Could a man who never earned a master's degree tell the nation's teachers and administrators how to run their schools? Jesse Stuart, who had a life-long love of education, did just that. From Stuart's autobiographical works, J.R. LeMaster has chosen selections that demonstrate his philosophy of learning and teaching, and his philosophy of life. The selections establish a loose chronology of events in Stuart's lifelong education and describe his experience as preschooler, student, teacher, and school administrator. This multiple perspective, LeMaster suggests, is essential to understanding the process we call education—a process Jesse Stuart located in nature, believing that human beings are first and foremost natural beings and only incidentally cultural beings. That is, while we belong to an order of human beings, we also belong to a larger order—a universe of living things. In his general introduction LeMaster discusses Stuart's life and philosophy, providing the reader with a backdrop against which to study selections from Beyond Dark Hills, The Thread That Runs So True, The Year of My Rebirth, God's Oddling, Mr. Gallion's School, To Teach, To Love, and other Stuart works. Each excerpt is illumined by LeMaster's discussion of its place in Stuart's philosophy of education. Those concerned with the apparent breakdown of the American educational system will find much to consider in LeMaster's discussion of the implications of Stuart's views on education. He contends that the present crisis in our schools stems from an inadequate philosophy for living and that Jesse Stuart, who believed education was a natural development, knew as much all along.

J. R. LeMaster and Mary Washington Clarke have here assembled a distinguished collection of essays on the works of Jesse Stuart. A prolific writer, Stuart is at home in many different genres; his poetry, his short stories, his novels, and his autobiographical writings are widely known, and his books for children have enjoyed great popularity. Despite the variety of his work and despite the diversity of the ten essayists' points of view, there emerges from this volume a consistent view of a man whose close contact with the land and the people of his region has produced a distinctive body of writing. H. Edward Richardson offers us a glimpse of Jesse Stuart at home, freely and earnestly discussing his work and relating it to the scenes about him. This essay forms a background for the other contributors' discussions of Stuart's humor, his use of folklore, and his persistent agrarian point of view. This, the first collection of all new critical essays on Stuart's writings, succeeds admirably in what criticism is supposed to do-making more accessible the important work of a significant writer.

This volume presents a complex portrait of the American teacher through a fascinating range of "story" narratives, including fictional short stories, poetry, diaries, letters, ethnographies, and autobiographies. Through these stories, the volume traces the evolution of the teacher and the profession over the course of two centuries -- from the late 1700s to the late 1900s. In depicting the profession over time, the authors include stories by and about both male and female teachers, as well as teachers from a wide range of cultural and ethnic backgrounds, including white, black, Hispanic, Asian-American, immigrant and native-born, and gay and straight. This book offers accessible, comprehensive introductions to both the central ideas associated with each period and to the representative individual stories that are included within it. The volume editors connect each of the parts to earlier and later ones by tracing evolving themes of feminization, teacher activism, conceptions of curriculum and discipline, and issues of multiculturalism. Questions, suggested readings, and activities are offered at the end of each section. Photographs and drawings -- retrieved from state historical archives -- provide telling images of the teacher in each of the four periods.

This book is the legacy of twenty years of mathematics teaching: part philosophy, part humour, and completely fascinating.

The mission of the International Journal of Educational Reform (IJER) is to keep readers up-to-date with worldwide developments in education reform by providing scholarly information and practical analysis from recognized international authorities. As the only peer-reviewed scholarly publication that combines authors’ voices without regard for the political affiliations perspectives, or research methodologies, IJER provides readers with a balanced view of all sides of the political and educational mainstream. To this end, IJER includes, but is not limited to, inquiry based and opinion pieces on developments in such areas as policy, administration, curriculum, instruction, law, and research. IJER should thus be of interest to professional educators with decision-making roles and policymakers at all levels turn since it provides a broad-based conversation between and among policymakers, practitioners, and academicians about reform goals, objectives, and methods for success throughout the world. Readers can call on IJER to learn from an international group of reform implementers by discovering what they can do that has actually worked. IJER can also help readers to understand the pitfalls of current reforms in order to avoid making similar mistakes. Finally, it is the mission of IJER to help readers to learn about key issues in school reform from movers and shakers who help to study and shape the power base directing educational reform in the U.S. and the world.

Author David Osborne has brought to life the difficult experiences and carefree joys of growing up in Appalachia. The family consisted of thirteen children plus Mom and Dad, and they lived on the old home place that the family referred to simply as The Holler. The children worked tirelessly alongside their father, Steve, and mother, Thelma, to coaxor perhaps forcea living from the hills and the small amount of level land that they called a farm. We all had full-time, yearlong jobs, Osborne remembers. The kinds of work that we did often varied from season to season, but the work itself was always there. Osbornes ancestors, having come from Southwest Virginia through Pike County, Kentucky, and settling in Southern Ohio, always lived a difficult life. There was hunting and fishing, hog killing, cane grinding, and plowing the rocky land to raise a garden. His grandfather was always full of hair-raising stories and tall tales that would curl your toes. He knew that all his ancestors were not thoroughbreds, and he also knew that some could have been considered nags, so he knew that the tall tales were not far from the truth. Life was not always about work because above all, there were the children and their attempts to have fun. Through their relentless efforts by the rambunctious, irrepressible, and in many cases, irresponsible children to amuse themselves, they played as hard as they worked. They survived in spite of everything life could throw against them. These were simpler times when the family grew up. There were no phones or television sets in the house. They had no electricity or running water, therefore making the outhouse a significant part of their lives. Those that grew up during this time will remember and may linger a moment to compare their lives with the events and situations in this book. Some may tend to look back fondly at the memories, but just keep in mind that there were many memories that we all would just as soon forget

Vande Brake surveys Appalachian fiction and finds a suprising number of Melungeon characters lurking in the pages of many Southern writers.