Offers a model for increasing equity in STEM education at the K–12 level in the United States. In STEM Education in Underserved Schools, editor Julia V. Clark addresses an urgent national problem: the need to provide all students with a quality STEM education. Clark brings together a prestigious group of scholars to uncover the factors that impede equity and access in STEM education teaching and learning and provides research-based strategies to address these inequities. This contributed volume demonstrates that students of color and those from lower socioeconomic communities have less access to qualified science and mathematics teachers, less access to strong STEM curriculum, less access to resources, and fewer classroom opportunities than their peers at other schools. Identifying the challenges and best practices related to producing more equitable and inclusive routes to access STEM education and professions, contributors explain how to positively impact the trajectory of individuals from underrepresented groups in K–12 and pre-college programs and lay out a bold reenvisioning of STEM education. These essays aim to build knowledge and theory for how schools can promote coherent guidance for culturally responsive instruction by exploring the policies and practices of four nations—Finland, Singapore, Korea, and Australia—that have made noteworthy strides toward more equitable achievement in science and mathematics. Clark offers a powerful framework in STEM to capture the benefits of international collaborations that would embed American scientists and students in vibrant, globally collaborative networks. Through a deep analysis of successful programs elsewhere in the world and a uniquely international framework, Clark and these contributors present an innovative road map to equalize access to STEM education in the United States.

Gordon shows how we can use assessment to support teaching and develop students' competencies. Between 2011 and 2013, Gordon chaired an interdisciplinary commission of scholars and thinkers, who connected transformative research and ideas on learning, teaching, measurement, the nature of tests, intelligence, capability, technology, and policy.

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"Susan Carle has done an extraordinary service. Her collection is sophisticated, challenging, and desperately needed. The legal academy is often sadly prone to treat the ethics of lawyering as an afterthought or a necessary nuisance. This smart collection of critical essays gives the subject the serious attention it deserves."
--Peggy Cooper Davis, New York University School of Law

"Carle has put together an important collection of readings. This book will be a valuable addition to any course on the legal profession."
--David Wilkins, Harvard Law School

"Susan Carle's book brings together the best writings on the more visionary and justice-seeking goals of the legal profession. Lawyers should serve society, clients at large, as well as clients in need. This book will be assigned reading in courses devoted to lawyering and social justice--it should be required reading for all legal professionals."
--Carrie Menkel-Meadow, Georgetown University Law Center

"Lawyers and law students alike will benefit from this volume's strong and persuasive reminder that traditional 'good' lawyering and a moral commitment to social justice can walk hand in hand. Teachers who want to remind students of why they came to law school--to leave the world a better place than they found it--will find this book a great asset."
--Richard Zitrin, author of "Legal Ethics in the Practice of Law"

Legal ethics should be far more than a set of rules on professional responsibility; they can serve as a means for changing power relations, empowering the disenfranchised, and advocating progressive social change. Lawyers' Ethics and the Pursuitof Social Justice broadens the discussion on legal ethics by first introducing the historical and theoretical background and then connecting it to real world issues while addressing lawyers' ethical obligations to work for social justice.

The reader features differing critical approaches and opens up new avenues of ethical debate. While the literature included is diverse and interdisciplinary, it shares a vision of legal ethical inquiry as a means for changing power relations, empowering the disenfranchised, and advocating progressive social change. Through a combination of provocative selections, lively writing, concrete examples of cases and social movements, and incisive editorial commentary, Lawyersa Ethics and the Pursuit of Social Justice defines the emergence of an exciting new field of critical legal ethics scholarship.

Drawing on a range of contexts influenced by the Promise Neighborhoods Program-a federal place-based initiative to improve educational outcomes for students in distressed urban and rural neighborhoods-this book outlines effective characteristics and elements for implementing supplementary education. Chapter authors demonstrate that the disparities in educational achievement between white and non-white students can only be addressed by a holistic approach that takes the communities in which schools are situated as its focal point. This edited collection distills the insights gained from the communities implementing such comprehensive education programs and provides the framework and models for reproducing such successes.

Gordon's book reveals an impressive mastery of the archival and secondary sources available on the subject. His writing is crisp and interesting, yet sober and scholarly at the same time. The daring and resourceful men of the British desert forces have found a historian whose ability to tell their story matches their ability to create some of the most daring and imaginative operations of World War II. This is an extraordinary book about extraordinary soldiers. "Military Review"

Scheduling theory is an important branch of operations research. Problems studied within the framework of that theory have numerous applications in various fields of human activity. As an independent discipline scheduling theory appeared in the middle of the fifties, and has attracted the attention of researchers in many countries. In the Soviet Union, research in this direction has been mainly related to production scheduling, especially to the development of automated systems for production control. In 1975 Nauka ("Science") Publishers, Moscow, issued two books providing systematic descriptions of scheduling theory. The first one was the Russian translation of the classical book Theory of Scheduling by American mathematicians R. W. Conway, W. L. Maxwell and L. W. Miller. The other one was the book Introduction to Scheduling Theory by Soviet mathematicians V. S. Tanaev and V. V. Shkurba. These books well complement each other. Both. books well represent major results known by that time, contain an exhaustive bibliography on the subject. Thus, the books, as well as the Russian translation of Computer and Job-Shop Scheduling Theory edited by E. G. Coffman, Jr., (Nauka, 1984) have contributed to the development of scheduling theory in the Soviet Union. Many different models, the large number of new results make it difficult for the researchers who work in related fields to follow the fast development of scheduling theory and to master new methods and approaches quickly.

Social Dreaming is the name given to a method of working with dreams that are shared and associated within a gathering of people, coming together for this purpose. In the first chapter, he outlines some ideas on this phenomenon. Here follows a wide-ranging collection of essays on the experiences of various practitioners, either personal or what they have found when taking this phenomenon into the wider social arena, such as the church, schools, consultancy and working with children.

The story of life in inner-city America and the education of its people is often recounted as a tragedy; the ending is often predictable and usually dire, highlighting deficiency, failure, and negative trends. As with most social problems, children and youth in the inner cities are hit hardest. But this dismal view is only half of the full picture. The cities of our nation are a startling juxtaposition between the despairing and the hopeful, between disorganization and restorative potential. Alongside the poverty and unemployment, the street-fights and drug deals, are a wealth of cultural, economic, educational, and social resources. Often ignored are the resilience and the ability for adaptation which help many who are seemingly confined by circumstance to struggle and succeed "in the face of the odds."
This book helps to broaden the utilization of ways to magnify the circumstances known to enhance development and education, so that the burden of adversity is reduced and opportunities are advanced for "all" children and youth -- especially the children and youth of the inner cities who are in at-risk circumstances. The focus is on:
* raising consciousness about the opportunities available to foster resilience among children, families, and communities, and
* synthesizing the knowledge base that is central to implementing improvements which serve to better the circumstances and educational opportunities of children and families.
This volume is intended for a wide audience of readers, but particularly those who are in a position to shape public policy and deliver educational and human services.

During World War II, an eccentric band of barnstormers, stunt flyers and commercial pilots joined military recruits to form the Pan American Air Ferries. These civilian pilots helped develop a strategically crucial and highly efficient system for shuttling aircraft to Allied forces around the world that contributed significantly to key campaigns throughout the war. W. Gordon Schmitt's engaging, often amusing memoir recounts the close calls and indelible characters he encountered as navigator in the PAAF, from Brazil to Africa to the Middle East and beyond.

"Social Dreaming" is the name given to a method of working with dreams that are shared and associated to within a gathering of people, coming together for this purpose. Its immediate origins date back to the early 1980s. At that time, the author was on the scientific staff of the Tavistock Institute of Human Relations. He was a core membe

While much is known about the critical importance of educative experiences outside of school, little is known about the social systems, community programs, and everyday practices that can facilitate learning outside of the classroom. Thinking Comprehensively About Education sheds much-needed light on those systems, programs, and practices; conceptualizing education more broadly through a nuanced exploration of:

• the various spaces where education occurs;
• the non-dominant practices and possibilities of those spaces;
• the possibilities of enabling social systems, institutions, and programs of comprehensive education.

This original edited collection identifies and describes the resources that enable optimal human learning and development, and offers a public policy framework that can enable a truly comprehensive educational system. Thinking Comprehensively About Education is a must-read for faculty, students, policy analysts, and policymakers.

While much is known about the critical importance of educative experiences outside of school, little is known about the social systems, community programs, and everyday practices that can facilitate learning outside of the classroom. Thinking Comprehensively About Education sheds much-needed light on those systems, programs, and practices; conceptualizing education more broadly through a nuanced exploration of:

• the various spaces where education occurs;
• the non-dominant practices and possibilities of those spaces;
• the possibilities of enabling social systems, institutions, and programs of comprehensive education.

This original edited collection identifies and describes the resources that enable optimal human learning and development, and offers a public policy framework that can enable a truly comprehensive educational system. Thinking Comprehensively About Education is a must-read for faculty, students, policy analysts, and policymakers.

According to Gordon and Bridglall, the ability to learn is more of a developed human capacity than a fixed aptitude with which one is born. They argue that the emergence of academic ability is associated with exposure to specialized cultures that privilege the attitudes, knowledge, and skills that schools reward. Children who are born to and raised in these cultures tend to do well in school, while those who are not exposed to such cultures tend seldom rise to high levels of academic achievement. Through a collection of interesting essays, Affirmative Development: Cultivating Academic Ability attempts to address how we can deliberately develop academic ability in those children who are not raised under conditions that predispose them to develop high levels of academic ability.

According to Gordon and Bridglall, the ability to learn is more of a developed human capacity than a fixed aptitude with which one is born. They argue that the emergence of academic ability is associated with exposure to specialized cultures that privilege the attitudes, knowledge, and skills that schools reward. Children who are born to and raised in these cultures tend to do well in school, while those who are not exposed to such cultures tend seldom rise to high levels of academic achievement. Through a collection of interesting essays, Affirmative Development: Cultivating Academic Ability attempts to address how we can deliberately develop academic ability in those children who are not raised under conditions that predispose them to develop high levels of academic ability.

Social Dreaming was discovered in the early 1980s at the Tavistock Institute in London. Its focus is on the dream and not the dreamer. It is done with a set of people who come together to share their dreams. This goes against the accepted belief, even dogma, that the study of dreaming can only be pursued in a one-to-one relationship, where one of t

"In social dreaming the dreamers tell their dreams to others. Although individuals are necessary to dream, the dream is not just a personal possession for it also captures the political and institutional aspects of the dreamers' social context and how these are present or laced into their struggles for creativity, meaning and ordinariness. The meaning of the dream is expanded and developed through free association, amplification and systemic thinking to give voice to the echoes of thinking and thought that exist in the space between individuals' minds in the shared environment." -- W. Gordon LawrenceThis introductory text explores the phenomenon of social dreaming, a concept first introduced at the Tavistock Institute in 1982. Social dreaming gives an opportunity to share a dream with others and the dream is then further developed by free association and discussion. The focus is on the dream and the social context of the dreamers, rather than the individual dreamers. Dreams often reflect the social environment of the dreamer and thus prove to be a useful tool when examining the group dynamics. It can be used to identify possible problems within that group and to create common ground among the participants. Solutions can be found in unexpected ways when a person's inner thoughts are discussed in the social context he/she belongs to. Social dreaming has been used in business organiations, churches, hospitals and even schools.The author offers various examples of dreams narrated and explored in groups and their applications in the social setting. His extensive experience and knowledge on the subject are combined with an easy-to-understand language in this important text on social dreaming.