When the United States entered World War II, it took more than industrial might to transform its tiny army—smaller than even Portugal's—into an overseas fighting force of more than eight and a half million. Peter Schifferle contends that the determination of American army officers to be prepared for the next big war was an essential component in America's ultimate triumph over its adversaries. Crucial to that preparation were the army schools at Fort Leavenworth. Interwar Army officers, haunted by the bloodshed of World War I's Meuse-Argonne Offensive, fully expected to return to Europe to conclude the "unfinished business" of that conflict, and they prepared well. Schifferle examines for the first time precisely how they accomplished this through a close and illuminating look at the students, faculty, curriculum, and essential methods of instruction at Fort Leavenworth. He describes how the interwar officer corps there translated the experiences of World War I into effective doctrine, engaged in intellectual debate on professional issues, conducted experiments to determine the viability of new concepts, and used military professional education courses to substitute for the experience of commanding properly organized and resourced units. Schifferle highlights essential elements of war preparation that only the Fort Leavenworth education could provide, including intensive instruction in general staff procedures, hands-on experience with the principles and techniques of combined arms, and the handling of large division-sized formations in combat. This readied army officers for an emerging new era of global warfare and enabled them to develop the leadership decision making they would need to be successful on the battlefield. But Schifferle offers more than a recitation of curriculum development through the skillful interweaving of personal stories about both school experiences and combat operations, collectively recounting the human and professional development of the officer corps from 1918 to 1945. Well crafted and insightful, Schifferle's meticulously researched study shows how and why the Fort Leavenworth experience was instrumental in producing that impressive contingent of military officers who led the U.S. Army to final victory in World War II. By the end of the book, the attentive reader will also fully comprehend why the military professionals at Fort Leavenworth have come to think of it as the "Intellectual Center of the Army."

The Victory Drill Book offers a systematic approach to high speed phonetic reading. The program works for beginning, struggling, and growing readers who have already learned the sounds of each letter. Lists of words are strategically grouped together by phonetic sounds. With the emphasis on speed, the learner will transition from “sounding out” to reading whole words automatically.

With the success of open access publishing, Massive open online courses (MOOCs) and open education practices, the open approach to education has moved from the periphery to the mainstream. This marks a moment of victory for the open education movement, but at the same time the real battle for the direction of openness begins. As with the green movement, openness now has a market value and is subject to new tensions, such as venture capitalists funding MOOC companies. This is a crucial time for determining the future direction of open education. In this volume, Martin Weller examines four key areas that have been central to the developments within open education: open access, MOOCs, open education resources and open scholarship. Exploring the tensions within these key arenas, he argues that ownership over the future direction of openness is significant to all of those with an interest in education.

Explains the strategies John Stanford used while he was superintendent of Seattle public schools to improve test scores, lessen violence, and increase student/teacher morale.