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As democracy faces increasing struggles around the globe, there has never been a more important time to talk about civic education and the core democratic purposes of schooling. What Kind of Citizen? asks readers to imagine the society they would like to live in and then shows how schools can make that vision a reality. This updated edition responds to the many challenges that have occurred since this book was first published, such as a global pandemic, social justice protests, a rise in autocratic leaders, anti-woke laws, and more. Westheimer brings his now-classic text up to date with groundbreaking analyses of current policies, including those in Florida, Texas, and Arizona; standardized testing; prohibitions on teaching about race and racism; plus a new section on teacher education. There are many ways to teach children and young adults to engage critically with their world, but instead teachers are forced to test-prep for a narrow set of academic subjects. This book shows readers how schools can get back on track by creating more engaging, more democratic learning.Book Features:A comprehensive look at why schools should be at the forefront of public engagement and how we can make that happen.A framework that has been used in 67 countries to help teachers and school reformers structure educational programs that strengthen democratic societies.Research-based guidance for aligning school goals with what parents, children, and teachers actually care about. Accessible and engaging discussions gleaned through consultations with thousands of school teachers and civic leaders. Empirical research from one of the most influential frameworks for citizenship and democratic education, "Three Kinds of Citizens," which emerged from a collaboration between the author and Dr. Joseph Kahne.

This updated text argues that literature fosters ways of thinking that go far beyond understanding the conventions of genre and text. It involves literate thinking that takes students beyond improved performance on high-stakes tests and prepares them for their future in the 21st century. This revision of Judith Langer’s classic bestseller builds on more than 15 years of research and development projects in elementary, middle, and high schools, in inner-city as well as suburban and rural communities:New examples to show the kinds of critical, creative, and innovative thinking that are needed for success in the digital-age classroom.A fifth stance added to the Envisionment-building framework toward higher-level understanding, integration, and the building of new concepts.Filled with examples from across the grades and the voices of students and teachers, this book continues to be a practical and influential resource for the English Language Arts classroom.

This guide provides educators with practical tools for integrating artificial intelligence into their K–12 and higher education classrooms. This user-friendly book breaks down technical concepts to make AI understandable for educators without a background in technology. It builds from trusted frameworks and connects AI to the methods and expertise educators already bring to their teaching. Key topics include the basics of generative AI, prompt design, classroom integration, ethical concerns, assessment design, and academic integrity.Rather than treating AI as a challenge to work around, this guide encourages educators to see it as a way to accelerate learning and support students more effectively. With examples, case studies, strategies, and activities drawn from real teaching contexts, readers will learn how to set clear expectations for AI use and build classroom cultures where students engage with AI in thoughtful and practical ways.Transforming Teaching With Generative AI offers teachers, teacher educators, instructional designers, and academic leaders a clear framework for using AI with purpose and on their own terms.Book Features:Offers a real-world approach to using AI in education, including how to think critically about ethical challenges while staying focused on student learning.Uses clear explanations of complex topics, from large language models to writing successful AI prompts.Provides guidance for using AI to craft assignments, assessments, and personalize student learning.Aligns new tools with existing teaching goals and values, including connecting AI integration to trusted models like TPACK and TILT.Includes user-friendly features for busy educators, such as sample prompts, checklists, and discussion questions that support reflection and ease of implementation.

For the last 2 decades, the field of social studies education has seen an increase in research on the use of discussions as an essential instructional technique. This book examines the importance of using quality dialogue as a tool to help students understand complex issues in social studies classrooms. The author provides a collection of well-known, evidence-based discussion techniques as well as classroom examples showing the methods in use. While the benefits of using discussion as an instructional method is widely considered a best practice of civic learning, actual high-quality discussions are rare and notoriously difficult to facilitate. Making Classroom Discussions Work is designed to guide teacher educators and classroom teachers in facilitating equitable and productive discussions that will boost learning and democratic engagement.Book Features:Emphasizes the rationale for using discussion in social studies teaching.Collects strategies that have been proposed in disparate journal articles and books in one convenient volume.Presents research-based challenges and supports for conducting and assessing discussions in the social studies.Includes methods and tips to help teachers make discussions more equitable in their classrooms.

'A serious book, but laced with humor...a novel approach. Required reading for all educators.""- Harvey Pekar, American Splendor' 'An utterly original and deliciously irreverent book...""- From the Foreword by Jonathan Kozol, Savage Inequalities ""This book is a treasure chest of insight. It represents what dedicated, imaginative teaching is all about and is a blueprint for everyone who wants to explore the intimate connection between teaching and learning."" - Peter Kuper, Diario De Oaxaca ""To Teach is hilarious serious and fabulous! A broad manifesto that will change many people's lives.""- Laurie Anderson, artist and musician ""Weaving in inspirational anecdotes and playful visual metaphors, Ayers and Alexander-Tanner's collaboration cleverly illustrates the vital importance and moral necessity of teaching."" - Josh Neufeld, A.D.: New Orleans After the Deluge ""I wish I'd read this book before I started teaching and making comics a decade ago, it's chock full of practical and philosophical advice. I know this book will inspire a generation of teachers to come.""- Lauren Weinstein, Girl Stories ""To Teach represents a fresh breeze in the educational and social science research community. It takes daring to reconceptualize entrenched practices and traditional modes of research."" - Elliot Eisner, Professor Emeritus of Art, Stanford University ""The perennial dance of learning that can also be teaching at its best is both brilliantly and graphically shown herein by Messrs. Ayers and Alexander-Tanner. Do keep in mind that although they can show you the right steps, you still have to listen closely to your interior music and follow its changing melodies and rhythms."" - Gary Dumm, artist, Ego & Hubris: The Michael Malice Story, and American Splendor"" To Teach is great reading not only to student teachers but to anyone who has a vested interest in our education system. I especially appreciated the smack down of the dehumanizing trend to pigeonhole every other kid with some kind of ""at risk"" syndrome! It also is a great example of how comic art is a very efficient way to communicate complex ideas."" - Peter Bagge, comics journalist and author of the Buddy Bradley series This graphic novel brings to life William Ayers s bestselling memoir To Teach: The Journey of a Teacher, now in its third edition. From Ayers early days teaching kindergarten, readers follow this renowned educational theorist on his ""voyage of discovery and surprise."" We meet fellow travelers from schools across the country and watch students grow across a year and a lifetime. To Teach is a vivid, honest portrayal of the everyday magic of teaching, and what it means to be a ""good"" teacher debunking myths perpetuated on film and other starry-eyed hero/teacher fictions. Illuminated by the evocative and wry drawings of Ryan Alexander-Tanner, this literary comics memoir is both engaging and insightful. These illustrated stories remind us how curiosity, a sense of adventure, and a healthy dose of reflection can guide us all to learn the most from this world. This dynamic book will speak to comic fans, memoir readers, and educators of all stripes.

In his own direct, modest, plain-spoken style, Myles Horton tells the story of the Highlander Folk School. A major catalyst for social change in the United States for more than 70 years, this school has touched the lives of so many people, including Martin Luther King Jr., Rosa Parks, Eleanor Roosevelt, and Pete Seeger. Filled with disarmingly honest insight and gentle humor, The Long Haul is an inspiring hymn to the possibility of social change. It is the story of Myles Horton, in his own words: the wise and moving recollections of a man of uncommon determination and vision.

The future of learning depends absolutely on the future of teaching. In this latest and most important collaboration, Andy Hargreaves and Michael Fullan show how the quality of teaching is captured in a compelling new idea: the professional capital of every teacher working together in every school. Speaking out against policies that result in a teaching force that is inexperienced, inexpensive, and exhausted in short order, these two world authorities—who know teaching and leadership inside out—set out a groundbreaking new agenda to transform the future of teaching and public education.Ideas-driven, evidence-based, and strategically powerful, Professional Capital combats the tired arguments and stereotypes of teachers and teaching and shows us how to change them by demanding more of the teaching profession and more from the systems that support it. This is a book that no one connected with schools can afford to ignore.Book Features:A powerful and practical solution to what ails American schools.Action guidelines for all groups—individual teachers, administrators, schools and districts, state and federal leaders.A next-generation update of core themes from the authors’ bestselling book, What’s Worth Fighting for in Your School?

In a sea of troubling reporting about education, teaching, reading, and the wellbeing of teens, Ivey and Johnston bring some good news that shows what happens when we stop underestimating young people. This accessible book offers an engaging account of a 4-year study of adolescents who went from reluctant to enthusiastic readers. These youth reported that reading not only helped them manage their stress, but also helped them negotiate happier, more meaningful lives. This amazing transformation occurred when their teachers simply allowed them to select their own books, invited them to read with no strings attached, and provided time for them to do so. These students, nearly all of whom reported a previously negative relationship with reading, began to read voraciously inside and outside of school; performed better on state tests; and transformed their personal, relational, emotional, and moral lives in the process. This illuminating book leads readers on a tour of adolescents' reading lives in their own words, offering a long-overdue analysis of students' deep engagement with literature. The text also includes research to inform arguments about what students should and should not read and the consequences of limiting students' access to the books that interest them through censorship.Book Features:Links young adults' reading engagement with socio-emotional and intellectual development.Provides nuanced descriptions of teaching practices that facilitate student agency in learning.Features student voices that have been absent in debates about what is appropriate for young people to read and under what circumstances.Connects student perspectives on reading, with positive outcomes of reading, to research from other disciplines.Illuminates the breadth and depth of the responsibilities of teaching English language arts.

This book builds on the foundational pedagogical theories of Gloria Ladson-Billing’s Culturally Relevant Pedagogy and Django Paris’ Culturally Sustaining Pedagogies to inform teaching in the higher education classroom.Co-written by a teacher educator and his students, this practical resource shares the ways a uniquely positioned graduate course implemented key tenets of Culturally Relevant and Sustaining Pedagogy (CRSP) in their teaching and practice, allowing for the reconnection between mind and body, or Embodied CRSP.By weaving together narratives and experiences between the instructor and students, this book not only challenges conventional teaching methods but also underscores the power of stories in creating deep, impactful learning environments. Readers are encouraged to embrace a commitment to storytelling, relational learning, embodied pedagogy, and creating sacred truth spaces—essential and necessary tools for nurturing understanding, empathy, and generative tensions among students from diverse backgrounds.Book Features:Builds on the foundational pedagogical theories of Gloria Ladson-Billing’s Culturally Relevant Pedagogy and Django Paris’ Culturally Sustaining Pedagogies by showing the ways their scholarship was enacted in a graduate-level course.Offers accessible stories from the instructor and students, showing how they engaged in a meta-reflection upon the ways CRSP were both the focus of the course and the pedagogical grounding for teaching collaboratively.Focal chapters feature students’ perspectives that center key details, assignments, concepts, lessons, and strategies that made the learning space so productive and transformative for them.

This book provides K–8 educators with practical, research-based guidance for implementing—and advocating for!—risky play at school.Children are naturally drawn to risky play—taking physical chances, seeking excitement, and satisfying curiosity—and are more physically active when playing outdoors. Embracing Risky Play at School introduces readers to outdoor play and learning (OPAL) in the kindergarten to middle school years, explains the difference between risks and hazards, presents the concept of “Yes” spaces, and describes how and why risky play supports academic development and student well-being. Zeni and Brussoni, two experts in the field with decades of experience, share research evidence alongside accessible strategies for overcoming common barriers to implementing risky play at school.The Canadian Pediatric Society recommends risky play as a preventative measure for childhood obesity, anxiety, and behavioral issues, and schools have an important role to play in providing access to the unique benefits of risky outdoor play. This book addresses the collective responsibility of adults to support risky play when designing learning environments.Book Features:A clear understanding of what risky play is, and is not, particularly when supervising other people’s children as a professional educator in group learning environments.Guidance for creating conditions and building capacity for risky play in schools, which serves to support the physical, social, emotional, and cognitive growth of children.Links to learning modules that extend chapter content through the authors’ Outside Play website (www.outsideplay.org/).

Studio Thinking 3 is a new edition of a now-classic text, a research-based account of teaching and learning in high school studio arts classes. It poses a framework that identifies eight habits of mind taught in visual arts and four studio structures by which they are taught. This edition includes new material about how the framework has been used since the original study, with new perspectives from artist-teachers who currently apply the Studio Thinking Framework in their own practice. It also reviews how contemporary organizations, educators, and researchers outside the arts have utilized the framework, highlighting its flexibility to inform teaching and learning. The authors have added a new chapter on assessment to introduce the practical and thoughtful ways that teachers are using Studio Thinking to assess and evaluate students' work, working processes, and thinking in the arts.The first edition of this bestseller was featured in The New York Times and The Boston Globe for its groundbreaking research on the positive effects of art education on student learning across the curriculum. Studio Thinking 3 will help advocates explain arts education to policymakers, support art teachers in developing and refining their teaching and assessment practices, and assist educators in other disciplines to learn from existing practices in arts education.Book Features:An explanation of "art as thinking" that unpacks and clarifies how teaching art is the process of teaching thinking.An account of what Studio Thinking looks like in diverse contemporary settings.Models of studio arts instruction that illuminate what educators are doing to support students' learning in the arts and why they are doing it that way. A new chapter with rich examples of approaches to assessment.New analyses on how studio art teachers support learner agency. Updated examples from practice showing how artist-teachers are using the Studio Thinking Framework.Full-color images with examples of student art.

In this groundbreaking book, Eduardo Duran—a psychologist working in Indian country—draws on his own clinical experience to provide guidance to counselors working with Native Peoples and other vulnerable populations. This second edition includes an important new chapter devoted to working with veterans, examining what it means to go to war and what is required for veterans to heal. Duran also updates his thinking on research, including suggestions on how to invent a new liberation research methodology through applied story science. Translating theory into day-to-day practice, the text presents case materials that illustrate effective intervention strategies for prevalent problems, including substance abuse, intergenerational trauma, and internalized oppression. This unique resource explores theoretical Indigenous understanding of cosmology and how understanding natural law can lead us to new ways of understanding and healing the psyche.

Featuring a new spiral binding, the updated ITERS-R offers more practical assistance in the form of additional notes for clarification and an Expanded Score Sheet, which incorporates notes and tables to assist in scoring. However, the items and indicators remain the same as in the original ITERS-R. Designed for use in center-based child care programs for infants and toddlers up to 30 months of age, the ITERS-R can be used by program directors for supervision and program improvement, by teaching staff for self-assessment, by agency staff for monitoring, and in teacher training programs. The established reliability and validity of the scale make it particularly useful for research and program evaluation. Convenient organization in seven subscales: Space and Furnishings; Personal Care Routines; Listening and Talking; Activities; Interaction; Program Structure; Parents and Staff.Each of the 39 items is expressed as a 7-point scale with indicators for 1 (inadequate), 3 (minimal), 5 (good), and 7 (excellent). Notes for clarification and questions are included for selected items.An introductory section gives detailed information about the rationale of the ITERS-R, the process of revision, and the reliability and validity of the scale. Full instructions for administration and scoring, as well as a Score Sheet and Profile that may be photocopied, are included with the scale.

This workbook is to be used in conjunction with the Video Observations for the FCCERS-R video, as part of a training package. Each participant will require a personal copy of the Video Guide and Training Workbook, which can be reproduced for use in the classroom for educational purposes only.The activities in this 40-page workbook prepare participants to use the Family Child Care Environment Rating Scale–Revised Edition® (FCCERS-R), including explanations for the scoring system, terms used throughout the Scale, protocols for observation, sample situations for scoring practice, and more.ERS® and Environment Rating Scale® are registered trademarks of Teachers College, Columbia University.

This book focuses on the most important concepts and skills needed to provide early learners (preK–2) with a strong foundation in mathematics, in ways that are fun for both children and educators! Professional developer Marian Small provides sample activities and lessons, troubleshooting tips, and formative assessments, and much more.

These engaging narratives and unique insights will help readers to better understand the interplay of school-related and personal factors that lead students to drop out of school. It is essential reading for K–12 educators, school principals, counselors, psychologists, and everyone concerned with our nation’s “dropout crisis.”

The last 20 years have witnessed a remarkable revival of interest in the study of emotions and of early emotional development, subjects that had been virtually ignored in previous decades. Bringing this popular resource completely up to date, Marilou Hyson offers a solid foundation for building an emotion-centered early childhood curriculum, linking emotional competence to school readiness and to a broad range of important child outcomes. She also provides educators with real-life examples and evidence-based teaching strategies to advance children’s understanding and appropriate expression of their emotions. New for the Second Edition!Resource Notes in each chapter of Part I provide examples of recent developments in emotion-related standards, policies and programs, self-assessment questions for practitioners, and other practical tools.Part II, Going Deeper: Exploring Emotions and Their Development, features brief vignettes with a series of discussion questions, summaries of key information about the topic, and an annotated list for further reading.New Appendices provide information about the history of emotions in early childhood education and guides to selected assessment tools and to classroom-based interventions.Critical Acclaim for the First Edition! “Insightful and research-based information will serve as important reading for early childhood teachers.”—Think“Hyson’s blending of theoretical and research underpinnings with practical experience should be read by all professionals in early childhood education.”—Readings"This important resource brings together current theory and research into children's early emotional development, and applies this knowledge to practice." —School Supervisor

This handbook provides teachers with a framework for implementing inquiry-based, substantive art integration across the curriculum, along with the background knowledge and models needed to do this. Drawing on ideas from Harvard Project Zero, the authors make a clear and compelling argument for how contemporary art supports student learning. The text features subject-specific chapters co-written by teaching scholars from that discipline. Each chapter includes examples of contemporary art with explanations of how these works explore the fundamental concepts of the academic discipline. The book concludes with a chapter on an integrated, inquiry-based curriculum inspired by contemporary art, including guidelines for developing art projects teachers can adapt to their students’ interests and needs. This resource is appropriate for art teachers, as well as subject-area teachers who are not familiar with using contemporary art in the classroom.

With lots of examples and color images, this resource is both a foundational text and a practical guidebook for bringing contemporary art into elementary and middle school classrooms as a way to make learning joyful and meaningful for all learners. The author shows how asking questions and posing problems spark curiosity and encourage learners to think deeply and make meaningful connections across the curriculum. At the center of this approach is creativity, with contemporary visual art as its inspiration. The text covers methods of creative inquiry-based learning, art and how it connects to the "big ideas" addressed by academic domains, flexible structures teachers can use for curriculum development, creative teaching strategies using contemporary art, and models of art-based inquiry curriculum. Book Features:Provides research-based project ideas and curriculum models for arts integration.Shows how Project Zero's flexible structures and frameworks can be used to develop creative inquiry and an arts integration curriculum.Explains how contemporary visual art connects to the four major disciplines—science, mathematics, social studies, and language arts.Includes full-color images of contemporary art that are appropriate for elementary and middle school learners.Demonstrates how arts integration can and should be substantive, multi-dimensional, and creative.

Most people are keenly aware that every student is different and that today's classrooms challenge educators to build safe and successful learning communities comprising students whose races, languages, cultures, experiences, assets, and dreams vary greatly. This book offers K–12 teachers both the foundations for differentiating their instruction and the means to maximize learning opportunities by getting to know students beyond the labels and stereotypes that often accompany them into the classroom. Tomlinson shows how to use "Highways and Exit ramps" to reach the whole class, with "highway" content and "exit ramps" to specialize needs. Chapters offer numerous recommendations for modifying environments, activities, and assessments; for helping teachers move forward in their instructional planning; and for helping each learner grow academically. Everybody's Classroom extends Tomlinson's previous work by looking more deeply at specific student populations to help educators create classrooms that are more inclusive than ever before. Chapters cover successful differentiation for English learners; students experiencing poverty; students with different ethnic, cultural, religious, and gender orientations; and students with diverse identified special needs. Book Features:Provides a framework for understanding the scope of differentiation, as opposed to seeing it as a prescribed set of instructional strategies.Shows how to recognize common student needs that cut across student labels, from gifted to traumatized.Offers suggestions for teacher actions based on observation of students and student work.Classroom examples and helpful tables, charts, and graphics.

Experts provide a comprehensive overview of how Montessori education supports children’s development across the life continuum. This book shows the importance of Montessori education as a developmental, individualized, and learner-centered model that supports student learning from birth through adolescence. Chapters offer profiles of Montessori classrooms with insight into how the materials in the learning environment, the adult educators, and the curriculum help learners flourish by building character, physical skills, and intellectual capacity.The text includes vignettes for each classroom level demonstrating the Montessori pedagogy in action, as well as alignment to research confirming the effectiveness of this holistic instructional approach. Montessori education is a well-defined and self-sustaining movement. The book provides readers with insight from Montessori alumni, along with resources and links to organizations that support the Montessori constellation.Readers can use this book:In teacher education programs with undergraduate and graduate students to show connections to human development and research-based instructional practices.With students enrolled in Montessori training programs to support their understanding of the Montessori curriculum as being both comprehensive and integrated across the learning continuum (infants, early childhood, elementary, secondary classrooms).As a useful tool to support families enrolled in Montessori schools to better understand their child’s development and the benefits of this educational model beyond the classroom.To inform state and local policymakers of Montessori education as an empirical solution and proven option for families to meet the needs of all children.

This book shares how movement is deeply connected to early learning, offering 50+activities that focus on young children’s growth and development.Young children don't just move to develop their bodies—they move to develop their brains. Move More, Learn More! demonstrates the profound connection between physical activity and early childhood development through cutting-edge research from neuroscience, developmental psychology, and exercise science. This groundbreaking book teaches how movement fundamentally shapes brain architecture during the early years, building the neurological foundations essential for cognitive growth, academic success, and social-relational well-being.Move More, Learn More! bridges the gap between research and practice, offering evidence-based insights in every chapter. By understanding how developmental skills emerge from shared neurological pathways, Pre-K –3rd grade educators can transform their approach to early learning. Educators and clinicians will discover immediately applicable strategies to help children develop healthy brains and bodies during these formative years.This first-of-its-kind resource will empower readers to harness the transformative power of movement, showing not just what happens when children are physically active, but why it matters so deeply for their development and how to maximize these benefits in educational settings.Book Features:Chapters written by international experts in the fields of movement, music, language, and cognition provide activities to strengthen executive function, self-regulation, attention, and sensory-motor development in Pre-K–3rd grade.Over 50 evidence-based activities that specifically target both learning strengths and differences.An ideal book for graduate-level courses in education, physical education, and early care, as well as developmental psychology, speech pathology, and occupational therapy.

Young Hispanic children are the largest and fastest growing ethnic minority population in the United States, representing diverse racial, linguistic, and cultural backgrounds. Educational skills and achievement lag significantly for this population creating an unacceptable achievement gap at the beginning of kindergarten that grows even further by the end of third grade. What can we learn from the empirical literature, theory, programs, and policies associated with language and early learning for young Hispanics? What are the home and school factors important to differences in early cognitive development and educational well-being? In this timely collaboration, a renowned researcher and a seasoned practitioner explore these questions with a focus on specific instructional interventions that are associated with reducing the achievement gap for young Hispanic children. Chapters emphasise educational practices, including teacher competencies, instructional strategies, curricular content, parent involvement, and related policy. The text includes teacher-friendly artefacts, instructional organisers, and lesson descriptions.

This unique book features an array of approaches, strategies, and tools for teaching multiculturally in the early years. The teachers and classrooms portrayed here provide young children with rich educational experiences that empower them to understand themselves in relation to others. You will see how amazing teachers engage in culturally responsive teaching that fosters educational equity while also meeting state and national standards (such as the Common Core State Standards). This engaging book is sprinkled with questions for reflection and implementation that encourage educators to start planning ways of enhancing their own teaching, making their early childhood setting a more equitable learning space.

How can we create truly multicultural classrooms? In this new edition of her popular text, renowned early childhood educator Patricia Ramsey draws on a wide range of research and practice from different communities around the world to further explore the complexities of raising and teaching young children in a world fraught with societal divisions and inequities. Using engaging examples and stories, this comprehensive volume offers concrete suggestions to encourage teachers to reflect on their own histories and experiences and to challenge and rethink their assumptions and attitudes toward children and teaching. This new, up-to-date edition describes research-based classroom practices to engage children in exploring the complexities of race, economic inequities, immigration, environmental issues and sustainability, gender and sexual orientation and identities, and abilities and disabilities. It also addresses the challenges of teaching in the context of globalization, pervasive social media, and increased standards and accountability.

Growing evidence supports the important relationship between trauma and academic failure. Along with the failure of “zero tolerance” policies to resolve issues of school safety and a new understanding of children’s disruptive behaviour, educators are changing the way they view children’s academic and social problems.In response, the trauma-sensitive schools movement presents a new vision for promoting children’s success. This book introduces this promising approach and provides K–5 education professionals with clear explanations of current research and dozens of practical, creative ideas.

First in the Classics in Education Series, this volume offers excerpts from Horace Mann's famous annual reports with an eye to their relevance to today's educational problems."This series presents the sources of the American educational heritage. There could be no more appropriate beginning than a volume of selections from Horace Mann's reports ( 1834– 1848) to the Massachusetts Board of Education. As the commanding figure of the early public school movement, Mann more than anyone articulated the nineteenth-century American faith in education. His work still stands as the classic statement of the relationship between freedom, popular education, and republican government."—From the Foreword by Lawrence A. Cremin

Dworkin has gathered some of Dewey's clearest and most characteristic statements on education and set them in the stream of American social and intellectual history. In addition, he has indicated some of the rich literature available to those who would probe more deeply into Dewey's ideas and the context in which they matured.