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In this captivating coming-of-age story, a once underpaid teacher is swept into the glittering world of Manhattan private schools--where shopping sprees are endless and morality is optional. "You're making how much an hour" "Two hundred dollars." "Do you ride in on a pony" All she wants to do is teach. For Anna Taggert, an earnest Ivy League graduate, pursuing her passion as a teacher means engaging young hearts and minds. She longs to be in a place where she can be her best self, and give that best to her students. Turns out it isn't that easy. Landing a job at an elite private school in Manhattan, Anna finds her dreams of chalk boards and lesson plans replaced with board families, learning specialists, and benefit-planning mothers. Not to mention the grim realities of her small paycheck. And then comes the realization that the papers she grades are not the work of her students, but of their high-priced, college-educated tutors. After uncovering this underground economy where a teacher can make the same hourly rate as a Manhattan attorney, Anna herself is seduced by lucrative offers -- one after another. Teacher by day, tutor by night, she starts to sample the good life her students enjoy: binges at Barneys, dinners at the Waverly Inn, and a new address on Madison Avenue. Until, that is, the truth sets in.
The ultra-elite private schools, the super schools; places where the resources, the curriculum and the tuition are comparable to the best liberal arts colleges. These are schools where lineage is a factor in the admission process. These are not schools for those who can afford better, they are schools for those who can afford only the very best. These are places of privilege. Rarely do they include black students. In the 1960's, they almost never did. In New York, the crown jewel place of privilege is The Dalton School; one of the most prestigious, elite prep schools in the nation, recognized globally for its visionary progressive educational philosophy and its ultra-wealthy, celebrity student body. Dalton is where Anderson Cooper was a student, Jeffrey Epstein was a teacher and Robert Redford and Bob Fosse were members of the PTA. In the mid-1960s, Dalton reached out to previously unfamiliar communities and for the first time actively recruited minority students. Mark and Ray are among the very first young Black men to attend Dalton. "Place Of Privilege" provides the remarkable narrative of the pathfinder courses their lives would take. This is the story of how Dalton changed their lives forever, and how their presence changed Dalton forever.
The Dalton School, an independent, progressive school on the Upper East Side of Manhattan, was founded in 1919 by Helen Parkhurst. Influenced by educational leaders such as Maria Montessori, Frederic Burk, Carlton Washburne, and John Dewey, Helen Parkhurst established a child-centered, progressive school which attempted to incorporate the notion of a democratic community within the boundaries of an educational program. This innovative program became known as The Dalton Plan. In this book, Susan F. Semel tells the story of The Dalton School from its earliest beginnings through the present day. Her story traces the history of progressive education within the walls of The Dalton School, focusing on the school's heads, including Charlotte Durham, Donald Barr and Gardner Dunnan. During certain periods of the school's history, as progressive education waxed and waned in the educational community at large and as educators responded to demands for more content-based curriculum, The Dalton Plan was modified. At other times, the school was impervious to the infusion of current educational thought. Consequently, during some periods of its history, The Dalton School was on the cutting edge of educational reform while, during others, the school swam against the tide of «alternative education» or neo-progressivism to favor a traditional back-to-basics approach. Ultimately, Semel uses the original Dalton Plan as a yardstick by which to measure what has happened to progressive education in the larger world. While Susan Semel concludes that The Dalton School, in its present state, is not the same school that Helen Parkhurst founded, it still employs an educational program that pays attention to the needs of a multicultural society and reconfirms the spirit of child-centered pedagogy as an important concern of the Dalton community.
Inquiry based play; Centers for reading; writing; mathematics and science
The social organization of teaching and learning, particularly in classrooms, has not yet been recognized as a foundational element of education. However, social constructionist views of human development, cognition, and schooling, as well as the increasing challenges of cultural and linguistic diversity, make it a vital concern for teachers, researchers, and policymakers. This book introduces the concept of educational social organization, assembles the pertinent theory and evidence, and suggests future directions for training and policy. }The four goals of school reform--academic excellence, fairness, inclusion and harmony--can be achieved simultaneously, by transforming the final common pathway of all school reform--instructional activity. Teaching Transformed is a new vision for classrooms, based on consensus research findings and unified practice prescriptions, explained and justified by new developments in sociocultural theory, and clarified by an explicit five-phase developmental guide for achieving that transformation. Teaching Transformed is both visionary and practical, both theoretical and data-driven, and determined to create effective education for all students. Professional educators, parents, and any reader concerned with saving our schools will find this book necessary to understand our current plight, and to envision a realistic means of transformation.
An NPR Favorite Book of the Year “Breaks new ground on social and educational questions of great import.” —Washington Post “An essential work, humane and candid, that challenges and expands our understanding of the lives of contemporary college students.” —Paul Tough, author of Helping Children Succeed “Eye-opening...Brings home the pain and reality of on-campus poverty and puts the blame squarely on elite institutions.” —Washington Post “Jack’s investigation redirects attention from the matter of access to the matter of inclusion...His book challenges universities to support the diversity they indulge in advertising.” —New Yorker The Ivy League looks different than it used to. College presidents and deans of admission have opened their doors—and their coffers—to support a more diverse student body. But is it enough just to admit these students? In this bracing exposé, Anthony Jack shows that many students’ struggles continue long after they’ve settled in their dorms. Admission, they quickly learn, is not the same as acceptance. This powerfully argued book documents how university policies and campus culture can exacerbate preexisting inequalities and reveals why some students are harder hit than others.
Dennis Dalton's classic account of Gandhi's political and intellectual development focuses on the leader's two signal triumphs: the civil disobedience movement (or salt satyagraha) of 1930 and the Calcutta fast of 1947. Dalton clearly demonstrates how Gandhi's lifelong career in national politics gave him the opportunity to develop and refine his ideals. He then concludes with a comparison of Gandhi's methods and the strategies of Martin Luther King Jr. and Malcolm X, drawing a fascinating juxtaposition that enriches the biography of all three figures and asserts Gandhi's relevance to the study of race and political leadership in America. Dalton situates Gandhi within the "clash of civilizations" debate, identifying the implications of his work on continuing nonviolent protests. He also extensively reviews Gandhian studies and adds a detailed chronology of events in Gandhi's life.
A young man seeks a better life in Spanish Harlem—even as he helps burn it down—in this “searing portrait of a community at the tipping point” (Booklist). In New York City’s Spanish Harlem, Julio and Maritza are each searching for a path that will give their lives meaning, no matter how shadowed by controversy. Julio is an arsonist for hire, pocketing thousands of dollars from investors eager to capitalize on more expensive real estate. But when he has reason to stop setting his neighborhood ablaze and vows to change his ways, Julio’s employers threaten his life—and the lives of those close to him. Maritza, meanwhile, has become the pastor of a progressive Pentecostal church—the perfect cover for the scam she’s running. For the right price, she’ll make anyone an American citizen. With a cast of characters as colorful as the city itself, Ernesto Quiñonez brings a vibrant community and landscape to life in this follow-up to his acclaimed novel Bodega Dreams