Steven P. Jones – författare

Hypodontia: A Team Approach to Management provides specialist clinicians with a practical reference to the multidisciplinary management of patients with this condition. The book synthesises current information and best practice from specialties involved in the treatment of hypodontia into one comprehensive volume, emphasising a problem-based approach throughout.

This volume is structured over three sections. Part One offers background information on the epidemiology and aetiology of hypodontia, its inheritance patterns and syndromic associations, as well as describing the clinical features of the condition and outlining the importance of a multidisciplinary approach to patient care. Part Two addresses key issues in hypodontia management, namely challenges posed by excessive or inadequate space within and between the dental arches, specific occlusal considerations, and problems related to the supporting tissues. Part Three considers treatment of hypodontia within the framework of three broad stages of dental development: the primary/early fixed dentition, the late mixed dentition/early permanent dentition, and finally the established dentition.

Hypodontia: A Team Approach to Management draws on the best available evidence and opinion to provide a complete, in-depth practical resource for dental specialists dealing with this complex condition.

Complete multidisciplinary resource on hypodontia Authored by a team with over 30 years of clinical and research experience in the treatment of hypodontia Extensive reference lists Features comprehensive section on age-related approaches to treatment Many clinical illustrations in full colour

Hypodontia: A Team Approach to Management provides specialist clinicians with a practical reference to the multidisciplinary management of patients with this condition. The book synthesises current information and best practice from specialties involved in the treatment of hypodontia into one comprehensive volume, emphasising a problem-based approach throughout.

This volume is structured over three sections. Part One offers background information on the epidemiology and aetiology of hypodontia, its inheritance patterns and syndromic associations, as well as describing the clinical features of the condition and outlining the importance of a multidisciplinary approach to patient care. Part Two addresses key issues in hypodontia management, namely challenges posed by excessive or inadequate space within and between the dental arches, specific occlusal considerations, and problems related to the supporting tissues. Part Three considers treatment of hypodontia within the framework of three broad stages of dental development: the primary/early fixed dentition, the late mixed dentition/early permanent dentition, and finally the established dentition.

Hypodontia: A Team Approach to Management draws on the best available evidence and opinion to provide a complete, in-depth practical resource for dental specialists dealing with this complex condition.

Complete multidisciplinary resource on hypodontia Authored by a team with over 30 years of clinical and research experience in the treatment of hypodontia Extensive reference lists Features comprehensive section on age-related approaches to treatment Many clinical illustrations in full colour

There is a story going around about the public schools and the people who teach in them—a story about how awful our nation’s teachers are and why we should blame teachers for the poor state of our public schools. But is the story about teachers right or fair? Why do so many people point fingers at teachers and seem to resent them so much?Blame Teachers: The Emotional Reasons for Educational Reform examines why many people blame teachers for what they understand to be the poor state of our schools. Blame comes easily to many people when they read about poor student performance and how “protected” teachers are by teachers’ unions and tenure policies. And with blame comes resentment, and with resentment comes demands for all kinds of educational reform—calls for more standardized testing, merit pay, charter schools, and all the rest. And we expect teachers to like and accept all the reforms being proposed.Conceiving educational reform out of blame and resentment aimed at teachers does no good for teachers, students, or schools. Blame Teachers outlines many of the strange and unacceptable assumptions about teaching and the purposes of education contained in these educational reforms. Intended for teachers, teacher education students, policymakers and the larger public, Blame Teachers suggests much better and more productive conversations we can have with teachers—conversations much more likely to improve teaching and learning in classrooms. The book argues for conversations with teachers that don’t begin or end with blame and resentment.

There is a story going around about the public schools and the people who teach in them—a story about how awful our nation’s teachers are and why we should blame teachers for the poor state of our public schools. But is the story about teachers right or fair? Why do so many people point fingers at teachers and seem to resent them so much?Blame Teachers: The Emotional Reasons for Educational Reform examines why many people blame teachers for what they understand to be the poor state of our schools. Blame comes easily to many people when they read about poor student performance and how “protected” teachers are by teachers’ unions and tenure policies. And with blame comes resentment, and with resentment comes demands for all kinds of educational reform—calls for more standardized testing, merit pay, charter schools, and all the rest. And we expect teachers to like and accept all the reforms being proposed.Conceiving educational reform out of blame and resentment aimed at teachers does no good for teachers, students, or schools. Blame Teachers outlines many of the strange and unacceptable assumptions about teaching and the purposes of education contained in these educational reforms. Intended for teachers, teacher education students, policymakers and the larger public, Blame Teachers suggests much better and more productive conversations we can have with teachers—conversations much more likely to improve teaching and learning in classrooms. The book argues for conversations with teachers that don’t begin or end with blame and resentment.

There is a story going around about the public schools and the people who teach in them-a story about how awful our nation's teachers are and why we should blame teachers for the poor state of our public schools. But is the story about teachers right or fair? Why do so many people point fingers at teachers and seem to resent them so much?Blame Teachers: The Emotional Reasons for Educational Reform examines why many people blame teachers for what they understand to be the poor state of our schools. Blame comes easily to many people when they read about poor student performance and how "e;protected"e; teachers are by teachers' unions and tenure policies. And with blame comes resentment, and with resentment comes demands for all kinds of educational reform-calls for more standardized testing, merit pay, charter schools, and all the rest. And we expect teachers to like and accept all the reforms being proposed.Conceiving educational reform out of blame and resentment aimed at teachers does no good for teachers, students, or schools. Blame Teachers outlines many of the strange and unacceptable assumptions about teaching and the purposes of education contained in these educational reforms. Intended for teachers, teacher education students, policymakers and the larger public, Blame Teachers suggests much better and more productive conversations we can have with teachers-conversations much more likely to improve teaching and learning in classrooms. The book argues for conversations with teachers that don't begin or end with blame and resentment.