A Call For Reform

PRAISE FOR EDUCATING PHYSICIANS "Educating Physicians provides a masterful analysis of undergraduate and graduate medical education in the United States today. It represents a major educational document, based firmly on educational psychology, learning theory, empirical studies, and careful personal observations of many individual programs. It also recognizes the importance of financing, regulation, and institutional culture on the learning environment, which suffuses its recommendations for reform with cogency and power. Most important, like Abraham Flexner's classic study a century ago, the report recognizes that medical education and practice, at their core, are profoundly moral enterprises. This is a landmark volume that merits attention from anyone even peripherally involved with medical education." —Kenneth M. Ludmerer, author, Time to Heal: American Medical Education from the Turn of the Century to the Era of Managed Care "This is a very important book that comes at a critical time in our nation's history. We will not have enduring health care reform in this country unless we rethink our medical education paradigms. This book is a call to arms for doing just that." —George E. Thibault, president, Josiah Macy, Jr. Foundation "The authors provide us with the evidence-based model for physician education with associated changes in infrastructure, policy, and our roles as educators. Whether you agree or not with their conclusions, if you are a teacher this book is a must-read as it will frame both what and how we discuss medical education throughout the current century." —Deborah Simpson, associate dean for educational support and evaluation, Medical College of Wisconsin "A provocative book that provides us with a creative vision for medical education. Using in-depth case studies of innovative educational practices illustrating what is actually possible, the authors provide sage advice for transforming medical education on the basis of learning theories and educational research." —Judith L. Bowen, professor of medicine, Oregon Health & Science University

What does the church need to hear today? As many have said, the church must always be reforming. It must continually move closer to a truer, more faithful expression of the gospel. The risen Christ’s powerful letters to the seven churches in Revelation are a guide to just that. Based on John MacArthur’s exposition of these letters, Christ’s Call to Reform the Church is a plea to the modern church to heed these divine warnings, to reform before it succumbs to the kinds of compromise and error that invite God’s judgment. Christ’s Call to Reform the Church admonishes the church today to learn from the mistakes God’s people have made in the past, rather than commit them again. The Word of God has many benefits, one of which is that it reveals our blind spots. That's what this book does—it shines a light on problems we didn't know we had. May it be embraced by Christians everywhere, spurring them toward the God-honoring, grace-driven work of continued reformation.

To say today's political climate is polarized is an understatement. To be concerned about the direction of the country is more than understandable. We can most likely all agree our country is in need of improvement and it will take Americans of all areas of the spectrum to come up with the ideas and action needed to get us back on track.A Call To Reform is an easy read that offers an understanding of how Americans once pulled together new ideas and fought for the ability to create a country we all know and love. A Country that celebrates freedom, human rights, civil liberties, groundbreaking leal concepts, and a federal government structure that allows for continuous improvement.Most importantly, A Call To Reform is an encouragement for Americans to get involved in the improvement themselves. It offers reform ideas for modernization while maintaining the unique and special culture the United States has been able to build. It is an inspiration for discussion to put in motion changes that can once again make us a leader of the world just as our founding fathers did centuries ago.

Journalist, novelist, and scholar Helen Hunt Jackson (1830–85) remains one of the most influential and popular writers on the struggles of American Indians. This volume collects for the first time seven of her most important articles, annotated and introduced by Jackson scholars Valerie Sherer Mathes and Phil Brigandi. Valuable as eyewitness accounts of Mission Indian life in Southern California in the 1880s, the articles also offer insight into Jackson’s career. The articles served as the basis for Jackson’s 1884 romantic novel, Ramona, still popular among Americans today. Jackson journeyed to Southern California in the 1880s to learn firsthand how Indians there lived. She found them in a demoralized state, beset by failed government policies and constantly threatened with losing their lands. The numerous articles and editorial responses she penned made her a leading voice in the fight for American Indian rights, a role she embraced wholeheartedly. As this collection also shows, Jackson’s fondness for Old California helped shape the region’s mythology and tourist culture. But her most important work was her influence in getting reservations set aside for the beleaguered Southern California tribes. Although her recommendations were not implemented until after her death, Helen Hunt Jackson’s stark and revealing portrait drew national attention to the effects of white encroachment on Indian lands and cultures in California and inspired generations of reformers who continued her legacy. This unprecedented collection offers fresh insight into the life and work of a well-known and influential writer and reformer.

Read the author's commentary for the Teachers College Record here: http://www.tcrecord.org/Content.asp?ContentID=15915 It is not an exaggeration to say that the field of education has been under attack. Many, particularly in Washington, D.C., have proclaimed the research to be shoddy. They have called for new "scientific" standards for research. Randomized control trials have been promoted. In many of these discussions, the only criterion is making a more rational and scientific approach to education research. Since the federal government plays a leadership role in defining the terms of education debates, this critique is important. It stands to radically reshape research and possibly school priorities in the future. The essays in this book take up this important topic. They offer critical insight into how this debate came to flourish. Some of the authors take issue with core assertions of the debate; other are sympathetic. Taken together, they help to broaden and deepen our understanding of the efforts to revamp the field of education research and, ultimately education. The chapters also discuss the factors that facilitate, and impede, research from having an impact on policy. Teaching and Learning Goals Include: -- helps illuminate the relationship between education research and policy --critically examines key assumptions of federal legislation particularly the call for scientific rigor in the No Child Left Behind Legislation --helps students understand the broader intellectual context of this crisis in education

This frank and courageous book explores the persistence of failure in today's urban schools. At its heart is the argument that most education policy discussions are disconnected from the daily realities of urban schools, especially those in poor and beleaguered neighborhoods. Charles M. Payne argues that we have failed to account fully for the weakness of the social infrastructure and the often dysfunctional organizational environments of urban schools and school systems. The result is that liberals and conservatives alike have spent a great deal of time pursuing questions of limited practical value in the effort to improve city schools. Payne carefully delineates these stubborn and intertwined sources of failure in urban school reform efforts of the past two decades. Yet while his book is unsparing in its exploration of the troubled recent history of urban school reform, Payne also describes himself as "guardedly optimistic." He describes how, in the last decade, we have developed real insights into the roots of school failure, and into how some individual schools manage to improve. He also examines recent progress in understanding how particular urban districts have established successful reforms on a larger scale. Drawing on a striking array of sources--from the recent history of various urban school systems, to the growing sophistication of education research, to his own experience as a teacher, scholar, and participant in reform efforts--Payne paints a vivid and unmistakably realistic portrait of urban schools and reforms of the past few decades. So Much Reform, So Little Change will be required reading for everyone interested in the plight--and the future--of urban schools.

Corporate school reforms, especially privatization, union busting, and high-stakes testing have been hailed as the last best hope for public education. Yet, as Kenneth Saltman powerfully argues in this new book, corporate school reforms have decisively failed to deliver on what their proponents have promised for two decades: higher test scores and lower costs. As Saltman illustrates, the failures of corporate school reform are far greater and more destructive than they seem. Left unchecked, corporate school reform fails to challenge and in fact worsens the most pressing problems facing public schooling, including radical funding inequalities, racial segregation, and anti-intellectualism. But it is not too late for change. Against both corporate school reformers and its liberal critics, this book argues for the expansion of democratic pedagogies and a new common school movement that will lead to broader social renewal.

The book explores how international organizations (IOs) have expanded their powers over time without formally amending their founding treaties. IOs intervene in military, financial, economic, political, social, and cultural affairs, and increasingly take on roles not explicitly assigned to them by law. The proposed book will contend that this 'mission creep' has allowed IOs to intervene internationally, most often in the Global South, in a way that has allowed them to recast institutions within and interactions among states, societies, and peoples on a broadly Western, liberal model. Adopting a historical and interdisciplinary, socio-legal approach, it supports this claim through detailed investigations of historical episodes involving three very different organizations: the International Labour Organization in the interwar period; the United Nations in the two decades following the Second World War; and the World Bank from the 1950s through to the 1990s. The book draws on a wide range of original institutional and archival materials, bringing to light little-known aspects of each organization's activities, identifying continuities in the ideas and practices of international governance across the twentieth century, and speaking to a range of pressing theoretical questions in present-day international law and international relations --Front flap of the book.