate America deserves.

How the story of NYC's schools contain lessons for other cities. City Schools brings together a distinguished group of researchers and educators for an in-depth look at the nation's largest school system. Topics covered include the changing demographics of city schools, the impending teacher shortage, reading instruction, special education, bilingual education, school governance, charter schools, choice, school finance reform, and the role of teacher unions. City Schools also provides fresh and fascinating perspectives on Catholic schools, Jewish day schools, and historically black independent schools. Diane Ravitch, Joseph P. Viteritti, and their coauthors explore pedagogical, institutional, and policy issues in an urban school system whose challenges are those of American urban education writ large. The authors conclude that we know a lot more about how to provide effective educational services for a diverse population of urban school children than performance data would suggest. Contributors: Dale Ballou, University of Massachusetts, Amherst • Stephan F. Brumberg, Brooklyn College • Mary Beth Celio, University of Washington • Gail Foster, Toussaint Institute • Michael Heise, Case Western University • Clara Hemphill, Public Education Association • Paul T. Hill, University of Washington • William G. Howell, Harvard University • Pearl Rock Kane, Columbia University • Frank J. Macchiarola, Saint Francis College • Melissa Marschall, University of South Carolina • Thomas Nechyba, Duke University • Paul E. Peterson, Harvard University • Christine Roch, Georgia State University • Christine H. Rossell, Boston University • Marvin Schick, Avi Chai Foundation • Mark Schneider, SUNY, Stony Brook • Lee Stuart, South Bronx Churches • Paul Teske, SUNY, Stony Brook • Emanuel Tobier, New York University • Joanna P. Williams, Columbia University

"Education is in a state of crisis. It has failed to respond to changing social needs—lagging behind rather than leading." The crisis that Jerome Bruner identifies in this volume admits of no easy solutions. But the noted American psychologist makes clear that educational reform must begin with the understanding of how a child acquires information and converts knowledge into action. Drawing on his current work on infant development, Bruner underscores the importance of formulating educational strategies that expand rather than constrict the skills of the young learner. Since education takes place under conditions imposed by a technological society, Professor Bruner maintains that it is not enough to attempt reform through minor curriculum revisions. The program that fails to set knowledge within the context of action must be replaced. And to be truly relevant to our social needs, the scope of education must be extended toward overcoming the severe handicaps faced by children from impoverished areas.

This book is both a powerful personal memoir and the definitive history of an organization that helped change American society. Jack Greenberg was a key figure at the NAACP Legal Defense and Educational Fund (LDF) for some thirty-five years. Most of the cases we associate from that period--school integration, equal employment, fair housing, voter registration--were LDF cases, either argued by Greenberg himself or litigated under his direction. Greenberg represented Martin Luther King, Jr., in Birmingham and won for him the right to march from Selma to Montgomery. Under Greenberg's leadership, the LDF forced the University of Mississippi to admit James Meredith and integrated the University of Alabama when George Wallace stood in the schoolhouse door. Greenberg won the cases in which the Supreme Court repudiated the "all deliberate speed" doctrine, which had made school desegregation intolerably slow. Through the 1970s and 1980s, LDF tackled most of the important cases that enforced the new civil rights legislation of the 1960s involving public accommodations, employment, education, and health care, and started the campaigns for prisoners' rights and against capital punishment. More than a history of the litigation that made the LDF so important, the book offers unique insights into its strategies, courtroom techniques, values, and personal relationships. Filled with stories only Greenberg could tell of his experiences with Thurgood Marshall, Martin Luther King, Jr., Marian Wright Edelman, Lani Guinier, Roy Wilkins, Vernon Jordan, Charlayne Hunter-Gault, Lyndon Johnson, and scores of others, Crusaders in the Courts is an epic saga of a critical period in American history as well as the poignant personal story of the evolution of a white Jewish lawyer into a major civil rights advocate.

Moonshots in Education explores digital and online learning in the classroom and what it takes to make a "moonshot." It gives several models and examples of schools that are already implementing digital learning and what the success rate has been. It also provides philosophical discussion a variety of educational philosophies and how each one empowers students and teachers. The book also provides tools to support teachers in most subject areas. The forward by James Franco explores how this type of blended real world learning has made a significant positive impact in his life.

The author of Cultural Literacy offers a powerful, compelling, and unassailable argument for reforming America's schooling methods and ideas. From kindergarten through high school, the American education is the worst in the developed world, and the causes of its failure and any possible solutions to it are hotly disputed. For over fifty years, American schools have operated on the assumption that challenging children is bad for them, teachers do not need to know the subjects they teach, that the learning "process" should be emphasised over the facts taught within it. Yet, as renowned educator and author E. D. Hirsch shows in The Schools We Need, this establishment ideology is a tragedy of good intentions gone awry. Hirsch argues that in eschewing content-based curricula for abstract--and disproved--theories of congnitive development, the educational establishment has done irreparable harm to America's students, and instead of preparing them for the country's highly competitive, information-based economy, the process-oriented curricula the establishment practices has severely curtailed their ability, and desire, to learn. Suggesting a curriculum based on hard work, knowledge aquisition, and rigorous testing that has been proven successful time after time, The Schools We Need offers a proficient and workable solution. By providing evidence of numerous studies proving that fact-based education works, and a glossary of brief, authoritative explanations of educational phrases often used to dazzle teachers and the general public, Hirsch proves that if children are taught substantial knowledge and skills, and learn to work hard to acquire them, their test scores will rise, their love of learning will grow, and they will become enthusiastic participants in the information-age civilization. The Schools We Need is a passionate and thoughtful book that will appeal to the millions of people who can't understand why American schools just don't work.