Scroll on Down to the Next Three Articles for a View of Frontmatter, Contents, and Introductory Comments for the October, November, and December Editions of >Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota< and Be Aware of Monthly Editions of this Academic Journal

As you scroll on down to the next three articles on this blog, you will get a glimpse of the monthly academic journal, Journal of the K-12 Revolution:  Essays and Research from Minneapolis, Minnesota, that I have produced, written, and published for select subscribers over the course of the last three and one-half years, since July 2014.

 

This is the most serious academic journal in advocacy for K-12 change that you will find anywhere in the United States.  In these articles, readers become aware of the nature of the curriculum and teacher training that we will have to have for truly excellent education as imparted by the locally centralized school district;  they will also be able to read in detail the programmatic elements of academic enrichment (tutoring, opportunities for in-depth exploration of subject matter), family outreach, and bureaucratic reduction that we will have to have in order to transform the Minneapolis Public Schools into a model for the locally centralized school district.

 

Readers also learn a bevy of information pertinent to the history of education in the United States, recent and current education policy, and the grave flaws in teacher training programs.

 

Each edition of Journal of the K-12 Revolution:  Essays and Research from Minneapolis, Minnesota features five articles of considerable academic heft.  The journal has become a major conduit of my program for the overhaul of K-12 education, joining my other platforms as represented by my television show (MTN Channel 17, every Wednesday at 6:00 PM), nearly complete books (Fundamentals of an Excellent Liberal Arts Education;  Understanding the Minneapolis Public Schools:  Current Condition, Future Prospect);  this blog;  and public appearances, including those at the Public Comments portion of the monthly meeting of the Minneapolis Public Schools Board of Education.  

 

I do all of this in addition to providing college preparatory instruction in a Tuesday evening program and a seven-day-a week small-group program, especially focused on students and families of North Minneapolis but covering a wide swath of territory throughout the Twin Cities Metro. 

 

Mine is the life of a 16-18 hour per day revolutionary.

                                                                                                                                          

Please now scroll on down to the next three articles for a view of frontmatter, contents, and “Introductory Comments” for the October, November, and December editions of Journal of the K-12 Revolution:  Essays and Research from Minneapolis, Minnesota<.