Pundits, politicians, and business leaders continually make claims for what standardized tests can do, and those claims go largely unchallenged because they are in line with popular assumptions about what these tests can do, what the scores mean, and the psychology of human motivation. But what most of what these opinion leaders say-and the public believes-about standardized testing just isn't so. However, few members of the general public, not even concerned parents, have the time or the background to keep up with the latest findings of testing experts, psychometricians, and researchers. That's where The Myths of Standardized Tests comes in. In simple, accessible language, Harris, Smith, and Harris spell out the assumptions underlying standardized tests and point out what's true about them and what's just plain mythical. But they not only debunk common assumptions; they propose better ways to judge the success of our schools. They also offer readers suggestions for ways they can help reduce the burden of tests on their children. Appendixes offer readers contact information and suggestions for actions they can take to become part of the solution to the problem of overusing and misusing standardized tests.

Margaret Oliphant (1828-97) had a prolific literary career that spanned almost fifty years. She wrote some 98 novels, fifty or more short stories, twenty-five works of non-fiction, including biographies and historic guides to European cities, and more than three hundred periodical articles. This is the most ambitious critical edition of her work.

Essays exploring the opportunities for and challenges to the discipline of English language and literature in education. The study of English literature, language, culture and creative writing is an important and dynamic enterprise. English: Shared Futures celebrates the discipline's intellectual strength, diversity and creativity, explores its futures in the nations of the UK and across the world, and brings together the huge scholarly, cultural and social energy of the biggest subject in the Arts and Humanities in Higher and in Secondary education: the most staff, the most students. It represents the synergies produced when practitioners and students from across the discipline come together, and aims to enable new understanding of the challenges that the discipline faces within schools and universities, the vital cultural and political role that English plays, and a renewed appreciation of the intellectual vitality and commitment of its scholars and students. Overall, it demonstrates the rich ecosystem of a subject crucial to social, cultural, and economic well-being, and offers ways in which its vitality can be ensured in the face of new challenges within and beyond the academy. ROBERT EAGLESTONE is Professor of Contemporary Literature and Thought, Royal Holloway, University of London; GAIL MARSHALL is Head of the School of Literature and Languages at the University of Reading. Contributors: James Annesley, Katherine Baxter, Barbara Bleiman, Elleke Boehmer, Kirsti Bohata, Benjamin A. Brabon, Linda Bree, Susan Bruce, Billy Clark, Stefan Collini, Jane Davis, Sarah Dillon, Clare Egan, Elizabeth English, Emily Ennis, Martin Paul Eve, Corinne Fowler, Barbara Gallego Larrarte, Marcello Giovanelli, Diya Gupta, Rob Hawkes, Ann Hewings, Keith Jarrett, Clara Jones, Seraphima Kennedy, Ben Knights, Simon Koevesi, Clare A. Lees, Alison Lumsden, Andrea Macrae, Lewi Mondal, Paul Munden, Daniel O'Gorman, Lynda Prescott, Ilse A. Ras, Catherine Redford, Rick Rylance, Helen Saunders, Jenny Stevens, Marion Thain, Stephen Watkins, Harry Whitehead

Extracts from diaries, memoirs, private letters, obituaries and other rare ephemera are drawn together to build a contemporary account of the acting achievements and personal lives of three inspiring figures from the late nineteenth-century theatre; Herbert Beerbohm Tree, Henry Irving and Ellen Terry.

Extracts from diaries, memoirs, private letters, obituaries and other rare ephemera are drawn together to build a contemporary account of the acting achievements and personal lives of three inspiring figures from the late nineteenth-century theatre; Herbert Beerbohm Tree, Henry Irving and Ellen Terry.

Extracts from diaries, memoirs, private letters, obituaries and other rare ephemera are drawn together to build a contemporary account of the acting achievements and personal lives of three inspiring figures from the late nineteenth-century theatre; Herbert Beerbohm Tree, Henry Irving and Ellen Terry.

Here, extracts from diaries, memoirs, private letters, obituaries and other rare ephemera are drawn together to build a contemporary account of the acting achievements and personal lives of three inspiring figures from the late 19th-century theatre; Herbert Beerbohm Tree, Henry Irving and Ellen Terry.

Features three female actors who were significant in their development of new and innovative ways of performing Shakespeare.

Features three female actors who were significant in their development of new and innovative ways of performing Shakespeare.

Features three female actors who were significant in their development of new and innovative ways of performing Shakespeare.

Features actors who were significant in their development of new and innovative ways of performing Shakespeare. This title contains extracts from diaries, memoirs, private letters, and obituaries that present a contemporary account of their acting achievements and personal lives.

Features actors who were significant in their development of new and innovative ways of performing Shakespeare. This title contains extracts from diaries, memoirs, private letters, and obituaries that present a contemporary account of their acting achievements and personal lives.

Features actors who were significant in their development of new and innovative ways of performing Shakespeare. This title contains extracts from diaries, memoirs, private letters, and obituaries that present a contemporary account of their acting achievements and personal lives.

During the eighteenth century, theatrical writing developed as a genre. The publishing market responded to a seemingly insatiable appetite for accounts of the personalities, social lives and performances of celebrated entertainers. This series features actors who were significant in their development of new ways of performing Shakespeare.

During the eighteenth century, theatrical writing developed as a genre. The publishing market responded to a seemingly insatiable appetite for accounts of the personalities, social lives and performances of celebrated entertainers. This series features actors who were significant in their development of new ways of performing Shakespeare.

During the eighteenth century, theatrical writing developed as a genre. The publishing market responded to a seemingly insatiable appetite for accounts of the personalities, social lives and performances of celebrated entertainers. This series features actors who were significant in their development of new ways of performing Shakespeare.

During the eighteenth century, theatrical writing developed as a genre. The publishing market responded to a seemingly insatiable appetite for accounts of the personalities, social lives and performances of celebrated entertainers. This series features actors who were significant in their development of new ways of performing Shakespeare.

Focuses on David Garrick and the leading actors of his company at Drury Lane. This book tells how, in their time, Garrick, Macklin and Woffington were as famous for their achievements on the stage as they were infamous for their activities off it. It draws a selection of the actors' own words with those of their contemporaries and critics.

Focuses on David Garrick and the leading actors of his company at Drury Lane. This book tells how, in their time, Garrick, Macklin and Woffington were as famous for their achievements on the stage as they were infamous for their activities off it. It draws a selection of the actors' own words with those of their contemporaries and critics.

Focuses on David Garrick and the leading actors of his company at Drury Lane. This book tells how, in their time, Garrick, Macklin and Woffington were as famous for their achievements on the stage as they were infamous for their activities off it. It draws a selection of the actors' own words with those of their contemporaries and critics.

Focuses on David Garrick and the leading actors of his company at Drury Lane. This book tells how, in their time, Garrick, Macklin and Woffington were as famous for their achievements on the stage as they were infamous for their activities off it. It draws a selection of the actors' own words with those of their contemporaries and critics.

Collected here are the biographies which revealed aspects of their subjects that the more favourable "official" accounts tended to hide. The life of the author of each text is described, and their relation to the writers they portray is sketched in.

Collected here are the biographies which revealed aspects of their subjects that the more favourable "official" accounts tended to hide. The life of the author of each text is described, and their relation to the writers they portray is sketched in.

Collected here are the biographies which revealed aspects of their subjects that the more favourable "official" accounts tended to hide. The life of the author of each text is described, and their relation to the writers they portray is sketched in.

Many teachers are hesitant as to how to teach about ICT and, at the same time, integrate ICT into subject-based learning. Parents and the community-at-large have goals that differ from the goals espoused by teachers and students. This volume highlights the concerns of all - students, teachers, parents, policy makers and the general public. Major themes in Learning in School, Home and Community: ICT for Early and Elementary Education include: *Teachers' and researchers' studies of ICT use in school, home and community. *National strategies and policies affecting ICT use in school, home and community. *ICT tools designed to promote learning and the optimal settings to promote learning. *School and community responses to ICT use that promote the integration of ICT for all members of the community. This volume contains the selected proceedings of the Working Conference on Learning with Technologies in School, Home and Community, which was sponsored by the International Federation for Information Processing (IFIP) and held June 30-July 5, 2002 in Manchester, United Kingdom.