harvard educational publishing group us (478 resultados)

Paperback. Condición: New. What's the scarcest resource in schools? Almost any educator will answer, "Time." The lack of time for colleagues to work together is one of the biggest barriers to improving teaching and learning. All too often, educators also say that the biggest waste of time ismeetings. People in schools attend dozens, if not hundreds, of meetings a year. How can that time be used wisely?This book, by two editors of Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning,attempts to bring about a fundamental shift in how educators think about the meetings they attend. The authors make the case that these gatherings are potentially the most important venue where adult and organizational learning can take place in schools, and that making more effective use of this time is an important key to increasing student achievement.In Meeting Wise, the authors show why planning meetings is a high-leverage strategy for changing how people work together in the service of school improvement. To this end, they have created a meeting-planning "checklist" to develop a common language for discussing and improving the quality of meetings. In addition, they provide guidelines for readers on "wise facilitating" and "wise participating," and also include "top tips" and "common dilemmas."Simple, succinct, and practical, Meeting Wise is designed to be read and applied at every level of the educational enterprise, from district leadership meetings and professional developmentsessions to teacher-team meetings and even teachers' meetings with parents and students.

Paperback. Condición: New. Drawing on narratives from hundreds of Black, Latinx, and Indigenous individuals, Ebony Omotola McGee examines the experiences of underrepresented racially minoritized students and faculty members who have succeeded in STEM. Based on this extensive research, McGee advocates for structural and institutional changes to address racial discrimination, stereotyping, and hostile environments in an effort to make the field more inclusive.Black, Brown, Bruised reveals the challenges that underrepresented racially minoritized students confront in order to succeed in these exclusive, usually all-White, academic and professional realms. The book provides searing accounts of racism inscribed on campus, in the lab, and on the job, and portrays learning and work environments as arenas rife with racial stereotyping, conscious and unconscious bias, and micro-aggressions. As a result, many students experience the effects of a racial battle fatigue-physical and mental exhaustion borne of their hostile learning and work environments-leading them to abandon STEM fields entirely. McGee offers policies and practices that must be implemented to ensure that STEM education and employment become more inclusive including internships, mentoring opportunities, and curricular offerings. Such structural changes are imperative if we are to reverse the negative effects of racialized STEM and unlock the potential of all students to drive technological innovation and power the economy.

Paperback. Condición: New. Restorative justice represents "a paradigm shift in the way Americans conceptualize and administer punishment," says author Maisha T. Winn, from a focus on crime to a focus on harm, including the needs of both those who were harmed and those who caused it. Her book, Justice on Both Sides, provides an urgently needed, comprehensive account of the value of restorative justice and how contemporary schools can implement effective practices to address inequalities associated with race, class, and gender.Winn, a restorative justice practitioner and scholar, draws on her extensive experience as a coach to school leaders and teachers to show how indispensable restorative justice is in understanding and addressing the educational needs of students, particularly disadvantaged youth. Justice on Both Sides makes a major contribution by demonstrating how this actually works in schools and how it can be integrated into a range of educational settings. It also emphasizes how language and labeling must be addressed in any fruitful restorative effort. Ultimately, Winn makes the case for restorative justice as a crucial answer, at least in part, to the unequal practices and opportunities in American schools.

Paperback. Condición: New. Informed by years of research and on-the-ground reporting, Schools That Succeed is Karin Chenoweth's most inspiring and compelling book yet-an essential read for educators who seek to break the stubborn connection between academic achievement and socioeconomic status.Chenoweth draws on her decade-long journey into neighborhood schools where low-income students and students of color are learning at unexpectedly high levels to reveal a key ingredient to their success: in one way or another, their leaders have confronted the traditional ways that schools are organized and adopted new systems, all focused on improvement. In vivid profiles of once-embattled schools, Chenoweth shows how school leaders doggedly and patiently reorganized internal systems in order to prioritize teaching and learning, resulting in improved outcomes that in many cases exceeded statewide averages.From how they use time to how they use money, schools that succeed combine a deep belief in the capacity of their students to achieve with deliberate systems focused on student needs. As a result, they create vibrant places "where teachers want to teach and students want to learn.".

Paperback. Condición: New. In I Can Learn from You, Michael Reichert and Richard Hawley - the authors of Reaching Boys, Teaching Boys - set out to probe deeply into the relational dynamics that help boys succeed as learners. Drawing on interviews with students and teachers in thirty-five schools across six countries, they examine the particular ways boys extend and receive empathy - modes of interaction that remain consistent across a wide range of schools, teachers, countries, and cultures. The book shows how teachers can help boys form productive learning relationships and how schools can support the development of teachers' relational capacities. At the heart of the book is the belief that educators must - and can - put relational teaching at the centre of school life.

Paperback. Condición: New. What does it look like when a school uses data wisely? Data Wise in Action, a new companion and sequel to our bestselling Data Wise, tells the stories of eight very different schools following the Data Wise process of using assessment results to improve teaching and learning. Data Wise in Action highlights the leadership challenges schools face in each phase of the eight-step Data Wise cycle and illustrates how staff members use creativity and collaboration to overcome those challenges. Data Wise in Action builds on the work of leading faculty and graduate students at the Harvard Graduate School of Education, who joined with exemplary practitioners in 2005 to produce Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning. Since its publication, Data Wise has been read by thousands of school leaders, many of whom have shared the book with colleagues and staff. The success of the original book has generated a new demand among school leaders: to hear real stories from schools that are implementing the Data Wise process. Data Wise in Action answers that need. It offers both inspiration and practical guidance for school leaders.

Paperback. Condición: New. Schooling for Critical Consciousness addresses how schools can help youth of color resist the negative effects of racial injustice and challenge its root causes. Scott Seider and Daren Graves draw on a four-year longitudinal study examining how five different mission-driven urban high schools foster critical consciousness among their students. The book presents vivid portraits of the schools as they implement various programs and practices, and traces the impact of these approaches on the students themselves. The authors make a unique contribution to the existing scholarship on critical consciousness and culturally responsive teaching by comparing the roles of different schooling models in fostering various dimensions of critical consciousness and identifying specific programming and practices that contributed to this work. Through their research with more than 300 hundred students of color, Seider and Graves aim to help educators strengthen their capacity to support young people like these in learning to analyze, navigate, and challenge racial injustice.Schooling for Critical Consciousness provides school leaders and educators with specific programming and practices they can incorporate into their own school contexts to support the critical consciousness development of the youth they serve.

Paperback. Condición: New. Counseling expert V. Scott H. Solberg introduces a new paradigm and framework for career development focused on teaching skills that all students need to set long-term goals and experience post-secondary success. Based on nearly a decade of research and technical assistance in schools, the book shows how educators can leverage the use of individual learning plans (ILPs) to help students identify their interests and create their own career pathways using resources inside and outside of school. In Making School Relevant with Individualized Learning Plans, Solberg argues that the most effective career development is delivered using a multiyear whole-school approach led by caring advisors and other mentors, combined with the use of readily available online tools and resources. Core chapters provide examples of specific activities and resources that advisors and others can draw on for helping students develop three critical skill sets: self-exploration, career exploration, and career planning and self-management, which are needed to succeed in the world of work. This book will help educators and youth development leaders understand how ILPs prepare their youth to become college- and career-ready and thereby transition from high school with the competencies and drive necessary to pursue their career and life goals.

Paperback. Condición: New. The Future of University Credentials offers a thorough and urgently needed overview of the burgeoning world of university degrees and credentials. At a time of heightened attention to how universities and colleges are preparing young people for the working world, questions about the meaning and value of university credentials have become especially prominent. Sean Gallagher guides us through this fast-changing terrain, providing much-needed context, details, and insights.The book casts a wide net, focusing on traditional higher education degrees and on the myriad certificates and other postsecondary awards that universities and other institutions now issue. He describes the entire ecosystem of credentials, including universities and colleges, employers, government agencies, policy makers and influencers - and, not least, the students whose futures are profoundly affected by these certifications. And he looks intently at where university credentials might be headed, as educational institutions seek to best serve students and employers in a rapidly changing world.The result is an unprecedented, comprehensive look at the current credentialing landscape in higher education-as well as at the future challenges and opportunities for this vital field.

Paperback. Condición: New. In Fulfilling the Promise, Mandy Savitz-Romer shows what is possible when schools and districts draw upon the talents of their counselors and put them at the center of students' school experience.Savitz-Romer offers a strategic approach to school counseling that enables educational leaders to draw on existing staff to create supportive contexts and programs for students. In this model of the "academic home," counselors serve as the first point of contact for student support, connecting and coordinatingservices much like primary care physicians coordinate patient care in medical settings. They serve as the hub of a network of supports to prevent students from falling between the cracks.By highlighting promising practices in schools, districts, and states, and the efforts of individual school counselors and leaders, Fulfilling the Promise presents a conceptualization of school counseling that is relevant for all educators, as well as policy makers and funders. In order to create the conditions for school counselors to be most effective, however, systemic barriers must be addressed. This book brings together research, practical experience, and policy recommendations to envision a focused and practical role for school counselors in the twentyfirst century.

Paperback. Condición: New. Walk into any school in America and you will see adults who care deeply about their students and are doing the best they can every day to help students learn. But you will also see a high degree of variability among classrooms-much higher than in most other industrialized countries. Today we are asking schools to do something they have never done before-educate all students to high levels-yet we don't know how to do that in every classroom for every child. This book is intended to help education leaders and practitioners develop a shared understanding of what high-quality instruction looks like and what schools and districts need to do to support it. Inspired by the medical-rounds model used by physicians, the authors have pioneered a new form of professional learning known as instructional rounds networks. Through this process, educators develop a shared practice of observing, discussing, and analyzing learning and teaching.

Paperback. Condición: New. A Reason to Read is the culminating work of the ArtsLiteracy Project, an ambitious and wide-ranging collaborative that aims to promote literacy through rich and sustained instruction in the arts. At the heart of the book is the "Performance Cycle," a flexible framework for curriculum and lesson planning that can be adapted to all content areas and age groups. Each of the book's main chapters delineates and explores a particular component of the cycle. A practical, readable, and inspiring book, A Reason to Read will be of immeasurable help to school teachers, education leaders, and all who have a stake in promoting literacy and the arts in today's schools.

Paperback. Condición: New. The United States has about $10.5 trillion tied up in aging school facilities. School districts throughout the country spend about $30 billion every year keeping this infrastructure going. Yet almost all of the new money we pour into school facilities reinforces an existing - and obsolete - model of schooling.In Blueprint for Tomorrow, Prakash Nair - one of the world's leading school designers - explores the hidden messages that our school facilities and classrooms convey and advocates for the "alignment" of the design of places in which we teach and learn with twenty-first-century learning goals.Blueprint for Tomorrow provides simple, affordable, and versatile ideas for adapting or redesigning school spaces to support student-centered learning. In particular, the author focuses on ways to use current spending to modify existing spaces, and explains which kinds of adaptations offer the biggest return in terms of student learning. The book is organized by area - from classrooms to cafeterias - and is richly illustrated throughout, including "before and after" features, "smart idea" sidebars, and "do now" suggestions for practical first steps. It outlines key principles for designing spaces that support today's learning needs and includes tools to help educators evaluate the educational effectiveness of their own spaces.Blueprint for Tomorrow will open educators' eyes to the ways that architecture and learning are entwined and will challenge them to rethink the ways they teach and work together.

Paperback. Condición: New. Science in the City examines how language and culture matter for effective science teaching. Author Bryan A. Brown argues that, given the realities of our multilingual and multicultural society, teachers must truly understand how issues of culture intersect with the fundamental principles of learning. This book links an exploration of contemporary research on urban science teaching to a more generative instructional approach in which students develop mastery by discussing science in culturally meaningful ways. The book starts with a trenchant analysis of the 'black tax,' a double standard at work in science language and classrooms that forces students of color to appropriate and express their science knowledge solely in ways that accord with the dominant culture and knowledge regime. Because we are in an interactive, multimedia world, the author also posits the necessity of applying what is known about best practices in science teaching to best practices in technology. The book then turns to instruction, illustrating how science education can flourish if it is connected to students' backgrounds, identities, language, and culture. In this empowered-and inclusive-form of science classroom, the role of narrative is key: educators use stories and anecdotes to induct students into the realm of scientific thinking; introduce big ideas in easy, familiar terms; and prioritize explanation over mastery of symbolic systems. The result is a classroom that showcases how the use of more familiar, culturally relevant modes of communication can pave the way for improved science learning.

Paperback. Condición: New. The inspiration for this timely book is the pressing need for fresh ideas and innovations in U.S. higher education. At the heart of the volume is the realisation that higher education must evolve in fundamental ways if it is to respond to changing professional, economic, and technological circumstances, and if it is to successfully reach and prepare a vast population of students-traditional and non-traditional alike-for success in the coming decades.This collection of provocative articles by leading scholars, writers, innovators, and university administrators examines the current higher education environment and its chronic resistance to change; the rise of for-profit universities; the potential future role of community colleges in a significantly revised higher education realm; and the emergence of online learning as a means to reshape teaching and learning and to reach new consumers of higher education.Combining trenchant critiques of current conditions with thought-provoking analyses of possible reforms and new directions, Reinventing Higher Education is an ambitious exploration of possible future directions for revitalised American colleges and universities.

Paperback. Condición: New. Teacher Diversity and Student Success makes a powerful case for diversifying the teaching force as an important policy lever for closing achievement gaps and moving schools closer to equity goals. Written by three leading scholars, the book provides nuanced solutions on how to diversify the teaching force, increase student exposures to same-race teachers, and improve teacher training for a culturally diverse student body. They argue that teacher diversity should be seen as one element of teacher quality, and policies focused on improving teacher quality should take race explicitly into consideration. The authors also address the historic and contemporary factors that have kept people of color out of teaching and highlight emerging research showing the significant, long-lasting impact of same-race teacher exposures, particularly for Black and Latino students. This timely book is a call to action for building teacher diversity to ensure student success.

Paperback. Condición: New. Jim Crow's Pink Slip exposes the decades-long repercussions of a too-little-known result of the Brown v. Board of Education decision: the systematic dismissal of Black educators from public schools.In 1954, the Supreme Court's Brown decision ended segregated schooling in the United States, but regrettably, as documented in congressional testimony and transcripts, it also ended the careers of a generation of highly qualified and credentialed Black teachers and principals. In the Deep South and northern border states over the decades following Brown, Black schools closed and Black educators were displaced en masse. As educational policy and leadership expert Leslie T. Fenwick deftly demonstrates, the effects of these changes stand contrary to the democratic ideals of an integrated society and equal educational opportunity for all students.Jim Crow's Pink Slip provides a trenchant account of how tremendous the loss to the US educational system was and continues to be. Despite efforts of the NAACP and other civil rights organizations, congressional hearings during the Nixon administration, and antiracist activism of the 21st century, the problems fomented after Brown persist. The book draws the line from the past injustices to problems that the educational system grapples with today: not simply the underrepresentation of Black teachers and principals, but also salary reductions, teacher shortages, and systemic inequality.By engaging with the complicated legacy of the Brown decision, Fenwick illuminates a crucial chapter in education history. She also offers policy prescriptions aimed at correcting the course of US education, supporting educators, and improving workforce quality and diversity.

Paperback. Condición: New. Paul LeBlanc has re-imagined higher education, with a focus on the most fundamental of functions: student learning. In Students First, he advocates for an entire higher education ecosystem in which students have the flexibility to gain, assess, and certify their knowledge on their own terms and timelines. In a perceptive analysis, LeBlanc provides a clear-eyed view of how and why higher education is failing to reach and serve a great many potential students. He then deftly explores how reform can address systemic inequities, improve college affordability, and broaden accessibility. Through case studies, he highlights alternative delivery models such as online, distance, and just-in-time learning, and envisions a learning environment that values competencies rather than credit hours. LeBlanc describes how these innovations and others will allow colleges and universities to help close the skills gap and respond to a rapidly evolving, technology-driven job market. Although a college education remains one of the great drivers of socioeconomic mobility, today's higher education industry has built financial, logistical, and practical barriers that keep out the very students who are most in need of opportunity. Students First makes a persuasive case that realigning US educational priorities will enable larger populations of graduates to enjoy return on investment in the form of good pay, meaningful work, and a stable future. As the book emphasizes, such change is imperative, for in better serving its students, higher education will better serve society.

Paperback. Condición: New. Vocational Education and Training for a Global Economy investigates the greatly varying ways in which four countries-Singapore, Switzerland, China, and the United States-prepare young people for the twenty-first-century workplace. The book looks first at the highly successful vocational education and training (VET) systems in Singapore and Switzerland, describing them in revealing detail and accounting for the assumptions and social arrangements that account for their unique features. It then turns to the two largest-and arguably the most dynamic-nations in the world, China and the United States, and examines the differing conditions, goals, and arrangements that have affected their respective programs for preparing their citizens for present and future work.   At a time when a highly competitive global economy is prompting profound changes in the workplace and in the skills required for professional success, all countries feel a heightened sense of urgency in finding ways to guide and prepare young people for work. As this book makes clear, however, the resulting preparatory systems within these four countries differ dramatically-and for a wide range of economic, cultural, and political reasons.   A detailed and incisive look at VET systems in the United States and abroad, Vocational Education and Training for a Global Economy will be indispensable reading for all who are concerned with preparing youth for today's competitive and demanding modern workplace.

Paperback. Condición: New. How can an understanding of adolescent development inform strategies and practices for supporting first-generation college goers? In Ready, Willing, and Able, Mandy Savitz-Romer and Suzanne Bouffard focus on the developmental tasks and competencies that young people need to develop in order to plan for and succeed in higher education. These include identity development, articulating aspirations and expectations, forming and maintaining strong peer and adult relationships, motivation and goal-setting, and self-regulatory skills, such as planning. The authors challenge the predominant approach of giving young people information and leaving it to them to figure out how to apply it. They show how well-intended college-access efforts can miss the mark-for instance, by focusing on students who already see themselves as college material, rather than working to help all students develop a "college-going identity." In addition, most college-access programs and practices focus almost exclusively on providing academic preparation and financial support. In Ready, Willing, and Able, Savitz-Romer and Bouffard call for a new approach: one that emphasizes the key developmental tasks and processes of adolescence and integrates them into existing college-access practices in meaningful ways. Rather than treating young people as passive recipients of services, they argue, adults can engage them as active agents in the construction of their own futures.

Paperback. Condición: New. This ambitious book grows out of the realisation that a convergence of economic, demographic, and political forces in the early twenty-first century requires a fundamental re-examination of the financing of American higher education. The authors identify and address basic issues and trends that cut across the sectors of higher education, focusing on such questions as how much higher education the country needs for individual opportunity and for economic viability in the future; how responsibility for paying for it is currently allocated; and how financing higher education should be addressed in the future.

Paperback. Condición: New. In their introduction to Beyond Tracking, Jeannie Oakes and Marisa Saunders offer a sobering assessment of American high schools: "Evidence abounds that high schools simply don't work very well: witness strikingly high dropout rates, large percentages of graduates unprepared to succeed in college or career, education gaps that jeopardize African American and Latino students' life chances, and widespread student disengagement. This pervasive dysfunction exacts a high price from students and from the nation's social, economic, and civic welfare." Beyond Tracking responds to this dilemma by delineating and promoting an innovative and well-defined notion of multiple pathways. The book's authors clearly distinguish their use of the term "multiple pathways" from any updated version of the tracking system that marked so many American high schools during the past century, and from career and technical education programs. Instead, Oakes and Saunders propose a system of multiple pathways that will "provide both the academic and real-world foundations that students need for advanced learning, training, and preparation for responsible civic participation." All multiple pathways schools will have four main components: a college-preparatory core; a professional/technical core; field-based learning and realistic workplace simulations; and additional support services to meet the particular needs of students and communities. "In this conception of multiple pathways, students and their families choose from among a variety of options, all of which lead students to the same destination: preparation to succeed in both college and career, not one or the other." In its detailed and innovative examination of multiple pathways, Beyond Tracking makes a crucial contribution to current discussions about high school reform and the educational challenges of the 21st century.

Paperback. Condición: New. Teachers Bridging Difference describes how educators can move out of their comfort zones and practice connecting with others across differences to become culturally responsive teachers. Based on a course developed for preservice teachers, the book illustrates how educators can draw on the visual arts as a resource to explore their own identities and those of their students, and how to increase their understanding of the ways our lives intersect across sociocultural differences.Drawing on scholarship from multiple disciplines and from her own experience, Marit Dewhurst identifies four stances designed to help educators connect with students in today's multicultural classrooms. To practice these stances, the book introduces eight arts-based activities that can be used by educators in multiple contexts. Ranging from community maps and conversation portraits to scenario comics and reflection zines, the activities are designed to be accessible to even those with little arts experience and can be executed with a wide variety of materials and media.Unique and timely, Teachers Bridging Difference is an arts-based toolkit for teachers interested in exploring issues of identity and difference as a foundation for creating a more just and equal society.

Paperback. Condición: New. Investigating Disciplinary Literacy provides practical, research-based guidance for teachers seeking to strengthen students' reading, writing, and communication skills in subjects from the humanities to the sciences. The authors present a framework for conducting professional development cycles based on disciplinary literacy-related learning and district-based research projects they have conducted over the past five years.The book outlines the steps in the cycle and identifies four "working habits" essential to initiating and sustaining disciplinary literacy projects: balancing content with process; creating a culture of adaptation and invention; attending equally to intermediate and subject-specific literacy skills; and positioning teachers and leaders as learners within projects. The book, written in a reader-friendly voice, shows how educators can collaboratively explore and implement disciplinary literacy-related practices in context-specific, meaningful ways.

Paperback. Condición: New. This comprehensive volume advances a vision of teacher preparation programs focused on core practices supporting ambitious science instruction. The book advocates for collaborative learning and building a community of teacher educators that can collectively share and refine strategies, tools, and practices. A renewed interest in practice-based teacher education paired with increasingly rigorous requirements, notably the Next Generation Science Standards, has highlighted the importance of teachers' deep disciplinary knowledge. This volume examines the compelling ways teacher educators across the country are using core practices to prepare preservice teachers for ambitious and equitable science teaching. With contributions from a wide network of teacher educators focusing on science education in various geographical and institutional contexts, Preparing Science Teachers Through Practice-Based Teacher Education serves as a valuable resource both for teacher educators and for administrators.

Paperback. Condición: New. Giving test results to an incoherent, badly run school doesn't automatically make it a better school. The work of turning a school around entails improving the knowledge and skills of teachers-changing their knowledge of content and how to teach it-and helping them to understand where their students are in their academic development. Low-performing schools, and the people who work in them, don't know what to do. If they did, they would be doing it already. So writes Richard Elmore in ""Unwarranted Intrusion,"" an essay critiquing the accountability mandates and high-stakes testing policies of the No Child Left Behind Act. In School Reform from the Inside Out, one of the country's leading experts on the successes and failures of American education policy tackles issues ranging from teacher development to testing to ""failing"" schools. As Elmore aptly notes, successful school reform begins ""from the inside out"" with teachers, administrators, and school staff, not with external mandates or standards. This collection of some of Elmore's most probing and influential essays is essential reading for any school leader, education reformer, policymaker, or citizen interested in the forces that promote real school change.

Paperback. Condición: New. International Perspectives in Higher Education offers a balanced perspective on how different countries approach key policies and what the United States can learn from those programs. Jason D. Delisle and Alex Usher have gathered a diverse group of experts to examine systems across the globe with a focus on the trade-offs between access, cost, and quality.  The book explores a set of cross-cutting global topics such as free tuition, restricted versus unrestricted access, and the structure of student loans, drawing out the similarities and differences across countries. It also provides single-country case studies from Chile, Australia, and Brazil, paying close attention to the context in which specific reforms arose and the unintended consequences of implementation. Too often, programs found in other countries are presented as silver-bullet solutions to be lifted from one country and grafted on to the US system. This book, however, advocates for a careful examination of the strategies other countries are enacting-the political, historical, and demographic context, as well as the trade-offs among different outcomes-before deciding whether they would work here.  Delisle and Usher provide an understanding of the interplay among various higher education reforms and the opportunities and challenges involved in undertaking similar reforms in the US context. Given the tremendous challenges facing the US system, their work establishes a solid foundation for policy debates moving forward.

Paperback. Condición: New. In Districts That Succeed, long-time education writer Karin Chenoweth turns her attention from effective schools to effective districts. Leveraging new, cutting-edge national research on district performance as well as in-depth reporting, Chenoweth profiles five districts that have successfully broken the correlation between race, poverty, and achievement. Focusing on high performing or rapidly improving districts that serve children of color and children from low-income backgrounds, the book explores the common elements that have led to the districts' successes, including leadership, processes, and systems. Districts That Succeed reveals that helping more students achieve is not a matter of adopting a program or practice. Rather, it requires developing a district-wide culture where all adults feel responsible for the academic well-being of students and adopt systems and processes that support that culture. Chenoweth explores how districts, from urban Chicago, Illinois to suburban Seaford, Delaware, have organized themselves to look at data to guide improvement. Her research highlights the essential role of districts in closing achievement gaps and illustrates how successful outliers can serve as resources for other districts. With important lessons for district leaders and policy makers alike, Chenoweth offers the hard-won wisdom of educators who understand the power of schools to, as one superintendent says, "change the path of poverty.".

Paperback. Condición: New. Award-winning educator Tina M. Owen-Moore details the beliefs and practices that made the Alliance School of Milwaukee the focus of national attention as the first school to open with the mission of being bully-free. The Alliance Way illustrates how creating a safe, inclusive, and academically challenging environment goes beyond a programming approach that targets bullying to a more holistic one in which building relationships takes center stage.   Owen-Moore describes the core tenets adopted by the school's staff and students, including the importance of shared power and authentic work; the role of relationships and joy in preventing harm; the need to prepare staff to support LGBTQ students and students who have experienced trauma; and systems for reporting and repairing harm when it occurs. She highlights how school leaders can lead from the middle within their districts to bring about change and provides tools and resources such as sample agendas from staff meetings, retreats, and team-building activities.   Filled with real stories from an innovative school with a critical and compelling mission, The Alliance Way is an inspiring and practical resource for educators seeking answers on how to make schools engaging, accepting, and safe for all students.

Paperback. Condición: New. Assessing the Nation's Report Card examines the history of the National Assessment of Educational Progress (NAEP) and outlines plans for improving and modernizing the organization.Educational policy analyst Chester E. Finn, Jr. imparts a rare inside analysis of the evolution of the NAEP program at key moments in its history, and provides a firsthand perspective of crucial decisions and core goals that have helped shape it. The result is a revealing survey of the US's most influential source of data on K-12 achievement.Assessing the Nation's Report Card offers readers an in-depth understanding and appreciation of NAEP as well as an examination of its shortcomings, its controversies, and its current issues. The book explores why NAEP is considered the gold standard of educational assessments yet is much lesser known than other types of standardized testing.Finn underscores the promise of applying the results in addressing achievement gaps, boosting federal accountability, and driving education reform and policy. He also discloses how the data are collected and what the results can and cannot tell us.For more than 50 years, this ambitious federal testing program has informed the decisions of policy makers and educational leaders as they advocate for educational improvements in the US. Acknowledging the nation's evolving need for actionable information about students and schools, Finn provides an assured and rare overview of the existing program and proposes possibilities for the future.