The Believer, a ten-time National Magazine Award finalist, is a bimonthly literature, arts, and culture magazine based at the Beverly Rogers, Carol C. Harter Black Mountain Institute, a department of the University of Nevada, Las Vegas. In each issue, readers will find journalism, essays, intimate interviews, an expansive comics section, poetry, and on occasion, delightful and unexpected bonus items. Our poetry section is curated by Jericho Brown, Kristen Radtke selects our comics, and Joshua Wolf Shenk is our editor-in-chief. Issues feature a column by Nick Hornby, in which he discusses the things he's been reading, as well as a comedy advice column.

Inequalities in the Early Years examines poverty's effects on children and provides workable solutions for decreasing childhood inequalities through the formal education process. This powerful edited collection explores early childhood inequalities across ten disciplines: earth sciences and geography, life sciences, physical sciences, technology, mathematics, history, society and social institutions, business and economy, the arts, and sports and recreation, following Kipfer's delineation of broad subject areas of knowledge. The volume reaches beyond the domain of education to include multiple perspectives from scholars in the aforementioned disciplines.

Inequalities in the Early Years examines poverty's effects on children and provides workable solutions for decreasing childhood inequalities through the formal education process. This powerful edited collection explores early childhood inequalities across ten disciplines: earth sciences and geography, life sciences, physical sciences, technology, mathematics, history, society and social institutions, business and economy, the arts, and sports and recreation, following Kipfer's delineation of broad subject areas of knowledge. The volume reaches beyond the domain of education to include multiple perspectives from scholars in the aforementioned disciplines.

The Importance of Average calls attention to the policies and practices that discriminate against the silent majority of students in the American educational system. Arguments presented emphasize the collateral damage caused to average students by legislative mandates, administrative policies, teaching practices, parenting beliefs, and adherence to strict psychological constructs. Each of these factors has created a pervasive psycho-educational belief of average ability. The authors challenge what they consider as a pseudo-definition of 'average' that was brought about as an attempt by policymakers to test their way out of addressing the true inequities found in society. Further, the authors identify how educational policymakers have sacrificed the education of an entire class of students by creating the illusion that underachievement can be eliminated simply through lowering standards and examination pass rates. In chronicling the plight of average students, the authors capture the emotions and attitudes of teachers, parents, and students whose frustrations have been set aside in order to meet other special interests. The authors explore methods that provide students of average knowledge in any given area with the appropriate tools necessary for succeeding in school. Finally, the authors argue that there is no such thing as 'average' intelligence.

Trivializing Teacher Education: The Accreditation Squeeze presents a critical analysis of the National Council for Accreditation of Teacher Education (NCATE). This accreditation organization has been in existence for 50 years and claims to accredit approximately 700 teacher education programs that prepare two-thirds of the nation's teachers. There is no convincing research, however, that NCATE's 'stamp of approval' makes a difference in teacher preparation programs or in beginning teachers' competencies. There is evidence that NCATE is masterful at self-promotion, marketing, and aligning itself with policy-makers and politicians. This book illustrates the questionable NCATE processes and requirements and exposes the exorbitant costs accrued by universities seeking NCATE accreditation. It points out that the NCATE standards do not address the major issues that impact teaching and learning. The book highlights NCATE's support of teacher testing in the face of evidence that such tests lack predictive validity. It shows how NCATE is reaching out to accredit for-profit organizations and how it sends its evaluators to review international programs in the Middle East. The book calls on NCATE to make the professional backgrounds of its examiners, reviewers, board members, and staff transparent. It addresses the attention teacher educators must devote to mindless, trivial NCATE demands that usurp time that should be spent on their students and their research. This book urges teacher educators, college faculties and administrators, state education officials and legislators, parents of school-age children, and concerned citizens to open their eyes to this powerful organization, NCATE, and to examine what it has done to teacher education in the last half century.

When Little Man arrived at the Rescue Farm, he looked more like a sagging clothes line with a sheet thrown over it than a horse. Uncle Bob could see his potential and adopted him for his niece, Morgan. With care, attention, and love, he became a constant companion for Morgan Carson. This is the story of the love between a little girl and her horse.

Was Stranger really a Miracle Dog or did he have a knack for showing up when people needed help? Read his story and then you decide. This is a chapter book for young readers.

Misplaced Blame: Decades of Failing Schools, Their Children and Their Teachers examines the underlying causes of why schools fail. The book describes the challenges that teachers and their pupils encounter in an environment that is dictated by poverty and harsh, unfunded mandates. The volume illustrates that school failure reflects a lack of opportunities-nothing more. The book also discusses the changing role of teachers over the years and teacher-led efforts to improve their students' circumstances.

Misplaced Blame: Decades of Failing Schools, Their Children and Their Teachers examines the underlying causes of why schools fail. The book describes the challenges that teachers and their pupils encounter in an environment that is dictated by poverty and harsh, unfunded mandates. The volume illustrates that school failure reflects a lack of opportunities-nothing more. The book also discusses the changing role of teachers over the years and teacher-led efforts to improve their students' circumstances.

The Importance of Average calls attention to the policies and practices that discriminate against the silent majority of students in the American educational system. Arguments presented emphasize the collateral damage caused to average students by legislative mandates, administrative policies, teaching practices, parenting beliefs, and adherence to strict psychological constructs. Each of these factors has created a pervasive psycho-educational belief of average ability. The authors challenge what they consider as a pseudo-definition of 'average' that was brought about as an attempt by policymakers to test their way out of addressing the true inequities found in society. Further, the authors identify how educational policymakers have sacrificed the education of an entire class of students by creating the illusion that underachievement can be eliminated simply through lowering standards and examination pass rates. In chronicling the plight of average students, the authors capture the emotions and attitudes of teachers, parents, and students whose frustrations have been set aside in order to meet other special interests. The authors explore methods that provide students of average knowledge in any given area with the appropriate tools necessary for succeeding in school. Finally, the authors argue that there is no such thing as 'average' intelligence.