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Follows veteran teacher James Nehring deep inside the workings of one school to offer an insider's perspective of what happens when research-driven models of school reform meet up with the messy, human reality of school. Nehring is a high school teacher, reporting from the front lines. Writing in a very personal, often funny, and uniquely down-to-earth style, Nehring follows the lives of teachers, students, and administrators as they try to implement change and break through institutional barriers.

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Library Journal Review

Written like a novel by a high school teacher, Nehring's style of presentation is similar to his first book, Why Do We Gotta Do This Stuff, Mr. Nehring? ( LJ 6/1/89). He describes the reform attempts at the high school wherein he teaches. Much school reform literature and studies are written by researchers who are not regularly involved with students in an actual school setting. Nehring's book gestures toward certain truths about teaching, learning, and institutional changes. Readers will feel involved with the school and with the attempts at educational reform. The bureaucracy and everyday snags of a typical high school are vividly presented. Recommended for school and academic libraries.-- Samuel T. Huang, Northern Illinois Univ. Libs., DeKalb (c) Copyright 2010. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.

Publishers Weekly Review

Writing from the educational trenches, the author of Why Do We Gotta Do This Stuff, Mr. Nehring? returns to his fictional Amesley Junior-Senior High School to examine the implementing of school-reform theories. A teacher at the Bethlehem High School in Delmar, N.Y., Nehring brings a refreshing voice to the discussion about what works in teaching, learning and institutional change. Set in a middle-class suburb and peopled with an instantly recognizable cast of administrators, teachers and students, Amesley High is ``a kind of Everyschool,'' haltingly responding to the calls for improvement in the public schools that echoed through the '80s. With humor, insight and respect for pragmatism, Nehring dramatizes the almost futile two-year effort of Amesley's team to put educational theory into practice. Nehring infuses familiar small-scale successes and bureaucratic impasses with a human dimension. (Oct.) (c) Copyright PWxyz, LLC. All rights reserved

Booklist Review

A teacher evaluates the school reform movement that flourished in the 1980s in light of the inescapable reality of contemporary education. The author's practical experience serves as the basis for his contention that esoteric theory does not smoothly translate to the classroom. Nehring offers a fictionalized high school as evidence that formal learning is grounded in an institutionalized actuality that must be taken into consideration by idealistic scholars who propose such measures as restructuring, teacher empowerment, back-to-basics, accountability, and early intervention as remedies for the malaise currently infecting the American educational system. The resulting narrative is an insightful, humorous glimpse into the simultaneously frustrating and delightful humanity of the academic process. Required reading for educators of all stripes. ~--Margaret Flanagan