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#NoFilter: Get Creative With Photography
by Natalie Price-Cabrera#NoFilter is an innovative new guide to photography that shows you how to ditch photo filters and discover DIY creative techniques with your camera or smart phone.If you want to inject more excitement into your photography than just applying a filter in an app, this book is for you. It will inspire you to take your photos further, with ideas aimed at all levels of ability from amateur to professional. Easy techniques such as shooting through your sunglasses progress to more advanced ideas like creating sun prints or distorting your images with the contents of your kitchen cupboard. Each technique is concisely explained through great examples of creative photography, making this an ideal book for anyone wanting to take their photos to another level."Natalia Price-Cabrera’s #NoFilter is a book of spells filled with ideas for transforming digital and analogue pictures into something magical." Black + White PhotographyMore best-selling photography books from Laurence King Publishing:- Read This If You Want to Take Great Photographs by Henry Carroll (97817806733560)- Bystander: A History of Street Photography by Joel Meyerowitz and Colin Westerbeck (9781786270665)
The Noisy Classroom: Developing Debate and Critical Oracy in Schools
by Debbie NewmanDebate and critical oracy allow students to deepen their knowledge and understanding of academic subjects while simultaneously developing their communication and critical thinking skills, which can be hugely effective in increasing attainment. This book, written by an experienced teacher and founder of The Noisy Classroom, aims to help students learn to argue, disagree and debate in a constructive manner. Packed with resources and engaging exercises, it shows teachers how to develop an argument culture in the classroom that promotes open-mindedness and encourages students to explore new perspectives, defend views and challenge others. The Noisy Classroom includes: A reflection on critical oracy and why it is important. A step-by-step guide for teachers to set up and encourage debate across the curriculum, highlighting how to get the most out of a noisy classroom. Advice for teachers on how to overcome barriers to building and using critical oracy in the classroom, including troubleshooting when things go wrong. Practical ideas for sharpening pair, group and whole-class discussions, ranging from small starter and plenary activities to full parliamentary-style debates. The book brings together activities gathered and tested over 20 years of working in debate, oracy and education. It is intended for school teachers, including both NQTs and more experienced practitioners.
Nolo's IEP Guide: Learning Disabilities
by Lawrence SiegelHow to advocate for your child's education. According to the National Center for Learning Disabilities, 2.4 million children in the U.S. are diagnosed with learning disabilities – and these children have unique educational needs. While federal law entitles each of these children to an “appropriate” education, making sure teachers and school administrators are addressing a child’s special needs and providing the proper services can feel like an uphill battle. This book will help guide you through your child’s IEP process by explaining your child’s rights and teaching you how to draft educational goals and objectives, research school programs and alternatives, prepare for IEP meetings, and resolve disputes with your school district. Learn how to : identify a learning disability understand your child's rights to education untangle eligibility rules and evaluations prepare and make your best case to school administrators develop IEP goals and advocate for their adoption, explore and choose the best programs and services. Nolo's IEP Guide: Learning Disabilities is written by an expert who's fought for kids for many years.
Nolo's IEP Guide: Learning Disabilities
by Lawrence SiegelHow to advocate for your child’s education Many children have learning disabilities—and it’s up to parents and schools to work together to ensure that each child’s unique educational needs are met. But what if the school disagrees with your goals for your child? You are at a disadvantage if you don’t know the law. This book teaches you to: identify a learning disability understand your child's rights to education untangle eligibility rules and evaluations prepare and make your best case to school administrators develop IEP goals and advocate for their adoption, and explore and choose the best programs and services. Written by an expert who’s fought for kids for many years, the 8th edition includes summaries of important court decisions and expanded information on independent evaluations and bullying, and provides the forms, sample letters, resources, and encouragement you need. With Downloadable Forms: download forms, letters and resources (details inside).
Nolo's IEP Guide
by Lawrence M. SiegelCreate an individualized education plan (IEP) and secure the education your child deserves! Children with learning disabilities have different needs than other kids in special education let Nolo's IEP Guide: Learning Disabilities help you work with your child's school to make sure those needs are met. This one of a kind book walks you through the Individual Education Program process, providing all the instructions, suggestions, resources, and forms you need to understand the special education system. Step by step, you'll learn how to: understand your child's rights prepare to make your case untangle eligibility rules and evaluations develop effective IEP goals figure out the best programs, services and teaching strategies get ready for IEP meetings resolve disputes with the school district do legal research on learning disability issues This edition has been updated to reflect the latest laws, federal regulations, and court decisions that affect the IEP process, and includes fully up to date forms, sample letters, and resources to help you every step of the way. Plus, read an expanded section about "appropriate" education measures resulting from a recent U.S. Supreme Court case, and get new details on eligibility for special education services for your child.
Non-affirmative Theory of Education and Bildung (Educational Governance Research #20)
by Michael UljensInterpreting the modern heritage of ‘Bildung’ in connection to education theory, this open access volume explores non-affirmative theory of education and ‘Bildung’ as a language of education for the 21st century. In this ‘Bildung’-centered view of education, discerning thought on knowledge and values are critical objectives of education. To promote these aims, education practice must recognize but not affirm existing conditions or future ideals but instead pedagogically summon the student to self-directed critical treatment of the contents. Drawing on contemporary developments of modern education theory, especially as developed by Dietrich Benner in Berlin, the volume highlight how ‘educative teaching’ aims at supporting the growth of the individual as a person and citizen. The volume shows how it is possible to identify a position beyond education either as a mere transformative or a reproductive power. Instead of such an instrumentalism, education is seen as a critical societal practice, necessary for reflexive action and democracy. In different ways, the chapters demonstrate how non-affirmative theory offer an alternative to contemporary neo-liberal and conservative policies. The non-affirmative approach offers a strong education theory, relationally connecting the interactive level of teaching, studying and learning with the societal level and educational governance. Non-affirmative theory on education and ‘Bildung’ provides an elaborate point of departure for empirical research on teaching and educational leadership, teacher education and policy making. In five sections, the volume highlights how non-affirmative education theory relate to Didaktik, educative teaching, school didactics, democratic education and social justice. The approach is also analysed in relation to phenomenology, sociology, hermeneutics, cultural-historical activity theory, discursive institutionalism, empirical research, educational leadership and governance and 21st century competencies. Chapter “On Affirmativity and Non-affirmativity in the Context of Theories of Education and Bildung” is available open access under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License via link.springer.com.
The Non-Competitive Activity Book
by Robin DynesThis superb practical handbook contains 100 activities that are non-competitive and can be used across the whole age spectrum with individuals or groups. It provides indispensable material for use with learning disabilities, mental health, physical disabilities and regressed psychiatric or geriatric patients. The non-competitive nature of these activities ensures that people feel safe in making a contribution, and fear of failure or disappointment is effectively eliminated. Divided into photocopiable sections, these provide a session format that focuses on maintaining and increasing the function of the whole person. It is an ideal resource for day centres, hospitals, care homes and the creative group leader.
Non-directive Coaching: Attitudes, Approaches and Applications (Coaching and Mentoring)
by Bob ThomsonThe KEY book for both practitioners and students. Ideal for coaches working primarily non-directively who want to develop their practice by assimilating ideas from a range of approaches. Therapies such as cognitive behavioural coaching, neuro-linguistic programming (NLP) and Gestalt are examined and the author demonstrates how some of the key principles of these can be used or adapted. The book also looks at how non-directive coaching skills might be applied in a number of other fields, such as staff development, supervision and mediation. Reflective questions at the end of each chapter encourage the reader to think about the key issues, explore the implications and examine their own experiences.Suitable for the range of postgraduate courses including MA, certificate and diploma courses in coaching, as well as for practitioners.
Non-Fiction for the Literacy Hour: Classroom Activities for Primary Teachers
by Huw Thomas Guy MerchantThis book offers practical guidance for teachers using the National Literacy Strategy at Key Stages 1 and 2, based on the six categories of non-fiction outlined in the Strategy. It gives an accessible introduction to the features of each of these text types. Many teachers now feel confident in working with fiction and poetry, whereas the non-fiction objectives have been more challenging. The book includes new subject knowledge, such as understanding the linguistic features of different text types, and the need to find authentic reading material; practical classroom examples; high-quality photocopiable texts and activity sheets; and detailed guidance on how to work with the material at text, sentence and word level. Each chapter consists of a description of the genre, a text example, a photocopiable double-page spread giving an annotated version of the text, details of the classroom resources for developing the ideas and activity sheets for each text. The book will appeal to all teachers and student teachers working at Key Stages 1 and 2, English and Literacy advisers in LEAs, and providers of initial and in-service training.
Non-Formal and Informal Science Learning in the ICT Era (Lecture Notes in Educational Technology)
by Michail GiannakosThis book introduces the reader to evidence-based non-formal and informal science learning considerations (including technological and pedagogical innovations) that have emerged in and empowered the information and communications technology (ICT) era. The contributions come from diverse countries and contexts (such as hackerspaces, museums, makerspaces, after-school activities) to support a wide range of educators, practitioners, and researchers (such as K-12 teachers, learning scientists, museum curators, librarians, parents, hobbyists). The documented considerations, lessons learned, and concepts have been extracted using diverse methods, ranging from experience reports and conceptual methods to quantitative studies and field observation using qualitative methods. This volume attempts to support the preparation, set-up, implementation, but also evaluation of informal learning activities to enhance science education.
A Non-Freaked Out Guide to Teaching the Common Core
by Dave Stuart Jr.Implement the Common Core for ELA without all the stress A Non-Freaked Out Guide to Teaching the Common Core uses the often-neglected anchor standards to get to the heart of the Common Core State Standards (CCSS)--teaching students the skills they need to be college and career ready. Each anchor standard is broken down into its key points, and a discussion of each anchor standard's central purpose helps outline the context for each required skill. This easy-to-read guide gives educators the kind of clear explanations, examples, and strategies they need to feel comfortable teaching the CCSS, and shows how CCSS skills can be integrated into virtually any existing lesson plan. Getting a firm grasp of the anchor standards is the quickest way to start teaching the key concepts of the CCSS, and this user-friendly guide is designed to pave the way for both the first-time teacher and the experienced pro.
Non-native Educators in English Language Teaching
by George BraineThe place of native and non-native speakers in the role of English teachers has probably been an issue ever since English was taught internationally. Although ESL and EFL literature is awash, in fact dependent upon, the scrutiny of non-native learners, interest in non-native academics and teachers is fairly new. Until recently, the voices of non-native speakers articulating their own concerns have been even rarer. This book is a response to this notable vacuum in the ELT literature, providing a forum for language educators from diverse geographical origins and language backgrounds. In addition to presenting autobiographical narratives, these authors argue sociopolitical issues and discuss implications for teacher education, all relating to the theme of non-native educators in ETL. All of the authors are non-native speakers of English. Some are long established professionals, whereas others are more recent initiates to the field. All but one received part of the higher education in North America, and all except two of the chapters are at least partially contextualized in North America. Particularly relevant for non-native speakers who aspire to enter the profession, graduate students in TESOL programs, and teacher educators, the unique nature of this book's contributors and its contents will interest researchers and professionals in applied linguistics generally and in ELT, and all those who are concerned with the role of non-native speakers in English-language teaching.
Non-native English-speaking Engineers’ Writing at the Workplace
by Juan DuBased on 55 semi-structured in-depth interviews, this book investigates 15 high-tech engineering co-op professionals’ writing experience in the workplace. It shows how the digital age has had a marked impact on the engineers’ methods of communication at work, and how on-the -job writing has affected engineers’ technical competence, shaped their professional identities, challenged their views on Chinese and English writing, and hindered their success in the workplace. The book identifies three aspects of writing practice: engineers’ linguistic and literacy challenges, the reasons behind these challenges, and coping strategies, which suggest that engineers are underprepared and lack necessary support in the workplace. Lastly, the study shows that engineers need to engage in technical literacy through on-the-job writing so that they can fully deal with workplace discourse and socialize with diverse professional groups.Since the sample group interviewed in this book is engineers who studied at universities in the United States and have a foot in the world of school and work as well as knowledge of both Eastern and Western cultures, the book appeals to teachers, students, engineers and scientists who are interested in scientific and technological writing. It is also valuable for educators who prepare scientists, engineers, and technical communicators for professional roles, as well as for communication practitioners who work with engineers.
Non-Native English-Speaking Teachers Revisited: Paradoxes in Multilingual Professionals' Identity Development (Routledge Research in Language Education)
by null Xuan ZhengDrawing on ethnographical evidence, this book examines the complexity of the controversial construct “Non-Native English-Speaking Teacher” (NNEST) and the newly proposed “translingual/translanguaging teacher” in re-scripting their identities.Zheng examines the process of international graduate students’ learning to become composition teachers and English professionals in the United States. The book addresses the danger of either constructing fixed boundaries or dissolving them and helps readers to understand the duality of fixity and fluidity in identity development. Zheng advocates for open dialogue between different ideologies in approaching language diversity in schools with the same aim of social justice.This volume will attract academic readers from a range of disciplines and in different contexts: trainers of international teaching assistants, composition/second language writing scholars, and present or future professionals in TESOL/second/foreign language teaching.
Non-Standard Architectural Productions: Between Aesthetic Experience and Social Action
by Sandra Karina LöschkeThis book captures concepts and projects that reshape the discipline of architecture by prioritizing people over buildings. In doing so, it uncovers sophisticated approaches that go beyond standard architectural protocols to explore experience-based aesthetics, encounters, action-based research, critical practices, and social engagement. If these are widely understood as singular or incompatible approaches, the book reveals that they form a growing network of interrelations and generate levels of flexibility and dynamism that are reshaping the discipline. The thirteen chapters analyze thought-provoking projects – branded museums, restaged exhibitions, home/work spaces, multi-cultural spaces, ageing apartment blocks, abandoned homes, and urban slums amongst them. Together, they enliven the stalled debate about a single architectural response to the complex challenges of the contemporary world by highlighting pluralistic perspectives on architecture that offer fresh solutions on how architecture can improve people’s lives. Featuring essays from an international range of authors, this book makes a vital contribution to our understanding of the wider conditions under which, and in relation to which, contemporary architecture is produced.
A Non-Violent Resistance Approach with Children in Distress
by David Aldridge Carmelite Avraham-KrehwinkelParents, teachers and other professionals often struggle to know how to deal with disruptive, abusive or aggressive behaviour. This book addresses the urgent need for a realistic, practical and effective approach to dealing with severe disruptive behaviour in children and adolescents. Adapting the principles of non-violent resistance originally advocated by Mahatma Gandhi, the book provides de-escalation techniques which empower the adult and unburden the distressed child. The authors outline the theoretical basis upon which the approach was developed, and explain how and why it can be so effective. Case studies demonstrate how the approach can be used to reach more successful places with unhappy and disruptive children of different ages. A separate section for parents provides useful advice on how to take the theoretical material and use it to deal with problematic behaviour in everyday life. As effective as it is original, this approach will empower desperate parents and despairing caregivers by equipping them with hands-on tools to contain, counter and positively direct the aggression and opposition which they face from children in distress.
Non Voglio Andare a Letto!: Libro per bambini (6-9 anni). Martin non va a dormire.
by A. P. HernándezMartín ha otto anni e ha preso una decisione. Ha le idee chiare. Oggi non va a dormire! E certo che ci riesce! Ma il giorno dopo iniziano a succedergli cose molto strane. Scoprile! Un libro per bambini raccomandato per bimbi da 6 a 9 anni. Lo scopo di questo libro per bambini è rivendicare il sonno come elemento riparatore. Attraverso le avventure di Martin, i bambini impareranno quanto sia importante dormire per avere un rendimento migliore a scuola e vivere meglio. Non voglio andare a letto! è un libro di primi insegnamenti, adatto per essere letto ad alta voce ai più piccoli. È anche utile per le prime letture in autonomia dei bambini e delle bambine.
Non Voglio Andare a Scuola! Libro per Bambini – A Partire dai 7 Anni. Martín Comincia la Scuola
by A. P. HernándezMartin inizia la scuola, ma non vuole andarci. Preferisce restare nella sua casa a giocare con i suoi videogiochi, con i suoi peluche e il suo elicottero telecomandato. Dopotutto, Martín sa molte cose: sa contare da uno a dieci e sa anche che, se sommi ad un videogioco un altro videogioco, il risultato sono due videogiochi. Quindi, perché dovrebbe andare a scuola? Martín si rifiuta di alzarsi il primo giorno di scuola. Si aggrappa alla testiera del letto con tutte le sue forze e sua madre non riesce a farlo alzare, quindi ... Martín ottiene ciò che vuole! Riesce a rimanere da solo a casa tutta la mattina! Ma le cose non sono così divertenti come pensava ... Un libro per bambini consigliato dai 6-7 anni. Lo scopo di questo libro per bambini è stimolare l'immaginazione nelle bambine e nei bambini e facilitare la riflessione sull'importanza di andare a scuola. Con le avventure di Martín, i bambini e le bambine impareranno a valorizzare la scuola come pilastro fondamentale nel loro apprendimento e nel loro sviluppo personale e sociale. Non voglio andare a scuola! è un libro di primi insegnamenti da leggere ad alta voce ai più piccoli. È anche utile per i bambini e le bambine che intraprendono l’avventura della lettura in autonomia.
Non voglio farmi la doccia!: Libri per bambini. Lettura dai 6-7 anni. (Non voglio...! #4)
by A. P. HernándezDi cosa parla questo libro? Farsi la doccia è una vera scocciatura. Martin ha scoperto che per farsi una doccia deve fare un mucchio di cose e che comporta un gran lavoro. Quindi Martin prende una decisione: non farà mai più la doccia! Perché leggere questo libro? Perché, attraverso le avventure di Martin, i bambini e le bambine rifletteranno sull'importanza di lavarsi tutti i giorni, imparando che la buona igiene è essenziale per la salute. Chi può leggere questo libro? Questo libro, per la sua corta estensione e il suo vocabolario semplice, è raccomandato per bambini dai 6-7 anni. Contiene anche illustrazioni che renderanno la sua lettura più piacevole.
Non voglio leggere! Libro infantile (6 - 7 anni). Martín comincia la sua avventura
by A. P. HernándezUn libro per un primo approccio alla lettura, adatto anche alla lettura ai più piccoli. Utile anche come prima lettura per bambini e bambine. Martín ha otto anni e detesta leggere. La scuola è appena finita e a Martín lo aspettano lunghe vacanze estive. Purtroppo però, Josefina, la sua maestra, gli ha assegnato un mucchio di compiti e schede da ripassare. Ma la cosa peggiore non sono le addizioni, né le tavole con le moltiplicazioni, né tantomeno le copie… Josefina gli ha assegnato un libro da leggere! Un libro senza disegni, pieno zeppo di parole! Una mattina, in un eroico atto di coraggio, Martín comincia a leggere il libro. E nel farlo, gli succede qualcosa di straordinario… Un libro infantile raccomandato a bambini a partire dai 6-7 anni. La finalità di questo libro infantile è quella di fomentare l’immaginazione in bambini e bambine e risvegliare la loro curiosità per la letteratura, aiutandoli a scoprire che, tra le pagine di un libro, possono vivere avventure e nuovi mondi.
Non voglio studiare matematica!: Libro per bambini da 6-7 anni. La matematica è una noia. (Non voglio...! #7)
by A. P. HernándezMartin ha otto anni e odia la matematica. D'ora in poi, non studierà mai più matematica, quindi niente più addizioni, sottrazioni, problemi e tutto il resto. Martin è convinto che la matematica non serve a niente, e poi è una noia. Però, la sua vita cambierà completamente. Un libro per bambini raccomandato a partire dai 6-7 anni. Lo scopo di questo libro per bambini è rivendicare la presenza della matematica nella nostra vita quotidiana. Con le avventure di Martin, le bambine e i bambini capiranno che con la matematica possono essere spiegate e risolte molte situazioni quotidiane. Non voglio studiare matematica! È un libro di primi insegnamenti. È il settimo libro della collana di libri per bambini “Non voglio...!” Altri titoli sono: Altri titoli di questa collana per bambini sono: 1. Non voglio leggere! 2. Non voglio andare a scuola! 3. Non voglio andare a letto! 4. Non voglio farmi la doccia! 5. Non voglio lavarmi i denti! 6. Non voglio stare senza cellulare!
Non-Western Educational Traditions: Local Approaches to Thought and Practice
by Timothy ReaganInformative and mind-opening, this text uniquely provides a comprehensive overview of a range of non-western approaches to educational thought and practice. Its premise is that understanding the ways that other people educate their children—as well as what counts for them as "education"—may help readers to think more clearly about some of their own assumptions and values, and to become more open to alternative viewpoints about important educational matters. The approach is deliberately and profoundly pedagogical, based in the author’s own teaching practice. Designed to be used in pre-service and in-service teacher education courses where substantial critical discussion and debate are encouraged, the text is enhanced by Questions for Discussion and Reflection in each chapter. Updates and Features of the Fourth Edition • NEW! Chapter 2 exploring key features of the ‘western educational tradition’, and information about the contemporary educational systems in different countries • NEW! Chapter 10 on traditional educational thought and practice in Oceania, with special focus on the Maori in New Zealand, the Hawai’ians, and the Australian Aboriginal peoples • Updated chapter on Africa includes fuller explanation of the diversity within the indigenous African experience, as well as several contemporary cases of state education in Africa • Updated Chapter 4 is designed to help non-Muslims to understand the Muslim educational heritage and the growing issue of Islamophobia • Exploration of Chinese education now includes a special emphasis on the thought of Confucius, the role of the imperial examination system, and the impact of political and economic changes in the 20th century • Updated analysis of contemporary educational practices in Hindu and Buddhist educational thought and practice and brief discussions of Jainism and Sikhism
Noncognitive psychological processes and academic achievement
by Jihyun Lee and Lazar StankovIt is becoming increasingly clear that non-cognitive psychological processes are important for students’ school achievement, even to the point where their influence may be stronger than that exerted by the parents, teachers, or the school atmosphere itself. Non-cognitive psychological variables refer to varieties of self-beliefs and goal orientations – such as anxiety, confidence, self-efficacy, and self-concept – which are often seen as dispositional and motivational in nature. It is particularly important to highlight the role that confidence and self-efficacy play in school achievement, as these two self-beliefs are related to metacognitive processing – the awareness of what you know and what you do not know. Self-concept, meanwhile, tends to exert its influence on an individual’s choice of tertiary level courses. This book suggests that by focusing on students’ self-beliefs, the education system may be in a position to improve cognitive performance, since individual students’ self-beliefs may be more malleable than the cognitive processes involved in acquiring academic knowledge. Focusing on these non-cognitive psychological processes is also likely to be more effective in improving performance than system-wide interventions involving changes in policy for both public and private sector educators. This book will be useful to educational researchers, school leaders, administrators, counsellors, and teachers, in guiding students’ attitudes towards learning and school performance. It will also provide students in psychology and education with broad and nuanced insights into the drivers of school achievement. This book was originally published as a special issue of Educational Psychology.
Noncognitive Skills and Their Influencing Factors for Children: Empirical Evidence from China
by Jinyan Zhou"Non-cognitive skills" cover any skills that are not cognitive, such as conscientiousness, perseverance, and teamwork, which are critically important in education. However, for many years, “non-cognitive skills" have always been ignored in human capital theory. The book, using a multidisciplinary approach, tries to uncover the noncognitive components of human capital, so as to answer the question “what is the skill that should be invested". The author expands the connotations of human capital by exploring the value of noncognitive skills and their production patterns, constructing a measurement framework and a set of tools to measure noncognitive skills. She especially carries out an empirical survey which covers primary and secondary school students from seven provinces of China's East, Middle, and West areas. With the data collected, she analyzes Chinese students' noncognitive development and further identifies the critical factors that may impact their noncognitive skills by applying the Bayesian Model Average approach. The book will be a theoretical contribution to education economics. Researchers interested in education in China, children’s development and policymakers in the field of education will find this book helpful and resourceful.
None of the Above: The Untold Story of the Atlanta Public Schools Cheating Scandal, Corporate Greed , and the Criminalization of Educators
by Shani Robinson Anna SimontonAn insider's account of the infamous Atlanta Public Schools cheating scandal that scapegoated black employees for problems rooted in the education reform movement.In March of 2013, 35 educators in the Atlanta Public Schools were charged with racketeering and conspiracy--the same charges used to bring down the American mafia--for allegedly changing students' answers on standardized tests. All but one was black. The youngest of the accused, Shani Robinson, had taught for only 3 years and was a new mother when she was wrongfully convicted and faced up to 25 years in prison. She and her coauthor, journalist Anna Simonton, look back to show how black children in Atlanta were being deprived long before some teachers allegedly changed the answers on their students' tests.Stretching all the way back to Brown v. Board of Education, the landmark 1954 Supreme Court ruling that outlawed segregation in public schools, to examining the corporate-led education reform movement, the policing of black and brown citizens, and widening racial and economic disparities in Atlanta, Robinson and Simonton reveal how real estate moguls and financiers were lining their pockets with the education dollars that should have been going to the classroom.