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The article reviews the book "The Education of the Secondary School Teacher," edited by Ernest Stabler.

What Stars Are Made Of: The Life of Cecilia Payne-Gaposchkin, Donovan Moore, Harvard U. Press, 2020. But as Donovan Moore shows in I What Stars Are Made Of: The Life of Cecilia Payne-Gaposchkin i , her career was hindered by what was at the time an almost insurmountable handicap: her gender. Graph: Cecilia Payne-Gaposchkin (1900-1979) Payne-Gaposchkin left the UK for Boston in 1923 with one family heirloom, her father's violin, which she was forced to pawn while a graduate student. [Extracted from the article]

The approachability of the source material and explicit modeling of inquiry strategies related to SOURCES is undoubtedly where this book's primary value would lay to a history classroom teacher. The more experienced and techno-savvy teacher may well recognize some of the many resources highlighted in these chapters, but this section is expansive enough to offer all classroom teachers with something they might look to incorporate into their own practice as a means of supporting student inquiry. This tighter alignment may have succeeded in more clearly demonstrating not only the specific benefits of a certain technology platform within the classroom, but also how teachers might envision an inquiry-centric classroom that leverages technology as a core support structure. [Extracted from the article]

In her carefully crafted reflective guide to teaching, Hoffer outlines processes teachers can adopt to create classrooms filled with authentic inquiry, learning, and engagement for all students. When we focus on developing assessment-capable learners, our whole narrative about what assessment is and why and how we use data shifts: it becomes less about the teacher rating and evaluating anyone and more about the stories the learners are telling themselves about their own progress. According to Hoffer, assessment-capable learners are learners who know the learning intentions and success criteria of a given experience and are ready to explain what they are learning, why they are learning it, and how they will know they have succeeded. [Extracted from the article]

The teachers - from a range of backgrounds and teaching environments - are outstanding practitioners of the art of teaching, combining deep commitment to their students with thoughtful reflection on their practice and pedagogy. A teacher of adolescent girls in a jail school, Gillen describes the teacher's dilemma in stark terms: "It is not possible to please the authorities at the same time as you live by your values, because the I job i of the authorities is to enforce values that contradict your own" (223). Ideas for reform in Mayo's essay include repealing compulsory attendance laws and deprofessionalizing teaching to end the power dynamic between teacher and student. [Extracted from the article]

Modern physics: a critical approach: edited by Canio Noce, Bristol, Institute of Physics Publishing, 2020, 450 pp., £64 (hardback), ISBN: 978-0750326766. One real disappointment is the chapter on 'Using applets ... ' in which I'd hoped to find material like that from the old Nuffield courses or the Applets of Walter Fendt. Noce has edited the notes to attempt to provide a coherent course and to avoid the overlap which is bound to happen when different lecturers take the stage over a long course. [Extracted from the article]

The article reviews the book "You Deserve Nothing," by Alexander Maksik.

Reviews the book 'A Lifetime of Teaching: Portraits of Five Veteran High School Teachers,' by Rosetta Marantz Cohen.

The article reviews the book "Tales Out of School: Real Adventures at the Chalk Face" by Stuart Newton.