The authors call on the need to combine education with capitalism. Drawing on insights and findings from history, psychology, sociology, political science, and economics, they show how, if our schools were moved from the public sector to the private sector, they could once again do a superior job providing K&–12 education.

Eric Walberg’s POSTMODERN IMPERIALISM: Geopolitics and the Great Game is a riveting and radically new analysis of the imperialist onslaught which first engulfed the world in successive waves in the 19th–20th centuries and is today hurtling into its endgame. The term “Great Game” was coined in the nineteenth century, reflecting the flippancy of statesmen (and historians) personally untouched by the havoc that they wreaked. What it purported to describe was the rivalry between Russia and Britain over interests in India. But Britain was playing its deadly game across all of Eurasia, from the Balkans and Palestine to China and southeast Asia, alternately undermining and carving up “premodern” states, disrupting the lives of hundreds of millions, with consequences that endure today. With roots in the European enlightenment, shaped by Christian and Jewish cultures, and given economic rationale by industrial capitalism, the inter-imperialist competition turned the entire world into a conflict zone, leaving no territory neutral. The first “game” was brought to a close by the cataclysm of World War I. But that did not mark the end of it. Walberg resurrects the forbidden “i” word to scrutinize an imperialism now in denial, but following the same logic and with equally horrendous human costs. What he terms Great Game II then began, with America eventually uniting its former imperial rivals in an even more deadly game to destroy their common revolutionary antagonist and potential nemesis-communism. Having “won” this game, America and the new player Israel-offspring of the early games-have sought to entrench what Walberg terms “empire and a half” on a now global playing field-using a neoliberal agenda backed by shock and awe. With swift, sure strokes, Walberg paints the struggle between domination and resistance on a global canvas, as imperialism engages its two great challengers-communism and Islam, its secular and religious antidotes. Paul Atwood (War and Empire: The American Way of Life) calls it an “epic corrective”. It is a “carefully argued-and most of all, cliche-smashing-road map” according to Pepe Escobar (journalist Asia Times). Rigorously documented, it is “a valuable resource for all those interested in how imperialism works, and sure to spark discussion about the theory of imperialism”, according to John Bell (Capitalism and the Dialectic).

What will you see when you take a ride with Rabbit way up high?

School Choice: The Findings is the most comprehensive and up-to-date survey available, summarizing the research on charter schools, vouchers, and public versus private school effectiveness, from one of the country's most distinguished education scholars. The focus is on rigorous studies—those using randomized control groups (as in medical research), those that monitor achievement changes over time, and those based on large numbers of students. The findings presented here also go beyond academic achievement, covering students’ civic engagement, cost comparisons across school types, and public and parental opinion about schools and school choice. Dr. Walberg reveals how much Americans know about school choice. Do they support it? What about families whose children are enrolled in charter schools or in private schools thanks to a voucher program? Are they happier with the quality of their children’s education than those whose children attend an assigned public school? While acknowledging and discussing some notable exceptions, Dr. Walberg concludes that the consensus of the high-quality international research overwhelmingly favors competition and parental choice in education over the monopoly systems that dominate the United States and many other industrialized countries.

The author draws on scientific studies of tests and their uses to show how standardized achievement tests must play a central role in improving achievement in K-12 schools. He explains the central considerations in developing and evaluating tests and tells how tests can best be best used, covering such topics as using tests for student incentives, paying teachers for performance, and using tests in efforts to attain new state and national standards.

Improving Schools to Promote Learning is a concise and common-sense examination of all the moving parts that drive student learning. The book ties together the research, policies, and practices relative to the state, district, school, classroom, and family, and explains their effects on student learning. The author covers an array of topics, including technology, charter schools, turnaround initiatives, and instruction in specific subject areas. Herbert J. Walberg’s book continues the work of previous publications from the Center on Innovation & Improvement (Handbook on Restructuring and Substantial School Improvement and Handbook on the Statewide Systems of Support) that connect research to practice at various levels of the education system. The book is accessible to a wide audience, including educators, school board members, parents, and policy makers. Walberg includes action steps in every chapter, providing practical recommendations for improved student achievement. The author also offers select references for additional material on the best research and most effective practices.

Lift learners to a higher level of English competency. Assists students with the more challenging points of grammar. Assures students' understanding with a full system of review, analysis, and application. Encourages active learning with over 150 reproducible lessons, exercises and tests. See the Good Grammar Package

A renowned educator-psychologist explains how children learn and how family, classroom, and school practices can help them learn more effectively. In addition to drawing on studies of learning outcomes, the author reveals economic research on teacher education and school choice that challenges many popular assumptions.