Education-IRA Books

This book is great for boys and girls alike, but especially poignant for young boys who still want their sleepy pals but also want to be thought of as grown-up! If you can get them to read it with the attitude of the characters, you'll smile the entire time you're reading. Dont' let this one get by you!

These books are perfect. His ear for spoken language is dead-on. It's a joy to read aloud.

This is timeless kiddie lit story: Ira is invited to his first sleep over. Ira's older sister, however, casts doubt in Ira's mind. Will Reggie laugh because Ira sleeps with a teddy bear? Should he go with or without his beloved teddy? His parents are supportive and Ira makes his decision, only to change his mind once again.

Jim Trealease, of Read-Aloud fame, read this story, with appropriate voices to a group of teachers. I was so enchanted with it that later, when I taught high school, I asked permission of my seniors to tell them Ira Sleeps Over. They loved it!

This is one of the sweetest bedtime stories, getting kids ready for sleeping over with a reassuring message. Best of all, it features two little boys. There's not a lot of gentle message kids books out there that feature little boys.

Not having read the book nor able to check it out from a library, I relied totally on reviewers 5 star comments when deciding to purchase this book. Just about 1/3 the way into the book my parental radar piqued at the conversation between Reggie and Ira concerning ghost stories, "scary, creepy, spooky ghost stories." To my sorrow, no mention or even allusion of this was in any of the reviews.

My youngest 3 children (two 5 year olds and a 7 year old) are from a culture that emphasizes ghosts, the boogie man, evil spirits, etc. in a demonic fashion. Prior to becoming part of our family, ghosts were used as a form of disciplne to terrorize them to comply and obey. Even after having them in our family for a year they still struggle with the memories of these demons. Since the ghost story is the climax in Ira Sleeps Over, I do not recommend this book.

Hilarious and too, too true. I learned to drive in and around Boston (took my driver's test at the Registry of Motor Vehicles near North Station), take pride in the dings in my car and consider driving in California a walk in the park compared to what I grew up with.

I especially appreciate the updates in this latest edition with respect to the Big Dig.

I'm not a Boston native, but moved here seven years ago. This book ... who wrote this? How did they KNOW? :)

I always thought of myself as a good Step 9 driver: granted, it took me two tries to get my license, but I've had exactly one parking ticket, I've been pulled over exactly once and got off with a warning, and every dent and ding I've put into the car has been below the deductible and couldn't be reported to the insurance company. After reading this book, it seems I am a bigger psychotic behind the wheel than I had known. I never thought that most of the manuevers listed here were borderline vehicular suicide, and I was even taught how to do the Boston Left Turn (you pull halfway out into the road, blocking the traffic on your left until a car coming from the right lets you go) in driver's ed. A lot of the diagrams are hilarious (you'll never make sense of Brighton intersection dynamics), and they also include the obligatory pedestrian scoring scale (you don't want to be Tom Menino or Mitt Romney). The best part is the epilogue describing the future of Boston driving--by the end of this century, it will become an Olympic sport, and the Central Artery Tunnel will become a pedestrian shopping mall.

This book is written to sound tongue-in-cheek, but having lived and driven in Boston for two years, I can assure you it's not. I've seen every manuever described in this book, some of them by the Boston and Cambridge PD. For anyone moving to Boston, this should be required reading. It will teach you how to make Boston Left Turns, how to park in Back Bay, even how to cross a street as a pedestrian. Yes, it's amusing, but it's also a survival manual. (Oh, also get your car licence changed before you try any of these--out of towners get ticketed for these moves. For in-staters, about the only way to get a moving violation is to hit a pedestrian voter.)

Driving in Vancouver can be a dicey affair, as many of the drivers here are very strange and don't appear to know what they're doing. It annoys my wife even more than it does me. When my wife and I were looking over a list of books to review, The Boston Driver's Handbook: The Almost Post Big Dig Edition jumped out at my wife. "That should be funny," she said. So I asked for it. Does it live up to its promise? One thing I do know. After reading this book, driving in Boston sounds even worse than driving here. And that takes some doing!

First, to explain the title (though readers in Boston will already be familiar with this). "The Big Dig" is a massive construction project that is intended to make the main artery of traffic through Boston go underground. It's been very expensive and it's tied up traffic since 1991. However, it's almost over. It's scheduled to be finished in 2005, which is why this is the "Almost Post Big Dig" edition. The authors, Ira Gershkoff and Richard Trachtman, wrote an earlier edition of this book which didn't include this information, though since it was written in 1994, I'm sure it had some information about the current state of construction at the time.

The book starts with a basic overview of driving in Boston. It tells us about the philosophy ("Commandment Number 1: Thou shalt reach thy destination as quickly as possible. Everyone and everything else be damned."). It talks about what kind of car you should drive. A sparkling new car is just an invitation to be hit, or at least bumped. The best kind of car is an old, beat-up car that already has plenty of bumps and paint scrapes. The authors then go into the street layout of Boston and how confusing it is. They say that there is no way that you can navigate by street signs. The streets twist and turn and confusing one-ways abound. The cool thing about this chapter is that they talk about every section of Boston, detailing the different traffic and parking problems that they present, like how street fairs in the North End can play havoc with basic navigation, sometimes absorbing drivers who are invited to join the fair and then never seen again. This was an extremely interesting section, especially for somebody who's completely unfamiliar with Boston. It may be even more so for the experienced Boston driver, forcing a nod of the head and an "amen, brothers!"

The third chapter is about the Big Dig, with the authors explaining just what is planned, what has happened so far, and what will happen once construction is complete. They tell how the Ted Williams tunnel is currently (or at least at the time of this book's writing) quite beautiful and relatively empty, but as people get wind of it, traffic patterns will adjust and it will become just as dirty and polluted as the other tunnels. One thing that just sounds horrifying is how the new Central Artery will only have three exits, while the old one had 27. I don't even have to live there to find that idea frightening. You don't have to be familiar with Boston to find this chapter interesting as an example of the lofty goals of major construction and how the reality of it usually doesn't quite fit. Again, the authors are quite detailed in telling how the construction has affected things, and they don't avoid giving the positives as well as the negatives here. They're just cynical, not unfair.

The rest of the book is full of the basic and more advanced maneuvers that the expert Boston Driver has to learn. There's the basic cut-off, where you cut in front of the car next to you in order to pass the car in front. There's the sidesqueeze, where you ease into the other lane until the car next to you brakes to avoid hitting you. You then cut them off and go on your way.

The authors also tell about entering the endless traffic circles, really confusing left turns (one of the diagrams in the book is an intersection where you're actually going into the oncoming lanes in order to actually make it through the intersection before the light turns), parking, and many others. Some of the information would be useful here in Vancouver as well as any other cities where traffic is a nightmare. However, a large part of the book is based on Boston Driving culture, such as going the wrong way on a one-way street being the only way to get to some places. Thus, it's funny to read about, but don't try this at home. I especially enjoy the suggestion that parking and driving on sidewalks is sometimes necessary, as long as you look out for pedestrians.

The book is written in an easy style that is entertaining and won't take you too long to read. It's also a short book, which helps as well. I found the information on Boston and its environs to be fascinating, and it almost makes me want to go there, though there's no way I'd want to drive there after reading this book. There's no way I'd survive! The book is marred only by the final chapter (before the final exam), which gives there ideas for how Boston Driving will evolve in the next 100 years. It tries hard to be funny, but usually falls flat.

If you're planning a trip to Boston or planning to move there, this book could prove invaluable. Even if you're not, it's a funny look at driving in the wild streets of a city, and it just may make you appreciate your local traffic a little bit more. Either way, it's a fun read.

David Roy

In all probability, the topic of teaching and education elicits such an array of responses that we are sometimes at a loss to logically understand why the system very often contributes to apathetic and uninterested students.

Professor (Emeritus) Ira Jay Winn, author of The Education Mirage: How Teachers Succeed and Why the System Fails, deftly weaves together his thoughts, suggestions and solutions concerning the weaknesses that are prevalent within today's educational institutions.

Winn emphasizes that one of the primary objectives of teaching must be the fostering of creative thinking. In fact, he dedicates his book to his former students who, he states, "hopefully, learned the art of critical thinking and came to expect nothing less than a civilized dialogue."

The book divides itself into two parts, How Teachers Succeed and Why the System Fails.
Readers are constantly reminded that just regurgitating of facts is useless. You must emphasize problem-centered and inquiry-based teaching and learning, in order to stimulate and maintain the interest of students.

Drawing on his personal teaching experiences, Winn presents several alternative pedagogic techniques in order to present material in a way that will fuel the discovery process.
For example, what is the value of having students learn the names of Columbus' three ships? As Winn states, they are dead- ended insofar as discussion goes. Would it not be more beneficial if facts were associated with definitional problems and value questions?
Instead of focusing on the names of Columbus' three ships, why not ask the question, "what did Columbus hope to prove by sailing to the New World?"
Unfortunately, as pointed out, many teachers have not stopped to think about the important differences between questions of fact, definitional problems, and questions of value.

Winn displays a sharp eye in his analysis of what makes a good teacher, as he deals with the topics of lesson-strategy planning, discussion leading, when not to lecture, the use of case studies, testing and grading.

His solutions to fixing the problem are quite novel, particularly when he challenges the belief that high school must be an exclusively teen-age institution. According to Winn, "high school must be changed into adult common schools, common in the sense that they are open to all people regardless of age, so long as they have completed middle schooling."
Other topics explored in the second half of the book deal with public policy, teacher training, the environment of reform, the school crisis as a crisis of culture, and a brief critique of Allan Bloom's book, The Closing Of The American Mind.

By the end of the book, readers will well understand Winn's preface to the opening chapters when he quotes a Chinese proverb, "I listen and I forget...I see and I remember... I do and I understand!" It is too bad many of my teachers did not heed this advice when I was a student, and why today teachers still do not get the message.

No doubt, Winn has written a splendid in-depth book in which every educator, and even non-educators will discover something novel.
For those who wish to further explore the book's topics, a short bibliography is provided at the end of the book.

This review first appeared on the reviewers' own site:

Review: THE EDUCATION MIRAGE by Prof. Emeritus,Ira Winn
ISBN 0-595-29142-2

More than a primer, Prof. Winn's analysis of educational do's and don'ts, his shattering myths about some long-gone, golden age of public educational achievement, and the dissection of "senders and receivers" in the knowledge industry will make readers question previously held educational beliefs as well as current practices. Above all, the writer connects the nation's lack of success solving our most critical social and political problems with failed educational assumptions and methodology-"stuffing turkeys" rather than "lighting lamps." Also indicted are gross materialism, mindless TV offerings, video and computer games, as well as our near-total reliance upon science-technology education, solely to prepare students for money-making jobs, the end goal. Squeezing art and humanities out of curricula has deprived students of adequate preparation to function as informed citizens in a democracy. Rarely do problem-solving and creativity enhance the learning experience because of reliance upon rote learning, worship of objective testing norms, or celebrating adolescent rites of passage. Nor does the swollen educational bureaucracy of overpaid administrators and underpaid teachers escape Winn's scrutiny, claiming our society does not value excellence in public education, now morphed into another "bottom line" commodity. Prof. Winn envisions educated adults working together to attack poverty, reduce excesses of global capitalism and dependence upon finite resources. For him, these issues are inextricably linked to values of mind and heart deriving from inspirational education.

Marian Blanton, retired community college instructor

Prof. Winn's "Education Mirage . . ." is a revelation in the compendium of educational literature. This is a writing free from cant and pedantry. It is an idealistic and inspirational vision of how to be a teacher who is motivated by the important social, ethical, and historical perspectives of the time. His use of examples and techniques is always pithy and relevant and the general reader shall grasp what excellence in teaching means. I would suggest that this is a "must" read for every aspiring student teacher who wants to teach secondary, college, and university level. This is a work which is uniquely refreshing and original.

Ideale Gambera, Emeritus
Department of English and American Studies
City College of San Francisco

I regret that Ira Winn's new book, "The Education Mirage," was not available several years ago when I first started teaching. The book is a great help to all who wish to make their teaching more effective and their workload easier. The first part of the book is a detailed manual on what the author calls "creative problem centered teaching." It includes the art of questioning and the avoidance of unconsciously motivating student apathy, and an analysis of teacher types, Winn shows us how to get more students interested in the subject matter and involved in class discussions. Above all, he shows how to encourage and develop critical thinking in our students. The book even offers planning exercises and a self-test to measure the reader's comprehension of the modern teaching concepts presented. Winn finds the current mania for state-mandated testing counterproductive, a fig leaf for politicians and a force driving creative teachers to distraction and exodus from the profession.

The second part of the book is a collection of essays, analyzing the faults and weaknesses of the American educational system and offering a variety of suggestions for improving the system. The suggestions are not the standard recommendations for change that appear periodically in political debate, however. Winn proposes a host of reforms in the system, in educational institutions including the universities, in teacher and professor training and in the curriculum that are all highly innovative, even radical. For example, he finds that the highly educated are more often a greater danger to society and democracy than the less educated, because the former sit at the seats of power and too often prove arrogant and swayed by a money ethic. The result is that the planet's environment and the world economy bear an intolerable burden. He also finds that TV and computers have made the traditional teacher role outmoded, and thus he calls for intensive retraining in problem-centered methodologies.

Professor Winn is an EDUCATOR. I recommend this book to all who have a strong interest in education in America.

In all probability, the topic of teaching and education elicits such an array of responses that we are sometimes at a loss to logically understand why the system very often contributes to apathetic and uninterested students.

Professor (Emeritus) Ira Jay Winn, author of The Education Mirage: How Teachers Succeed and Why the System Fails, deftly weaves together his thoughts, suggestions and solutions concerning the weaknesses that are prevalent within today's educational institutions.

Winn emphasizes that one of the primary objectives of teaching must be the fostering of creative thinking. In fact, he dedicates his book to his former students who, he states, "hopefully, learned the art of critical thinking and came to expect nothing less than a civilized dialogue."

The book divides itself into two parts, How Teachers Succeed and Why the System Fails.
Readers are constantly reminded that just regurgitating of facts is useless. You must emphasize problem-centered and inquiry-based teaching and learning, in order to stimulate and maintain the interest of students.

Drawing on his personal teaching experiences, Winn presents several alternative pedagogic techniques in order to present material in a way that will fuel the discovery process.
For example, what is the value of having students learn the names of Columbus' three ships? As Winn states, they are dead- ended insofar as discussion goes. Would it not be more beneficial if facts were associated with definitional problems and value questions?
Instead of focusing on the names of Columbus' three ships, why not ask the question, "what did Columbus hope to prove by sailing to the New World?"
Unfortunately, as pointed out, many teachers have not stopped to think about the important differences between questions of fact, definitional problems, and questions of value.

Winn displays a sharp eye in his analysis of what makes a good teacher, as he deals with the topics of lesson-strategy planning, discussion leading, when not to lecture, the use of case studies, testing and grading.

His solutions to fixing the problem are quite novel, particularly when he challenges the belief that high school must be an exclusively teen-age institution. According to Winn, "high school must be changed into adult common schools, common in the sense that they are open to all people regardless of age, so long as they have completed middle schooling."
Other topics explored in the second half of the book deal with public policy, teacher training, the environment of reform, the school crisis as a crisis of culture, and a brief critique of Allan Bloom's book, The Closing Of The American Mind.

By the end of the book, readers will well understand Winn's preface to the opening chapters when he quotes a Chinese proverb, "I listen and I forget...I see and I remember... I do and I understand!" It is too bad many of my teachers did not heed this advice when I was a student, and why today teachers still do not get the message.

No doubt, Winn has written a splendid in-depth book in which every educator, and even non-educators will discover something novel.
For those who wish to further explore the book's topics, a short bibliography is provided at the end of the book.

This review first appeared on reviewer's own site

When we look for success in education, we can find it in wealthy and poor cities, suburbs and small towns. While theories abound on what's wrong with schools, there is much right as well. When we want to know how a school becomes successful, we need to look no further than the teachers that spend their days with the students in that school. Some would choose to believe that the best schools are found where the most money is spent on them. Some choose to cast blame on large city school systems that they declare disaster zones. However, good schools are found in the midst of all of these places. And so are poor schools. The secret to the places we observe as successful schools are its teachers. There is no magic or panacea of reform in higher standards, testing and whatever tomorrow's reform will be when we drop last year's which has proven to be too complex to actually work.

In a time when legal and bureaucratic changes abound that promise to "save and improve education," For the Love of Teaching is a book that allows over 50 teachers who are committed educators to tell their stories of why they love what they do and why they continue despite the obstacles, the poor pay and the often demoralizing work conditions. They stay for the kids. And undoubtedly these are teachers who succeed. And it is their students who are the winners as a result.

If we hope to improve our nation's educational system, we need to attract and retain excellent committed teachers with high expectations like the one editor Ida Schull interviewed for this book. Their stories are inspiration for those who teach in that they should serve to reaffirm one's choice in becoming an educator. For others, most especially school board members, state education leaders and politicians, a book like For the Love of Teaching should serve as a roadmap to truly improving the state of American Education.

A truly worthwhile book of inspiring stories of teachers devoted to their students! Daniel J. Maloney, Saint Paul, Minnesota

This book, while letting the individual subject's voices shine though, provides a thoughtful retrospective on the many reasons why teachers chose their profession.I have never seen another book quite like this; an important work for our times. I highly recommned this book.

While I was teaching, this book gave me energy to continue doing what I loved to do. Now that I am no longer teaching this book reminds me why I taught and reawakens the pain of not being able to continue in the profession. Ira Shull paints a picture of teaching, of education, of life, and he does it through the words of those who really know what it's like. A must-read for any teacher, prospective teacher, or parent. Though I am no longer in the profession, Ira's book keeps reminding me that I'm still a teacher.

To be honest I want nothing to do with the SATs. But I know it's gotta be done.
But this book makes it easy to concentrate on studying.
I would recommend this to anyone who has a hard time focusing on studying.

This book really is what the title suggests. It gives you everything you need to know to prepare for the SATs, except the shortened version..which is equally as good as the full version. Plus, it's cheap!

The book arrived on time in condition as specified.
The price was unbeatable. Totally satisfied.
Thank you.

This is an excellent PSAT workbook, especially if you are taking it for the first time in the sophomore year. It tells you what is and what isn't important with every strand of the Math section, gives succint and helpful tips for tackling Critical Reading section, and provides 5 superbly witten practice tests + a very comprehensive gammar practice (consisting of 50 well-written questions) for honing one's grammar skills. For her junior year PSAT in 2008, my daughter practiced relentlessly all summer long, using Barron's PSAT and McGraw Hill PSAT workbooks. Not only is she writing much better at school this year, she did great on the 2008 PSAT, in which she scored in the upper 99 percentile, including a perfect score (80) in the Writing Skill section! For her upcoming SAT review, my daughter plans to rely mainly on select Barrons products, in addition to College Board and McGraw Hill books.

Introduction To Leisure Services: Career Perspectives is the collaborative effort of Richard Kraus, Elisabeth Barber, and Ira Shapiro. With opening chapters covering recreation and leisure in American life and the organized leisure-service system in place today, Introduction To Leisure Services goes on to descriptively address public recreation, park and leisure-service agencies; non-profit, volunteer oriented, leisure-service agencies; commercial recreation businesses; armed forces and employee-service programs; campus and private-membership recreation; therapeutic recreation services; contemporary sports management; travel, tourism and hospitality; and career perspectives in leisure-service agencies. Enhanced with a bibliography, an author/subject index, and two appendices ("Listing of Organizations and Societies" and "Suggested Class Assignments and Student Projects"), Introduction To Leisure Services: Career Perspectives is an enthusiastically recommended addition to academic library collections and an ideal textbook for Leisure, Sports & Recreational Services curriculums.

I have often looked for a book that will help my children and I and their friends adjust to a friend moving away. Being in the Navy for five years and living in the transient world that we do we've had to say goodbye so many times to our friends. It is always so hard. Ira Says Goodbye touched my kids and me. It covered all the emotions everyone feels when a special neighbor and friend has to leave (or we do). My three and four year olds and I really enjoy reading Ira Says Goodbye. It is very sweet and I am ordering two more for far-away friends.

This book is a great read! It lays out the rules for having credit cards and checking accounts that I wish I had when starting out with my personal finances. I finally found out how checks are used by banks and department stores. And I like the ways to protect myself from getting my personal information ripped off and my credit ruined. And the ways to get out of financial trouble if your in it are wonderful.

This book also has many ways to get free money in the form of grants for college and starting a business that I find useful. Many foundations and the government have a lot of money they give away every year. There is a lot of free money out there that I didn't even know about, like credit cards and special financing deals for cars and furniture.

I always thought that a budget was about counting pennies, but I was wrong. The way to create a budget in the book is easy and makes sense. And there is a lot of good information about easy investing for the future. I loved it!

Ira Shor has done it again! For teachers of English, Shor presents a real life example of his teaching methods and practices. If motivating students (and teachers) is your goal, then don't miss this book. Affecting real change in a college classtoom is Shor's goal, and he presents an honest and realistic picture of what happens when the students are given the power to make their own way in a classroom. Funny, inspiring, honest, and a real source of pleasure for me! Any college writing instructor will find this a satisfying read! Save it for the long hot summer and change your Fall classroom. Trust me