Bøger udgivet af Harvard Education PR

The Big Lie About Race in America's Schools delivers a collective response to the challenge of racially-charged misinformation, disinformation, and censorship that increasingly permeates and weakens not only US education but also our democracy. In this thought-provoking volume, Royel Johnson and Shaun Harper bring together leading education scholars and educators to confront the weaponized distortions that are currently undermining both public education and racial justice. The experts gathered in this work offer strategies to counter these dangerous trends and uphold truth in education. In focused, practical chapters, the contributors examine efforts both broad and specific, from restrictive education legislation, to book bans, to twisting terminology like Critical Race Theory (CRT) and diversity, equity, and inclusion (DEI), that are obscuring truth in public education. They demonstrate how this narrowing of allowable ideas does a disservice to all students and especially to those who are underrepresented in curricula, including students of color and LGBTQ+ students. Ultimately, the book offers clear, actionable insights for educators, policymakers, and advocates who seek solutions that will counter recent trends and transform educational contexts within both K-12 and higher education. Among other actions, this volume advocates strengthening educational alliances through shared leadership, organized collaboration, and parental involvement. It also presents innovative countermeasures to help defend public education.

A deep-dive investigation of education privatization that reveals voucher programs as the faulty products of decades of work by wealthy patrons and influential conservatives In The Privateers, Josh Cowen lays bare the surprising history of tax-funded school choice programs in the United States and warns of the dangers of education privatization. A former evaluator of state and local school voucher programs, Cowen demonstrates how, as such programs have expanded in the United States, so too has the evidence-informed case against them. This thought-provoking work traces the origins of voucher-based education reform to mid-twentieth-century fears over school desegregation. It shows how, in the intervening decades, a cabal of billionaire conservatives supporting a host of special political interests--including economic libertarianism, religious choice, and parental rights--have converged around the issue of education freedom in an ongoing culture war. Through deliberate policymaking, legislation, and litigation, Cowen reveals, an insular advocacy network has enacted a flawed system for education finance driven largely by dogma. Far from realizing the purported goal of educational equity, privatization is failing students and exacerbating income inequality, Cowen finds. He cites multiple research studies that conclude that voucher programs return poorer academic outcomes, including lower test scores on state exams, especially among students who are at greater academic risk because of their race, their religion, their gender identity, or their family's income. Continued advancement of these policies, Cowen argues, is an assault on public education as a defining American institution.

"An incisive investigation of the often fraught student-transfer pathways from community colleges to four-year institutions-and a blueprint for process reform In Discredited, education scholars Lauren Schudde and Huriya Jabbar illuminate the successes and failures of the systems that support student transfer among postsecondary institutions. Summarizing the key challenges of various transfer pathways, Schudde and Jabbar show how the current decentralized, bureaucracy-ridden, and often confusing process undermines equity and access in higher education. They illustrate how transfer success is closely tied to how educational institutions disseminate information about credit portability, especially for vertical transfer between community colleges and destination universities, in which prospective transfer students often confront hidden curricula and unfounded biases about their academic preparedness. This deeply considered work is grounded in hundreds of interviews of students and personnel, data from a six-year longitudinal study in Texas, and a synthesis of five decades of research on college transfer. Presenting a field perspective, Schudde and Jabbar use strategic action fields, a framework that considers how rules and norms are maintained in an existing power structure, to examine the political-ecological contexts in which transfer-intending students and transfer-related college personnel interact within and across organizations. They frame transfer policy as a complex public higher education issue rather than an isolated community college problem. Schudde and Jabbar call for transfer reform and offer insight into how transfer outcomes could be improved through better transparency, centralized policy, and even government intervention"--

"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 LGBTQ+ 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 LGBTQ+ 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 LGBTQ+, 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"--

"A call to action championing equity and social justice in K-12 science curriculum.Transformative Science Teaching reveals Daniel Morales-Doyle's vision for science education that supports meaningful learning in the sciences. In this sensible and sensitive assessment of science instruction in the United States, Morales-Doyle outlines both what science education is and what it could be. He suggests that a judicious shift in the field's goals and methods-for example, incorporating practice-based teacher education, justice-centered science pedagogy, and youth participatory science-could give all students, not just those preparing for STEM careers, opportunities to be engaged with the sciences, with their communities, and in the world. Challenging science teachers to think differently about instructional priorities, Morales-Doyle draws on more than a decade's worth of teaching experience in high school science classrooms as well as recent studies in science curricula and instruction. He offers advice for middle and high school teachers on ways to center social justice science issues (SJSIs) within the context of Next Generation Science Standards and bring forward urgent topics, such as racial and environmental justice, that are relevant to students' lives. The book features lesson plans, instructional materials, activities, and questions to help STEM educators develop their pedagogy. This thought-provoking work promotes science instruction as a venue to fuel students' imaginations, complex thinking, and commitments to sustainability while also cultivating their sense of wonder about the world"--

"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 K-12 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 methodology for using philosophy to guide teaching preparation and practice. In Teaching from an Ethical Center, Cara E. Furman proposes a process for bringing philosophical inquiry into teacher education and adopting it as a centering tool to enrich teaching practice and help teachers act justly. Under Furman's thoughtful guidance, both experienced and preservice teachers will find that engagement with philosophy can be a useful means of clarifying for themselves the educational ethics, values, and pedagogy that guide their work. Using firsthand accounts, recommended resources, and thought exercises, Furman prompts readers to explore the many benefits for both educators and their students of the act of reading and making sense of philosophical texts and thinking philosophically through daily dilemmas. Furman encourages teachers to engage in philosophical reflection as part of their professional preparation as well as their in-classroom practice. She illustrates how the focus on core values that emerges from this practice can be applied to everyday teaching dilemmas such as student behavior concerns and conflict management. Offering tips for adapting activities to different audiences, she shows how student participation in such inquiry supports hermeneutics, cultivates student voice, and helps build a culture of trust and interdependence through classroom collaboration. Filled with practical wisdom, this insightful work advances philosophical inquiry as a foundation for an inclusive education. Furman's tools and methods offer continuous opportunities for reflection and affirmation, enhancing educators' ability to adapt to new challenges and, when necessary, to resist"--

"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 K-12 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 today's 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 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 industry's 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"--

"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 policymaking-specifically, 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"--

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

A thought-provoking examination of how public education systems can be strengthened through strategic relationships both within schools and with outside partners.

"Practical guidance for teachers aiming to strategically support the full participation and engagement of minoritized students in STEM education. In Teaching Toward Rightful Presence in Middle School STEM, Edna Tan and Angela Calabrese Barton introduce the rightful presence framework, a multifaceted approach to instruction that enables historically marginalized students to gain agency in their science, technology, engineering, and mathematics (STEM) learning. This necessary work presents practical, justice-centered STEM pedagogy that can begin to reverse the messages of exclusion that have pervaded K-12 science education. Tan and Calabrese Barton first delve into the complex legacy of systemic injustice in education, showing how forms of racialization and colonization that are manifest in schooling practices have excluded and led to the disengagement of students who have been historically marginalized because of their race, immigration status, language, class, sexuality, or gender. Through cases and vignettes from middle-school classrooms, they illustrate real-life strategies and instructional decisions that help counteract inequalities. Reaching beyond inclusion, they suggest approaches such as coplanning, coproduction, and community ethnography that disrupt the norms of the science classroom and validate the community's powerful cultural knowledge and relevant experience. Tan and Calabrese Barton show how the rightful presence framework can foster student engagement and support identity formation. This work gives teachers and other practitioners a means to critique, challenge, and disrupt underlying power structures in middle school STEM"--

A highly accessible and easily adaptable conceptual framework that helps educational leaders plan, leverage, and sustain change as they create more equitable schools.

Drawing on more than twenty years of experience developing student-teacher partnerships in higher education, Alison Cook-Sather demonstrates how pedagogical partnerships give students the tools to advocate for their own learning while giving educators the feedback they need to improve classroom experiences. Offering actionable guidance, she shows how the co-creative model helps to bring about inclusive spaces and equitable teaching practices that better foster student success, especially among underrepresented and minority student populations. This wise and generous work calls for readers to reimagine the higher education structure and to cultivate an environment in which all stakeholders can work together to advance inclusivity, accessibility, and equity. Alison Cook-Sather is Mary Katharine Woodworth Professor of Education and Director of the concentration in Peace, Conflict, and Social Justice Studies at Bryn Mawr College, as well as Director of the Teaching and Learning Institute at Bryn Mawr and Haverford Colleges.

Early Colleges as a Model for Schooling advocates for early college high schools as an effective means of reducing academic, cultural, and financial obstacles to postsecondary education. This perceptive work evaluates the impacts of early colleges--hybrids that blend elements of secondary and postsecondary education. Authors Julie A. Edmunds, Fatih Unlu, Elizabeth J. Glennie, and Nina Arshavsky craft their narrative around the findings of one of the most ambitious studies to date on early college high schools, a fifteen-year longitudinal study involving more than four thousand students across nineteen secondary schools that have adopted the model. The authors demonstrate how the positive outcomes of the early college experience can help tip the balance toward successful postsecondary educational experiences, especially for historically underserved students such as low-income students, minoritized students, and first-generation college students. They argue persuasively that wider adoption of this educational model in high schools has great potential to improve overall access to higher education. "Edmunds and her coauthors have built a compelling case for why and how early colleges create a vision for transforming the American high school and its relationship to higher education. It is firmly grounded in years of rigorous research nationally and brought to life showing how students' experiences are positively impacted by practices and policies that weld and meld our fractured secondary and postsecondary systems." --Joel Vargas, vice president, Jobs for the Future Julie A. Edmunds is program director for Secondary School Reform at the SERVE Center at the University of North Carolina at Greensboro. Fatih Unlu is a senior economist and the director of the Labor, Workforce Development, and Postsecondary Education program at the RAND Corporation. Elizabeth J. Glennie is a senior research analyst in RTI International's Education Workforce Development division. Nina Arshavsky is a senior research specialist at the SERVE Center at the University of North Carolina at Greensboro.

A Dream Defaulted explores how the student loan crisis disproportionately affects Black borrowers and why rising student debt is both a cause and consequence of social inequality in the United States. Authors Jason N. Houle and Fenaba R. Addo offer a deft analysis of the growing financial crisis in education. Based on more than five years of ongoing qualitative and quantitative research, this incisive work illustrates how the student loan system has not benefited all students equally. Through interviews with borrowers, the authors illuminate the ways in which racial disparities compounded by centuries of institutionalized racism affect who has college access, how and why people take on debt, and who has the ability to repay student loan debt after leaving college. Recognizing that the affordability crisis cannot be solved by higher education reform alone, the authors argue that policy must extend beyond debt reduction and financial aid to address entrenched patterns of racial inequality and racial discrimination, both inside and outside institutions of higher education. "Contrary to popular opinion, the student debt crisis is not a consequence of frivolous or unwise spending decisions on the part of young people seeking undergraduate degrees. In this important book, Houle and Addo demonstrate that structural rather than individual factors have produced the current emergency. Houle and Addo not only examine the racialized scope and impact of the student debt crisis but also provide recommendations for pathways out of the catastrophe." --William A. Darity Jr., founding director, Samuel DuBois Cook Center on Social Equity, Duke University Jason N. Houle is an associate professor of sociology at Dartmouth College. Fenaba R. Addo is an associate professor of public policy at the University of North Carolina at Chapel Hill.

Making Black Girls Count in Math Education explores the experiences of Black girls and women in mathematics from preschool to graduate school, deftly probing race and gender inequity in STEM fields.

The Instructional Leadership Cycle introduces a multifaceted model for continuous school and system improvement, founded on an adaptable set of professional practices for K-12 leaders. Daniel Allen draws on a breadth of education system experience, spanning from classroom to top office, to outline a flexible framework--the Instructional Leadership Cycle--that supports school leaders in advancing equitable, high-quality instruction. In this comprehensive and deeply practical work, Allen mentors leaders through the framework's cycles of implementation, analysis, reflection, and improvement, which are anchored in the rhythms of the annual school calendar. As Allen counsels readers on the application of the Instructional Leadership Cycle, he also explains the genesis of the framework, which has been successfully implemented in more than sixty California schools, resulting in dramatic annual student achievement gains. With ample real-world examples, Allen demonstrates how leaders can move beyond strategic planning to fulfill the promise of organizational change. Incorporating elements of universal design for learning, multi-tiered systems of support, and key performance indicators, Allen's approach encourages leaders to develop an instructional vision for their institution and then set it in motion. This clear-sighted work guides equity-focused school leaders to reliably bring about instructional transformation, moving toward positive learning outcomes for all students. "Allen provides a clear, concise, practical roadmap by which to guide district and site leaders to work collaboratively to set a vision for learning, identify problems of practice, design equity-based solutions to close the opportunity gap, and celebrate student success all while sharing lessons learned through the process. This is a must read for instructional leaders focused on school transformation efforts on all levels!" --Alfonso Jiménez, Superintendent, Hacienda La Puente USD "Daniel Allen's practical guide is a wonderful blend of theory, practical wisdom, and personal experience. We learn that instructional leadership begins in the summer when there is time for 'slow' thinking, that the 'vision speech' at the beginning of the school year must count for more than good feelings, and that a few key structures interact with the day-to-day influence of school leaders." --Rick Mintrop, Professor, University of California, Berkeley, and author of Design-Based School Improvement Daniel Allen is the general director for the Lincoln School in San Jose, Costa Rica, one of the largest private international schools in Central and South America.

A vital resource for educational leaders, Entry Planning for Equity-Focused Leaders introduces a process for intentional entry planning that sets the stage for sustainable change within organizations. Jennifer Perry Cheatham, Rodney Thomas, and Adam Parrott-Sheffer affirm that the entry of a new leader, or the pivot of an established one, affords an unparalleled opportunity to garner the insight, trust, and commitment that will establish a basis for positive, equitable transformation within a system. Appealing to community and school leadership at all levels--superintendents, principals, project managers, and nonprofit partners, among others--the book presents seven components needed to enact an entry plan, from understanding context, to establishing transparency, to galvanizing partners for action. The authors offer case studies, interviews, supplementary tools, and exercises to help leaders begin or recast their tenures and advance their agendas successfully. "Courageous vision and planning are the bedrock of any successful implementation, especially when it comes to blending an equity-centered approach into the frontier offered by a new job. This book offers neophytes and seasoned school leaders guidance, tools, and a charge to effectively navigate politics, long-held norms, and misplaced energies in pursuit of opportunities for all students." --Sonja Santelises, CEO, Baltimore City Public Schools "Entry Planning for Equity-Focused Leaders will change how superintendents think about entering a new role or school district. Offering both a conceptual framework and hands-on guidance, the authors provide leaders with what they need to begin their role proactively and deeply from an equity stance. Stories throughout the book provide additional inspiration and modeling to show what can be done on behalf of students, families, and communities." --Max Silverman, executive director, University of Washington Center for Educational Leadership Jennifer Perry Cheatham is a senior lecturer on education at the Harvard Graduate School of Education and cochair of the Public Education Leadership Project at Harvard University. Rodney Thomas is an independent consultant and speaker. Adam Parrott-Sheffer is managing partner at Post Script Coaching and Consulting. Carl A. Cohn is professor emeritus at Claremont Graduate University.

A vital inquiry into trans issues in education, this compelling work argues for the design of education research, policies, and environments that honor all gender experiences and identities. Edited by two prominent figures in trans studies, Mario I. Suárez and Melinda M. Mangin, Trans Studies in K-12 Education brings together scholars and professionals representing a range of academic traditions, research methodologies, and career backgrounds to explore why and how schools should affirm gender diversity and challenge gender-based inequities. Throughout, the contributors recommend methods for establishing research, policy, and practice that honor gender equity, gender identity, and gender expression. They outline the sociopolitical and legal pathways that trans and nonbinary students and school employees may use to secure education and workplace rights. Additionally, they discuss the positive gains made by professional development for teachers, LGBTQ+ advocacy, and community programs that successfully support transgender and gender-nonconforming individuals. Ultimately, the volume highlights the promise of creating K-12 education spaces that are liberating rather than constraining. "This stellar collection of essays by the rock stars of trans studies in K-12 education offers invaluable resources for addressing a frontline struggle in the contemporary culture wars. It could not be more timely, or more urgently needed." --Susan Stryker, author of Transgender History: The Roots of Today's Revolution "This book outlines the cutting edge of trans inclusion in education practice, theory and methods, law and policy, and student well-being. The authors center an intersectional, trans experience, showing how in doing so we can improve K-12 education and equity for all students and educators." --Stephen T. Russell, Priscilla Pond Flawn Regents Professor in Child Development, University of Texas at Austin Mario I. Suárez is an assistant professor of cultural studies in the School of Teacher Education and Leadership at Utah State University. Melinda M. Mangin is an associate professor in the Graduate School of Education at Rutgers University.