harvard educational publishing group cambridge (391 risultati)

Soft cover. Condizione: Near Fine. No Jacket. (2008), Soft cover clean in near fine condition, internal pages clear and bright.

Paperback. Condizione: new. Paperback. A step-by-step guidebook for teachers on how to build a classroom community that empowers students through critical reflection, inquiry, and action to drive school transformation In Transformative Student Voice for Teachers, Dane Stickney, Ben Kirshner, Carlos P. Hipolito-Delgado, and Shelley Zion offer clear frameworks that support student agency and center the voices of young people in the process of school improvement and transformation. They illustrate how the frameworks, Critical Civic Inquiry and Transformative Student Voice, give educators the tools to adopt a youth-centered approach to learning that runs counter to the top-down leadership and behaviorist and adultist practices common to the US K12 educational system. This practical companion to Transformative Student Voice guides teachers and other adults to cultivate self-awareness and recognize unearned power, form authentic student-educator partnerships, facilitate critical inquiry in student groups, and sustain this work. Each chapter highlights a specific, real-world application of these approaches in a classroom community that organizes student learning around cycles of critical reflection, civic inquiry, and action. Each also identifies challenges, cautions against common pitfalls, and provides key questions and takeaways to aid implementation. These actionable guidelines help set the course for adults and young people to develop critical consciousness and capacity for engagement in sociopolitical activism, transforming both themselves and the settings where they live and work. A step-by-step guidebook for teachers on how to build a classroom community that empowers students through critical reflection, inquiry, and action to drive school transformation Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. Race, Sports, and Education highlights the myriad ways in which organized collegiate sport has both positively contributed to and negatively detracted from the educational experiences of Black male college athletes. Specifically, John N. Singer examines the educational experiences, opportunities, and outcomes of Black males who have played NCAA Division I football and/or basketball at historically White colleges and universities. Singer is intensely aware of the ways in which many Black athletes have been shortchanged by the collegiate sport system. He describes how the colleges and universities have exploited athletes for the institutions' financial gain and deprived them of basic educational opportunities that ought to be enjoyed by all students. At the same time, Singer argues that sports do in fact offer genuine educational opportunities and benefits for many of these athletes. He is acutely attuned to the fact that these athletes love their sports, and that their participation in these sports makes unique educational experiences available to them. As Singer shows, to understand the situation and to chart realistic, fruitful reform measures requires a full appreciation of the complexity-indeed, of the many competing and contradictory elements-that characterizes intercollegiate sport and the experiences of Black athletes at the present time. The book brings to the fore the voices, stories, and perspectives of twelve Black male college athletes via a case study of teammates from a big-time college football program and individual reflective vignettes of athletes across several different college programs. Through his analysis of the system and his attention to student views and experiences, Singer crafts a valuable, nuanced account and points in the direction of reforms that would significantly improve the educational opportunities and experiences of these athletes. At a time when collegiate sports have attained unmistakable institutional value and generated unprecedented financial returns-all while largely failing the educational needs of its athletes-this book offers a clear, detailed vision of the current situation and suggestions for a more equitable way forward. Highlights the myriad ways in which organised collegiate sport has both positively contributed to and negatively detracted from the educational experiences of Black male college athletes. Specifically, John Singer examines the experiences, opportunities, and outcomes of Black males who have played NCAA Division I football and/or basketball. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. This timely book examines issues pertaining to equal opportunityaffirmative action, challenges to it, and alternatives for improving opportunities for underrepresented groupsin higher education today. Its starting point is Californias Proposition 209, which ended race-based affirmative action in public education and the workplace in 1996. The book carefully considers how Proposition 209 reflects national trends that have changed higher education policy and practice, from admissions to student diversity to standards. With a roster of leading scholars and administratorsincluding Chancellor Robert Birgeneau of the University of California, Berkeley, and President Mary Sue Coleman of the University of MichiganEqual Opportunity in Higher Education is a crucial assessment of one of the most important issues facing higher education. Examines issues pertaining to equal opportunity and affirmative action, challenges to it, and alternatives for improving opportunities for under-represented groups in higher education today. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. Trauma-Responsive Schooling outlines a novel approach to transforming American schools through student-centered, trauma-informed practices.The book chronicles the use of an innovative educational model, Trauma-Responsive Equitable Education (TREE), as part of a multiyear research project in two elementary schools in rural Maine. In this model, Lyn Mikel Brown, Catharine Biddle, and Mark Tappan endorse whole-school change, encouraging educators to upend traditional classroom power dynamics by listening foremost to student voices, validating student experiences, and promoting student agency.The authors provide complex real-life examples of student involvement in the creation and implementation of trauma-responsive and equitable practices. Their work offers readers concrete, actionable examples of such practices, which include supporting the whole child by promoting social and emotional learning (SEL) as well as academic achievement; providing access to basic needs such as food, clothing, and health care; and meeting the instructional requirements of dual-language learners.Many rural schools in the United States experience low student achievement and high absenteeism rates as their geographically isolated communities struggle with poverty, substance abuse, and other significant stressors. Yet, as the authors demonstrate, supportive learning environments, even in under-resourced rural schools, are able to mitigate adversity, stress, and traumaand thus promote healing.This heartening work illustrates that, when educators and school leaders put student needs and interests at the core of school life, long-lasting change for all students is possible. Outlines a novel approach to transforming American schools through student-centred, trauma-informed practices. The book chronicles the use of an innovative educational model, Trauma-Responsive Equitable Education (TREE), as part of a multiyear research project in two elementary schools in rural Maine. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. The principals role is increasingly understood as a critical lever for school improvement. Yet the job can be a solitary one, offering few opportunities to reflect with colleagues. What does it take to manage the work of continuous improvementto push staff members constantly to operate outside their comfort zones? What dilemmas and challenges must principals confront? How can school leaders learn from their mistakes and move forward?In Becoming a School Principal, Sarah E. Fiarman describes her 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 empoweringteachers, building trust, addressing racial and economic inequities, and supporting a culture of continuous learning, as well as thornier issues such as learning to use authority skillfully, dealing with resistance, and managing supervision and evaluation. The book addresses common challenges and highlights missteps as well as successes.A contributing author to several leading books on school reform and instructional improvement, Fiarman engages readers in a lively, frank, and revealing conversation aboutbuilding the vision and capacity to provide effective instruction for all students and the intensely personal process of learning to lead. Describes the authors 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. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. Visual Thinking Strategies for Preschool shows how teachers can add visual thinking strategies (VTS) to their existing curriculum to encourage language, critical thinking, and social skills for children ages three to five. In this sequel to his popular book, Visual Thinking Strategies, author Philip Yenawine describes using art and other visual experiences to create engaging and powerful learner-centered environments for young children just beginning their formal school experience.Implemented in hundreds of schools, districts, and cultural institutions, the VTS teaching method features an open?ended conversation about a selected work of art. Teachers facilitate the group conversation using simple questions: Whats going on in this picture?, What do you see that makes you think that?, and What more can we find?The book provides transcripts and analysis of classroom conversations as a means of illustrating the range of ways VTS can be used with preschoolers. Drawing on interviews with preschool teachers from public, private, and charter schools from around the country, Yenawine highlights the benefits of these discussions for students, including English language learners and students with special needs.Visual Thinking Strategies for Preschool provides teachers with another means to teach language and social skills, and introduces students to the treasures found in art. Shows how teachers can add visual thinking strategies (VTS) to their existing curriculum to encourage language, critical thinking, and social skills for children ages three to five. Philip Yenawine describes using art and other visual experiences to create engaging and powerful learner-centred environments for young children just beginning their formal school experience. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. Amid todays heightened attention on student achievement, school boards find their responsibilities intensified and transformed. In this age of accountability, all school boards need to consider how best to maintain a focus on student achievement and promote it through district and school policies. The Essential School Board Book answers this challenge in direct and practical terms. It highlights effective practices that are common to high-functioning boards around the countryboards that are working successfully with their superintendents and communities to improve teaching and learning. In a highly readable and accessible fashion, the book summarizes research linking school board practices to student achievement. It features stories of sixteen diverse boards around the countryelected and appointed; rural, urban, and suburbanand the policies and procedures they have employed to enhance student achievement. Also included is a resource section for those investigating successful school board policies and practices in more depth. Highlights effective practices that are common to high-functioning boards around the countryboards that are working successfully with their superintendents and communities to improve teaching and learning. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. A practical guide for teachers and students navigating the complicated intersection of artificial intelligence, education, and justice Artificial intelligence is rapidly integrating into today s classrooms, but unlike other new technologies, AI has the potential to harm, making it difficult to take advantage of its benefits. In Critical AI in K-2 Classrooms, Stephanie Smith Budhai and Marie K. Heath draw attention to the biases embedded within AI algorithms, such as those powering OpenAI's ChatGPT and DALL-E, to guide students and teachers in developing strategies to best incorporate AI-or not-into equitable learning. AI's reliance on existing data and knowledge systems means Black, queer, those with disabilities, and other marginalized students are at greater risk of being harmed by built-in limitations and bias. Smith Budhai and Heath show how to circumvent if not actively resist such harms as machine learning, NLPs, LLMS, and GenAI enter the classroom, with practical examples rooted in culturally sustaining, abolitionist, and fugitive pedagogies across disciplines. Their practical guide creatively answers the concerns of educators committed to forward-thinking yet fair instruction and the needs of students eager to use AI for just ends. Critical AI in K 2 Classrooms meets the challenges of a key STEM technology with an eye toward cultivating a more just world. Balancing responsible learning with the joy of discovery, Smith Budhai and Heath build a framework for AI instruction that all educators can confidently use. A roadmap for classroom AI that confronts hidden biases inherent in systems including ChatGPT and DALL-E. It equips educators and students with practical strategies to counter harm and uplift marginalized voices, drawing on critical, culturally informed, abolitionist, and fugitive pedagogies for equitable instruction. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. 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 worlds 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 todays 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. 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. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. In What Excellent Community Colleges Do, Joshua S. Wyner draws on the insights and evidence gained in administering the inaugural Aspen Prize for Community College Excellence. The book identifies four domains of excellence - degree completion, equity, student learning, and labour market success - and describes in rich detail the policies and practises that have allowed some community colleges to succeed in these domains. By starting with a holistic definition of excellence, measuring success against that definition, and then identifying practises and policies that align with high levels of student success, the author seeks to contribute to the growing body of knowledge about improving student success in community colleges. In What Excellent Community Colleges Do, Joshua S. Wyner draws on the insights and evidence gained in administering the inaugural Aspen Prize for Community College Excellence. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. Whats 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. All too often, educators say that the biggest waste of time is meetings. This book 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. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. The Most Reasonable Answer is an innovative and comprehensive guide to using inquiry dialoguea type of text-based classroom discussion featuring big, contested questions that has been shown to improve higher-order thinking and augment literacy. Based on years of research and work in nearly fifty classrooms, the book supports teachers in facilitating this type of classroom talk in upper-elementary grades, when children are developmentally ready to practice making rigorous, reasoned arguments based on evidencea critical life skill.Reznitskaya and Wilkinson introduce a robust Argumentation Rating Tool, a rubric highlighting eleven strategies and corresponding talk moves that can be used by teachers and students to improve the quality of their arguments by clarifying meaning, considering alternative perspectives, and connecting ideas. The authors also include annotated transcripts that illustrate how teachers can effectively facilitate whole-group and small-group discussions using fiction, nonfiction, and multimodal texts.Packed with a rich array of field-tested resources, The Most Reasonable Answer is an essential resource for educators looking for new ways to teach critical thinking skills and engage students in high-quality discourse. An innovative and comprehensive guide to using inquiry dialogue - a type of text-based classroom discussion that has been shown to improve higher-order thinking and augment literacy. This book supports teachers in facilitating this type of classroom talk in upper-elementary grades, when children are developmentally ready to practice making rigorous, reasoned arguments based on evidence. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. Jim Crows 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 Courts 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 Crows 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. 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. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. In their new book, Alison L. Bailey and Margaret Heritage illustrate how to help students become more self-regulated learnersthat is, to be able to monitor and take charge of their own learning when working independently and in groups. Language provides the foundation for the development of self-regulatory skills, enabling students to express themselves and negotiate interactions with others; the demands of these self-regulatory processes in turn can support the development of rich vocabulary and social language skills. The authors also emphasize the role of formative assessment as a means of supporting students in engaging in language-rich, selfregulated learning.Self-Regulation in Learning shows how classrooms can be intentionally designed to support ambitious learning. Detailed vignettes from real-life classrooms illustrate the teachers role in helping students gradually master the processes of selfregulation, socially shared regulation, and coregulation. Each chapter also includes strategies for addressing the needs of English learners in the general education classroom.Students capacity for self-regulation is central to the set of outcomes that constitute college and career readiness: communicating and collaborating effectively, problem-solving, setting goals and following through on them, and applying knowledge in deep and rigorous ways. Self-Regulation in Learning represents an invaluable contribution to research-based classroom practice. Illustrates how to help students become more self-regulated learners - that is, to be able to monitor and take charge of their own learning when working independently and in groups. The authors emphasize the role of formative assessment as a means of supporting students in engaging in language-rich, self-regulated learning. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. An essential aid for training sitting and aspiring admissions officers in the skills required to succeed in higher education today The college admission deanship often called "the hottest seat on campus" requires navigating institutional politics, legal hurdles, revenue allocation, and more, all while overseeing enrollment that meets demographic and financial objectives. A seat with high turnover, its opportunities for professional growth, in terms of extending networks, burnishing leadership credentials, and gaining invaluable institutional insight, are nevertheless unmatched. In The Hottest Seat on Campus, veteran counselor Angel B. Perez helps newly appointed and rising admission deans get a handle on the role's core expectations and nuances for success. As CEO of the National Association for College Admission Counseling (NACAC), Perez knows firsthand how underprepared deans can be for the 'business' side of their job. Drawing on his own experience, as well as from interviews with current and former admissions leaders who represent a range of perspectives and institutions, Perez demystifies the deanship and shares strategies for building teams, leading through crisis, navigating shared governance, leveraging the power of storytelling, and self-management. Perez points to the deeper characteristics and qualities that make for enduring success as a chief enrollment officer and admissions counselor, such as self-awareness, reflection, and the ability to ask the right questions before offering solutions. Grounded in Perez's clear sense of the diverse skills practitioners need, the book offers an action plan professionals can quickly adapt to their own contexts. Delve into the multifaceted world of college admissions leadership, where navigating institutional politics, legal challenges, revenue objectives, and shared governance is crucial. This guide offers actionable strategies for team building, crisis management, and self-reflection to excel in a high-stakes environment. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. In Fair and Justice-Oriented Assessment, Margaret Heritage and Caroline Wylie propose that the key to improving learning opportunities for all students lies in increasing educators' assessment literacy. Only by examining various assessment practices through a lens of fairness and equity can practitioners best judge their use and value and then develop strategies for implementation that truly elevate student learning in alignment with school and district standards and in ways that are fair and just. To build better assessment literacy, Heritage and Wylie seek to strengthen professional knowledge of ambitious teaching and use of both formative and summative classroom assessment practices. They clearly describe the knowledge and skills teachers need to better orient classroom assessment practices toward more positive learning experiences for all students. Critically, they urge educators to establish substantive learning goals, attend to the ways of eliciting evidence of student learning towards those goals, and reflect on the evidence to take action that intends to advance learning. This book features real-world examples of assessment practices across a range of contexts and content areas, grade levels, and student populations, and shows how assessment literacy competencies can be achieved at scale with support from school and district leaders. Fair and Justice-Oriented Assessment provides a research-based and yet practical perspective on classroom assessment and advocates for the use of equity-oriented curricular and ambitious teaching. Research and real-world cases reveal how classroom assessment can be reimagined with fairness and equity. Educators are guided to define clear learning goals, collect insightful evidence, and balance formative and summative strategies to foster improved outcomes for students in diverse settings. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. In this visionary effort, students take the lead in reimagining public education for the twenty-first century, advocating for a more active, personalized, and relational approach to learningTwenty-first century youth are hungry for new ways to learn. Their world is global, mobile, and rich with opportunities previous generations couldn't possibly have imagined. As they make clear in this book, the old standards of schooling no longer apply. In Kids on Earth, Howard Blumenthal and Robert C. Pianta go straight to the source to rethink public education for the five billion young minds likely to learn by 2050, asking students about learning for their future.Blumenthal and Pianta interview children and teenagers from more than seventy countries, along with parents, teachers, and learning experts, to build, from their perspectives, a scalable global framework for radical educational change. 'New School', in contrast to old school, is a foundational concept with three guiding pillars: learning is active, learning is personal, and learning is relational. Its teachings emphasize cognitive science, memory, and relationships- aligning learning with contemporary lived experience. New School also appreciates 'Not School', external instruction that involves media, technology, and other forms of learning. Integrating these spheres, Blumenthal and Pianta argue, would better reflect our hyperconnected, innovative world, motivating students to succeed within it.Kids on Earth calls not for reform but reinvention, an ambitious, all-hands-on-deck effort to remake school for current and future generations, preparing them best for global citizenship. Unlike many books on education, this volume gives kids the chance to make it alright. Boldly reimagining public education in a global era, youth lead a movement to transform learning. Drawing on insights from students, families, and experts in over 70 countries, the work proposes a model where active, personalized, and relational approaches blend with technology and media to empower future global citizens. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. In Tell Me So I Can Hear You, Eleanor Drago-Severson and Jessica Blum-DeStefano show 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, which include:Instrumental knowers, who tend to see things in black and white (Did I do it right or wrong?) and may need to develop the capacity for reflection.Socializing knowers, who are concerned with maintaining relationships (What do you want me to do?) and may need support developing their own ideas.Self-authoring knowers, who have strong ideologies and values (How does this fit with my goals and vision?) and may need help with perspective taking.Self-transformative knowers, who are able to examine issues from multiple points of view (How can I understand this more deeply?) and may need guidance in resolving tensions and contradictions.The authors show how leaders can provide feedback in ways that meet people where they are while expanding the developmental capacities educators bring to their work. Drago-Severson and Blum-DeStefano provide real-life examples with practical strategies for creating a safe space for feedback, finding the right words, and bridging feedback and action. Tell Me So I Can Hear You offers invaluable guidance to help educators support a culture of learning in classrooms, schools, and districts. 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. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. Teachers of Color describes how racism serves as a continuous barrier against diversifying the teaching force and offers tools to support educators who identify as Black, Indigenous, or people of Color on both a systemic and interpersonal level. Based on in-depth interviews, digital narratives, and questionnaires, the book analyzes the toll of racism on their professional experiences and personal wellbeing, as well as their resistance and reimagination of schools. Teacher educator and educational researcher Rita Kohli documents the hostile racial climate that teachers of color experience over the course of their academic and professional livesfirst as students and preservice teachers and later in their classrooms and schools. She also highlights the tools of resistance these teachers employ to challenge institutionalized oppression and the kinds of professional development and support they need to thrive. Analyzed through the lens of critical race theory, Teachers of Color exposes the ongoing racialization via counter-stories from thirty racially, geographically, and professionally diverse educators. The book concludes with recommendations that various education stakeholders can employ to improve the racial climates of schools and support the growing diversity of the teaching force. At this critical moment, Kohli offers readers an opportunity to strengthen their racial literacies and better understand the strengths, struggles, and power of teachers of color. Teacher educator and educational researcher Rita Kohli documents the hostile racial climate that teachers of color experience over the course of their academic and professional lives - first as students and preservice teachers and later in their schools. She also highlights the tools of resistance employed to challenge institutionalized oppression. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. How can we systemically improve the quality of classroom instruction and the learning and achievement of students? In an era when isolated examples of excellence are not good enough, we need systems that support improvement and excellence for all. This book describes how systems can effectively engage in this complex, challenging, and crucial work. The authors explore three core competencies of high-performing school systems: (1) understanding what the work isa deep understanding of the core business of facilitating learning, a vision of what that looks like, and an awareness of where the system is in relation to that vision; (2) knowing how to do the worka theory of action for improving instruction, a focus on key strategies, and effective alignment of resources; and (3) building the individual and organizational habits of mind that foster continuous improvement. Each chapter includes examples that illustrate key concepts in action, questions to spur self-assessment in key areas of competence, and tools and resources for building capacity at different levels and stages of development. How can we systemically improve the quality of classroom instruction and the learning and achievement of students? In an era when isolated examples of excellence are not good enough, we need systems that support improvement and excellence for all. This book describes how systems can effectively engage in this complex, challenging, and crucial work. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. An incisive account on the underrepresentation of women, especially women of color, in positions of leadership in K12 schools and how to correct this bias.Educational Lead(her)ship exposes the systemic obstacles that impede the professional advancement of women in K12 education and offers readers the tools to recognize and combat these inequities. In this rousing work, educational leadership scholars Jennie Weiner and Monica Higgins investigate patterns of gender bias in the profession, prompted by the observation that, although the great majority of classroom educators are women, disproportionately few women inhabit leadership positions such as principal, superintendent, or school administrator. Through candid interviews with more than 200 women educational leaders, Weiner and Higgins pinpoint implicit and explicit means of repression and highlight the resources that these leaders have marshaled to punch through systemic barriers. The interviewees recount the many forms of sexism and racism they have confronted in the workplace, including microaggressions, stereotypes about women's work, and the expectation of uncompensated emotional labor. Taking aim at the widespread gender and racial discrimination in school systems, Weiner and Higgins identify paths to empowerment for women in education. They advocate solidarity, collective action, and leveraging networks of allies to push for the re-engineering of our educational organizations, environments, and cultures to sow a more balanced and equitable leadership landscape. Through candid interviews with more than 200 women educational leaders, Jennie Weiner and Monica Higgins pinpoint implicit and explicit means of repression and highlight the resources that these leaders have marshaled to punch through systemic barriers. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. 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 markfor 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. 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. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. Whats going on in this picture? With this one question and a carefully chosen work of art, teachers can start their students down a path toward deeper learning and other skills now encouraged by the Common Core State Standards. The Visual Thinking Strategies (VTS) teaching method has been successfully implemented in schools, districts, and cultural institutions nationwide, including bilingual schools in California, West Orange Public Schools in New Jersey, and the San Francisco Museum of Modern Art. It provides for open-ended yet highly structured discussions of visual art, and significantly increases students critical thinking, language, and literacy skills along the way. Philip Yenawine, former education director of New Yorks Museum of Modern Art and cocreator of the VTS curriculum, writes engagingly about his years of experience with elementary school students in the classroom. He reveals how VTS was developed and demonstrates how teachers are using artas well as poems, primary documents, and other visual artefactsto increase a variety of skills, including writing, listening, and speaking, across a range of subjects. The book shows how VTS can be easily and effectively integrated into elementary classroom lessons in just ten hours of a school year to create learner-centred environments where students at all levels are involved in rich, absorbing discussions. "What's going on in this picture?" Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. A richly researched guide to the core competencies and wraparound supports required for quality, ambitious instructionThrough targeted assignments, tailored support, and skillful feedback, ambitious teaching promotes deep, conceptual learning, even at the elementary school level. To help beginning teachers excel at this increasingly in-demand -and demanding- practice, Peter Youngs, Dorothea Anagnostopoulos, Jillian M. Cavanna, Corey Drake, and Tutita M. Casa thoroughly evaluate, in Teaching Ambitiously in Elementary School, the core knowledge and supports necessary for teaching ambitiously across a range of school contexts.The authors draw their insights from an extensive, mixed-methods study involving more than one thousand hours of classroom practice in nearly seventy US school districts. They examine how five elementary teacher preparation programs help beginning teachers develop their craft in pre-service preparation and then enact ambitious instruction in mathematics and English language arts. Considering multiple aspects, including individual teachers' characteristics, goals, and beliefs the learning opportunities and resources available to them and their strategies for teaching diverse students, the authors draw an explicit link between learning opportunities during pre-service preparation and the early pedagogy of elementary teachers.They also stress the critical importance of mentoring, coaching, professional training, and effective classroom management in supporting ambitious teaching practice. An essential reference for preservice teachers, practitioners, and researchers focused on qualitative assessments of teacher preparation and practice, Teaching Ambitiously in Elementary School makes a key contribution to enriching the ecosystem in which ambitious teachers can thrive when they first enter the profession. A richly researched guide exploring the essential supports and knowledge for ambitious, concept-driven instruction at the elementary level. Drawing on extensive classroom research across diverse schools, it reveals how teacher preparation, targeted tasks, mentoring, and management practices foster deep learning and professional growth. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. Concrete strategies for making higher education instruction more equitable via professional learning groups that use empirical classroom data to guide iterative, incremental changesIn Equity Learning Communities, Daniel Reinholz recommends sustained, collaborative professional development group meetings as a launchpad for higher education instructors to enhance classroom equity and inclusivity. In Reinholzs approach, community members make use of debrief sessions, collaborative problem solving, and empirical classroom data, such as participation data, to guide iterative, incremental changes in instruction that increase empathy and trust, improve instructor-student relationships, and build from student strengths.The book offers a comprehensive look at the process of professional learning via equity learning communities. Reinholz makes evident the tremendous benefits of such communities and community cultural wealth. He presents in-depth case studies of six instructors, diverse in terms of race, gender, disability, discipline, and professional experience, who made transformative changes to their mindset, perspective, and instruction as participants in such communities.This work gives instructors a host of explicit strategies and educational moves for becoming aware of and quashing inequities as they arise. It also provides a wealth of practical wisdom that faculty leaders, instructional coaches, and professional developers could apply to their own equity work. It serves as a blueprint for readers to create and sustain their own learning communities, from picking an appropriate measure to collecting data and organizing collaborative professional learning around those data. Sustained collaborative learning communities empower higher education instructors to transform classroom equity through iterative, data-driven strategies. Utilizing debriefs and empirical classroom data, diverse case studies illustrate practical methods for refining instructional practices, building trust, and nurturing student strengths. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. The popular volume on the power of character development in the classroom now features new chapters on intellectual risk-taking and open-mindedness, plus student, teacher, and school leader reflections on the value of the practice Character Compass, Second Edition returns to three, high-performing urban schools in Boston to reassess their distinct commitments to character education. Classical Academy prizes moral character, College Bound Middle School emphasizes performance character, and Civitas Prep prioritizes civic character. To this group, Scott Seider, Shelby Clark, and Madora Soutter add Bright Ideas Middle School, which champions intellectual character. They describe the ways in which these four school's distinctive character goals lead them to emphasize different programming and practices and to nurture different dimensions of their students' characters. Seider, Clark, and Soutter reconnect with the students that were interviewed more than a decade ago to ask how character education influenced their trajectories, and they invite the volume's original school leaders to share how their thinking has and has not changed. Their research reaffirms the foundational strength of character education in building a powerful school culture where students can thrive, and a new case-study on a school emphasizing intellectual character broadens the framework's reach. With its rare longitudinal and retrospective perspective, Character Compass, Second Edition provides K-2 educators and school leaders with powerful guidance for making character development central to their mission of supporting student success. Updates also help practitioners hone their chosen approach to best complement their own unique institutional commitments, community, and context. Urban Boston schools showcase diverse commitments to character development, with each institution nurturing moral, performance, civic or intellectual character. Insights from students, educators and leaders illustrate how tailored approaches shape vibrant school cultures and profoundly impact life trajectories. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. In the thoroughly revised second edition of Start Where You Are, But Don't Stay There, H. Richard Milner IV addresses the knowledge and insights required on the part of teachers and school leaders to serve students of color. Milner focuses on a crucial issue in teacher training and professional education: the need to prepare teachers for the racially diverse student populations in their classrooms. The book, anchored in real world experiences, centers on case studies that exemplify the challenges, pitfalls, and opportunities facing teachers in diverse classrooms. The case studies- of teachers in urban and suburban settings- are presented amid current discussions about race and teaching. In addition, the second edition includes a new chapter dedicated to opportunity gaps in education and an expanded discussion of how Opportunity Centered Teaching can address these gaps.Start Where You Are, But Don't Stay There strives to help educators in the fight for social justice, equity, inclusion, and transformation for all students. It is a book urgently needed in today's increasingly diverse classrooms. In the thoroughly revised second edition of Start Where You Are, But Don't Stay There, H. Richard Milner IV addresses the knowledge and insights required on the part of teachers and school leaders to serve students of colour. Milner focuses on the need to prepare teachers for the racially diverse student populations in their classrooms. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. A methodology for using philosophy to guide teaching preparation and practice. In Teaching from an Ethical Center, Cara E. Furman proposes a process for bringing philosophical inquiry into teacher education and adopting it as a centering tool to enrich teaching practice and help teachers act justly. Under Furman's thoughtful guidance, both experienced and preservice teachers will find that engagement with philosophy can be a useful means of clarifying for themselves the educational ethics, values, and pedagogy that guide their work. Using firsthand accounts, recommended resources, and thought exercises, Furman prompts readers to explore the many benefits for both educators and their students of the act of reading and making sense of philosophical texts and thinking philosophically through daily dilemmas. Furman encourages teachers to engage in philosophical reflection as part of their professional preparation as well as their in-classroom practice. She illustrates how the focus on core values that emerges from this practice can be applied to everyday teaching dilemmas such as student behavior concerns and conflict management. Offering tips for adapting activities to different audiences, she shows how student participation in such inquiry supports hermeneutics, cultivates student voice, and helps build a culture of trust and interdependence through classroom collaboration. Filled with practical wisdom, this insightful work advances philosophical inquiry as a foundation for an inclusive education. Furman's tools and methods offer continuous opportunities for reflection and affirmation, enhancing educators ability to adapt to new challenges and, when necessary, to resist. Proposes a process for bringing philosophical inquiry into teacher education and adopting it as a centering tool to enrich teaching practice and help teachers act justly. Teachers will find that engagement with philosophy can be a useful means of clarifying for themselves the educational ethics, values, and pedagogy that guide their work. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. In this landmark volume, Greg J. Duncan and Richard J. Murnane lay out a meticulously researched case showing how - in a time of spiraling inequality - strategically targeted interventions and supports can help schools significantly improve the life chances of low-income children.The authors offer a brilliant synthesis of recent research on inequality and its effects on families, children, and schools. They describe the interplay of social and economic factors that has made it increasingly hard for schools to counteract the effects of inequality and that has created a widening wedge between low- and high-income students.Restoring Opportunity provides detailed portraits of proven initiatives that are transforming the lives of low-income children from prekindergarten through high school. All of these programmes are research-tested and have demonstrated sustained effectiveness over time and at significant scale. Together, they offer a powerful vision of what good instruction in effective schools can look like. The authors conclude by outlining the elements of a new agenda for education reform.Restoring Opportunity is a crowning contribution from these two leading economists in the field of education and a passionate call to action on behalf of the young people on whom our nations future depends. In this landmark volume, Greg J. Duncan and Richard J. Murnane lay out a meticulously researched case showing how--in a time of spiraling inequality--strategically targeted interventions and supports can help schools significantly improve the life chances of low-income children. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.