Grades and grading are an accepted part of modern education. But why? Why do we accept a system that is more focused on ranking students than on learning? Why do we accept the negative effects of standard grading approaches, including turning students off from learning, increasing stress, creating winners and losers, and perpetuating racial and economic inequality? Why do we accept these things when there are better alternatives? Wad-Ja-Get? is a unique discussion of grading and its effects on students. The book was written by three education professors who have had first-hand contact with the problems of grading in all its forms. Written in the form of a novel, the topic is explored through the eyes of students, teachers, and parents in one high school embroiled in a controversy around grading. Possible alternatives to the grading system are examined in detail and the research on grading is summarized in an appendix. This 50th anniversary edition of the book includes a new introduction by Professor Barry Fishman, updating the research and setting the original book in the context of today's educational and societal challenges. Wad-Ja-Get? remains timely five decades after its original publication, and will be inspiring to students, parents, educators, and policymakers.

In the vein of Year of the Dog and The Higher Power of Lucky, this Middle Eastern coming-of-age story is told with warmth, spirit, and a mischievous sense of humor Spunky eleven-year-old Wadjda lives in Riyadh, Saudi Arabia with her parents. She desperately wants a bicycle so that she can race her friend Abdullah, even though it is considered improper for girls to ride bikes. Wadjda earns money for her dream bike by selling homemade bracelets and mixtapes of banned music to her classmates. But after she's caught, she’s forced to turn over a new leaf (sort of), or risk expulsion from school. Still, Wadjda keeps scheming, and with the bicycle so closely in her sights, she will stop at nothing to get what she wants. Set against the shifting social attitudes of the Middle East, The Green Bicycle explores gender roles, conformity, and the importance of family, all with wit and irresistible heart.

Whether resulting from the educational fallout of the COVID-19 global pandemic or merely challenging the status quo, more schools are transitioning their grading practices away from traditional points and percentages and toward 21st century grading practices such as standards-based and proficiency-based grading. A Parents’ Guide to Grading and Reporting: Being Clear about What Matters assists parents and guardians in understanding what is involved in 21st century grading and how to become better partners with educators in efforts to understand students’ strengths and areas for improvement.

This book provides theoretical answers, applied methodological models, and didactic experiences that seek to reflect and analyze the potentialities and challenges of the active learning concept in STEAM disciplines and social sciences education. It also contributes to the understanding, intervention, and resolution of contemporary social problems and to the United Nations Sustainable Development Goals through the design, implementation, and evaluation of educational programs that incorporate integrated active learning as one of its explanatory axes.

Family Guy meets Election in this hilarious young adult debut! Twelve-year-old Oliver Watson’s got the IQ of a grilled cheese sandwich. Or so everyone in Omaha thinks. In reality, Oliver’s a mad evil genius on his way to world domination, and he’s used his great brain to make himself the third-richest person on earth! Then Oliver’s father—and archnemesis—makes a crack about the upcoming middle school election, and Oliver takes it as a personal challenge. He’ll run, and he’ll win! Turns out, though, that overthrowing foreign dictators is actually way easier than getting kids to like you. . . Can this evil genius win the class presidency and keep his true identity a secret, all in time to impress his dad?

Teachers, parents, students, administrators, and community members all agree that we need better grading and reporting systems. Often, these systems are inadequate because they are part of a tradition that can go unexamined and unquestioned for years. Here is the first serious look at the issue, written to provide all those involved — especially teachers — with a coherent and thoughtful framework. Guskey and Bailey offer four pillars of successful grading and reporting systems: Communication is the primary goal of grading and reporting Grading and reporting are integral parts of the instructional process Good reporting is based on good evidence Creating change in grading and reporting requires creating a multi-faceted reporting system Written to help readers develop a deeper and more reflective understanding of the various aspects of the subject, Thomas Guskey and Jane Bailey′s work brings organization and clarity to a murky and disagreement-filled topic. Here is a practical and essential guide for teachers, administrators or anyone concerned with understanding and implementing best practices in grading and reporting systems.