The study explores the way high school social studies teach controversial issues in the classroom, and uses extensive survey and interview data both to examine the ethical issues that teachers feel that they face. They look at how teachers decide which topics count as controversial, how teachers think about dealing with topics that are sensitive within the classroom (eg, how do you discuss the morality of same-sex marriage in a way that does not shut down debate, when you know that some students are closeted homosexuals?); and how do teachers decide whether they disclose their own views—and what do students think about those decisions? The empirical findings are fascinating: for example, students believe that teacher disclosure has no effect on their own beliefs, but think it has effects on the beliefs of their peers; and students in the same classroom disagree about whether their teacher discloses, but tend to approve of what they believe their teacher does with respect to disclosure (I’ve heard the authors refer to this phenomenon as “I like what my like-able teacher does”). The most fascinating case study is of a (brilliant, it seems to me) (conservative) evangelical teacher who works in a (conservative) evangelical Christian school, and really, deeply, challenges his students in ways that, for example, I doubt that many of the secular liberal students are challenged at my own institutions. But it is not just an empirical study—they deal subtly with the difficult philosophical issues of what the aims should be of teaching controversial issues and the ethics of disclosure, without being unduly prescriptive or judgmental. Although the book is about high school teaching, I think it is an invaluable resource for everyone at the college level who teaches about controversial issues, and would recommend colleagues who, like me, teach ethics and applied ethics classes, developing reading groups using the book. Here is my discussion from last year of whether teachers of controversial issues should disclose their opinions to students. Anyway, this book is essential reading for anybody, at any level, who teachers controversial issues.
 Pretty full disclosure: As of a week ago Hess is Dean of the School of Education with which I am affiliated, and was previously Vice President of the Spencer Foundation, where I was, for most of that time, a Senior Program Advisor; McAvoy also worked at Spencer while I was an SPA there, and is now Program Director of the Center for Ethics and Education, of which I am Co-Director. I helped pull together deliberations about the content when the book was in progress, and read several draft. Also, I wrote the Afterword. Strangely, I recently attended the wedding of a recent UW graduate who was, when in high school, one of the 1001 students in the study (McAvoy presented about the study in one of my classes, and the said student, mentioned here, realised that she was a subject).