Gia Fisher comes from a big, all-up-in-your-business family. They all love each other and they come with good intentions. She’s kept her boyfriend Marco at a distance, however, because she didn’t want them to drive him away. But she’s head over heels and tired of hiding her love. Marco Taylor knew Gia she was the one for him the moment he met her. She’s keeping him away from her family and he can’t blame her. He doesn’t come from anything special and in the past he’s had a run-in with her brothers. He’s not good enough for her, but he can’t let her go. Warning: What happens when the two of them finally shout their love from the rooftop? Oh, you know it’s gonna be explosive! Grab the final installment of the Virgin Marriage Series and see if these two can find their happily ever after.

Rebecca Livingston has a problem: Her mother is desperate to marry her prettier, more talented, younger sister Lydia, off to the handsome Duke of Wiltshire but when Rebecca and her family arrive at the grand ducal estate it’s Rebecca who falls right into the handsome arms of the duke himself. Rebecca tries to avoid the seductive duke but neither she nor he can keep their hands off each other. Her mother is furious, her sister is thrilled for her – but can it be possible that the duke wants Rebecca as much as she discovers she wants him? Miles Beresford has a wicked reputation, but will do anything for his twin brother Justin, the Duke of Wiltshire. Even if that means assuming his identity for a week to suss out the intentions of some young marriageable chits fresh from the London season. But when Rebecca Livingstone stumbles out of a coach and into his arms, he realizes that he might be in serious trouble – and that playing an imaginary duke to win her over may be slightly over his head. Does Rebecca love him or the dukedom, and can he bear to lose her if he admits he’s just the Duke’s Twin?

Asao B. Inoue argues for the use of labor-based grading contracts along with compassionate practices to determine course grades as a way to do social justice work with students.

Ellen Novak is a hardworking college student who wants to get her degree and start her life after years of financial struggle and isolation. Alexander Cord is a widowed English professor who hides his loneliness and guilt behind a sardonic facade. School rules have kept them at arm’s length all year long. But on the last night of Ellen’s college career, the two of them risk everything to find out if their mutual attraction is more than just a classroom crush.

This anthology brings the ideas and recommendations of many of the world’s education leaders into one resource that illustrates the many perspectives on effective assessment design and implementation. From involving students in the assessment process to ensuring accuracy and applying assessments to English learners and students with special needs, you will find compelling insights and proven strategies.

"Joe Feldman shows us how we can use grading to help students become the leaders of their own learning and lift the veil on how to succeed. . . . This must-have book will help teachers learn to implement improved, equity-focused grading for impact." —Zaretta Hammond, Author of Culturally Responsive Teaching & The Brain Crack open the grading conversation Here at last—and none too soon—is a resource that delivers the research base, tools, and courage to tackle one of the most challenging and emotionally charged conversations in today’s schools: our inconsistent grading practices and the ways they can inadvertently perpetuate the achievement and opportunity gaps among our students. With Grading for Equity, Joe Feldman cuts to the core of the conversation, revealing how grading practices that are accurate, bias-resistant, and motivational will improve learning, minimize grade inflation, reduce failure rates, and become a lever for creating stronger teacher-student relationships and more caring classrooms. Essential reading for schoolwide and individual book study or for student advocates, Grading for Equity provides A critical historical backdrop, describing how our inherited system of grading was originally set up as a sorting mechanism to provide or deny opportunity, control students, and endorse a "fixed mindset" about students’ academic potential—practices that are still in place a century later A summary of the research on motivation and equitable teaching and learning, establishing a rock-solid foundation and a "true north" orientation toward equitable grading practices Specific grading practices that are more equitable, along with teacher examples, strategies to solve common hiccups and concerns, and evidence of effectiveness Reflection tools for facilitating individual or group engagement and understanding As Joe writes, "Grading practices are a mirror not just for students, but for us as their teachers." Each one of us should start by asking, "What do my grading practices say about who I am and what I believe?" Then, let’s make the choice to do things differently . . . with Grading for Equity as a dog-eared reference.

Russell Jacoby and Naomi Glauberman have edited a book on race, class, and intelligence that will stand for the foreseeable future as the authoritative guide to the extraordinary controversy ignited by Richard J. Herrnstein and Charles Murray's incendiary bestseller, The Bell Curve. The editors have gathered together both the best of recent reviews and essays, and salient documents drawn from the curious history of this heated debate. The Bell Curve Debate captures the fervor, anger, and scope of an almost unprecedented national argument over the very idea of democracy and the possibility of a tolerant, multiracial America. It is an essential companion and answer to The Bell Curve, and provides scholarship and polemic from every point of view. It is a must-read for the informed citizen in search of all the views fit to print.