Schools and Instruction Books

The book came exactly as described, the payment was taken care of with no problems, and the book arrived within the timeframe given. Overall good seller and good experience.

This is the ideal science methods text. It offers a solid theoretical background and clearly illustrates the practical applications of this theory. The advice about classroom management is sound, sober, and realistic. I am delighted that the authors spend an entire chapter on often neglected topics (in other science methods texts) such as professional development and the history of reform in science education. This text is current, smart, engaging, and informed.

This textbook is one of the most boring texts I have ever read. While the information is timely, the presentation of it is difficult to read and the purpose of the language used appears to be more to impress the reader than to impart knowledge.

The references to "The Wizard of Oz" were cute for the first couple of pages, but after that it was sickening!

There are lots of hands-on guidelines seems helpful to action researcher beginners. Good for teachers who are interested in doing some educational research in their classrooms and college students who are education majors.

This book is a joke. These are the reasons: The author talks about how handsome an artist was instead of how he painted; he talked about what day an artist ate a boiled egg with whom (who cares; may be he ate a scrambled egg the next day) instead of more relevant events. May be this is why he subtitled the book: "The Story of the Hudson River School of Painting." The worst of all about this book is the pictures. They are small; 90+% are about or smaller than a post card. The pictures were badly reproduced, very dark, totally off-colors (when compare with other books), blur or messed as if they were printed 60-75 years ago when printing technology was still considered primitive. My husband, a very reputable artist in our area, said looking at the pictures were like looking at them under a half-moon night--can't see any details although you know they are landscape paintings--and that is all you can see. This book is also very small and has few pictures although this is not a problem if the materials (writing & pictures) are good. The only picture that is about average is the one on the cover. In short, this is the worst book about Hudson River School paintings I have ever bought.

A classic of the literature beautifully updated with absolutely superb illustrations. A "must" for anyone interested in the Hudson River School

If you're looking for an easy way to learn Hebrew, then this is the book to get.

Cannot recommend this book enough.

As one who lived and worked in Israel for many years, I found very little useful in this book. Some of the grammar explanations were OK, and the section on how to tell time was OK but that's about it. Most of the sentence constructions would seem very old fashioned to the average Israeli, similar to English "thou art", or "wouldst thou bringest?". One of the few other redeeming features is that it teaches one to read Hebrew without the use of vowels underneath the words. My advice: If you go to Israel buy Prolog's "Hebrew So Simple", or "Hebrew at Your Ease" by Eliezer Tirkel and Maskilon I & II (both for English speakers), BEFORE you try to use the Berlitz Self-Teacher (Hebrew).

Higgins has put together a great little book.
It almost seems as if you are in the "Frank Reilly" classrooom.
Presented clearly and challenges the "Artist" in you to come out.
teaching

This is practically useless and contains nothing that isn't covered more comprehensively and coherently in many other texts. It seems to consist of old class notes resurrected after many years. Much of it is incomprehensible shorthand. A huge disappointment since Reilly was a very well respected teacher and I was really looking forward to reading it.

I'm a college student and played viola for years and just recently started playing the violin for fun. I love High School Musical, even though I am a bit outside of the normal demographic, and so I bought this music.
It is obvious that Hal Leonard had transposed the music for flute and then just changed the word "flute" to "violin" for the violin book. Even the cd that comes with it says flute on it and plays Bb tuning notes on one of the cd tracks instead of A. Some, if not most, of the songs have upwards of 5 sharps. Now I don't play the flute, but I can definitely say for beginning/intermediate violinists, playing 5 sharps in a fast paced song is no easy task. I thought these arrangements were pretty bad and if someone at the Hal Leonard Corp. took the time, they could be made into much better arrangements for violinists.
If you have a child who is just beginning or intermediate, I would definitely not purchase this book. Instead, buy the piano/vocal book and just have them play the treble line of the vocals.

My daughter -- who usually fights with me about practicing her cello -- is excited to learn some music she already knows. Her cello teacher told her that the book was a good way to learn some of the more difficult rhythm patterns, because my daughter already knows what the songs sound like. The CD also helps, although it moves pretty quickly.

I started learning the cello with Twinkle, Twinkle, Little Star Variations in book one of the Suzuki Cello School. Ever since I first learned those notes, the Suzuki Cello Method has challenged and amazed me. I would whole-heartedly recommend the Suzuki method to anyone who wants to learn to play an instrument while playing recognizable songs.

There is very little instruction orminformation. Successful use of this booklet is dependent on quqlity instruction from your teacher. The booklet it self is esentially devoid of helpful information.

Obviously, the previous reviewer was reading a difference book altogether, because Tom Loveless most certainly does NOT advocate doing away with ability grouping. Instead, he uses solid data to document the failure of the detracking movement and to call into question the basic premises of those who wish to eliminate grouping by ability. The book is lucidly and economically written, but most important, it is the result of solid research, something the detracking movement has been woefully short on. It should be required reading for all school administrators and teachers grappling with this issue.

I bought this book to support my argument that doing away with ability grouping (tracking) is part of the reason we (the US) always rank near the bottom in education. The very same people who support doing away with grouping, are also the same people who support special education. So how can these people say they are against grouping, when special education classes are grouping?

For this author to truly believe what he writes, he would also have to be in favor of doing away with Special Education. And you'd die of old age before he would ever write that.

Sheer uneducated dribble covered in hypocrisy. If you're a teacher, do exactly the opposite of what this book tells you, if you want to be a productive educator.

I never want to have to look at this garbage again...

Michael Pennock has done it again--he brings morality to a fast-paced contemporary world. Truly inspirational.

I had to buy this book for a class in college, so I went online to find it. The book was worth the buy. It comes with a disk with examples of what is discussed in the book, and it is great for learning about the constructivist view in mathematical education. I would reccommend this to teachers looking to learn more about mathematical constructivism.