Still, the productive activity of the educational branches is not examined in the theory. In the branches of «education» there are the following streams of resources:

• 1) a stream of resources as means of labor books, computers etc. ? - the stream estimated economically;
• 2) a stream of manpower - workers in the branches of «Education» - the stream estimated economically;
• 3) a stream of financial resources;
• 4) a stream of visitors is not considered an economic resource and is not estimated economically.

For this reason, the education services are badly taken into account in the productive part of the executive branch of authority.

The executive branch of authority should be taken into account in the results of not only receipts from the taxes, but also of the educational services which it creates.

In this book the author investigates the educational services in a three-dimensional space.

In the extended variant of the calculations of the result of the economical activities of executive branch of authority (taking into account educational services), every goes into its proper place.

Still, the productive activity of the educational branches is not examined in the theory. In the branches of «education» there are the following streams of resources:

• 1) a stream of resources as means of labor books, computers etc. ? - the stream estimated economically;
• 2) a stream of manpower - workers in the branches of «Education» - the stream estimated economically;
• 3) a stream of financial resources;
• 4) a stream of visitors is not considered an economic resource and is not estimated economically.

For this reason, the education services are badly taken into account in the productive part of the executive branch of authority.

The executive branch of authority should be taken into account in the results of not only receipts from the taxes, but also of the educational services which it creates.

In this book the author investigates the educational services in a three-dimensional space.

In the extended variant of the calculations of the result of the economical activities of executive branch of authority (taking into account educational services), every goes into its proper place.

This book reveals the threat to America from the corporate community seeking to profit from America's 283,000,000 billion dollar annual school budget.

This also reveals the plans of political and religious groups to use public school tax dollars for the purpose of indoctrinating children and adolescents with their philosophy.

This book reveals the facts for every American who will stand up and declare support for our heritage of free public schools and locally elected school boards.

• The rapid changes in today's Japanese schools and communities that came about from the implementation of the 1987 recommendation of the National Council on Educational Reform that relaxed rigid school regulations
• Compensatory education and ethnic education for minority and disadvantaged children-Buraku children, Ainu children, Korean children, Nikkei children and disabled children-that are designed to improve their academic achievements and to give them a sense of pride in their heritage
• Human rights education aimed to instill respect, acceptance, and tolerance for all people by teaching the history and culture of minority population.

• The rapid changes in today's Japanese schools and communities that came about from the implementation of the 1987 recommendation of the National Council on Educational Reform that relaxed rigid school regulations
• Compensatory education and ethnic education for minority and disadvantaged children-Buraku children, Ainu children, Korean children, Nikkei children and disabled children-that are designed to improve their academic achievements and to give them a sense of pride in their heritage
• Human rights education aimed to instill respect, acceptance, and tolerance for all people by teaching the history and culture of minority population.

• The rapid changes in today's Japanese schools and communities that came about from the implementation of the 1987 recommendation of the National Council on Educational Reform that relaxed rigid school regulations
• Compensatory education and ethnic education for minority and disadvantaged children-Buraku children, Ainu children, Korean children, Nikkei children and disabled children-that are designed to improve their academic achievements and to give them a sense of pride in their heritage
• Human rights education aimed to instill respect, acceptance, and tolerance for all people by teaching the history and culture of minority population.

Spencer Barnard, the father of five self-actualizing children, is a lifelong educator with experience as a classroom teacher, principal, district level administrator, educational publisher and college administrator. In this latter position he guided the development of an innovative master's degree program designed to advance the professional skills of K-12 teachers in the use of discovery-type learning experiences, enriched to accomodate students' differing learning styles and develop their higher order thinking skills. More than 1,000 in-service teachers have so far completed this program. Numerous classroom tests of discovery learning units developed by small teams of teachers in this program consistently showed improvements in students' attitudes and classroom performance levels. Barnard currently serves as Executive Director of the Discovery Learning Institute, a non-profit organization dedicated to advancing the use of active learning methods in the nation's K-12 schools. He can be reached at this e-mail address: sbarnard@transteach.org.

Reading is the most important skill children can learn and provides a lifetime of benefits. But most children do not become proficient or lifelong readers. In Let Them Have Books, author Gaby Chapman offers a formula for delivering the gift of avid reading to every child.

Using research and her experience as a teacher, Chapman presents a detailed discussion of the reading habits of children. She covers why children should read, why they don’t, and what we can do to ensure that all children become enthusiastic readers.

Let Them Have Books outlines a new model for reading education. This model recognizes that the process of learning to read begins at birth and that different brains learn to read in different ways. This reading education centers on creating a dynamic reading culture in schools, one that encourages students to choose the books they read and provides ample time in school to read them.

All students have an inalienable right to an equitable, enriching, and empowering education. Yet, today's teachers face the challenge of reaching a diverse population of students and striving for a balance between cultural differences and achievement.

In Challenging Mediocrity, author and educator Larthenia Howard explores possible causes for the achievement gaps between subgroups as outlined by the federal No Child Left Behind Act's AYP (Adequate Yearly Progress) guidelines. Teachers are encouraged to reflect not only on practices that directly affect a student's success, but also on different instructional tactics that can reach every student. Howard invites educational leaders to take action and covers such pertinent subjects as the following:

• Self-discovery exercises to identify biases and instructional practices
• Strategies to manage the dynamics of diversity in the classroom
• Culture and evaluation criteria for the school environment
• Introduction of multicultural content into the existing curriculum
• Strategies for coping with student achievement gaps
• Utilizing the SURE Formula as a diversity inclusion model

Educational reform must employ a state of urgency in order to effectively and efficiently address the inequalities and disparities within current educational practices. Challenging Mediocrity will encourage teachers to view this challenge as an opportunity to enrich the experiences of students, ultimately improving student achievement.