Böcker utgivna av Harvard Educational Publishing Group

With an emphasis on science, technology, engineering, and mathematics training, Teacher Learning in the Digital Age examines exemplary models of online and blended teacher professional development, including information on the structure and design of each model, intended audience, and existing research and evaluation data.

Like medical practitioners, educators share the moral obligation to "first, do no harm." But as this provocative volume shows, education policies do not always live up to this ideal. When School Policies Backfire draws our attention to education policies designed to help disadvantaged students that instead had the perverse effect of harming them.

Provides a practical guide for education leaders who are seeking to address issues of equity in their schools and want to pursue this approach. The book provides a step-by-step description of the process, augmented by case studies of four education leaders. The book also includes a series of "excursions into theory" that discuss the research basis for design-based improvement.

Offers a clarifying and essential look at the evolving role of school boards and how they contribute to efforts to improve student learning. It examines how board members can establish effective district priorities, and it explores those board policies and actions that result in shared, districtwide commitments to heightened student achievement.

Describes the author's first few years as a school principal committed to enacting a powerful vision of leading and learning. Drawing thoughtfully on the literature of school reform and change leadership, Fiarman discusses a wide range of topics, including empowering teachers, building trust, addressing racial and economic inequities, and supporting a culture of continuous learning.

With an emphasis on science, technology, engineering, and mathematics (STEM) training, Teacher Learning in the Digital Age examines exemplary models of online and blended teacher professional development, including information on the structure and design of each model, intended audience, and existing research and evaluation data.

Describes how different nations have defined the core competencies and skills that young people will need in order to thrive in the twenty-first-century, and how those nations have fashioned educational policies to promote those skills. The book examines six countries, exploring how each one defines, supports, and cultivates those competencies that students will need in order to succeed.

Explores the teaching of history in American high schools during the past half-century. Drawing on his early career experience as a high school history educator and his more recent work as a historian of US education policy and practice, Larry Cuban examines how determined reformers have and have not changed the teaching of history.

Demonstrates how education leaders can learn to deliver feedback in a way that strengthens relationships as well as performance and builds the capacity for growth. Drawing on constructive-developmental theory, the authors describe four stages of adult growth and development and explain how to differentiate feedback for colleagues with different "ways of knowing".

Argues that collaboration between school management and teacher unions is a necessary condition for educational improvement. The author cites evidence showing that collaboration often leads to increased trust, stronger professional relationships, better policies, better implementation of programmes and, ultimately, to better outcomes for students.

Drawing on research and methods developed in the Justice in Schools project at the Harvard Graduate School of Education, this volume introduces a new interdisciplinary approach to achieving practical wisdom in education, one that honours the complexities inherent in educational decision making and encourages open discussion of the values and principles we should collectively be trying to realize.

Drawing on research and methods developed in the Justice in Schools project at the Harvard Graduate School of Education, this volume introduces a new interdisciplinary approach to achieving practical wisdom in education, one that honours the complexities inherent in educational decision making and encourages open discussion of the values and principles we should collectively be trying to realize.

Aims to support the effort to simultaneously scale up and improve the quality of early childhood education by bringing together relevant insights from emerging research to provide guidance for this critical, fledgling field. It reflects the growing recognition that early childhood experiences have a powerful effect on children's later academic achievement and long-term life outcomes.

Offers a clarifying and essential look at the evolving role of school boards and how they contribute to efforts to improve student learning. It examines how board members can establish effective district priorities, and it explores those board policies and actions that result in shared, districtwide commitments to heightened student achievement.

What does student-centred learning look like in real-life classrooms? In this collection, educator Bill Nave and nine award-winning K-12 teachers tell the story of how and why they changed their teaching and redesigned their classrooms in order to "reach every child".

Offers a comprehensive, up-to-the-minute guide for creating fully accessible college and university programmes. This second edition has been thoroughly revised and expanded, and it addresses major recent changes in universities and colleges, the law, and technology.

In Failing Our Brightest Kids, Chester E. Finn, Jr., and Brandon L. Wright argue that, for decades, the United States has done too little to focus on educating students to achieve at high levels.

Shows how school leaders can make the most of their school libraries to support ambitious student learning. She offers practical strategies for collaboration between school leaders, teachers, and librarians to meet schoolwide objectives in literacy, assessment, student engagement, and inquiry-based learning.

Despite growing attention to the importance of grit and other character traits for achievement, developing them in students rarely finds its way into secondary school curricula. Authors Barbara Cervone and Kathleen Cushman investigate the exceptions, telling the stories of five high schools with a national reputation for infusing rigorous academics with social and emotional learning.

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.

In The Enduring Legacy of Rodriguez, leading legal and educational scholars examine San Antonio Independent School District v. Rodriguez (1973), the landmark US Supreme Court decision that held that the Constitution does not guarantee equality of educational opportunity. This ambitious volume assesses the history of the decision and presents a variety of creative strategies to address the pernicious effects of inequality on student learning and achievement. "Ogletree, Robinson, and their expert cowriters offer hope that this decision can be reversed or that other ways can be found to counter its ill effects. This book is a thoughtful and overdue contribution to improving schools." --Jack Jennings, author, Presidents, Congress, and the Public Schools "There is an enduring tradition in this nation of relentless legal scholars who stand as champions for educational equity. This important volume follows in that tradition, deftly charting the future of educational opportunity." --Ronald F. Ferguson, faculty cochair and director, The Achievement Gap Initiative, Harvard University "Ogletree and Robinson remind us that equalizing educational opportunity in the United States is going to require fundamental changes in law and policy from many directions, from how we allocate our financial resources to rethinking our housing policies. Their book makes a very important contribution toward broadening the conversation we're having around reforming education." --Wendy Kopp, cofounder and CEO, Teach For All "The Supreme Court's effective abdication of any role in securing equal educational opportunity requires us to continue to grapple with the past, present, and future effects of the Rodriguez decision, and the essays here make essential contributions to that endeavor." --Thomas A. Saenz, president and general counsel, Mexican American Legal Defense and Educational Fund Charles J. Ogletree, Jr., is the Jesse Climenko Professor of Law and founding and executive director of the Charles Hamilton Houston Institute for Race and Justice at Harvard Law School. Kimberly Jenkins Robinson is a professor at the University of Richmond School of Law and a researcher at the Charles Hamilton Houston Institute for Race and Justice. James E. Ryan is the dean and Charles William Eliot Professor of Education at the Harvard Graduate School of Education.

One of the leading authors and teachers in the field of multicultural education, Sonia Nieto looks back on her formative experiences as a student, activist, and educator, and shows how they reflect and illuminate the themes of her life's work. Brooklyn Dreams is an intimate account of an educator's life lived with zest, generosity, and warmth.

What does student-centred learning look like in real-life classrooms? In this collection, educator Bill Nave and nine award-winning K-12 teachers tell the story of how and why they changed their teaching and redesigned their classrooms in order to "reach every child".

Drawing on his extensive experience with universities and the business world, Peter J. Stokes argues that the need for closer alignment between the two sectors has never been more critical - and that the opportunities for partnership have never been greater.

Based on in-depth interviews, Striving for Equity brings to light the complex and illuminating stories of thirteen longtime superintendents who were able to make progress toward narrowing opportunity and achievement gaps in traditional school districts with diverse populations and multiple, competing agendas.