Foreword by Jean-Christophe Novelli. Fish is high in protein, low in fat - and rich in nutrients. So it is a food we should be eating more of, and including regularly in our meals. The recipes in this book are approachable, flexible and un-complicated, advising on buying, preparation, and freezing as well as cooking. Also included are fish varieties that are often cheaper and less under threat than the most popular fish but offer a delicious alternative, such as pollock, sardines, coley and herring. Contents: Contents; Notes and Conversion Charts; Foreword; Introduction; 1. Soups and Starters; 2. Brunches and Snacks; 3. Cold Lunches and Suppers; 4. Hot Lunches and Suppers; 5. Fish on the Barbecue; 6. Special Occasion Dishes; 7. Accompaniments; Index.

In the case studies that make up the bulk of this book, middle and high school history teachers describe the decisions and plans and the problems and possibilities they encountered as they ratcheted up their instruction through the use of big ideas. Framing a teaching unit around a question such as "Why don't we know anything about Africa?" offers both teacher and students opportunities to explore historical actors, ideas, and events in ways both rich and engaging. Such an approach exemplifies the construct of ambitious teaching, whereby teachers demonstrate their ability to marry their deep knowledge of subject matter, students, and the school context in ways that fundamentally challenge the claim that history is "boring."

The roles of race and racism in explaining current controversies related to public schools in America is both understudied and misunderstood. Part of the problem is the absence of a critical paradigm that facilitates the development and application of ideas, theories, and methods that do not fit within the confines of mainstream scholarship. Race, Population Studies, and America's Public Schools: A Critical Demography Perspective explores the paradigm of critical demography-established in the late 1990s which articulates the manner in which the social structure differentiates dominant and subordinate populations. Moreover, critical demography necessitates explicit discussions and examinations of the nature of power and how it perpetuates the existing social order. Hence, in the case of race in education, it is imperative that racism is central to the analysis. Racism elucidates that which often goes ignored or unexplained by conventional scholars. Consequently, the critical demography paradigm fills an important void in the study of public education in American schools.

In the case studies that make up the bulk of this book, middle and high school history teachers describe the decisions and plans and the problems and possibilities they encountered as they ratcheted up their instruction through the use of big ideas. Framing a teaching unit around a question such as 'Why don't we know anything about Africa?' offers both teacher and students opportunities to explore historical actors, ideas, and events in ways both rich and engaging. Such an approach exemplifies the construct of ambitious teaching, whereby teachers demonstrate their ability to marry their deep knowledge of subject matter, students, and the school context in ways that fundamentally challenge the claim that history is 'boring.'