P. L. Thomas Livres

American schools are often the victims of numbers games because its education is in the hands of politicians, the populace, and pundits. How Americans view numbers, science, and research profoundly impacts the ability of politicians to manipulate our schools from pre-K through graduate education. Even in classrooms, teachers are routinely implementing flawed assessment strategies based on misguided assumptions about numbers and commonly held statistical truths. American educators need to step out from under the restrictive mandates of politicians and their growing mania for measuring students - they need to leave the numbers games behind and take control of their profession.

The book explores the historical failure of testing and grading; the theoretical and philosophical arguments against testing and grading; the negative influence of tests and grades on social justice, race, class, and gender; and the role that they play in perpetuating a deficit perspective of children.

Until a few decades ago, student writing stood as a distant third in the three R's. Since the late 1970s, however, students have been asked to write more, and teachers have been expected to teach writing more specifically. In spite of this mandate, however, little has been done to prepare teachers for this shift in the curriculum. This primer provides a brief history of the field, as well as an exploration of what we now know about teaching. Teachers entering the field as well as seasoned veterans will find how to foster student writers, and to grow as writers themselves.

The book explores the intersection of poverty and education, highlighting how corporate interests have influenced public schooling in the U.S. It critiques the privatization of education and its implications for low-income communities, arguing that such changes exacerbate existing inequalities. Through a detailed analysis, it reveals how these corporate agendas often overlook the needs of impoverished students, ultimately challenging the notion of educational equity in a system shaped by profit motives.

The book critically explores the intersection of poverty and public education in the U.S., highlighting how corporate interests have influenced educational policies. It argues that the focus on privatization and profit has overshadowed the needs of low-income students, leading to systemic inequities. Through detailed analysis and case studies, it reveals the consequences of neglecting poverty in educational reform and calls for a reevaluation of priorities to ensure equitable access to quality education for all children.

Our English classrooms are often only as vibrant as the literature that we teach. This book explores the writing of contemporary American author, Barbara Kingsolver, who offers readers and students engaging fiction, nonfiction, and poetry that confront the reader and the world. Here, teachers will find an introduction to the works of Kingsolver and an opportunity to explore how to bring those works into the classroom as a part of the reading and writing curriculum. This volume attempts to confront what we teach and how we teach as English teachers through the vivid texts Kingsolver offers her readers.

The current Reading War reflects ongoing debates about student reading abilities, echoing historical discussions while incorporating unique elements of today's social media-driven culture. This volume explores how these contemporary issues relate to past controversies, providing insights into the evolution of public and political attitudes towards reading achievement in education.

Our English classrooms are often only as vibrant as the literature that we teach. This book explores the writing of contemporary American author, Kurt Vonnegut, who offers readers and students engaging fiction and nonfiction works that confront the reader and the world. Here, teachers will find an introduction to the life and works of Vonnegut and an opportunity to explore how to bring his works into the classroom as a part of the reading and writing curriculum. This volume attempts to confront what we teach and how we teach as English teachers through the vivid texts Vonnegut offers his readers.

Literature that confronts our students' assumptions about the world and about text is the lifeblood of English classes in American high schools and colleges. Margaret Atwood offers works in a wide variety of genres that fulfill that need. This volume introduces readers, students, and teachers to the life and works of Atwood while also suggesting a variety of ways in which her works can become valuable additions to classroom experiences with literature and writing. Furthermore, this volume confronts how and why we teach English through Atwood's writing.

Exploring the paradox of writing education, P.L. Thomas shares insights from his extensive journey as a writer and educator. He emphasizes the importance of viewing writing as a continuous journey rather than a fixed destination. Drawing from decades of experience, Thomas challenges conventional teaching methods and advocates for a more holistic approach to nurturing writers, highlighting the complexities and nuances of the writing process.