The American government makes a great case for being interested in education and claims to take great pains to "leave no child behind." Current education-system enhancement strategies emphasize testing and accountability and focus on rewarding or penalizing teachers whose students make statistical headway at exam time. But little is offered to teacher in the way of new, better skills to make their teaching more effective. In this book, four leaders in the field of education-related applied behavior analysis, spell out a case for implementing curricular materials and instructional methods that research has shown to be effective in any classroom at any level. The concise survey includes chapters on achieving educational success, educational theory, schools and schooling. It discusses instructional strategies, classroom management, assessing academic performance, teacher training, and educational myths-all from an applied behavior-analytic point of view.