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It is universally recognized that schools play a major role in forming students' characters. The schools in our modern liberal society reflect in essence our culture and its fundamental values, which are often opposed to a Christian understanding and way of life. These provocative essays--written by a diverse group of scholars--address numerous significant issues concerning the nature, character, and role of Christian education in our era.

Grant Wiggins and Jay McTighe answer these and other questions in Schooling by Design: Mission, Action, and Achievement. Building on the premise of Understanding by Design, their acclaimed framework for curriculum, instruction, and assessment, the authors present a compelling argument for using the same approach to reach a grand goal: the reform of schooling as a whole.

Selecting a competition horse, training on the flat, introduction to fences, gymnastics and jumping lines, showing, jump construction, and more.

This first book-length study of girls’ primary education in France gives a concrete picture of how Frenchwomen were, and are, prepared for their roles in society.Until the 1960s, the primary school provided the only formal education for the majority of French children. Long recognized as a major inculcator of patriotic and moral values, the French primary school also played the vital role of preparing girls for their expected adult lives.Linda L. Clark describes in detail this socialization process. By analyzing a wide variety of documents from 1870 to the present―textbooks, curriculum materials, students’ notebooks, examination questions, inspectors’ reports, and teachers’ memoirs―she has uncovered not only what was taught to girls, but the social and political assumptions that lay behind the primary school’s messages about feminine personalities and activities.The book goes on to establish the relationship of feminine images to important aspects of French social, economic, and political life. A chapter on the preparation of girls for the world of work, for example, reveals the discrepancy between formal teaching about “femininity” and women’s actual participation in society.

The crowning achievement of a veteran scholar, this is the definitive book on freedmen's teachers in the South as well as an outstanding contribution to social history and our understanding of African American education. Conventional wisdom holds that freedmen's education was largely the work of privileged, single white northern women motivated by evangelical beliefs and abolitionism. Schooling the Freed People shatters this notion entirely. For the most comprehensive quantitative study of the origins of black education in freedom ever undertaken, Ronald E. Butchart combed the archives of all of the freedmen's aid organizations as well as the archives of every southern state to compile a vast database of over 11,600 individuals who taught in southern black schools between 1861 and 1876. Based on this path-breaking research, he reaches some surprising conclusions: one-third of the teachers were African Americans; black teachers taught longer than white teachers; half of t

This anthology introduces some of the most influential literature shaping our understanding of the social and cultural foundations of education today. Together the selections provide students a range of approaches for interpreting and designing educational experiences worthy of the multicultural societies of our present and future. The reprinted selections are contextualized in new interpretive essays written specifically for this volume.

A protégé of the legendary Vladimir S. Littauer and for more than thirty years director of the riding program at Sweet Briar College, Paul D. Cronin is a well-known and highly respected trainer and riding instructor. Schooling and Riding the Sport Horse is Cronin's clear and practical guide to getting the most out of your horse in a humane and sensitive way.Beginning with a brief history of educated horsemanship from the earliest published riding masters of the sixteenth century, Cronin clarifies the differences between forward riding and classical dressage, and how at times the two have become inappropriately mixed. He then gives an in-depth presentation of the American forward riding system that is the basis of hunter/jumper riding and examines the ways in which a rider's position and controls are essential to the training of the horse.In the system as Cronin explains it, the three basic pillars are position, controls, and schooling. In clear language, he walks the reader from the beginning stages of training through advanced jumping and cross-country work. He sets out proper methods of early schooling of the young, green, or reclaimed horse, based on freedom of movement under the weight of the rider at the walk, trot, canter, and jump; of gaining the horse's trust and cooperation; and of establishing agility and calmness in the horse at all gaits and over fences. Schooling and Riding the Sport Horse is an important book on horsemanship for riding instructors, trainers, and amateur riders alike.

Schooling Your Horse: A Simple Up-to-Date Method of Schooling Hunters, Jumpers, and Hacks Horses -- Training. Horseback riding -- Horsemanship. Horses, Riding and jumping. Goodreads review "This is the first non-fiction book I read about horses, 50 ! years ago. I still chortle when I remember that the bookmobile librarian phned my mother to ask permission to check the book to me because it was an ADULT book. I studied, was captivated by the images of Barnaby Bright, The Captain himself astride. I could see BB's muscles ripple, and feel the joy and power of unity in motion. Littauer, a Russian cavalry officer, emigrated to the US and should be credited with founding the American system of training working and showring hunters and tournament jumpers, and riding in the forward seat. Dressage riders will find that all the elements of the Training Scale are addressed, without fanfare or cerebral machination. His texts,for which folklore credits his Anthropologist wife, are just plain lucid. And his program for schooling, unfolds understandably for the mind of the horse and for the progression of the physical development. Especially for Thoroughbreds whose minds tend to learn faster than their bodies can develop. Anyone who brings horses through field school, events through novice level, or foxhunts will benefit from this book."

For anyone training a horse in dressage, classically based in-hand work is a valuable but unfortunately often undervalued part of its education. It is a rarely used tool, but one which offers variation to the everyday routine and schools both the horse and trainer. Particular emphasis is given to the description of lateral movements, as well as for the preparation towards the more advanced movements.

Examines the public school systems in Chicago and San Francisco, and argues that equal opportunity is no longer regarded as a right

Drawing extensively on primary source historical material, this book explores the social construction of children's bodies in Australian and British schools between 1880 and 1950, focusing on a matrix of discursive practices within three school sites: physical training, medical inspection and sport. The key argument of the book is that these discursive practices were part of a process of constructing the body in modernity. The docile body produced by these practices was pliable and yet economically productive, a body that could be regulated and normalized to ensure the healthy propagation of the race and a ready supply of economically-productive citizens. This study follows the use of these discursive practices in British and Australian schools up to, and including, the two World Wars and after.

"This book reports the proceedings of a conference on Schooling and Acquisition of Knowledge sponsored by the Navy Personnel Research and Development Center.The tone of most chapters is cognitive, several of them presenting models inspired by analogy to computer processes. There are 12 chapters, each typically consisting of a major presentation, a critic's prepared remarks, and a report of open discussion." From a review by Carl P. Duncan Northwestern University

Examines the connection between schooling and citizenship, and suggests an approach to education designed to tie in with America's democratic possibilities

Ethnic Differences explores how and why the Irish, Italians, Jews, and blacks of Providence, Rhode Island differed in their schooling and economic success. Drawing on new evidence from thousands of students recors of public, Catholic, and private schools, as well as on census manuscripts, city directories, and other sources, the book offers an integrated study of American ethnicity, education, and social structure. Joel Perlmann examines the extent to which differing career patterns, and reconsiders the relation between ethnicity and social class.

Conventional wisdom holds that freedmen's education was largely the work of privileged, single white northern women motivated by evangelical beliefs and abolitionism. Backed by pathbreaking research, Ronald E. Butchart's Schooling the Freed People shatters this notion. The most comprehensive quantitative study of the origins of black education in freedom ever undertaken, this definitive book on freedmen's teachers in the South is an outstanding contribution to social history and our understanding of African American education.

Coming soon from Bantam Doubleday Dell Books for Young Readers!Lisa Atwood thinks she is finally getting a horse of her very own. A new horse has arrived at Pine Hollow and Lisa is convinced that her parents are planning to buy it for her, so of course she volunteers to help school it. But training this horse is a lot more difficult then Lisa thought--in fact, it turns out to be dangerous. Meanwhile, Carole Hanson is having schooling problems of her own. She's about to fail a course, and she doesn't know where to turn for help. Should she try to struggle through on her own? Or admit defeat and just give up? Can the Saddle Club turn these two schooling disasters into happy endings?

Schooling for Critical Consciousness addresses how schools can help Black and Latinx youth resist the negative effects of racial injustice and challenge its root causes. Scott Seider and Daren Graves draw on a four-year longitudinal study examining how five different mission-driven urban high schools foster critical consciousness among their students. The book presents vivid portraits of the schools as they implement various programs and practices, and traces the impact of these approaches on the students themselves. The authors make a unique contribution to the existing scholarship on critical consciousness and culturally responsive teaching by comparing the roles of different schooling models in fostering various dimensions of critical consciousness and identifying specific programming and practices that contributed to this work. Through their research with more than 300 hundred students of color, Seider and Graves aim to help educators strengthen their capacity to support young people in learning to analyze, navigate, and challenge racial injustice.Schooling for Critical Consciousness provides school leaders and educators with specific programming and practices they can incorporate into their own school contexts to support the critical consciousness development of the youth they serve.

Which non-American education systems best prepare young people for fulfilling jobs and successful adult lives? And what can the United States—where far too many young people currently enter adulthood without adequate preparation for the twenty-first-century job market—learn, adopt, and adapt from these other systems? In Schooling in the Workplace, Nancy Hoffman addresses these questions head on, arguing that “the smartest and quickest route to a wide variety of occupations for the majority of young people in the successful countries—not a default for failing students—is a vocational program that integrates work and learning.” As she notes, the programs that successfully integrate work and learning all share a fundamental commitment to helping young people find successful careers: “The purpose is not ‘college for all,’ as in the United States today, but rather to provide the education and training young people need to prepare for a career or calling.” Schooling in the Workplace explores the vocational education programs in a wide range of countries, focusing in rich and useful detail on six in particular: Australia, Austria, Germany, the Netherlands, Norway, and Switzerland. Framing these discussions, however, is a persistent focus on American circumstances and challenges. Far more than a survey of six “foreign” programs, this is a book prompted by and organized around the policy and practical challenges facing the United States.

Asking fundamental and often uncomfortable questions about the nature and purposes of formal education, this book explores the three main ways of looking at the relationship between formal education, individuals and society: * that education improves society* that education reproduces society exactly as it is* that education makes society worse and harms individuals. Whilst educational policy documents and much academic writing and research stresses the first function and occasionally make reference to the second, the third is largely played down or ignored. In this unique and thought-provoking book, Clive Harber argues that while schooling can play a positive role, violence towards children originating in the schools system itself is common, systematic and widespread internationally and that schools play a significant role in encouraging violence in wider society. Topics covered include physical punishment, learning to hate others, sexual abuse, stress and anxiety, and the militarization of school. The book both provides detailed evidence of such forms of violence and sets out an analysis of schooling that explains why they occur. In contrast, the final chapter explores existing alternative forms of education which are aimed at the development of democracy and peace. This book should be read by anyone involved in education - from students and academics to policy-makers and practitioners around the world.

In this collection of provocative articles and blog posts originally published between 2010 and 2014, Alfie Kohn challenges the conventional wisdom about topics ranging from how low-income children are taught, to whether American schools have really fallen behind those in other countries. Why, he asks, do we assume learning can be reduced to numerical data? What leads us to believe that "standards-based" grading will eliminate the inherent limitations of marks? Or that training students to show more "grit" makes sense if the real trouble is with the tasks they've been given to do? Kohn's analytical style-incisive yet accessible-is brought to bear on big-picture policy issues as well as small-scale classroom interactions. He looks carefully at research about homework, play, the supposed benefits of practice, parent involvement in education, and summer learning loss-discovering in each case that what we've been led to believe doesn't always match what the studies actually say. Kohn challenges us to reconsider the goals that underlie our methods, to explore the often troubling values that inform talk about everything from the disproportionate enthusiasm for STEM subjects to claims made for more "effective" teaching strategies. During these dark days in which teachers are viewed as expendable test-prep technicians, and "global economic competitiveness" eclipses what children need, Kohn calls for us to summon the courage to act on what we already know makes sense. Alfie Kohn writes and speaks widely on human behavior, education, and parenting. The author of thirteen books and scores of articles, he lectures at education conferences and universities as well as to parent groups and corporations. Kohn's criticisms of competition and rewards have been widely discussed and debated, and he has been described in Time magazine as "perhaps the country's most outspoken critic of education's fixation on grades [and] test scores."