Keen Babbage – författare

Can Schools Survive? raises essential questions about the current status of schools and about the future of schools. The book explores vital questions to answer and considers actions to take so schools can begin to thrive. This book will raise the issue of the purpose of a school and the related issue of whether schools are being asked to do tasks which compete with or complicate the fundamental purpose of a school.This book is interactive and encourages the reader to answer challenging questions, analyze trends in education, and envision the most desired future of schools. The text can help educators and other people concerned about education concentrate on what matters most and on what works best.

Can Schools Survive? raises essential questions about the current status of schools and about the future of schools. The book explores vital questions to answer and considers actions to take so schools can begin to thrive. This book will raise the issue of the purpose of a school and the related issue of whether schools are being asked to do tasks which compete with or complicate the fundamental purpose of a school.This book is interactive and encourages the reader to answer challenging questions, analyze trends in education, and envision the most desired future of schools. The text can help educators and other people concerned about education concentrate on what matters most and on what works best.

Can Schools Survive? raises essential questions about the current status of schools and about the future of schools. The book explores vital questions to answer and considers actions to take so schools can begin to thrive. This book will raise the issue of the purpose of a school and the related issue of whether schools are being asked to do tasks which compete with or complicate the fundamental purpose of a school.This book is interactive and encourages the reader to answer challenging questions, analyze trends in education, and envision the most desired future of schools. The text can help educators and other people concerned about education concentrate on what matters most and on what works best.

Extreme Teaching, Second Edition continues the important events in the career of Jason Prather, an outstanding teacher who became an exemplary school administrator. This book emphasizes Jason’s transition from teacher to school administrator, as he promises himself that he will do the work of a school administrator with the same heart and soul which inspired him as a teacher. Through this narrative, this book confronts many current issues in education. The reader meets some of Jason’s colleagues and hears their concerns, ideas, hopes, and frustrations. Extreme Teaching is a practical, realistic, energetic, and optimistic book, filled with ideas, case studies, penetrating questions, intriguing answers, and many topics for the reader to analyze. This book provides intellectual resources for readers to create new ideas which will work for their specific needs, challenges, and opportunities.

Extreme Teaching, Second Edition continues the important events in the career of Jason Prather, an outstanding teacher who became an exemplary school administrator. This book emphasizes Jason’s transition from teacher to school administrator, as he promises himself that he will do the work of a school administrator with the same heart and soul which inspired him as a teacher. Through this narrative, this book confronts many current issues in education. The reader meets some of Jason’s colleagues and hears their concerns, ideas, hopes, and frustrations. Extreme Teaching is a practical, realistic, energetic, and optimistic book, filled with ideas, case studies, penetrating questions, intriguing answers, and many topics for the reader to analyze. This book provides intellectual resources for readers to create new ideas which will work for their specific needs, challenges, and opportunities.

The Conscience of a Teacher encourages readers to think deeply about what actions are right for teachers to take in their work with students. Babbage asks teachers to concentrate on doing what is right and on being conscientious. Conscience, ethics, virtue, integrity, and honor are emphasized as well. This book is composed of many short essays which can be read separately; however, read together these commentaries form a compelling exploration of how and why teachers should obey laws, regulations, policies, and contractual obligations, yet should do much more. Why? The reasons include because it is right, because it is honorable, because it is virtuous, and because the conscience of a teacher demands a higher standard.

The Conscience of a Teacher encourages readers to think deeply about what actions are right for teachers to take in their work with students. Babbage asks teachers to concentrate on doing what is right and on being conscientious. Conscience, ethics, virtue, integrity, and honor are emphasized as well. This book is composed of many short essays which can be read separately; however, read together these commentaries form a compelling exploration of how and why teachers should obey laws, regulations, policies, and contractual obligations, yet should do much more. Why? The reasons include because it is right, because it is honorable, because it is virtuous, and because the conscience of a teacher demands a higher standard.

Where does education happen? In classrooms. Teachers can provide the ultimate reform of education and teachers can be the ultimate reformers of education. Still, teachers cannot create all of the needed improvements in education alone. Input from, involvement from, ideas from, and participation from many other people can combine with what only teachers know about education to create the educational improvements which are sought year after year. School administrators, parents, guardians, school board members, community members, community organizations, politicians and other people can join in a grass-roots effort which agrees on a shared purpose for schools and on a way to improve schools so the purpose of a school – to cause learning – is realized.

Where does education happen? In classrooms. Teachers can provide the ultimate reform of education and teachers can be the ultimate reformers of education. Still, teachers cannot create all of the needed improvements in education alone. Input from, involvement from, ideas from, and participation from many other people can combine with what only teachers know about education to create the educational improvements which are sought year after year. School administrators, parents, guardians, school board members, community members, community organizations, politicians and other people can join in a grass-roots effort which agrees on a shared purpose for schools and on a way to improve schools so the purpose of a school – to cause learning – is realized.