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A 2018 AESA Critic's Choice Award Winner
How is it, this text asks, that given such good intentions among education professionals, things in schools can go so very wrong?
The problem, Hinchey and Konkol posit, is that unspoken and misleading assumptions result in choices, decisions and policies with disastrous consequences for kids. They tease out those assumptions on the key issues of school goals, curriculum, education for citizenship, discipline, and school reform, inviting readers to think again, to question the taken-for-granted, in the hope of better aligning intentions and outcomes.
This book is the perfect text for both undergraduate and graduate classrooms devoted to the study of public education. Questions at the end of each chapter point to ways for preservice and inservice teachers, as well as administrators and other education personnel, to advance their thinking about choices in their own contexts. In addition, suggested readings, websites and videos offer more food for thought.
1) “You Have Arrived at Your Destination.” Oh, really?
2) What are Schools for, Anyway?
3) Whither and Whence Curriculum?
4) What Does It Mean to Educate For Citizenship?
5) How Much Control Does a (Student) Body Need?
6) Reform? By Whom and For What?
7) The Way Forward…
“If you’d like to see public education thrive, here is a book to bolster your arguments. Down-to-earth writing and excellent choice of content allow vitally important concepts about schooling in contemporary America to be analyzed and easily comprehended. It is one of the clearest discussions of curriculum issues and their meaning and importance for our teachers, schools, parents and yes, for our nation as well. Every schools’ decision about curriculum is a decision about what’s in and what’s out of the knowledge base for students in their state or nation. This insightful and highly readable book explains why these decisions should never be made lightly.”David C. Berliner - , Arizona State University
"Education is plagued with good intentions gone awry, particularly when the follow-through is framed by commonsensical assumptions that lack a sound research basis. Hinchey and Konkol paint a compelling and nuanced picture of exactly how this is happening in many core areas of schooling, and then offer concrete tools for reframing and reimagining. In this moment when too many so-called reforms are taking advantage of seductive rhetoric, educators and policy makers alike who are fortunate enough to pick up this book will find themselves at once enraptured, unsettled, and more hopeful."Kevin Kumashiro - , Arizona State University
“In this provocative and compelling book, Pat Hinchey and Pamela Konkol challenge us to rethink assumptions about teaching, learning, and curriculum. Their powerful text details assumptions currently dominating neoliberal education reform as well as alternative perspectives, illuminating complexities in critical issues that often go unexamined. Those who care about public education and the imperative of its deep potential need to read, contemplate, and take purposeful action prompted in Getting to Where We Meant to Be.”Brian D. Schultz - , Miami University