"Vaclav Smil is my favorite author… Numbers Don't Lie takes everything that makes his writing great and boils it down into an easy-to-read format. I unabashedly recommend this book to anyone who loves learning."--Bill Gates, GatesNotes From the author of How the World Really Works, an essential guide to understanding how numbers reveal the true state of our world--exploring a wide range of topics including energy, the environment, technology, transportation, and food production. Vaclav Smil's mission is to make facts matter. An environmental scientist, policy analyst, and a hugely prolific author, he is Bill Gates' go-to guy for making sense of our world. In Numbers Don't Lie, Smil answers questions such as: What's worse for the environment--your car or your phone? How much do the world's cows weigh (and what does it matter)? And what makes people happy? From data about our societies and populations, through measures of the fuels and foods that energize them, to the impact of transportation and inventions of our modern world--and how all of this affects the planet itself--in Numbers Don't Lie, Vaclav Smil takes us on a fact-finding adventure, using surprising statistics and illuminating graphs to challenge conventional thinking. Packed with fascinating information and memorable examples, Numbers Don't Lie reveals how the US is leading a rising worldwide trend in chicken consumption, that vaccination yields the best return on investment, and why electric cars aren't as great as we think (yet). Urgent and essential, with a mix of science, history, and wit--all in bite-sized chapters on a broad range of topics--Numbers Don't Lie inspires readers to interrogate what they take to be true.

This book highlights the use of research and other forms of knowledge for meaningful school reform by faculties engaged in the National Education Association's "Mastery in Learning Project" (MIL). This project is a school-based education reform initiative designed to help school faculties take an active role in directing school renewal efforts, and in the process, restructure their schools to ensure that students achieve "mastery." The focus of the book is the utilization and creation of the knowledge base by project faculties. The first chapter frames some fundamental and complex issues involved in considering research use by teachers. It examines the phrase "teachers using research" and describes differing and potentially conflicting conceptions of each word of the phrase. Chapters 2 through 5 provide case descriptions of the use and/or creation of knowledge at four particular sites where faculties are working to improve grouping, mathematics instruction, professional development, and faculty collegiality. Chapters 6 and 7 investigate research and knowledge use across MIL sites. Reflections from outside MIL are featured in the final two chapters. These provide the reactions of a researcher and a teacher-scholar. (JD)

"What corporations fear most are consumers who ask questions. Naomi Klein offers us the arguments with which to take on the superbrands." Billy Bragg from the bookjacket.

With this significant new work, Larry Cuban provides a unique and insightful perspective on the bridging of the long-standing and well-known gap between teachers and administrators. Drawing on the literature of the field as well as personal experience, Cuban recognizes the enduring structural relationship within school organizations inherited by teachers, principals, and superintendents, and calls for a renewal of their sense of common purpose regarding the role of schooling in a democratic society. Cuban analyzes the dominant images (moral and technical), roles (instructional, managerial, and political), and contexts (classroom, school, and district) within which teachers, principals, and superintendents have worked over the last century. He concludes that when these powerful images and roles are wedded to the structural conditions in which schooling occurs, "managerial behavior" results, thus narrowing the potential for more thoughtful, effective, and appropriate leadership. Cuban then turns to consider this situation with respect to the contemporary movement for school reform, identifying significant concerns both for policymakers and practitioners. This honest, thought-provoking book by a leading scholar, writer, and practitioner in the field represents an invaluable resource—an insightful introduction for those just entering the field and a fresh, new perspective for those long-familiar with its complexities. Cuban's ethnographic approach to the development of his own career and viewpoint, as well as his highly readable style, make this a work of lasting value.