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Death and taxes come later; what seems inevitable for children is the idea that, after spending the day at school, they must then complete more academic assignments at home. The predictable results: stress and conflict, frustration and exhaustion. Parents respond by reassuring themselves that at least the benefits outweigh the costs. But what if they don't? In The Homework Myth, nationally known educator and parenting expert Alfie Kohn systematically examines the usual defenses of homework--that it promotes higher achievement, "reinforces" learning, and teaches study skills and responsibility. None of these assumptions, he shows, actually passes the test of research, logic, or experience. So why do we continue to administer this modern cod liver oil -- or even demand a larger dose? Kohn's incisive analysis reveals how a mistrust of children, a set of misconceptions about learning, and a misguided focus on competitiveness have all left our kids with less free time and our families with more conflict. Pointing to parents who have fought back -- and schools that have proved educational excellence is possible without homework -- Kohn shows how we can rethink what happens during and after school in order to rescue our families and our children's love of learning.
As commercial flight is changing dramatically and its future remains unclear, a look at how we got here Grounded: Perpetual Flight . . . and Then the Pandemic considers the time leading up to the COVID-19 pandemic and the ensuing global plummet in commercial flight. Mobility studies scholar Christopher Schaberg tours the newly opened airport terminal outside of New Orleans (MSY) in late 2019, and goes on to survey the broad cultural landscape of empty airports and grounded planes in the early months of the novel coronavirus’s spread in 2020. The book culminates in a reflection on the future of air travel: what may unfold, and what parts of commercial flight are almost certainly relics of the past. Grounded blends journalistic reportage with cultural theory and philosophical inquiry in order to offer graspable insights as well as a stinging critique of contemporary air travel.
Increases in educational attainment benefit the public because more highly educated people tend to pay more in taxes, are less likely to use social support programs, and are less likely to commit crimes. This volume examines the monetary value of these benefits over an individual's lifetime and how they vary with education level.
A panel of experts briefed members of the U.S. Comm. on Civil Rights on the putative benefits of racial & ethnic diversity in elementary & secondary educ. (E&SE). Four experts presented written statements to the Commissioners that assessed the social science lit. on this issue: The Outcomes of School Desegregation in Public Schools, by David Armor; The Educational Benefits of Diversity in E&SE, by Arthur Coleman; The Benefits of Racial/Ethnic Diversity in E&SE, by Michal Kurlaender; & Demographic Perspectives on Diversity, Racial Isolation, & the Seattle School Board¿s Plan to ¿Cure¿ Residential ¿Segregation,¿ by Stephan Thernstrom. Also includes: Dissenting Statements of Comm. Arlan Melendez & Michael Yaki. Speaker Bio. Illus.
Who Benefits From Special Education?: Remediating (Fixing) Other People's Children addresses the negative consequences of labeling and separating education for students with "disabilities," the cultural biases inherent in the way that we view children's learning difficulties, the social construction of disability, the commercialization of special education, and related issues. The theme that unifies the chapters is that tension exists between professional ideology and practice, and the wishes and expectations of the recipients of professional practice--children, adolescents, and adults with disabilities and their families. These voices have rarely taken center stage in formulating important decisions about the quality and characteristics of appropriate practice. The dominant view in the field of special education has been that disability is a problem in certain children, rather than an artifact that results from the general structure of schooling; it does not take into consideration the voices of people with disabilities, their families, or their teachers. Offering an alternative perspective, this book deconstructs mainstream special education ideologies and highlights the personal perspectives of students, families, and front-line professionals such as teachers and mental health personnel. It is particularly relevant for special education/disabilities studies graduate students and faculty and for readers in general education, curriculum studies, instruction theory, and critical theory.
Incorporating HC 370