Harvard educational publishing group cambridge (365 risultati)
Lingua: Inglese
Editore: Harvard Educational Publishing Group, Cambridge, Massachusetts, 2008
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Da: Shaker Mill Books, W. Stockbridge, MA, U.S.A.Shaker Mill Books
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Soft cover. Condizione: Near Fine. No Jacket. (2008), Soft cover clean in near fine condition, internal pages clear and bright.
Lingua: Inglese
Editore: Harvard Educational Publishing Group, Cambridge, 2022
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Paperback. Condizione: new. Paperback. Clinical Simulations as Signature Pedagogy explores the use of live-actor simulations as an engaging training tool to better prepare educational professionals for school-wide challenges. In this volume, editors Benjamin H. Dotger and Kelly Chandler-Olcott present a persuasive overview of th…is effective method of professional development and show how it resonates with other practice-based initiatives.Through original case studies, the books contributors demonstrate how live-actor simulations serve as valuable assets in the training of teachers, school counselors, and school leaders. They show how simulations provide a safe shared-learning environment that closely approximates authentic problems of practice while reducing the complexity of the instructional context in manageable ways. The contributors point out how the method standardizes training, ensuring that all candidates have comparable opportunities to practice and master key skills and habits of mind, among other advantages.Each case study showcases a distinct way in which educational simulations have been used to address common issues confronting educators, such as educational equity, community building, and cultural responsiveness. In addition, the cases highlight subject-specific concerns, from fostering inclusivity in physical education to presenting differing approaches to mathematical problems, for which live-actor simulations provide a dynamic learning context.Ultimately, this book illustrates why clinical simulations have emerged as a powerful pedagogical tool that holds promise for the professional preparation and continuing education of educators, counselors, and school leaders. Explores the use of live-actor simulations as an engaging training tool to better prepare educational professionals for school-wide challenges. Editors Benjamin Dotger and Kelly Chandler-Olcott present a persuasive overview of this effective method of professional development and show how it resonates with other practice-based initiatives. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
Lingua: Inglese
Editore: Harvard Educational Publishing Group, Cambridge, 2017
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Paperback. Condizione: new. Paperback. How to Create the Conditions for Learning shows how the conditions for continuously improving instruction can be created at every levelfrom the classroom to the school to the central office.Ann Jaquith presents a framework for understanding and building instructional capacity, based on her…original research in schools and districts and ideas drawn from the literature on instructional resourcing. She describes four types of resourcesknowledge, technology, relationships, and structuresand discusses the contextual conditions that allow these resources to be identified, taken up, and put to effective use. Through case studies of schools and districts engaged in the sometimes messy work of developing the capacity to improve instruction, Jaquith shows ways that school and district leaders can identify and deploy underutilized resources and create organizational routines that support the ongoing development of instructional capacity.How To Create the Conditions for Learning represents an important contribution to the effort to stimulate, support, and sustain excellent teaching and inspired learning in our schools. Shows how the conditions for continuously improving instruction can be created at every level - from the classroom to the school to the central office. Ann Jaquith presents a framework for understanding and building instructional capacity, based on her original research in schools and districts and ideas drawn from the literature on instructional resourcing. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
Lingua: Inglese
Editore: Harvard Educational Publishing Group, Cambridge, 2020
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Paperback. Condizione: new. Paperback. Based on interview data, life testimonios, and Chicana feminist theories, The Chicana/o/x Dream profiles first-generation, Mexican-descent college students who have overcome adversity by utilizing various forms of cultural capital to power their academic success. While college enrollment ra…tes for Chicana/o/x students have steadily increased over the last decade, this cohort still faces significant barriers to academic achievement, including minimal information about college and limited access to the kind of preparation and advising that will help them get there. As a result, Chicana/o/x students maintain stubbornly low four-year completion rates. Against this backdrop, Gilberto Q. Conchas and Nancy Acevedo address the mechanisms that shape the achievement, aspirations, and expectations of Chicana/o/x students who grew up in marginalized communities and unequal school contexts and share success stories about this growing population of students. Conchas and Acevedo elevate the voices of students at a research university and in the community college sector to reveal important issues and factors impacting and shaping the students' academic journeys. The college-age men and women in the narratives evince hope, resistance, and empowerment in the face of marginalization, anti-immigration sentiment, poverty, and an education system that too often reinforces deficit-minded stereotypes. The authors critique the educational policies and practices that systematically fail to champion Chicana/o/x success and examine the use of community cultural wealth that supports US-born and US immigrant students of Mexican descent to make their achievement possible. In so doing, the authors look toward the future by highlighting the actions that Chicana/o/x students take in creating bridges between K12 to college and between their communities and higher education.The Chicana/o/x Dream helps define the heart and soul of tomorrow's America and elucidates how Chicana/o/x college students maintain hope, enact resistance, and succeed against injustice. The book offers a call to action to K20 educators and administrators to develop better supports to foster the success of Mexican-descent students. Based on interview data, life testimonios, and Chicana feminist theories, The Chicana/o/x Dream profiles first-generation, Mexican-descent college students who have overcome adversity by utilizing various forms of cultural capital to power their academic success. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
Lingua: Inglese
Editore: Harvard Educational Publishing Group, Cambridge, 2021
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Paperback. Condizione: new. Paperback. Behind the Diversity Numbers uncovers how frequently used approaches to examine and understand race-related issues on college campuses can reinforce racism and inequality, rather than combat them. The book argues that educational leaders must look beyond quantitative metrics in order to dev…elop institutional policies and practices that promote racial equality. Utilizing nearly thirty years of data and research, W. Carson Byrd shows that limiting conversations about racial inequality to numeric representation and outcomes fails to take into account that inequality is also an experience. Quantitative-heavy approaches can turn students into numbers, devaluing their lived experiences of marginalization on campus. Byrd repositions these experiences to better understand how to design effective analytic and policy strategies to promote racial equity and justice in higher education.Behind the Diversity Numbers focuses on how racial stratification and inequality can hide in plain sight behind analyses of diversity, equity, and inclusion. It provides readers with a range of suggestions for institutional change, including how to incorporate racial equity as a central component of higher education, especially when it comes to analyzing and monitoring data that can inform decision-making and policy making. The conclusion offers recommendations for systemic institutional change and for incorporating racial justice and equity as central components of higher education.Behind the Diversity Numbers will enhance how institutions, higher education agencies, and policy makers think about what should be done to reduce racial inequality and to create diverse and equitable campuses. Uncovers how frequently used approaches to examine and understand race-related issues on college campuses can reinforce racism and inequality, rather than combat them. The book argues that educational leaders must look beyond quantitative metrics in order to develop institutional policies and practices that promote racial equality. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
Lingua: Inglese
Editore: Harvard Educational Publishing Group, Cambridge, 2014
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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 a…ttend 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.
Lingua: Inglese
Editore: Harvard Educational Publishing Group, Cambridge, 2009
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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 effecti…vely 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.
Lingua: Inglese
Editore: Harvard Educational Publishing Group, Cambridge, 2021
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Paperback. Condizione: new. Paperback. Am I My Brothers Keeper? provides a powerful cautionary tale about the challenges involved in enacting large-scale educational change. The book, chronicling the Expanded Success Initiative (ESI), a four-year study focused on improving the educational outcomes of 15,000 Black and Latinx male…s in New York City public high schools, covers what worked, what didnt, and what we can learn from the experience. The ESI model, a precursor to President Obamas My Brothers Keeper, highlights the ways that school districts can embed educational equity into the principles and policies that guide their work with students, in contrast to implementing stand-alone initiatives that may come and go. Through the voices of students, teachers, and administrators, the book informs the implementation of other large-scale district-community partnerships designed to improve opportunities and outcomes for young people who have systematically been denied both. Most critically, the book provides policy, practice, and research recommendations to inform the next generation of work with this student population. As sustained protests across the United States call attention to the ravages of systemic racism, Am I My Brothers Keeper? highlights concrete steps that school districts can take to confront racist structures and support young people of color. Provides a powerful cautionary tale about the challenges involved in enacting large-scale educational change. The book, chronicling the Expanded Success Initiative, a study focused on improving the educational outcomes of Black and Latinx males in New York City public high schools, covers what worked, what didn't, and what we can learn. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
Lingua: Inglese
Editore: Harvard Educational Publishing Group, Cambridge, 2018
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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.
Lingua: Inglese
Editore: Harvard Educational Publishing Group, Cambridge, 2014
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Paperback. Condizione: new. Paperback. In I Can Learn from You, Michael Reichert and Richard Hawley - the authors of Reaching Boys, Teaching Boys - set out to probe deeply into the relational dynamics that help boys succeed as learners. Drawing on interviews with students and teachers in thirty-five schools across six countries,… they examine the particular ways boys extend and receive empathy - modes of interaction that remain consistent across a wide range of schools, teachers, countries, and cultures. The book shows how teachers can help boys form productive learning relationships and how schools can support the development of teachers' relational capacities. At the heart of the book is the belief that educators must - and can - put relational teaching at the centre of school life. In I Can Learn from You, Michael Reichert and Richard Hawley--the authors of Reaching Boys, Teaching Boys--set out to probe deeply into the relational dynamics that help boys succeed as learners. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
Lingua: Inglese
Editore: Harvard Educational Publishing Group, Cambridge, 2025
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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 Shell…ey 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.
Lingua: Inglese
Editore: Harvard Educational Publishing Group, Cambridge, 2012
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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.
Lingua: Inglese
Editore: Harvard Educational Publishing Group, Cambridge, 2013
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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 s…uccessfully 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.
Lingua: Inglese
Editore: Harvard Educational Publishing Group, Cambridge, 2020
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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 professi…onal 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.
Lingua: Inglese
Editore: Harvard Educational Publishing Group, Cambridge, 2014
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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 author…s 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.
Lingua: Inglese
Editore: Harvard Educational Publishing Group, Cambridge, 2020
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Paperback. Condizione: new. Paperback. Drawing on narratives from hundreds of Black, Latinx, and Indigenous individuals, Ebony Omotola McGee examines the experiences of underrepresented racially minoritized students and faculty members who have succeeded in STEM. Based on this extensive research, McGee advocates for structural a…nd institutional changes to address racial discrimination, stereotyping, and hostile environments in an effort to make the field more inclusive.Black, Brown, Bruised reveals the challenges that underrepresented racially minoritized students confront in order to succeed in these exclusive, usually all-White, academic and professional realms. The book provides searing accounts of racism inscribed on campus, in the lab, and on the job, and portrays learning and work environments as arenas rife with racial stereotyping, conscious and unconscious bias, and micro-aggressions. As a result, many students experience the effects of a racial battle fatigue-physical and mental exhaustion borne of their hostile learning and work environments-leading them to abandon STEM fields entirely. McGee offers policies and practices that must be implemented to ensure that STEM education and employment become more inclusive including internships, mentoring opportunities, and curricular offerings. Such structural changes are imperative if we are to reverse the negative effects of racialized STEM and unlock the potential of all students to drive technological innovation and power the economy. Drawing on narratives from hundreds of Black, Latinx, and Indigenous individuals, Ebony Omotola McGee examines the experiences of under-represented racially minoritized students and faculty members who have succeeded in STEM. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
Lingua: Inglese
Editore: Harvard Educational Publishing Group, Cambridge, 2019
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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, opportun…ities, 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.
Lingua: Inglese
Editore: Harvard Educational Publishing Group, Cambridge, 2018
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Paperback. Condizione: new. Paperback. Restorative justice represents a paradigm shift in the way Americans conceptualize and administer punishment, says author Maisha T. Winn, from a focus on crime to a focus on harm, including the needs of both those who were harmed and those who caused it. Her book, Justice on Both Sides, pro…vides an urgently needed, comprehensive account of the value of restorative justice and how contemporary schools can implement effective practices to address inequalities associated with race, class, and gender.Winn, a restorative justice practitioner and scholar, draws on her extensive experience as a coach to school leaders and teachers to show how indispensable restorative justice is in understanding and addressing the educational needs of students, particularly disadvantaged youth. Justice on Both Sides makes a major contribution by demonstrating how this actually works in schools and how it can be integrated into a range of educational settings. It also emphasizes how language and labeling must be addressed in any fruitful restorative effort. Ultimately, Winn makes the case for restorative justice as a crucial answer, at least in part, to the unequal practices and opportunities in American schools. Restorative justice represents "a paradigm shift in the way Americans conceptualize and administer punishment," says author Maisha T. Winn, from a focus on crime to a focus on harm, including the needs of both those who were harmed and those who caused it. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
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Paperback. Condizione: new. Paperback. An invitation to K12 educators to reimagine their roles through the transformative lens of design In Educators as Designers, Jim Gaona Ellis draws on Universal Design for Learning (UDL) and the latest UDL guidelines to position teachers as creators, innovators, and problem-solvers, empoweri…ng them to craft classroom experiences that are not only accessible, but also inspiring, inclusive, and responsive to every student's unique needs. This timely and original book challenges readers to see themselves not just as implementers, but as architects capable of reshaping learning cultures and opportunities for all students. At the heart of this work is a practical toolkit that seamlessly bridges powerful design conceptssuch as affordances, choice architecture, hostile design, and the design cyclewith everyday classroom realities. Gaona Ellis offers engaging vignettes, actionable strategies, and a concrete change management framework that honor teachers' expertise while guiding them to collaborate, ideate, and iterate solutions. The book doesn't shy away from addressing systemic inequities, instead arming educators with the language, habits, and mindset to foster learner agency, equity, and belongingregardless of external constraints or shifting DEI mandates. More than a guide, this is an invitation to innovate, co-create, and lead. With storytelling at its core and a focus on practical impact, this book will inspire educators and school leaders to bring fresh clarity, delight, and possibility to their practiceone designed solution at a time. Invitation for K-12 educators to reimagine classroom roles as visionary designers. Drawing from UDL guidelines and innovative design principles, it empowers teachers to craft inspiring, inclusive, and responsive learning experiences. Engaging examples and actionable strategies spark transformative, equitable change. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
Lingua: Inglese
Editore: Harvard Educational Publishing Group, Cambridge, 2021
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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 narrati…ves, 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.
Lingua: Inglese
Editore: Harvard Educational Publishing Group, Cambridge, 2007
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EUR 39,46
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Paperback. Condizione: new. Paperback. What does it look like when a school uses data wisely? Data Wise in Action, a new companion and sequel to our bestselling Data Wise, tells the stories of eight very different schools following the Data Wise process of using assessment results to improve teaching and learning. Data Wise in A…ction 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. Data Wise in Action builds on the work of leading faculty and graduate students at the Harvard Graduate School of Education, who joined with exemplary practitioners in 2005 to produce Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning. Since its publication, Data Wise has been read by thousands of school leaders, many of whom have shared the book with colleagues and staff. The success of the original book has generated a new demand among school leaders: to hear real stories from schools that are implementing the Data Wise process. Data Wise in Action answers that need. It offers both inspiration and practical guidance for school leaders. Tells the stories of eight very different schools following the Data Wise process of using assessment results to improve teaching and learning. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
Lingua: Inglese
Editore: Harvard Educational Publishing Group, Cambridge, 2020
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Paperback. Condizione: new. Paperback. Schooling for Critical Consciousness addresses how schools can help youth of color resist the negative effects of racial injustice and challenge its root causes. Scott Seider and Daren Graves draw on a four-year longitudinal study examining how five different mission-driven urban high schoo…ls foster critical consciousness among their students. The book presents vivid portraits of the schools as they implement various programs and practices, and traces the impact of these approaches on the students themselves. The authors make a unique contribution to the existing scholarship on critical consciousness and culturally responsive teaching by comparing the roles of different schooling models in fostering various dimensions of critical consciousness and identifying specific programming and practices that contributed to this work. Through their research with more than 300 hundred students of color, Seider and Graves aim to help educators strengthen their capacity to support young people like these in learning to analyze, navigate, and challenge racial injustice.Schooling for Critical Consciousness provides school leaders and educators with specific programming and practices they can incorporate into their own school contexts to support the critical consciousness development of the youth they serve. Addresses how schools can help youth of colour resist the negative effects of racial injustice and challenge its root causes. Scott Seider and Daren Graves draw on a four-year longitudinal study examining how five different mission-driven urban high schools foster critical consciousness among their students. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
Lingua: Inglese
Editore: Harvard Educational Publishing Group, Cambridge, 2018
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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, auth…or 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.
Lingua: Inglese
Editore: Harvard Educational Publishing Group, Cambridge, 2019
Serie: Race and Education, Libro 2 di 8. Libro 2 di 8 - Race and Education
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Paperback. Condizione: new. Paperback. Science in the City examines how language and culture matter for effective science teaching. Author Bryan A. Brown argues that, given the realities of our multilingual and multicultural society, teachers must truly understand how issues of culture intersect with the fundamental principles o…f learning. This book links an exploration of contemporary research on urban science teaching to a more generative instructional approach in which students develop mastery by discussing science in culturally meaningful ways. The book starts with a trenchant analysis of the 'black tax,' a double standard at work in science language and classrooms that forces students of color to appropriate and express their science knowledge solely in ways that accord with the dominant culture and knowledge regime. Because we are in an interactive, multimedia world, the author also posits the necessity of applying what is known about best practices in science teaching to best practices in technology. The book then turns to instruction, illustrating how science education can flourish if it is connected to students' backgrounds, identities, language, and culture. In this empowered-and inclusive-form of science classroom, the role of narrative is key: educators use stories and anecdotes to induct students into the realm of scientific thinking; introduce big ideas in easy, familiar terms; and prioritize explanation over mastery of symbolic systems. The result is a classroom that showcases how the use of more familiar, culturally relevant modes of communication can pave the way for improved science learning. Examines how language and culture matter for effective science teaching. Bryan Brown argues that, given the realities of our multilingual and multicultural society, teachers must truly understand how issues of culture intersect with the fundamental principles of learning. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
Lingua: Inglese
Editore: Harvard Educational Publishing Group, Cambridge, 2023
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Paperback. Condizione: new. Paperback. An invigorating examination of the potential for meaningful change in education, from one of the nation's most astute observers of schooling and school improvement.In The Great School Rethink, education policy sentinel Frederick M. Hess offers a pithy and perceptive appraisal of American sc…hooling and finds, in the uncertain period following pandemic disruption, an ideal moment to reimagine US education. Now is the time, he asserts, to ask hard questions about how schools use time and talent, how they work with parents, what they do with digital tools, and how they meet the needs of their communities.As Hess explains, to rethink is to acknowledge the realities of the education system while opening ones mind to possibility. With characteristic verve and wit, Hess guides readers through his rethink process, a versatile and easily implemented approach to identifying issues and brainstorming possible responses. He encourages readers to explore what improvements might alleviate current pressures and frustrations, such as teacher shortages and burnout, declining student performance, and compromised learning time. Whether their goal is to achieve better student engagement, increase parent involvement, or implement personalized learning, readers will develop the mindset to ask the right questions, to fully understand the problem thats being solved, and to evaluate the probable effectiveness of proposed solutions.Brimming with challenging questions, robust exercises, and eye-opening data, this book is a must-read for education professionals, parent advocates, and anyone passionate about the future of American education. Offers a perceptive appraisal of American schooling and finds, in the uncertain period following pandemic disruption, an ideal moment to reimagine US education. Now is the time to ask hard questions about how schools use time and talent, how they work with parents, what they do with digital tools, and how they meet the needs of their communities. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
Lingua: Inglese
Editore: Harvard Educational Publishing Group, Cambridge, 2010
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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 acti…on 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.
Lingua: Inglese
Editore: Harvard Educational Publishing Group, Cambridge, 2022
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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.
Lingua: Inglese
Editore: Harvard Educational Publishing Group, Cambridge, 2017
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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.
Lingua: Inglese
Editore: Harvard Educational Publishing Group, Cambridge, 2012
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EUR 40,13
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Paperback. Condizione: new. Paperback. In Teachers as Learners, a collection of landmark essays, noted teacher educator and scholar Sharon Feiman-Nemser shines a light on teacher learning. Arguing that serious and sustained teacher learning is a necessary condition for ambitious student learning, she examines closely how teacher…s acquire, generate, and use knowledge about teaching over the trajectory of their careers. Together, these essays bear witness to the evolution and development of a body of scholarship about teacher learning in which the author herself played a catalysing role. In Teachers as Learners, a collection of landmark essays, noted teacher educator and scholar Sharon Feiman-Nemser shines a light on teacher learning. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
Lingua: Inglese
Editore: Harvard Educational Publishing Group, Cambridge, 2014
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EUR 40,22
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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.
