Böcker utgivna av Harvard Educational Publishing Group

Actionable and adaptable guidance for extending the proven Data Wise process from the classroom to entire school systems

An invigorating take on how community and technical colleges can center equity in fostering institutional transformation

Dispels common misconceptions about the cognitive abilities of preschoolers and demonstrates how effective early instruction can help eradicate achievement gaps. Drawing upon real-life examples from their extensive research and experience, the authors identify more than 20 misunderstandings that our youngest students commonly develop.

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 organisations, congressional hearings during the Nixon administration, and antiracist activism of the 21st century, the problems fomented after Brown persist.

In this ambitious yet pragmatic work, Joshua Starr makes the case that intentional and attentive district leadership can bring about continuous improvement in schools. When district reforms are conceived with social justice in mind, Starr explains, schools move toward fulfilling the longstanding promise of equitable education in America.

Highlights the structural conditions that have undermined the success of the standards movement and challenges us to confront them. The book offers an impassioned argument about the ways that our decentralized educational systems undermine the pursuit of educational equity and excellence.

Argues that educational institutions need to make the topic of employment a central element in their educational offerings. The book demonstrates that a far greater emphasis on teaching students about the work world will be necessary if colleges are to give disadvantaged students a realistic chance for professional and economic success.

Offers a richly detailed study of public Montessori schools, which make up the largest group of progressive schools in the public sector. As public Montessori schools expand rapidly as alternatives to traditional public schools, the story of these schools, Mira Debs points out, is a microcosm of the broader conflicts around public school choice.

Today teachers must prioritize problem-solving ability, adaptability, critical thinking, and the development of interpersonal and collaborative skills over the passive transmission of knowledge. This book examines what this means for teacher preparation and showcases programs that are educating for deeper learning, equity, and social justice.

Shows how teachers in grades 5-8 can leverage the use of personalized learning plans (PLPs) to increase student agency and engagement, helping youth to establish learning goals aligned with their interests and assess their own learning - particularly around essential skills that cut across disciplines.

Offers an innovative five-step framework to help school leaders and teacher teams design and implement blended and personalized learning initiatives based on local needs and interests. The book helps educators define their own rationale for personalized learning, and guides them as they establish small pilot initiatives.

Argues that there are surprisingly pervasive and stubborn myths about diversity on college and university campuses, and that these myths obscure the notable significance and admirable effects that diversity has had on campus life. Julie Park counters these myths and explores their problematic origins.

Explores student resistance through a variety of perspectives, arguing that oppositional behaviours can be not only instructive but productive. The focus of teachers' efforts, Eric Toshalis says, should not be about "managing" adolescents but about learning how to read their behaviour and respond to it in developmentally productive, culturally responsive, and democratically enriching ways.

Almost all of the new money poured into school facilities reinforces an existing - and obsolete - model of schooling. In Blueprint for Tomorrow, Prakash Nair explores the hidden messages that our school facilities and classrooms convey. He provides simple, affordable, and versatile ideas for adapting or redesigning school spaces to support student-centered learning.

Pioneered by leading experts at Harvard University, instructional rounds have become a proven strategy for cultivating teachers and classroom outcomes. This book explains how school leaders can implement this innovative learning method.

Helps 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. 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 analysing learning and teaching.

Based on a collaboration dating back nearly a decade, the authors, a behavioural analyst and a child psychiatrist, reveal their systematic approach for deciphering causes and patterns of difficult behaviours and how to match them with proven strategies for getting students back on track to learn. It includes user-friendly worksheets and other helpful resources.

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 realization 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 nontraditional alike--for success in the coming decades. It examines the current higher education environment and its chronic resistance to change; the rise of the 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 revitalized American colleges and universities. "This collection of well-researched essays offers a comprehensive view of an educational landscape that is changing under our feet. People who think they understand American higher education are likely to find many surprises in this insightful book." -- Richard H. Brodhead, president, Duke University "U.S. higher education is both enormously successful and essential to our future, yet it is endlessly frustrating for its lack of innovation and ruthlessly rising costs. This important volume tackles the conundrums that surround this most conservative of enterprises and points the way toward improvements in the educational performance of our colleges and universities. Essential reading for both those within and outside the academy." -- David W. Breneman, University Professor and Newton and Rita Meyers Professor in Economics of Education, University of Virginia "In the twentieth century, America built the world's best system of higher education, one that combined openness with excellence. But can it maintain its lead in the twenty-first century? Reinventing Higher Education offers not only a clear-eyed assessment of the state of American higher education--it also provides a compelling, indeed inspiring, blueprint for how the system can remain the best in the world. This book is essential reading for America's captains of higher learning--and indeed for anybody who cares about the future of the country." -- Adrian Wooldridge, management editor and Schumpeter columnist, The Economist Ben Wildavsky is a senior fellow in research and policy at the Kauffman Foundation. His most recent book is The Great Brain Race: How Global Universities Are Reshaping the World. Andrew P. Kelly is a research fellow in education policy studies at the American Enterprise Institute. His writings have appeared in Teachers College Record, Educational Policy, Policy Studies Journal, Education Next, Education Week, and Forbes. Kevin Carey is a policy director at Education Sector. His writings have appeared in Washington Monthly, the New Republic, the American Prospect, Democracy, the Washington Post, Los Angeles Times, InsideHigherEd, and the Chronicle of Higher Education.

Meeting Wise provides a checklist for school leaders to facilitate more effective, efficient meetings. This organizational concept is usable in staff meetings, at teacher summits, and throughout the school district.

Illustrates how educators can support the positive development of LGBTQ students in a comprehensive way so as to create truly inclusive school communities. Using examples from classrooms and schools, Michael Sadowski identifies emerging practices such as creating an LGBTQ-inclusive curriculum; fostering a whole-school climate that is supportive; and providing adults who can act as mentors.

Social Network Theory and Educational Change offers a provocative and fascinating exploration of how social networks in schools can impede or facilitate the work of education reform. Leading scholars examine networks among teachers and school leaders, contrasting formal and informal organizational structures and exploring the mechanisms by which ideas, information, and influence flow from person to person and group to group. The case studies provided in the book reflect a rich variety of approaches, showcasing the range and power of this dynamic new mode of analysis. This unique volume provides an invaluable introduction to an emerging and increasingly important field of education research. "This book brilliantly shows that the essence of effective educational reform is not to be found in plans, punishments, or performance incentives, but in professional interactions and relationships. A good idea is only worth something if you can spread it around, and this book shows you just how that's done. Using leading-edge thinking and solid research techniques, it demonstrates in clear and accessible prose why networks are the core means by which change does or doesn't happen. It should and will be essential reading for all researchers and reformers eager for effective change that will spread and last." -- Andy Hargreaves, Thomas More Brennan Chair in Education, Lynch School of Education, Boston College "Alan Daly and his team of scholars are to be commended for bringing social network analysis to bear on pressing issues in education. This powerful new analytic strategy offers a window into the social workings of schools in ways that previous methods have not. The authors in this volume have asked important questions about the role of social networks in school reform, the expansion of teacher professional knowledge, and the diffusion of innovative practices. It will be read with interest by scholars and practitioners alike." -- Megan Tschannen-Moran, associate professor, The College of William & Mary "If you're interested in the rescue of urban school children and wondering why the top-down 'superhero' superintendents aren't having much success with organizational change that stands the test of time, Daly provides many of the answers. This groundbreaking book explores the social networks and relationships that are a critical part of the work in schools, especially those relationships that are meaningful to classroom teachers and principals--the truly heroic people who make a difference in the lives of children on a daily basis . . . A must-read for reformers at all levels." -- Carl A. Cohn, professor and codirector, Urban Leadership Program, Claremont Graduate University (former superintendent of the Long Beach and San Diego school systems) Alan J. Daly is an assistant professor of education at the University of California, San Diego.

Drawing on research from psychology, philosophy, business, political science, and neuroscience, illiam T. Gormley offers a contemporary definition of critical thinking and its relationship to other forms of thinking, including creative thinking and problem solving. When defined broadly and taught early, he argues, critical thinking is a ""potential cure for some of the biggest problems we face".