Böcker utgivna av Harvard Educational Publishing Group

Explores how leaders of successful high-poverty and high-minority schools help their students achieve. These educators have demonstrated what it takes to make the dream of universal education a reality-not only do they embrace the mission, they have developed the knowledge and skills required to make the dream a reality.

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.

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.

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.

"A close study of the Logan Square Neighborhood Association, a grassroots organization on the northwest side of Chicago, whose work with parents and schools has drawn national attention"--Page 4 of cover.

This book provides practical advice for teachers who have students in their classrooms with oppositional disorders or anxiety. It includes strategies for engaging these students, planning activities, and using tech-based learning programs.

What would classrooms look like if teachers asked fewer questions and students asked more? The authors of Make Just One Change argue that question formulation is a fundamentally important skill that should be deliberately taught to all students.

Presents a system of research-based practices for assessing and developing the conditions that support adult and student learning in schools. At the heart of the book is a survey and rubric that can help schools better understand their strengths and weaknesses and the kinds of supports they need to support student learning.

Teachers Talking Tech shows how nine teachers used technology to innovate their classrooms. As a primer on classroom technology, this book is an essential read for teachers and school leaders wanting to support innovative classroom practices.

This book analyzes the policies and political movements that have led to a more government-run educational system. For educators wanting to steer these changes, this book provides a background of how they were made and what can be done to change them.

Offers a detailed look at efforts to bring ambitious and expanding portfolios of international programmes to US campuses. Gilbert W. Merkx and Riall W. Nolan, leading figures in the burgeoning internationalhigher education sector, provide a thorough examination of how numerous "internationalizing" efforts are being implemented and promoted on a wide range of campuses.

Philanthropic foundations play an increasingly influential role in education research, policy, and practice - yet this sector has been subject to little research-informed analysis. In The New Education Philanthropy, Frederick M. Hess and Jeffrey R. Henig convene a diverse group of scholars and analysts to examine the shifting role of education philanthropy.

This book examines the role that art plays in addressing social injustice inside and outside the classroom. The framework, called social justice art, is thoroughly explored and provides teachers with practical strategies for activist arts pedagogy.

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.

Provides new evidence from a range of leading scholars showing that teachers become more effective when they work in organisations that support them in comprehensive and coordinated ways. The studies featured in the book suggest an alternative approach to enhancing teacher quality: creating conditions and school structures that facilitate the transmission and sharing of knowledge among teachers.

An invaluable resource for educators and researchers seeking to develop long-term collaborations in which educators and researchers work together to study and solve pressing problems of practice. Drawing on a wide range of examples, the authors describe the purposes for which partnerships may be organized, the forms that these endeavors may take, and challenges that they typically face.

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.

Demonstrates how examining test scores and other classroom data can become a catalyst for important school wide conversations that will enhance schools abilities to capture teachers knowledge, foster collaboration, identify obstacles to change, and enhance school culture and climate.

The author "offers portraits of three high-performing urban schools that have made character development central to their mission. [The book] highlights each school's unique approach to character development and shows how qualities like empathy, integrity, perseverance, and daring can nurture student success"--Page 4 of cover.

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.

Draws on the author's experience overseeing major system wide education reforms in Canada and England to set forth a refreshingly positive, pragmatic, and optimistic approach to leading educational change at all levels.

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 The Transformation of Great American School Districts, William Lowe Boyd, Charles Taylor Kerchner, and Mark Blyth argue that urban education reform can best be understood as a long process of institutional change, rather than as a series of failed projects. They examine the core assumptions that underlay the Progressive Era model of public education--apolitical governance, local control, professional hierarchy, and the logic of confidence--and show that recent developments in school governance have challenged virtually all of these assumptions. Drawing on case studies of five urban districts--Philadelphia, Chicago, Washington, D.C., New York, and Los Angeles--they trace the rise of new ideas and trends that are reshaping the institution of public education: mayoral control, shifting civic coalitions, federal and state involvement, standards-based accountability, and the role of educational outsiders in district administration. Although each city has evolved along a different path, the editors argue, the transformation of these districts reflects the auditioning of a new set of underlying ideas and the transition to a new institutional model of public education. "The Transformation of Great American School Districts provides fascinating portraits of the governance changes now occurring in America's major urban school systems, along with a trenchant discussion of the extent to which these changes signal a new direction for American education. The book will make a strong contribution to research on the politics of education in the United States and shows the promise of applying insights from the new institutionalism to research on educational governance." -- Brian Rowan, Burke A. Hinsdale Collegiate Professor in Education and Research Professor, Institute for Social Research, University of Michigan "An important analysis of the evolution of urban education and some provocative ideas about what might be next. Whether your interest is urban schools or American education more generally, you'll learn from this book." -- Andrew J. Rotherham, Co-Director of Education Sector, Member of the Virginia Board of Education, and Author of Eduwonk.com "This cogent collection employs a cultural/historical lens to assess the challenges communities face in their decades-long struggles to transform failing urban school systems. These groundbreaking reflections make a persuasive case for devoting more attention to the political, cultural, and social dimensions of district reinvention--an endeavor that is often treated as a technical challenge alone." -- Warren Simmons, Executive Director, Annenberg Institute for School Reform William Lowe Boyd is Batschelet Chair Professor of Educational Leadership at the Pennsylvania State University and editor of the American Journal of Education. Charles Taylor Kerchner is research professor at Claremont Graduate University. Mark Blyth is associate professor of political science at the Johns Hopkins University and the author of Great Transformations: Economic Ideas and Institutional Change in the Twentieth Century.