Gregory K., overwhelmed by homework, decides to make a stand -- but the stand takes on momentum of its own and Gregory has to live with the consequences. Gregory K. has too much homework.Middle school is hard work, and Gregory tries to be a good student. He participates in class, he studies for his tests -- he and his friends even help each other with their assignments. But no matter what he does, there's never enough time to finish all his homework. It just isn't fair.So Gregory goes on a total, complete homework strike. No worksheets, no essays, no projects. His friends think he's crazy. His parents are worried about his grades. And his principal just wants him to stop making trouble. Can Gregory rally his fellow students, make his voice heard, and still pass seventh grade?Find out in this book for anyone who thinks school is stressful, gets headaches from homework, or just wants to be heard.

Now in seventh grade Gregory K. is frustrated by all the homework that leaves him no time for writing, which is what he loves to do--so he decides to go on a homework strike, and with his history teacher's encouragement he learns a valuable lesson in civics and standing up for what you believe in.

In this updated edition, Cathy Vatterott examines the role homework has played in the culture of schooling over the years; how such factors as family life, the media, and "homework gap" issues based on shifting demographics have affected the homework controversy; and what recent research as well as common sense tell us about the effects of homework on student learning. She also explores how the current homework debate has been reshaped by forces including the Common Core, a pervasive media and technology presence, the mass hysteria of "achievement culture," and the increasing shift to standards-based and formative assessment. The best way to address the homework controversy is not to eliminate homework. Instead, the author urges educators to replace the old paradigm (characterized by long-standing cultural beliefs, moralistic views, and behaviorist philosophy) with a new paradigm based on the following elements: Designing high-quality homework tasks; Differentiating homework tasks; Deemphasizing grading of homework; Improving homework completion; and Implementing homework support programs. Numerous examples from teachers and schools illustrate the new paradigm in action, and readers will find useful new tools to start them on their own journey. The end product is homework that works—for all students, at all levels.

Homework clarifies the past and present of home-based labor using case studies which offer a rich portrait of homework. The authors recognize that we must examine the influence of gender, race, and class to fully comprehend the history of homework -- taken from back cover.

For three weeks in 1970 and for eleven weeks in 1971, the schools in Newark, New Jersey, were paralyzed as the teachers went on strike. In the wake of the 1971 strike, almost two hundred were arrested and jailed. The Newark Teachers Union said their members wanted improved education for students. The Board of Education claimed the teachers primarily desired more money. After interviewing more than fifty teachers who were on the front lines during these strikes, historian Steve Golin concludes that another, equally important agenda was on the table, and has been ignored until now. These professionals wanted power, to be allowed a voice in the educational agenda. Through these oral histories, Golin examines the hopes of the teachers as they picketed, risking arrest and imprisonment. Why did they strike? How did the union represent them? How did their action—and incarceration—change them? Did they continue to teach in impoverished schools? Golin also discusses the tensions arising during that period. These include differences in attitudes toward unions among black, Jewish, and Italian teachers; different organizing strategies of men and women; and conflict between teachers’ professional and working-class identities. The first part of the book sets the stage by exploring the experience of teachers in Newark from World War II to the 1970 strike. After covering both strikes, Golin brings the story up to 1995 in the epilogue, which traces the connection between educational reform and union democracy. Teacher Power enhances our understanding of what has worked and what hasn’t worked in attempts at reforming urban schools. Equally importantly, the teachers’ vivid words and the author’s perceptive analysis enables us to view the struggles of not just Newark, but the entire United States during a turbulent time.

Danielle is doomed in love and has the parents from hell. Her mum and dad are embarrassingly scruffy and their car bonnet is a different colour to the rest of the car. Worst of all, they're still in love, which is totally gross considering how ancient they are. Her best friend is a (nice) nerd, her love-rival is an airhead and her dog Simon is in love with an Ugg boot. Despite all this, she hatches a plan - indeed many plans - to win the gorgeous Damien's affections. But when she brings Simon to the park to show him off in front of Damien, a smelly little accident lands Danielle with the nickname 'Dench the Stench'. Could things get any worse? When Simon is accused of biting children in the neighbourhood and her Dad decides to have him taken away, Danielle's life truly begins to unravel. And then her mother announces she's pregnant - again - which gives Danielle's schoolmates even more ammunition with which to make fun of her. Will Damian ever notice her? Can she save Simon? And will Danielle ever live her family down?

This book presents a cross-section of recent generative research into the syntax of relative clauses constructions. Most of the papers collected here react in some way to Kayne’s (1994) proposal to handle relative clauses in terms of determiner complementation and raising of the relativized nominal. The editors provide a thorough introduction of these proposals, their background and motivations, arguments for and against. There are detailed studies in the syntax and the semantics of relative clauses constructions in Latin, Ancient Greek, Romanian, Hindi, (Old) English, Old High German, (dialects of) Dutch, Turkish, Swedish, and Japanese. The book should be of interest to any linguist working within generative syntax.