harvard educational publishing group (275 risultati)

Paperback. Condizione: Fair. For more than a decade, the debate over high-stakes testing has dominated the field of education. This passionate and provocative book provides a fresh perspective on the issue and powerful ammunition for opponents of high-stakes tests. Drawing on their extensive research, Nichols and Berliner document and categorize the ways that high-stakes testing threatens the purposes and ideals of the American education system. Their analysis is grounded in the application of Campbell's Law, which posits that the greater the social consequences associated with a quantitative indicator (such as test scores), the more likely it is that the indicator itself will become corrupted-and the more likely it is that the use of the indicator will corrupt the social processes it was intended to monitor. Nichols and Berliner illustrate both aspects of this corruption, showing how the pressures of high-stakes testing erode the validity of test scores and distort the integrity of the education system. Their analysis provides a coherent and comprehensive intellectual framework for the wide-ranging arguments against high-stakes testing, while putting a compelling human face on the data marshalled in support of those arguments. A readable copy of the book which may include some defects such as highlighting and notes. Cover and pages may be creased and show discolouration.

Softcover. Condizione: Très bon. Edition 2012. Ammareal reverse jusqu'à 15% du prix net de ce livre à des organisations caritatives. ENGLISH DESCRIPTION Book Condition: Used, Very good. Edition 2012. Ammareal gives back up to 15% of this book's net price to charity organizations.

Condizione: Very Good. This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping. .

Condizione: Very good. Condizione sovraccoperta: No Dustjacket. 8vo pp.211.paperback edition."With this volume, leading scholar and disability advocate Thomas Hehir opens a new round of debate on the future of special education. Extending the conceptual framework developed in his seminal 2002 article in the Harvard Educational Review, ""Eliminating Ableism in Education,"" Hehir examines the ways that cultural attitudes about disability systematically distort the education?. book.

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Condizione: good. 100% Customer Satisfaction Guaranteed ! The book shows some signs of wear from use but is a good readable copy. Cover in excellent condition. Binding tight. Pages in great shape, no tears. Not contain access codes, cd, DVD.

Softcover. Condizione: Sehr gut. 1. Auflage. unread book in excellent condition. language - english.

Condizione: good. 100% Customer Satisfaction Guaranteed ! The book shows some signs of wear from use but is a good readable copy. Cover in excellent condition. Binding tight. Pages in great shape, no tears. Not contain access codes, cd, DVD.

Paperback. Condizione: new. Paperback. Actionable and adaptable guidance for extending the proven Data Wise process from the classroom to entire school systems. In System Wise, Adam Parrott-Sheffer, Carmen Williams, David Rease, Jr., and Kathryn Parker Boudett provide a blueprint to scale up the Data Wise process for continuous improvement, extending it from classrooms and schools to broader educational contexts. The System Wise approach highlights the adaptability of the Data Wise protocols, which promote agency among students and teachers, data literacy among educators, and capacity building within organizations to achieve better learning outcomes system wide. Using real-world stories, the authors demonstrate how their data-driven model for system-level continuous improvement can respond to the specific needs and challenges of different learning communities and types of schools. They encourage team leaders, principals, and district administrators to root their leadership within the ACE habits of mind (which focus on action, collaboration, and evidence) and to work in partnership with teachers to bring coherence and symmetry to instruction throughout an educational system. The book includes detailed descriptions of strategic tasks, accompanied by examples, planning checklists, and implementation templates, to help educational teams manage continuous organization-wide improvement. This highly useful work empowers educators to align values, strategy, and resources to create the conditions in which equitable schools can be built and sustained. The practices and approaches of System Wise will be immediately applicable to any large-scale challenges educational leaders seek to solve. Provides a blueprint to scale up the Data Wise process for continuous improvement, extending it from classrooms and schools to broader educational contexts. The System Wise approach highlights the adaptability of the Data Wise protocols, which promote agency among students and teachers, data literacy, and capacity building within organisations. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. A revolutionary proposal for a conceptual and organizational framework for US public education that benefits all citizens. In Educational Pluralism and American Democracy, education policy expert Ashley Rogers Berner envisions a K12 education system that serves both the individual and the common good. Calling for education reform that will enable US public schools to fulfill the longstanding promise of American education, Berner proposes a radical reimagining of both the structure and content of US public school systems. She urges policymakers to embrace educational pluralism, an internationally common model in which the government funds diverse types of schools that deliver more universal content. Providing an incisive assessment of democratic education throughout the world, Berner argues that educational pluralism can build students exposure to diverse viewpoints and shared knowledge within distinctive school communities. She shows how pluralism steers a middle path that enables equitable access, promotes academic excellence, and avoids the zero-sum games that characterize US education policy. Pluralism, she observes, will ultimately serve democracy by defusing polarization and increasing social mobility, political tolerance, and civic engagement. In this thought-provoking proposal, Berner lays out a roadmap for big-picture reform, expertly delineating the mechanisms through which educational norms can change. A practical conclusion describes concrete moves that advocates can pursue to garner support and advance new legislation. A revolutionary proposal for a conceptual and organisational framework for US public education that benefits all citizens. In Educational Pluralism and American Democracy, education policy expert Ashley Rogers Berner envisions a K-12 education system that serves both the individual and the common good. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

PAP. Condizione: New. New Book. Shipped from UK. Established seller since 2000.

Paperback. Condizione: new. Paperback. An essential read for rethinking and improving how education policy is made and implemented. In Deliberative Policymaking, Elizabeth Grant advances a fresh framework for making collective decisions about US schools. Grant argues that education policy itself can be made fundamentally better by improving education policymaking methods. Informed by accounts of recent policymaking actions as well as her own considerable experience as a federal-level policymaker, she offers a keen assessment of which components of existing education policy and policymaking have been effective and which have not. In this deeply reasoned work, Grant presents new approaches to the art and craft of policymakingspecifically, the processes by which policymakers define public problems, determine a theory of change, aid implementation, and test policy approaches. She endorses policy design thinking, including user-centered design; greater attention to education statecraft, such as reinforcing federal-state relations; and partnering with intermediaries who can help policymakers determine where the public interest lies. She underscores how these deliberative practices support democratized policymaking and implementation, which can lead to more inclusive and equitable policy. In a discussion of the implications of this deliberative approach, Grant notes that the success of policy work depends on civic capacity to initiate and sustain improvement efforts, and on policy's ability to meet the demands of the time. This book is essential reading for anyone who makes policy and anyone interested in how education reform is realized. Advances a fresh framework for making collective decisions about US schools. Elizabeth Grant argues that education policy itself can be made fundamentally better by improving education policymaking methods. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. Walk into any school in America and you will see adults who care deeply about their students and are doing the best they can every day to help students learn. But you will also see a high degree of variability among classroomsmuch higher than in most other industrialized countries. Today we are asking schools to do something they have never done beforeeducate all students to high levelsyet we dont know how to do that in every classroom for every child. This book is intended to help education leaders and practitioners develop a shared understanding of what high-quality instruction looks like and what schools and districts need to do to support it. Inspired by the medical-rounds model used by physicians, the authors have pioneered a new form of professional learning known as instructional rounds networks. Through this process, educators develop a shared practice of observing, discussing, and analyzing learning and teaching. Helps education leaders and practitioners develop a shared understanding of what high-quality instruction looks like and what schools and districts need to do to support it. The authors have pioneered a new form of professional learning known as instructional rounds networks. Through this process, educators develop a shared practice of observing, discussing, and analysing learning and teaching. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. A revised and expanded edition that promotes inquiry and teaching practices to help students gain the discipline-specific literacy skills they need to succeed in college, the workplace, and the society of tomorrow. In this second edition of Disciplinary Literacy Inquiry and Instruction, Jacy Ippolito, Christina L. Dobbs, and Megin Charner-Laird update their framework for guiding discipline-specific teaching and learning in K12 classrooms. With new and revised chapters, the book outlines disciplinary literacy professional learning that not only supports the development of new instructional skills but also inspires hope, authentic engagement, and collaboration among teachers and educational teams. Ippolito, Dobbs, and Charner-Laird show how their adaptable framework, which is based on the RAND model of reading comprehension, allows educators across grade levels to embrace the language, genre, and modality of their particular subject areas while attuning specifically to texts, tasks, students, and classroom cultures. Offering research-based best practices, guiding questions, and concrete real-world examples, they prepare teachers to meet the demands of todays educational climate. This useful resource for professional learning demonstrates how the disciplinary literacy framework can guide both larger-scale and hyperlocal implementation. It maintains a special focus on critical disciplinary literacy work, which interweaves the ideas of disciplinary literacy with critical, culturally sustaining, and antiracist pedagogies. It also prepares educators to serve diverse student populations with specific literacy-learning needs, including neurodivergent students, deaf students, and multilingual learners. This book gives teachers and school leaders the tools to equip a more technically proficient, informed, and creative citizenry. A revised and expanded edition that promotes inquiry and teaching practices to help students gain the discipline-specific literacy skills they need to succeed in college, the workplace, and the society of tomorrow. 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. An exploration of teacher education programs around the world finds common focus in the use of core practices to better prepare teachers for the classroom.In Core Practices in Teacher Education, Pam Grossman and Urban Fraefel bring together international voices in a global showcase of practice-based approaches to teacher education. This generous volume presents the work of teacher educators and researchers from Australia, Germany, the Netherlands, Norway, and Switzerland, among others, highlighting various methods for teacher preparation and instruction rooted in core practices. The contributors describe real-world implementation of methods that give preservice and novice teachers opportunities to enact practices during professional training. Examples from classrooms around the world demonstrate how this approach allows student teachers to engage in problem solving and receive feedback, providing a foundation for adaptive expertise. Grossman and Fraefel show how a growing global movement has embraced core practices to better prepare teachers for ambitious teaching. In a thoughtful overview of the sociocultural theory and pedagogy that grounds this shift, they discuss the relationship of this work to that of 20th-century Swiss psychologist Hans Aebli and follow its trajectory through the present and beyond to predictions of where the field will move in the future. With this volume, teacher educators and researchers interested in teacher education and professional development will gain a critical cross-national perspective and fresh insight that can be applied to their own programs. Administrators will find ample inspiration for policy and program redesign. Brings together international voices in a global showcase of practice-based approaches to teacher education. This volume presents the work of teacher educators and researchers from Australia, Germany, the Netherlands, Norway and Switzerland, among others, highlighting various methods for teacher preparation and instruction rooted in core practices. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

No Binding. Condizione: new.

Paperback. Condizione: new. Paperback. In Why Knowledge Matters, influential scholar E. D. Hirsch, Jr., addresses critical issues in contemporary education reform and shows how cherished truisms about education and child development have led to unintended and negative consequences.Hirsch, author of The Knowledge Deficit, draws on recent findings in neuroscience and data from France to provide new evidence for the argument that a carefully planned, knowledge-based elementary curriculum is essential to providing the foundations for children's life success and ensuring equal opportunity for students of all backgrounds. In the absence of a clear, common curriculum, Hirsch contends that tests are reduced to measuring skills rather than content, and that students from disadvantaged backgrounds cannot develop the knowledge base to support high achievement. Hirsch advocates for updated policies based on a set of ideas that are consistent with current cognitive science, developmental psychology, and social science.The book focuses on six persistent problems of recent US education: the over-testing of students; the scapegoating of teachers; the fadeout of preschool gains; the narrowing of the curriculum; the continued achievement gap between demographic groups; and the reliance on standards that are not linked to a rigorous curriculum. Hirsch examines evidence from the United States and other nations that a coherent, knowledge-based approach to schooling has improved both achievement and equity wherever it has been instituted, supporting the argument that the most significant education reform and force for equality of opportunity and greater social cohesion is the reform of fundamental educational ideas.Why Knowledge Matters introduces a new generation of American educators to Hirsch's astute and passionate analysis. Addresses critical issues in contemporary education reform and shows how cherished truisms about education and child development have led to unintended and negative consequences. The author argues that a carefully planned, knowledge-based elementary curriculum is essential to providing the foundations for children's life success. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. A model guide for reconceiving the central office to help educational leaders build equity-aligned, research-based approaches to district reform. In From Tinkering to Transformation, Meredith Honig and Lydia Rainey call on superintendents and other district leaders to rethink the very premises that underlie the long-standing ways of working in their central offices. Based on the results of nearly two decades of research from districts of 200 to 200,000 students, Honig and Rainey pinpoint how central offices support equitable teaching and learning in schools through specific changes in key central office functions: teaching and learning, human resources, principal supervision, operations, and the superintendent's cabinet. Using lively case studies, detailed examples, and performance data from ten US school districts, Honig and Rainey deftly highlight how central offices must transform in order to support equitable teaching and learning in schools. They identify typical pitfalls district leaders may encounter, illustrate a guiding set of design principles that can be used to inform transformation efforts, and offer practical advice on how to realize the ambitious goals of fundamental systemic change for equity. This inspiring work shows how district leaders can move forward with revolutionary central office reforms that support equitable teaching and learning for every student. Based on the results of nearly two decades of research, this book pinpoints how central offices support equitable teaching and learning in schools through specific changes in key central office functions: teaching and learning, human resources, principal supervision, operations, and the superintendents cabinet. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. An astute assessment of the educational leadership skills and leadership development practices that align with deeper learning in K12 schools.Leadership Preparation for Deeper Learning spotlights educational leaders as key actors in the urgent task of readying students for college, careers, and citizenship in an evolving world. Marjorie Wechsler and Steven Wojcikiewicz argue that, in response to new understandings of learning and development and emerging societal needs, K12 school leaders must be able to shift institutions toward deeper learning models, in which collaboration, critical thinking, and project-based learning are fundamental concepts. Through detailed case studies, Wechsler and Wojcikiewicz demonstrate how educational leadership development programs can prepare principals to guide their schools, teachers, and students toward deeper learning and equity. They highlight the approaches of five exemplary leadership preparation programsthe University of Illinois at Chicago, Long Beach Unified School District, Arkansas Leadership Academy, National Institute for School Leadership, and the University of California, Berkleywhich together serve educational leaders at all career levels, from initial training for candidates through in-service professional development for seasoned school principals. They identify school structures and classroom practices that enable these programs to confer the skill set needed for deeper learning leadership, and they describe the education policy priorities that can support school leaders in acquiring these necessary skills. This book shows that targeted leadership development is a vital component of transforming schools to create deeper learning opportunities for all students. An astute assessment of the educational leadership skills and leadership development practices that align with deeper learning in K-12 schools. This book shows that targeted leadership development is a vital component of transforming schools to create deeper learning opportunities for all students. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. Revised and updated to address shifts in the climate of bullying in schools and online, this timely work suggests anti-bullying approaches that are concrete, practical, and grounded in research. In this deeply insightful work, nationally renowned bullying expert Elizabeth Kandel Englander offers sensible perspectives on student social behavior and equips educators and parents with effective strategies to identify and address bullying. This second edition of Bullying and Cyberbullying reveals how enormous social changes, increased digital connections, and a global pandemic have indelibly altered the psychological world of childrenand in turn shaped their peer interactions. Englander notes that effective school bullying prevention and intervention is rooted in a solid understanding of child development, social structures in schools, and the connections between online behavior and in-school socializing. Building on continuing research on smartphone and social media usage, online privacy, and sexting and other risky behaviors, this updated edition prepares educators and parents to identify gateway behaviors, anticipate bias-based bullying, and respond to aggression and harassment. Englander offers sage advice for promoting resilience, strong friendships, and healthy technology use, among other prosocial behaviors that can avert bullying among students. This much-needed work provides an accessible framework for understanding and responding effectively to bullying and offers suggestions for collaboration between educators and parents. In this insightful work, Elizabeth Kandel Englander offers perspectives on student social behaviour and equips educators and parents with strategies to identify and address bullying. This second edition reveals how social changes, increased digital connections, and a global pandemic have indelibly altered the psychological world of children. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. A shrewd examination and critique of an industry that exerts a far-reaching influence on college admissions in the United States. In Lifting the Veil on the Enrollment Management Industry, Stephen J. Burd brings together higher education journalists, researchers, and industry insiders to examine how this industry has evolved to shape US college admissions since its inception in the 1980s. Noting the inequities that have been caused or perpetuated by enrollment management strategies, the contributors offer specific recommendations and policy proposals to reduce the industrys influence and restore equitable access to education. The book begins with a lively historical overview of the enrollment management industry, tracing its roots to college efforts to maintain financial viability, including early data-mining projects that focused on metrics such as yield rates, draw rates, and recruitment spending. Trenchant essays explore how the industry became established and reveal some of the factors that contributed to its rise, including fervid interest in college rankings, the privatization of public higher education, and the structure of federal financial aid. The work reveals how the industry's practices for student recruiting effectively disadvantage minoritized and low-income students, limiting college access and affordability both directly and indirectly. It ends with suggestions for systemic changes in the business of higher education, making the case for efforts such as price controls for public universities and enhanced cooperation among institutions and with the federal government that could lead to fairer admissions practices at both public and private universities. Offers a shrewd examination and critique of an industry that exerts a far-reaching influence on college admissions in the United States. Stephen Burd brings together higher education journalists, researchers, and industry insiders to examine how this industry has evolved to shape US college admissions since its inception in the 1980s. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. A rallying cry for equitable education informed by a revolutionary re-reading of Brown v. Board of Education, on the 70th anniversary of the ruling. In Radical Brown, renowned developmental scholar Margaret Beale Spencer and critical legal analyst Nancy E. Dowd offer a fresh perspective on the Brown v. Board of Education decision. Noting that decades of flawed implementation have subverted Brown's great promise of educational equality for K12 public school students, Spencer and Dowd propose a bold framework for a new interpretation of the Supreme Court decision, one that is inclusive, identity affirming, and culturally sensitive. Even as they envision a more equitable future for US students, Spencer and Dowd look critically at the historical context of Brown v. Board of Education, examining the roots of the inequality and segregation the ruling attempted to address, the resistance that the resulting school integration met, and the legacy of attempts to enforce the ruling. They trace the ways in which post-Brown policies have reinforced race privilege for white students and race subordination for Black and marginalised students and show how structural and cultural racism in education have impeded youth development and caused collective identity injury for all. Ultimately, this galvanising work introduces a way forward that upholds the Brown ruling's intended meaning and mandate. Radical Brown offers suggestions for action, from everyday practice to policy change, to help legislators, school boards, scholars, and educators correct course and enact the decision's true intent--of safeguarding rights based on a common humanity. Offers a fresh perspective on the Brown v. Board of Education decision. Noting that decades of flawed implementation have subverted Brown, the authors propose a bold framework for a new interpretation of the Supreme Court decision, one that is inclusive, identity affirming, and culturally sensitive. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

PAP. Condizione: New. New Book. Shipped from UK. Established seller since 2000.

Paperback. Condizione: new. Paperback. Research-based guidance for educators, teacher educators, and community learning partners to effectively support LGBTQIA+ students of color In Learning While Black and Queer, Ed Brockenbrough outlines common obstacles to educational equity for Black youth in the LGBTQIA+ community and suggests ways for educators to foster the success of Black queer students. This compassionate and actionable work advances what Brockenbrough calls a queerly responsive pedagogy, which addresses the nuances of LGBTQIA+ youths' learning experiences in ways that other assets-based approaches, including culturally responsive and sustaining pedagogies, do not. Providing evidence-based recommendations for creating educational spaces and school cultures that promote safety and belonging, Brockenbrough draws on recent empirical studies of urban Black youths aged fourteen to twenty-four who identify as LGBTQIA+, as well as personal accounts of Black queer individuals and his own experiences as a secondary school teacher and teacher educator. Among other suggestions, he advocates the adoption of a queer-inclusive curriculum that covers health and sexuality, queer-affirming classrooms, and access to peer and intergenerational kinship networks for Black queer students. He implores educators to reject the deficit narrative of queer victimhood and instead cultivate youth agency. He shows how Black queer resistant capital can be used to confront systemic oppressions such as anti-Blackness, anti-queerness, and cisheteronormativity in educational environments. The guidance offered in this work gives educators in schools and community-based organizations ways to advocate for educational and social justice with and for Black queer youth. Research-based guidance for educators, teacher educators, and community learning partners to effectively support LGBTQIA+ students of color. This compassionate and actionable work advances what Brockenbrough calls a queerly responsive pedagogy, which addresses the nuances of LGBTQIA+ youths learning experiences in ways other approaches do not. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. Ambitious Science Teaching outlines a powerful framework for science teaching to ensure that instruction is rigorous and equitable for students from all backgrounds. The practices presented in the book are being used in schools and districts that seek to improve science teaching at scale, and a wide range of science subjects and grade levels are represented.The book is organized around four sets of core teaching practices: planning for engagement with big ideas; eliciting student thinking; supporting changes in students thinking; and drawing together evidence-based explanations. Discussion of each practice includes tools and routines that teachers can use to support students participation, transcripts of actual studentteacher dialogue and descriptions of teachers thinking as it unfolds, and examples of student work. The book also provides explicit guidance for opportunity to learn strategies that can help scaffold the participation of diverse students.Since the success of these practices depends so heavily on discourse among students, Ambitious Science Teaching includes chapters on productive classroom talk. Science-specific skills such as modeling and scientific argument are also covered.Drawing on the emerging research on core teaching practices and their extensive work with preservice and in-service teachers, Ambitious Science Teaching presents a coherent and aligned set of resources for educators striving to meet the considerable challenges that have been set for them. Outlines a powerful framework for science teaching to ensure that instruction is rigorous and equitable for students from all backgrounds. The practices presented in the book are being used in schools and districts that seek to improve science teaching at scale, and a wide range of science subjects and grade levels are represented. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. A practical guide to cultivating expansive understandings of climate change and environmental regeneration in K12 students through classroom instructional practices and curricula.Teaching Climate Change lays out a comprehensive, NGSS-aligned approach to climate change education that builds in-depth knowledge of the subject, empowers students, and promotes a social justice mindset. In this fortifying and inspiring work, Mark Windschitl guides classroom teachers and educational leaders through an ambitious multilevel, multidisciplinary framing of climate change education as an integral element of school curricula. Exuding hope for the future, Windschitl emphasizes the big picture of research-informed teaching about climate change. He presents real-life classroom examples that illustrate not only key STEM concepts such as carbon cycles and the greenhouse effect, biodiversity, and sustainability, but also broader issues, including the countering of misinformation, decarbonizing solutions, the centering of human stories, and the advancement of equity and environmental justice. Windschitl offers keen advice for using methods such as storytelling, project-based learning, and models of inquiry backed by authoritative evidence as core strategies in science teaching and learning. He also addresses the social-emotional toll that discussion of the climate crisis may exact on both students and teachers. This timely book equips teachers to approach climate education with the urgency and empathy that the topic requires and shows how the classroom can inspire students to activism. A practical guide to cultivating expansive understandings of climate change and environmental regeneration in K-12 students through classroom instructional practices and curricula. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

PAP. Condizione: New. New Book. Shipped from UK. Established seller since 2000.

Paperback. Condizione: new. Paperback. Five in-depth case studies reveal the innovative practices that position U.S. community colleges as pathways to quality employment.In Americas Hidden Economic Engines, editors Robert B. Schwartz and Rachel Lipson spotlight community and technical colleges as institutions uniquely equipped to foster more equitable economic growth across Americas regions. As Schwartz and Lipson show, these colleges are the best-placed institutions to reverse the decades-long rise in US economic inequality by race, class, and geography.In the book, Harvard Project on Workforce researchers introduce detailed case studies of five institutionsLorain County Community College in Ohio, Mississippi Gulf Coast Community College, Northern Virginia Community College, Pima Community College in Arizona, and San Jacinto Community College in Texasthat show what is possible when governments, employers, and communities invest in their community colleges economic and workforce development mission.These case studies reveal key institutional policies and practices, leadership behaviors, and organizational structures of successful collaborations between colleges and their regional partners in the public and private sector. Each case underscores how, although community colleges face distinct challenges based on local context, successful schools demonstrate a consistent focus on economic mobility and good jobs across all their programs and activities. In a concluding chapter, the editors champion community colleges as the most critical institutions for the future of US workforce development policy. Spotlights community and technical colleges as institutions uniquely equipped to foster more equitable economic growth across Americas regions. As the book shows, these colleges are the best-placed institutions to reverse the decades-long rise in US economic inequality by race, class, and geography. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. A visionary blueprint for educational reform that envisions school systems as opportunity engines, preparing young citizens for future workplace success, civic engagement, and fulfilling lives.Educating for Purposeful Life documents positive change within the Anaheim Union High School District, whose overarching mission is to prepare high school graduates who possess a clear sense of purpose and the capacity to achieve their goals. Superintendent Michael Matsuda and education consultant David Brazer lay out the district's innovative approaches to organizing, leading, teaching, and learning. They demonstrate how education policy, organization theory, and external partnerships work together within this grades 712 district to scaffold student success, resulting in greater high school graduation rates and four-year college matriculation and persistence rates. A rousing account of effective school reform, this work illuminates the district's Career Preparedness Systems Framework, which integrates affective and cognitive development opportunities, trade and professional development programs, and community engagement efforts. Matsuda and Brazer show how this framework, combined with a strengths-based approach that recognizes and affirms students' individual life experiences, helps meet the educational needs of all students, including those from traditionally underserved populations. Presenting secondary education as a means to support democracy, address employability gaps, and elevate student voice and purpose, this thought-provoking work provides ample ideas for how other districts might engage in educating for purposeful life. Presenting secondary education as a means to support democracy, address employability gaps, and elevate student voice and purpose, this thought-provoking work provides ample ideas for how other districts might engage in educating for purposeful life. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.