Book Review: Mr. Justice Black and His Critics. by Tinsley E. Yarbrough.

Book review: Mr. Justice Black and His Critics. By Tinsley E. Yarbrough. Durham, North Carolina: Duke University Press. 1989. Pp. xii, 323. Reviewed by: James Magee

Book Review: The Tolerant Society: Freedom of Speech and Extremist Speech in America. by Lee C. Bollinger.

Book review: The Tolerant Society: Freedom of Speech and Extremist Speech in America. By Lee C. Bollinger. New York, N.Y.: Oxford University Press. 1986. Pp. 295. Reviewed by: James Magee

Constitutional Scholarship: What Next?

Part of Symposium "Constitutional Scholarship: What Next?

Book Review: The Tolerant Society: Freedom of Speech and Extremist Speech in America. by Lee C. Bollinger.

Book review: The Tolerant Society: Freedom of Speech and Extremist Speech in America. By Lee C. Bollinger. New York, N.Y.: Oxford University Press. 1986. Pp. 295. Reviewed by: James Magee

Book Review: Final Report of the Attorney General\u27s Commission on Pornography. Michael J. Mcmanus, Ed.; United States of America Vs. Sex. Philip Nobile and Eric Nadle; the Question of Pornography: Research Findings and Policy Implications. by Edward Donnerstein, Daniel Linz, and Steven Penrod; Seven Dirty Words and Six Other Stories. by Matthew L. Spitzer; Pornography: Marxism, Feminism, and the Future of Sexuality. by Alan Soble.

Book review: Final Report of the Attorney General\u27s Commission on Pornography. Michael J. McManus, ed. Nashville, Tennessee: Rutledge Hill Press. 1986. Pp. i, 571 ; United States of America vs. Sex. Philip Nobile and Eric Nadle ; The Question of Pornography: Research Findings and Policy Implications. By Edward Donnerstein, Daniel Linz, and Steven Penrod. New York: The Free Press. 1987. Pp. xiv, 274 ; Seven Dirty Words and Six Other Stories. By Matthew L. Spitzer. New Haven, Connecticut: Yale University Press. 1986. Pp. xii, 163 ; Pornography: Marxism, Feminism, and the Future of Sexuality. By Alan Soble. New Haven, Connecticut: Yale University Press. 1986. Pp. x, 202. Reviewed by: James Magee

How Can Human-Centered Design Be Used To Implement A Teacher-Designed, Standards-Based Curriculum?

The purpose of this study was to create a framework, based on the principles of HumanCentered Design, to implement and continue the development of a Standards-Based Curriculum that was designed by the teachers using it. While going through iterations, the curriculum will remain true to the principles of Standards-Based Instruction. Much of the research supporting a Standards-Based Curriculum comes from Robert Marzano. One of the main goals of using Human-Centered Design, in addition to the continued design and implementation of a guaranteed and viable curriculum, is to increase Collective-Teacher Efficacy. Elmore and Hattie both cite extensive data suggesting that high Collective-Teacher Efficacy has a major positive impact on student achievement. The project has two primary functions: 1) agendas and materials for three professional development sessions; 2) instructions for gathering and using feedback to inform future iterations of the curriculum. The project is written for an Instructional Leader who would serve as the facilitator of Human-Centered Design for the grade level implementing the curriculum. Chapter 4 describes some of the challenges that can be improved for this project, many of them logistic. It also contains possible implications. This framework for designing and implementing curriculum, keeping teachers’ voice at the center of the design, could completely flip the traditional curriculum cycle. It has the potential to foster high Collective-Teacher Efficacy by emphasizing co-creation and diverse ideas. Further, a curriculum developed in this way has the potential to truly reflect the diverse group of teachers and students interacting with i