Böcker utgivna av Harvard Educational Publishing Group

Over the past 20 years, alternative certification for teachers has emerged as a major avenue of teacher preparation. The proliferation of new pathways has spurred heated debate over how best to recruit, prepare, and support qualified teachers. Drawing on the work of leading scholars, Alternative Routes to Teaching provides a thorough and dispassionate review of the research evidence on alternative certification. It takes readers beyond the simple dichotomies that have characterized the debate over alternative certification, encourages them to look carefully at the trade-offs implicit in any route into teaching, and suggests ways to "marry" the proven strengths of both traditional and alternative approaches. "Alternative Routes to Teaching is a timely, thoughtful book about one of the most pressing and controversial problems in American education today. This volume brings new and much-needed sophistication to ongoing debates about teacher preparation." -- Marilyn Cochran-Smith, Professor of Education, John E. Cawthorne Millennium Chair in Teacher Education for Urban Schools, and Director of the Doctoral Program in Curriculum and Instruction, Lynch School of Education, Boston College "A better book on this subject could not have been written. Alternative Routes to Teaching is a must-read for everyone involved in planning for the future of teaching." -- Emily Feistritzer, President and CEO, National Center for Education Information, National Center for Alternative Certification "At a time when the education of teachers is undergoing tectonic shifts, this work by Grossman, Loeb, and their colleagues represents an invaluable contribution. They introduce evidence where empty rhetoric has reigned and offer prudent evaluations of the available data to inform a policy debate dominated by ideology." -- Lee S. Shulman, President, The Carnegie Foundation for the Advancement of Teaching, and Charles E. Ducommun Professor of Education Emeritus, Stanford University Pam Grossman is a professor of education at Stanford University. Susanna Loeb is an associate professor of education at Stanford University and director of the Institute for Research on Educational Policy and Practice.

Examines the challenge of creating innovative and productive entrepreneurial activity in American education. In the course of exploring these challenges, the book considers crucial issues and circumstances, including existing ""barriers to entry"" that prohibit or obstruct entrepreneurial efforts; and the availability-and frequent lack-of venture capital for fueling entrepreneurial activities.

When Research Matters considers the complex and crucially important relationship between education research and policy. In examining how and under what conditions research affects education policy, the book focuses on a number of critical issues: the history of the federal role in education policy; the evolving nature of educational policy research; the role of research in debates about reading, NCLB, and "out-of-field" teaching; how research affects policy by shaping public opinion, judicial rulings, and the decisions of district and school leaders; and the incentives that help explain the behavior of researchers and policymakers. "Renewed interest in the uses of social science evidence for public policy has prompted a vigorous debate about the quality and utility of education research. The essays in this volume contribute important insights into a range of complex and contested issues. Researchers, policymakers, and consumers of education scholarship need to have this book." -- Michael J. Feuer, Executive Director of the Division of Behavioral and Social Sciences and Education in the National Research Council of the National Academies "The current devotion to 'scientifically based research' indicates great faith in the ability of research to influence policy. Yet the policy-research nexus has not been examined in recent years. Ironically, the messy complexities of the research-policy connection don't lend themselves to the research designs currently in most favor. Therefore, this book fills an important void. Under what circumstances and in what ways is research influential today? Can we create better incentives and support for the conduct and use of research that is both rigorous and relevant to policy? These and other questions make for fascinating reading." -- Susan Fuhrman, President, Teachers College, Columbia University "When Research Matters asks the questions that are rarely asked about the difficult road from research to policy. For the classroom educator, the unevenness of the road from research to policy makes the next leg of the journey--from policy to practice--that much more difficult. This volume gives us all a deeper understanding of the reasons research is often poorly translated into practice." -- Pascal D. Forgione Jr., Superintendent of Schools, Austin, Texas Frederick M. Hess is resident scholar and director of Education Policy Studies at the American Enterprise Institute. He is also executive editor of Education Next.

What does it look like when a school uses data wisely? Data Wise in Action, a new companion and sequel to the bestselling Data Wise, 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.

How can professional development for teachers be more efficient and effective? This essential question lies at the heart of this timely and useful book. The authors look closely at exemplary online programs, compare them carefully with one another, and draw helpful conclusions about them.

For more than a decade, economist Ronald F. Ferguson has investigated the myriad factors that combine to create racial disparities in academic performance, ranging from school policies and practices to informal interactions between children and their parents and peers. Toward Excellence with Equity brings together Ferguson's most important articles and most recent thinking on these ideas. Taken together, these essays show that closing achievement gaps is more urgent today than ever before--and that dramatic success is possible. "This book issues an urgent call to action to anyone concerned about the lagging success rates among minority children in American schools and the repercussions for our country's future. Ronald Ferguson not only surveys the bleak terrain surrounding the achievement gap, but provides all of us with a road map to reach higher ground." -- Geoffrey Canada, President and CEO, Harlem Children's Zone "Toward Excellence with Equity is an important book written by one of the nation's foremost experts on education and economic development. Ronald Ferguson's pioneering work on black/white disparities in student skill levels and achievement-test scores has significant public policy implications. This book is a must-read for anyone concerned about narrowing the racial gap in educational attainment and earnings." -- William Julius Wilson, Lewis P. and Linda L. Geyser University Professor, Harvard University "This book combines high-quality research, judicious insights, brilliant speculation, and common sense to set forth strategies to reduce the achievement gap dramatically. It is particularly compelling in calling for a comprehensive social movement that will not only transform schools but establish strong communities, effective parenting, and powerful peer cultures." -- Henry M. Levin, William H. Kilpatrick Professor of Economics and Education, Teachers College, Columbia University "Ferguson conducts an authoritative review to show that disparities in academic performance can be closed by strong parental engagement and by parents working in partnership with schools around a shared vision of success for their children. The reality is that educators can't do it alone. This highly intelligent book gives policymakers, educators, and parents essential tools for closing achievement gaps between high-performing and low-performing schools." -- Susan Zelman, Superintendent of Public Instruction, Ohio Department of Education "Toward Excellence with Equity is essential reading for any businessperson who cares about the well-being of children and the future quality of the American workforce." -- Bridgette Heller, Chairman of the Executive Leadership Council and Global President of Johnson & Johnson's Baby, Kids, and Wound-Care Division Ronald F. Ferguson is the faculty cochair and director of the Achievement Gap Initiative at Harvard University and the founder and director of the Tripod Project for school improvement.

Understanding collective bargaining in education and its impact on the day-to-day life of schools is critical to designing and implementing reforms that will successfully raise student achievement. This timely and comprehensive volume offers a thorough and nuanced analysis of the available research and varied perspectives on its implications.

While we recognise that philanthropic organizations influence education in countless ways, we know strikingly little about the extent, dynamics, and results of their efforts. With the Best of Intentions aims to fill this knowledge gap, offering lively perspectives on the role of philanthropy in K-12 education.

With this volume, leading scholar and disability advocate Thomas Hehir opens a new round of debate on the future of special education. Hehir examines the ways that cultural attitudes about disability systematically distort the education of children with special needs and uses this analysis to lay out a fresh approach to special education policy and practice.

Brings together 20 recent articles that highlight the ways leadership has made a difference in schools. Whether the topic is teacher collaboration or parent involvement, special education or closing the achievement gap, these stories illustrate how education leaders have sought to effect change by bringing best practices to where students are: right in the classroom.

Brings together case studies and other readings that offer a powerful and transformative approach to advancing and sustaining the work of school improvement. At the centre of this work is the concept of organisational coherence: aligning organisational design, human capital management, resource allocation, and accountability and performance improvement systems to support an overarching strategy.

In 1999, under the superintendancy of retired Air Force major general John Fryer, the Duval County (Fla.) school system set out to improve every school in the district. Over the next five years, the district achieved stunning results. Supovitz uses the unfolding story of Duval County to develop a sophisticated and thoughtful analysis of the role of the school district in enacting large-scale reform.

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 beings "from the inside out" with teachers, administrators, and school staff, not with external mandates or standards. The collection of some of Elmore's most probing essays is essential reading for any school leader, educational reformer, policymaker, or citizen interested in the forces that promote real school change. "Dick Elmore guides us to a clear, common sense strategy for linking educational policy and instructional change. He wants standards, incentives and professional supports that add up to a coherent system because '. . . teachers have to feel that there is some compelling reason for them to practice differently, with the best direct evidence being that students learn better. . .' Now that's the heart of the matter." -- Sandra Feldman, President Emeritus, American Federation of Teachers "In my work with policymakers and practitioners over the past decade I've drawn repeatedly upon these Elmore essays. This volume will now find its way into my courses on education policy." -- Robert B. Schwartz, Former President, Achieve, Inc. and Lecturer, Harvard Graduate School of Education "Professor Elmore takes on many of the toughest education issues: improving teaching, taking programs to scale, managing performance accountability. His thoughtful analyses offer deep understanding and some hope for our future." -- Marshall S. Smith, Director, Education Program, The William and Flora Hewlett Foundation and Former Undersecretary of Education Richard F. Elmore is the Gregory Anrig Professor of Educational Leadership at the Harvard Graduate School of Education and a senior research fellow at the Consortium for Policy Research in Education (CPRE), a group of universities engaged in research on state and local educational policy, which is funded by the U.S. Department of Education. He has previously held positions with the U.S. Department of Health, Education, and Welfare and the U.S. Office of Education.

Under the No Child Left Behind Act, states will have to ensure that every public school classroom is staffed by a highly qualified teacher. This mandate - and the fact that many children, especially low-income and minority students, are taught by underqualified teachers ill-equipped for the challenges ahead - gives new urgency to debates over teacher recruitment, preparation, and induction.

There is little clear and conclusive research on afterschool programs - research that would help guide the practice of existing afterschool programs and establish guidelines for the creation of new programs. This book fills that gap. In straightforward language and analyses, the authors survey the current afterschool landscape and bring to light important issues and practices within the field.

Offers imaginative, thoughtful discussions of major issues confronting today's public school principals. This collection by leading thinkers in the field of education will provoke new thinking and inspire bold action, all with an eye toward improving public schools and the leadership abilities of those entrusted to lead them in the 21st-century.

Though it was designed to help resolve a variety of serious racial problems, affirmative action's survival may turn on just one question - whether or not the educational value of diversity is sufficiently compelling to justify consideration of race as a factor in deciding whom to admit to colleges and universities. Diversity Challenged is designed to address that question.

Highlights effective practices that are common to high-functioning boards around the country-boards that are working successfully with their superintendents and communities to improve teaching and learning.

For low-income minority students, overcoming barriers to higher education often requires an academic mentor. This book shares real-life stories of educators who helped struggling students make it into college and sustain their success.

Schooling in the Workplace investigates six international schools that promote vocational, college prep, and job-ready programs. For U.S. districts, this book represents an alternative, more successful solution for preparing kids for college.

How would one redesign American education to take advantage of everything that has been learned by the countries with the world's best education systems? In this groundbreaking book, Marc S. Tucker and his colleagues offer a close examination of five high-performing education systems--Shanghai, Finland, Japan, Singapore, and Canada--and synthesize their findings into an action plan for the United States. "This extraordinary book could not be more timely or more important . . . This collection makes clear that, if we actually want to create high-quality schools for all children in the United States, our strategies must emulate the best of what has been accomplished in public education both here and abroad." --From the Foreword by Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University "Surpassing Shanghai should be on the reading list of everyone who aspires to improve American education. The message is clear: If we are serious, we have to stop simply comparing California to Connecticut to Kansas. It's time to swim in deeper water with Singapore, Ontario, Japan, and others who are eating our lunch." -- John Merrow, education correspondent, PBS NewsHour and president, Learning Matters "This book shines because it offers what is central to school reform: a commitment to wonderful teachers. It offers those of us in colleges of education a lot to think about--and a lot to do." -- Mari Koerner, Dean, Mary Lou Fulton Teachers College, Arizona State University "Tucker and his colleagues challenge us to ask why the U.S. is pursuing a reform agenda that differs markedly from what other advanced countries have found essential for creating good schools--high quality teachers, fair funding, and coherence in the system of education. After reading this book, one is left with the question: Is the U.S. so unique that an agenda so different from that of other countries can improve our schools?" -- Jack Jennings, president and CEO, Center on Education Policy "Marc Tucker has assembled revealing descriptions of the ascent of Shanghai, Finland, Japan, Singapore, and Canada to the highest levels of international achievement in education. The book crystallizes the successful practices and patterns emerging from these top performers and then 'takes the gloves off' to contrast the efforts of high-achieving countries with current reform thinking in the U.S. . . . My big takeaway from Surpassing Shanghai is that success will come down to our collective will and our sustained commitment to thoughtful systems reform." -- Gene Wilhoit, executive director, Council of Chief State School Officers Marc S. Tucker is president of the National Center on Education and the Economy, where he created the National Institute for School Leadership, America's Choice, and the Commission on the Skills of the American Workforce.

Collaborative School Improvement draws on three case studies where districts encouraged inquiry-based and data-driven reform. This book gives direction to administrators struggling with implementing reform efforts.

This timely and thoughtful book provides multiple perspectives on closing achievement gaps. It examine the conditions, both in and out of school, that lead to achievement gaps, and explores measures for addressing these gaps - measures that, individually and in concert, will prove crucial to any meaningful effort to alleviate these profound disparities.

Teachers as Learners explores different ways teachers acquire, generate, and use knowledge. Feiman-Nemser, a legendary teacher-learner proponent, catalogs the history and current placement of learning and professional development for teachers.

Argues that technology can and will play a central role in efforts to achieve crucial education goals, and that it will be an essential component of further improvement and transformation of schools. Andrew A. Zucker develops his arguments by drawing on the most up-to-the-minute information about digital technologies and what we know about how they affect teaching and learning in real schools.

Organised around the four key areas outlined in the US Department of Education's Race to the Top program, this volume presents a collection of seminal articles on standards and assessment; using data to improve learning; recruiting and retaining great teachers and leaders; and turning around failing schools.

Why is it"", writes noted assessment expert W. James Popham, ""that today's educators seem almost compelled to replicate their predecessors' blunders?"" Looking back over a career of more than fifty years in education, Popham identifies six key ""unlearned lessons"" in education and reflects on their impact on schools, teachers, and students.

Tells the stories of five urban public school principals who led their schools through profound and transformative changes. In each of these cases, their efforts resulted in dramatic improvements in student achievement - improvements that occurred within the current environment of high-stakes tests.