Atsushi can hardly believe his good luck -- he's scored an actual, day-long date with the man of his dreams! But will he manage to stay totally cool, calm, and collected during the biggest moment of his young life? And will the rest of the gang leave him alone...or stalk his every nervous move?! Bad Teacher's Equation shows that growing up can be a dizzying, delirious trip through incredible highs...and terrible lows! Can a sweet, determined boy prove that he's got the strength, drive, and commitment to catch and keep his ideal man? Or will his passion flicker and fade like a forgotten childhood fantasy?

Three months after enrolling at Jougaoka High School to pursue his childhood crush Maa-chan, and mistaking said Maa-chan's brother for him, Atsushi has a new mission Convinced that this brother, Masayoshi, is his true soul mate, Atsushi begins to ardently pursue his reluctant prey. All the while, Atsushi is being romantically pursued by his best friend, Inagaki, while classmate and BL fan-girl Yuriko stalks the trio with her ever-present camera. When Maa-chan and Masayoshi take their club's employees away for a group holiday to Hawaii, things begin to escalate. Fun and hi-jinks ensue as schemes go awry in the latest release of the classic romantic comedy, Bad Teacher's Equation

This collection of essays concerning recent research on pupil achievement focuses on the role of teachers. The papers served as the basis of discussions during a day-long conference in February, 1970, at the Office of Education. Topics included models of school effectiveness, teacher quality, teacher attitudes, and policy implications. While the state of research on the effects of teachers on pupil achievement is considered still primitive, a few tentative indicators are held to be emerging. From the papers in this collection, one is led to believe that schools can and do make a difference in the development of youth. Beyond this, it is thought that teachers are the single most important element in the school. The public policy implication is that more available resources must be devoted to the development of methods for recruiting, preparing, and utilizing quality educational personnel. It is held that the fact that great numbers of children are not learning to read and are not receiving other basic tools essential for productive living demands that ways to make teachers, administrators, and all educational personnel more effective be found.

Schwarz, founder of the groundbreaking Citizen Schools program, shares his vision for reducing inequality by pairing successful adults with low-income students. Parental wealth now predicts adult success more than at any point in the last hundred years. And yet as debates about education rage on, and wealth-based achievement gaps grow, too many people fix the blame on one of two convenient scapegoats: poverty or our public schools. But in fact, low-income kids are learning more now than ever before. The real culprit for rising inequality, Eric Schwarz argues in The Opportunity Equation, is that wealthier kids are learning much, much more—mostly outside of school. In summer camps, robotics competitions, sessions with private tutors, and conversations around the dinner table, children from more affluent families build the skills and social networks that propel them to success. In The Opportunity Equation, Schwarz tells the story of how he founded the pioneering Citizen Schools program to combat rising inequality by bringing these same opportunities to children who don’t have access to them. By increasing learning time in schools and harnessing the power of an army of volunteers with various skills and professional backgrounds—lawyers, engineers, carpenters, journalists, nonprofit leaders, and grandmothers who sew—Citizen Schools offers after-school apprenticeships that provide the building blocks for adult success. Recounting the triumphs and setbacks he’s encountered in implementing the program, Schwarz shows that some of the nation’s lowest-performing schools in its lowest-income cities can, with help, provide their students with many of the same experiences wealthy communities afford to their children. The results have been proven: in the dozen school districts, from New York to Oakland, that have partnered with Citizen Schools, rates of attendance, proficiency, graduation, and college acceptance have gone up—and the achievement gap closes. At a time when many stakeholders in the education debates are looking for new, silver-bullet shortcuts to educational excellence, Schwarz shows that the best solution is human-centered, rooted in the American tradition of citizen voluntarism, and, most important, achievable. We can provide quality education for all students and close the opportunity gap in this country—and we can do it together.

In this volume, the authors address the development of students’ algebraic thinking in the elementary and middle school grades from curricular, cognitive, and instructional perspectives. The volume is also international in nature, thus promoting a global dialogue on the topic of early Algebraization.