Oh no! Mr. Bungles has overslept and he’s going to be late for school. Teachers aren’t supposed to be late! Poor Mr. Bungles tries rushing off in his car, the train, and even a hot air balloon, but nothing works. The clock is still ticking. What will he try next?

Getting to school has never been quite this difficult--or hilarious. Celebrated writer and performer Steve Martin and dynamic artist C. F. Payne (illustrator of John Lithgow's children's books) have teamed up to tell a story of the adventure, danger, and laughs of the journey to school. Enclosed with the book is a CD of Martin on banjo and vocals, singing the book's story with a bluegrass twist. Undoubtedly a new classic for readers of all ages, Late to School is the perfect gift to be read--and listened to--again and again.

Follow the rollicking, surreal adventures of a young boy as he races to get to school on time. Smitty is never late for school. Not when his shoes get stuck in a sea of thick, black tar. Not when the sky rains snowmen down on the city streets. Not when he uses his coat for a sail to catch a gale and is swallowed up by a whale. Or when he encounters a robot from Mars eating up cars...or a very, very hungry T. Rex! With rhyming language and a vivid imagination, author Mike Reiss demonstrates that, for some children, getting to school on time can be an adventure. Illustrator Michael Austin's humorous, exaggerated images colorfully bring to life the mischievous fun of the text. The surprise ending will delight young readers as they cheer on Smitty and his heroic efforts to beat the school bell.

In this follow-up to the ever-popular "Lunch Money, " 22 poems offer humor, surprise, and a knowing slant on the changing moods of a school day. Full color.

Danny is always late for school. If he's not stopped by pirates, then zombies chase him. He escapes from trolls only to be cornered by gruff billy goats. Good thing Danny has a quick imagination. He may be late for school, but he does get there! From one ridiculous adventure to the next, readers cheer on Danny as he faces the most extraordinary situations until all of his newfound friends come to school with him. When zombies meet teachers, you can bet there will be a hilarious ending. The droll humor and witty drawings will keep the most reluctant reader turning pages, eager to see what will happen next.

Why higher education in the United States has lost its way, and how universities and colleges can focus sharply on their core mission. For The Real World of College, Wendy Fischman and Howard Gardner analyzed in-depth interviews with more than 2,000 students, alumni, faculty, administrators, parents, trustees, and others, which were conducted at ten institutions ranging from highly selective liberal arts colleges to less-selective state schools. What they found challenged characterizations in the media: students are not preoccupied by political correctness, free speech, or even the cost of college. They are most concerned about their GPA and their resumes; they see jobs and earning potential as more important than learning. Many say they face mental health challenges, fear that they don’t belong, and feel a deep sense of alienation. Given this daily reality for students, has higher education lost its way? Fischman and Gardner contend that US universities and colleges must focus sharply on their core educational mission. Fischman and Gardner, both recognized authorities on education and learning, argue that higher education in the United States has lost sight of its principal reason for existing: not vocational training, not the provision of campus amenities, but to increase what Fischman and Gardner call “higher education capital”—to help students think well and broadly, express themselves clearly, explore new areas, and be open to possible transformations. Fischman and Gardner offer cogent recommendations for how every college can become a community of learners who are open to change as thinkers, citizens, and human beings.

b>Winner of the 2007 Critics' Choice Award presented by the American Educational Studies Association Late to Class presents theoretical, empirical, and pedagogical perspectives on social class and schooling in the United States. Grounding their analyses at the intersections of class, ethnicity, gender, geography, and schooling, the contributors examine the educational experiences of poor, working class, and middle class students against the backdrop of complicated class stratification in a shifting global economy. Together, they explore the salience of class in understanding the social, economic, and cultural landscapes within which young people in the United States come to understand the meaning of their formal education in times of changing opportunity.