Pure education prepares students to be statesmen for central, state, and local governments, the finest scholars for colleges and universities, and other leaders in society. Many of the fine merits of this book center on revealing the actual foundation of American schools and supporting a comprehensive view of instruction that transmits ideas and not just processes. This book plainly explains why there is no excellence in American schools and provides a blueprint for students to rise above mediocrity. According to the author, pure education exists only in a familial context where students are considered unique. Since they ignore the unique gifts of individual children and promote the idea of the “average” student, the public schools do not educate, but merely create uniformly trained workers for the power elite in America. If education is to survive in America, then home schools must be equipped with this vital critique to provide explicit substance while complementing parental instincts. Included as an appendix in this third edition of Critique of Pure Education is a thought-provoking essay about education in the United States, titled “The Educator and Cultural Reclamation,” written by Dr. James E. Kibler, author, poet, and professor of Southern literature at the University of Georgia, Athens. Parents who are concerned about the proper education for their children must read this book, because the well-being of their children depends upon it.

A Critique of Pure Teaching Methods and the Case of Synthetic Phonics examines how research into the effectiveness of teaching methods can and should relate to what takes place in the classroom. The discussion brings to light some important features of the way we classify teaching activities. The classifications are unlike those we use in natural science – for instance, how we classify drug dosages. This point has very important implications for what should be considered the appropriate relationships between educational research and classroom practice. Andrew Davis applies the results of this discussion to the teaching of early reading, focussing in particular on the approach known as synthetic phonics. He provides a philosophical investigation into the nature of reading, and into the concepts that feature in approaches to teaching it, such as the idea of building words from letter sounds, the nature of words themselves and reading for meaning. He concludes with a discussion of why this matters so much, reflecting on how stories and books can be part of a child's emerging identity within the family. He explores how values of family life should be weighed against the importance of achievements in school, and argues for the claim that school reading policies of certain kinds may have a destructive impact if they are felt to trump the private interests of children and their families.

Vol. 25 is the report of the commissioner of education for 1880; v. 29, report for 1877.

The goal of the ARCIE volume is to examine current perspectives and future directions for the field using several essays as a context for discussion and analysis.

First published in 1986. Routledge is an imprint of Taylor & Francis, an informa company.

An accessible resource to develop authentic learning and teaching in higher education, this book challenges conventional teaching practice and presents meaningful and impactful alternatives across disciplines that are research informed, student-centred and achievable. Bringing together a wide range of contemporary examples, this essential text shows how academics from an increasing range of disciplines and fields have shifted their attention away from the restrictions of campus-based education. Using engaging case study material, underpinned by cutting edge research, the text shares innovations from over 50 different institutions, offers practical advice on how to facilitate authentic learning in real world contexts and examines the range of alternative assessment techniques available to the contemporary teacher. A Handbook for Authentic Learning in Higher Education is ideal reading for early career academics exploring approaches to learning, established academics searching for practical guides to emergent pedagogies and all those responsible for leading teaching and learning practices within their department or institution.

This volume describes and analyses exceptional educational events – periods of particularly effective teaching representing ultimates in teacher and pupil educational experience. The events themselves are reconstructed in the book through teacher and pupil voices and through documentation. A model of ‘critical event’ is derived from the study, which might serve as a possible framework for understanding other such occurrences in schools.