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EDUCATION.

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1 334: Yearbook Of Harvard And Radcliffe.
Harvard Yearbook Publications, Cambridge: 1970. h Hardcover, no dustjacket. Good condition. 
This is the 1970 Harvard Yearbook. Contents includes From the Sixties, The War, Harvard, University in Flux, The Black Community, International Comment, The Square, Fall Sports 1969, The Harvard Experiment, Educational Reform, Responsibility in Research, Women's Liberation, Aspects of the Creative Arts, and Into the Seventies. 
Price: 47.50 USD
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2 Eclectic School Series: The Eclectic Primer; For Young Children - Designed To Precede Wm. H. Mcguffey's Eclectic Readers.
Mott Media, Milford: 1982. 0880620188 / 9780880620185 Reprint Edition. h Hardcover, no dustjacket. Reading copy. 
In order to capture the true spirit of the original McGuffey's Eclectic Readers, the editors of this edtion have made no major content changes. While this edition of the authentic Readers is being presented in a more easiy readable form, the stories, poems, and pictures appear as they did in the first edition. 
Price: 6.37 USD
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3 Manhattan Center For Science And Mathematics 1986 Yearbook Mcsm Seniors - 1986.
Manhattan Center For Science And Mathematics, New York: 1986. First Edition. h Hardcover, no dustjacket. Reading copy. 
This is the Yearbook of the very first class to graduate. Includes a photo of Mayor Edward Koch in a ribbon cutting ceremony at the school. 
Price: 23.75 USD
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4 The Collegians---in 2 Volumes.
h Hardcover, no dustjacket. Good condition. 
This book wonderfully describes the personal and private lives of a certain group of college students---their personal lives , their private lives and their sex lives. 
Price: 950.24 USD
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5 The Ledger: High School Of Commerce 1952 Yearbook.
High School of Commerce, New York: 1952. First Edition. s Softcover. Good condition. 
This is the official Year Book of the 1952 graduating class at the High School of Commerce in Yonkers, New York. 
Price: 25.18 USD
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6 The Ledger: High School Of Commerce 1953 Yearbook.
High School of Commerce, New York: 1953. First Edition. s Softcover. Good condition. 
This is the official Year Book of the 1953 graduating class at the High School of Commerce in Yonkers, New York. 
Price: 25.18 USD
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7 The Paul & Daisy Soros Fellows 1998 - 2007.
The Paul & dDaisy Soros Fellowships For New Americans. First Edition. s Softcover. Fair condition. 
Provides background information and photos of those who were Fellows as well as information about the program. 
Price: 9.50 USD
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8 ABRAMS, SAMUEL E. Education And The Commercial Mindset.
Harvard University Press, Cambridge, Massachusetts and London England: 2016. h Hardcover with dustjacket. Brand new book. 
America's commitment to public schooling once seemed unshakable. But today the movement to privatize K-12 education is stronger than ever. A veteran teacher and administrator, Samuel Abrams examines the rise of market forces in public education and reveals how a commercial mindset has taken over. For decades, Milton Friedman and his disciples contended that private markets could deliver better schooling than governments. In the 1990s, this belief was put to the test by Edison Schools and other for-profit educational management organizations (EMOs). Edison grew rapidly, running schools in Baltimore, Philadelphia, and many other cities across the country. Yet disappointing academic and financial outcomes soon pushed the company and its competitors to the margins. The focus of EMOs on efficiency and results nevertheless found expression in federal policy with No Child Left Behind in 2002 and Race to the Top in 2009. The new ethos also defined nonprofit charter management organizations (CMOs) like KIPP that surfaced in the wake of EMOs and flourished. But the dependence of CMOs on philanthropists, tireless teachers, and students capable of abiding by rigid expectations limits their reach. Abrams argues that while the commercial mindset sidesteps fundamental challenges, public schools should adopt lessons from the business world. Citing foreign practices, he recommends raising teacher salaries to attract and retain talent, conferring more autonomy on educators to build ownership, and employing sampling techniques rather than universal assessments to gauge student progress. 432 pages, 6-1/8 x 9-1/4 inches,12 charts, 20 tables. Samuel E. Abrams is Director of the National Center for the Study of Privatization in Education at Teachers College, Columbia University. "Given the near-complete absence of public information and debate about the stealth effort to privatize public schools, this is the right time for the appearance of [this book]. Samuel E. Abrams, a veteran teacher and administrator, has written an elegant analysis of the workings of market forces in education in his book Education and the Commercial Mindset."—Diane Ravitch, The New York Review of Books "[An] outstanding book."—Carol Burris, The Washington Post "Education and the Commercial Mindset provides the most detailed and comprehensive analysis of the school privatization movement to date. Students of American education will learn a great deal from it."—Leo Casey, Dissent "In Education and the Commercial Mindset, Abrams provides a detailed, informative and insightful account of the rise and fall of The Edison Project, as a case study of for-profit schools… Abrams demonstrates that for-profit schools have no incentives to consider long term educational or social goals. Obsessed with achievement metrics that might persuade consumers to purchase their product, they often exclude students with cognitive, emotional or behavioral problems. Or with failing grades… Running schools like businesses won't solve the problem, Samuel Abrams makes clear."—Glenn C. Altschuler, The Huffington Post "In 1962, Raymond Callahan's classic text Education and the Cult of Efficiency argued that the goal of efficient operations had become a first order priority in public education. Callahan's work is now joined by a new definitive account, the brilliant book Education and the Commercial Mindset by Samuel E. Abrams… Abrams has provided a thoughtful, critical, and rigorous explanation of crucially important distinctions that will be invaluable to scholars, policymakers, administrators, and teachers alike."—Megan Tompkins-Stange, Teachers College Record "Abrams describes eloquently the disconnect between the optimism underlying for-profit companies' efforts to improve urban education and the realities that their schools faced. He also describes the history of KIPP charters, their accomplishments, and the limits of the KIPP model as a strategy for improving the life chances of urban children growing up in low-income families."—Richard J. Murnane, coauthor of Restoring Opportunity "Abrams's book is the best, most insightful and comprehensive analysis of the modern-day efforts to manage schools like businesses. It is beautifully written and documented with careful research."—Diane Ravitch, author of The Death and Life of the Great American School System "Lucid, thorough, and balanced, Education and the Commercial Mindset is a riveting analysis of current education policy and how we got here. It will serve as an invaluable resource for policymakers involved in urban school reform."—David Rogers, author of 110 Livingston Street "Abrams provides a comprehensive and insightful analysis of the private sector's foray into public education. His analysis of Edison Schools, an educational management organization, demonstrates why private sector practices may easily be applied to purchasing scheduling software or contracting bus service, but why they cannot be easily applied to the management of schools where the purpose and process of education is much more complex and opaque. He also examines charter school organizations, the use of publicly funded vouchers for students to attend private schools in Chile and Sweden, and the application of business practices to schools in Finland. Altogether, Abrams makes a compelling case on the limits of private sector practices in public education."—Russell W. Rumberger, author of Dropping Out "Grounded in meticulous research in Finland and Sweden as well as the United States, Education and the Commercial Mindset is a bracing assessment of contemporary education reform and its consequences."—Pasi Sahlberg, author of Finnish Lessons 
Price: 37.95 USD
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9 ADELY, FIDA J. Gendered Paradoxes: Educating Jordanian Women In Nation, Faith, And Progress.
University of Chicago Press, Chicago and London: 2012. s Softcover. Brand new book. 
In 2005 the World Bank released a gender assessment of the nation of Jordan, a country that, like many in the Middle East, has undergone dramatic social and gender transformations, in part by encouraging equal access to education for men and women. The resulting demographic picture there—highly educated women who still largely stay at home as mothers and caregivers— prompted the World Bank to label Jordan a "gender paradox." In Gendered Paradoxes, Fida J. Adely shows that assessment to be a fallacy, taking readers into the rarely seen halls of a Jordanian public school—the al-Khatwa High School for240 pages | 6 x 9 | © 2012 Cloth $75.00 ISBN: 9780226006901 Published August 2012 Paper $25.00 ISBN: 9780226006918 Published August 2012 E-book $7.00 to $25.00 About E-books ISBN: 9780226006925 Published September 2012 In 2005 the World Bank released a gender assessment of the nation of Jordan, a country that, like many in the Middle East, has undergone dramatic social and gender transformations, in part by encouraging equal access to education for men and women. The resulting demographic picture there—highly educated women who still largely stay at home as mothers and caregivers— prompted the World Bank to label Jordan a "gender paradox." In Gendered Paradoxes, Fida J. Adely shows that assessment to be a fallacy, taking readers into the rarely seen halls of a Jordanian public school—the al-Khatwa High School for Girls—and revealing the dynamic lives of its students, for whom such trends are far from paradoxical. Through the lives of these students, Adely explores the critical issues young people in Jordan grapple with today: nationalism and national identity, faith and the requisites of pious living, appropriate and respectable gender roles, and progress. In the process she shows the important place of education in Jordan, one less tied to the economic ends of labor and employment that are so emphasized by the rest of the developed world. In showcasing alternative values and the highly capable young women who hold them, Adely raises fundamental questions about what constitutes development, progress, and empowerment—not just for Jordanians, but for the whole world. 
Price: 23.75 USD
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10 ALLEN, EDWARD DAVID AND VALETTE, REBECCA M. Modern Language Classroom Techniques: A Handbook.
Harcourt Brace Jovanovich, NY: 1972. 0155618202 / 9780155618206 s Softcover. Good condition. Previous owner's name appears on front endpaper. 
Shows the foreign language teacher ways of implementing and supplementing existing materials. Emphasis is on teacher-made materials, although many of the techniques suggested may also be implemented with commercial programs, films, slides, and transparencies. Includes an Index. 
Price: 22.42 USD
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11 AMHERST COLLEGE FACULTY. Teaching What We Do.
Amherst College Press, Amherst: 1991. 0943184037 / 9780943184036 h Hardcover with dustjacket. Good condition. 

Price: 18.76 USD
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12 ANDERSON, CHARLES H. (EDITOR); MURRAY, JOHN D. (EDITOR). The Professors: Work And Life Styles Among Academicians.
Schenkman Publishing Company, Inc. Cambridge: 1971. s Softcover. Good condition. 
A group of lively and penetrating essays that present a vivid picture of the many dimensions of the professorial life. 
Price: 27.79 USD
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13 ARBUTHNOT, MARY HILL. Children And Books.
Scott, Foresman & Co., Chicago: 1957. Revised Edition. h Hardcover, no dustjacket. Very good condition. Previous owner's name appears on front endpaper. 
Understanding children and their literature needs, perspectives and background, criteria and type of artists and authors. Includes an Index. 
Price: 9.50 USD
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14 ARUM, RICHARD & ROKSA, JOSIPA. Academically Adrift: Limited Learning On College Campuses.
University of Chicago Press, Chicago and London: 2011. s Softcover. Brand new book. 
In spite of soaring tuition costs, more and more students go to college every year. A bachelor's degree is now required for entry into a growing number of professions. And some parents begin planning for the expense of sending their kids to college when they're born. Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there? For a large proportion of students, Richard Arum and Josipa Roksa's answer to that question is a definitive no. Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Assessment, a standardized test administered to students in their first semester and then again at the end of their second year. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, 45 percent of these students demonstrate no significant improvement in a range of skills—including critical thinking, complex reasoning, and writing—during their first two years of college. As troubling as their findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise—instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list. Academically Adrift holds sobering lessons for students, faculty, administrators, policy makers, and parents—all of whom are implicated in promoting or at least ignoring contemporary campus culture. Higher education faces crises on a number of fronts, but Arum and Roksa's report that colleges are failing at their most basic mission will demand the attention of us all. "A decade ago the United States led the world in the number of college graduates. Today this is no longer the case. Academically Adrift raises serious questions about the quality of the academic and social experiences of college students. Armed with extensive data and comprehensive analyses, the authors provide a series of compelling solutions for how colleges can reverse the tide and renew their emphases on learning. This first-rate book demonstrates why colleges, like K-12 institutions, now more than ever require major reforms to sustain our democratic society." --Barbara Schneider, Michigan State University "This provocative study demands attention at all levels, including leaders of higher education, researchers, students, parents, and the general public. It confirms that students who encounter faculty with high expectations and demanding courses tend to learn more than others. Among its most troubling findings are the persistent racial gaps in learning rates during college. The implications of these and other findings should be widely discussed." - Adam Gamoran, University of Wisconsin∆-Madison "This might be the most important book on higher education in a decade. Combined with students' limited effort and great disparities in benefits among students, Arum and Roksa's findings raise questions that should have been raised long ago about who profits from college and what colleges need to do if they are to benefit new groups of students. In this new era of college for all, their analysis refocuses our attention on higher education's fundamental goals." --James Rosenbaum, Northwestern University "A damning indictment of the American higher-education system." --U.S. News & World Report "It's hard to think of a study in the last decade that has had a bigger impact on public discourse about higher education and the internal workings of colleges and universities alike than has Academically Adrift." --Doug Lederman, Inside Higher Education "The time, money, and effort that's required to educate college students helps explain why the findings are so shocking in a new blockbuster book—Academically Adrift: Limited Learning on College Campuses—that argues that many students aren't learning anything." --Times Higher Education "For a short book, it takes a major step towards evidence-based assessment of student learning. . . . All university managers might like to read 40 pages of this book a week for the next five weeks and produce a 20-page report on 'Countering Academic Drift: Developing Critical Thinking in the University.'" --Wilson Quarterly "Whatever criticism this book provokes in the higher-education establishment, its value is enormous. The disconcerting findings of Arum and Roksa should resonate well beyond the academy." --Matthew Johnson, Teacher Scholar "Despite the book's moderate proposals, some critics have painted this book as misguided punditry. Readers of Teacher-Scholar, however, would be remiss not to take this book seriously. Arum and Roska's use and analysis of CLA data, although sometimes flawed, lift this book out of punditry and into serious scholarship. They show that almost half of college students do not improve on important skills that they should gain in their first years in college, and they convincingly connect this problem to the lack of academic rigor at many universities. Likewise, although their recommendations for more accountability are vague and incomplete, they raise an important question about whether we are entering a new era where the federal government or accrediting agencies will find new ways to hold universities accountable for learning outcomes. The future regulatory environment is uncertain and faculty members and administrators should take note of the growing critique of higher learning as well as these new conversations about accountability." -- Bill Gates "Before reading this book, I took it for granted that colleges were doing a very good job." -- Anthony Grafton, The New York Review of Books "Seriously researched, rich in data, and sometimes adorned with dozens of tables that the uninitiated may find cryptic, works like…Academically Adrift (2011) by Richard Arum and Josipa Roksa focus on particular aspects of the system. They excavate a world of ugly facts and unsatisfactory practices that has the gritty look and feel of reality—a reality that has little to do with the glossy hype of world university ratings….In Academically Adrift, Arum and Roksa paint a chilling portrait of what the university curriculum has become."—New York Review of Books 
Price: 23.75 USD
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15 ASHTON-WARNER, SYLVIA. Spearpoint: " Teacher " In America.
Alfred A. Knopf, New York: 1972. First Edition. h Hardcover with dustjacket. Good condition. 
Takes us into her American schoolroom, into her life with the children - they're mostly five-year-lds. We watch her teaching them, discovering them: the delicate Odile, Monty (king of the Wannadowannas), Peter, Bonnie, and the others. As their personalities, emotions, and intelligences are revealed, Sylvia Ashton-Warner draws some astonishing conclusions about the American society as it affects our children and their connection with life, with one another, with school and family - even their pets. 
Price: 8.31 USD
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16 AXTELL, JAMES. The Pleasures Of Academe: A Celebration And Defense Of Higher Education.
University of Nebraska Press, Lincoln: 1998. 0803210493 / 9780803210493 First Edition (Unstated). h Hardcover with dustjacket. Very good condition. 
In this timely book, historian James Axtell offers a compelling defense of higher education. Drawing on national statistics, broad-ranging scholarship, and delightful anecdotes, Axtell describes the professorial work cycle, the evolution of scholarship in the past three decades, the importance of "habitual scholarship," and the best ways to judge a university. He persuasively confronts the critics of higher education, arguing that they have perpetuated misunderstandings of tenure, research, teaching, curricular change, and professorial politics. Includes an Index. James Axtell is William R. Kenan Jr. Professor of Humanities at the College of William and Mary. He is the author of numerous books, including the award-winning The Invasion Within: The Contest of Cultures in Colonial North America. "Before urging legislators to make deeper cuts in university funding, readers should attend to Axtell's vigorous defense of the nation's colleges and universities. . . . [His] message will renew confidence in the promise of education." — Booklist "[Axtell] responds particularly to those critics of higher education who attack faculty for their failure to increase teaching loads, neglecting to look at national studies or, more broadly, at the meaning of the university to American society. . . . With humor and affection, Axtell describes the wholeness of academic life and the community of scholars who contribute to student learning and increase human knowledge." — Library Journal "Axtell is good company. . . . [His] tribute to his life is a welcome, almost necessary reminder that to work in a university can be enjoyable and rewarding." — Times Literary Supplement 
Price: 18.72 USD
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17 AXTELL, JAMES. The Pleasures Of Academe: A Celebration And Defense Of Higher Education.
University of Nebraska Press, Lincoln: 1999. s Softcover. Brand new book. 
In this timely book, historian James Axtell offers a compelling defense of higher education. Drawing on national statistics, broad-ranging scholarship, and delightful anecdotes, Axtell describes the professorial work cycle, the evolution of scholarship in the past three decades, the importance of "habitual scholarship," and the best ways to judge a university. He persuasively confronts the critics of higher education, arguing that they have perpetuated misunderstandings of tenure, research, teaching, curricular change, and professorial politics. Includes an Index. James Axtell is William R. Kenan Jr. Professor of Humanities at the College of William and Mary. He is the author of numerous books, including the award-winning The Invasion Within: The Contest of Cultures in Colonial North America. "Before urging legislators to make deeper cuts in university funding, readers should attend to Axtell's vigorous defense of the nation's colleges and universities. . . . [His] message will renew confidence in the promise of education." — Booklist "[Axtell] responds particularly to those critics of higher education who attack faculty for their failure to increase teaching loads, neglecting to look at national studies or, more broadly, at the meaning of the university to American society. . . . With humor and affection, Axtell describes the wholeness of academic life and the community of scholars who contribute to student learning and increase human knowledge." — Library Journal "Axtell is good company. . . . [His] tribute to his life is a welcome, almost necessary reminder that to work in a university can be enjoyable and rewarding." — Times Literary Supplement 
Price: 14.25 USD
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18 BAILEY, THOMAS R.; JAGGARS, SHANNA SMITH; JENKINS, DAVIS. Redesigning America's Community Colleges: A Clearer Path To Student Success.
Harvard University Press, Cambridge, Massachusetts and London England: 2015. h Hardcover with dustjacket. Brand new book. 
In the United States, 1,200 community colleges enroll over ten million students each year—nearly half of the nation's undergraduates. Yet fewer than 40 percent of entrants complete an undergraduate degree within six years. This fact has put pressure on community colleges to improve academic outcomes for their students. Redesigning America's Community Colleges is a concise, evidence-based guide for educational leaders whose institutions typically receive short shrift in academic and policy discussions. It makes a compelling case that two-year colleges can substantially increase their rates of student success, if they are willing to rethink the ways in which they organize programs of study, support services, and instruction. Community colleges were originally designed to expand college enrollments at low cost, not to maximize completion of high-quality programs of study. The result was a cafeteria-style model in which students pick courses from a bewildering array of choices, with little guidance. The authors urge administrators and faculty to reject this traditional model in favor of "guided pathways"—clearer, more educationally coherent programs of study that simplify students' choices without limiting their options and that enable them to complete credentials and advance to further education and the labor market more quickly and at less cost. Distilling a wealth of data amassed from the Community College Research Center (Teachers College, Columbia University), Redesigning America's Community Colleges offers a fundamental redesign of the way two-year colleges operate, stressing the integration of services and instruction into more clearly structured programs of study that support every student's goals. Thomas Bailey is the George and Abby O'Neill Professor of Economics and Education at Teachers College, Columbia University, and Director of the Community College Research Center. Shanna Smith Jaggars is Assistant Director of the Community College Research Center at Teachers College, Columbia University. Davis Jenkins is Senior Research Associate at the Community College Research Center at Teachers College, Columbia University. "[Redesigning America's Community Colleges is] meant to be honest, grounded, and useful, and it is. It gets the details right. I really can't recommend it highly enough."—Matt Reed, Inside Higher Ed "Thomas Bailey is the nation's preeminent scholar of community colleges. Together with distinguished researchers Shanna Jaggars and Davis Jenkins, Bailey expertly diagnoses the limitations of existing community college reforms and outlines a proposal for dramatic change. Redesigning America's Community Colleges is must reading for anyone who cares about making community colleges the engines for social mobility they were intended to be."—Richard D. Kahlenberg, The Century Foundation "In this analysis, grounded both in research and practice, I found both the best diagnosis of our challenge and the most promising prescription for change I have encountered in more than two decades of work on student success in community colleges. The authors make a compelling case that significant and lasting improvements in student success will only be achieved by redesigning the deep architecture of our colleges from a culture of chaos, uninformed choice, and diffuse responsibility—the cafeteria model—to one of clearly designed and supported program models with more limited choice and more secure outcomes—the guided pathways model."—Sandy Shugart, President, Valencia College 
Price: 41.80 USD
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19 BAIN, KEN. What The Best College Teachers Do.
Harvard University Press, Cambridge, Massachusetts and London England: 2004. h Hardcover with dustjacket. Brand new book. 
What makes a great teacher great? Who are the professors students remember long after graduation? This book, the conclusion of a fifteen-year study of nearly one hundred college teachers in a wide variety of fields and universities, offers valuable answers for all educators. The short answer is—it's not what teachers do, it's what they understand. Lesson plans and lecture notes matter less than the special way teachers comprehend the subject and value human learning. Whether historians or physicists, in El Paso or St. Paul, the best teachers know their subjects inside and out—but they also know how to engage and challenge students and to provoke impassioned responses. Most of all, they believe two things fervently: that teaching matters and that students can learn. In stories both humorous and touching, Ken Bain describes examples of ingenuity and compassion, of students' discoveries of new ideas and the depth of their own potential. What the Best College Teachers Do is a treasure trove of insight and inspiration for first-year teachers and seasoned educators. Ken Bain is Professor of History and former Provost at the University of the District of Columbia. "[What the Best College Teachers Do] remains for me the single most inspiring and thought-provoking work in the field. Bain's deep analysis of the teaching attitudes and practices of a small cohort of outstanding teachers, buttressed by research from the learning sciences and narrated in lively prose, provides multiple models for college educators to reflect upon, discuss, and emulate. Nine years after its initial publication, it continues to stimulate my own continuing meditations on teaching."—James M. Lang, The Chronicle of Higher Education "With the strong conviction that good teaching can be learned, and after 15 years of observing teachers in action, Bain undertook an exploration of the essentials of effective teaching. The result is an insightful look at what makes a great teacher, based on a study of three dozen teachers from a cross section of disciplines from medical-school faculties to undergraduate departments."—Vanessa Bush, Booklist "Ken Bain's What the Best College Teachers Do has generated considerable buzz, and rightly so. Based on a careful study of 60 outstanding teachers from a variety of disciplines and institutions, it distills valuable lessons that warrant the consideration of anyone who wishes to be more effective in drawing students into the life of the mind… [Readers] will find its various discussions to be uncommonly well grounded and uncommonly inspiring."—David E. Leary, APA Newsletter on Teaching Philosophy "It combines a robust theoretical framework grounded in the latest scholarship, the wisdom of best practices, and a unique depiction of how successful educators think about their teaching."—Paul Keim, Christian Century "Bain's sound and scholarly yet exuberant promotion of America's 'best college teachers' abounds with jaunty anecdotes and inspiring opinions that make student-centered instruction look not only infectious, but downright imperative… Though he acknowledges nationwide trends toward grade inflation, he invokes a 1990 study that suggests students are most driven by 'high demands' and prefer 'plentiful opportunities to revise and improve their work before it receives a grade.' Likewise, the book argues that, even in the cutthroat climate of today's competitive colleges, students strive best in cooperative classrooms. The best teachers, Bain avers, understand and exceed such expectations."—Publishers Weekly "Bain, a historian and director of New York University's Center for Teaching Excellence, studied 63 outstanding college teachers (as deemed by students and colleagues as well as by an examination of their students' work) from diverse institutions in an attempt to identify their common traits. What he discovered is pertinent to all teachers, including those at the K-12 level."—David Ruenzel, Teacher Magazine "Reading this book is a joy. Ken Bain has conducted years of careful research on a variety of campuses, and the result is an inspirational summary of what teachers do that truly makes a difference in students' lives, and what any teacher can do to improve. As a teacher myself, I found I couldn't put this book down."—Richard Light, author of Making the Most of College: Students Speak Their Minds 
Price: 28.03 USD
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20 BARZUN, JACQUES. Teacher In America.
Little, Brown and Company, Boston: 1946. h Hardcover, no dustjacket. Fair condition. First page torn from book. 
A provocative, personal commentary on teaching and teaching methods by one of America's most brilliant philosophers and historians. Expounds on "the crucial process of communication in modern life." 
Price: 11.88 USD
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