Bøger udgivet af Harvard Educational Publishing Group

Actionable and adaptable guidance for extending the proven Data Wise process from the classroom to entire school systems

An invigorating take on how community and technical colleges can center equity in fostering institutional transformation

An evidence-based plan of action to achieve educational justice for K-12 public school students from families whose income is 50% or more below the US poverty threshold

Armed with real-world examples and out-of-the-box ideas, this challenges conventional thinking about school budgeting and offers a compelling way forward for school superintendents, central office leaders, building principals, and school board members.

Not Paved for Us chronicles a fifty-year period in Philadelphia public education and offers a critical look at how school reform efforts do and do not transform outcomes for Black students and educators. This illuminating book offers an expert analysis of a school system that bears the scars of systemic racism. Urban education scholar Camika Royal deftly interprets decades of efforts aimed at improving school performance within the School District of Philadelphia (SDP), in a brisk survey spanning every SDP superintendency from the 1960s through 2017. This book highlights the experiences of Black educators as they navigate the racial and cultural politics of urban school reform. Ultimately, Royal names, dissects, and challenges the presence of racism in school reform policies and practices while calling for an antiracist future. "A heart-provoking historical work. Royal gives voice to the experiences of Black educators silenced by anti-Black systemic reform. Unadulterated and admonishing, this work serves as a signpost for those in the fight for educational equity. Royal pushes the reader toward introspection, challenging us to stand in the conviction of our commitments toward antiracism. All who believe they serve in the liberated interests of black children should read this." --Sabriya K. Jubilee, Chief of Equity, School District of Philadelphia "This is a powerful book about how Black educators and community members experienced public schooling in Philadelphia from 1967 to 2017. It also raises critical questions about the impact of racism, racial capitalism, liberal ideals, and neoliberal practices on school reform in similar urban districts. It's essential reading for anyone who wants to understand the racial politics of school reform and the importance of Black educators and communities to leading the creation of real solutions." --Ken Zeichner, Boeing Professor of Teacher Education Emeritus, University of Washington, Seattle Camika Royal is an associate professor of urban education at Loyola University Maryland. Gloria Ladson-Billings is the former Kellner Family Distinguished Professor of Urban Education at the University of Wisconsin, Madison. H. Richard Milner IV is the Cornelius Vanderbilt Endowed Chair of Education at Vanderbilt University, as well as the editor for the Race and Education Series.

Dispels common misconceptions about the cognitive abilities of preschoolers and demonstrates how effective early instruction can help eradicate achievement gaps. Drawing upon real-life examples from their extensive research and experience, the authors identify more than 20 misunderstandings that our youngest students commonly develop.

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.

Provides a trenchant account of how tremendous the loss to the US educational system was and continues to be. Despite efforts of the NAACP and other civil rights organisations, congressional hearings during the Nixon administration, and antiracist activism of the 21st century, the problems fomented after Brown persist.

In this ambitious yet pragmatic work, Joshua Starr makes the case that intentional and attentive district leadership can bring about continuous improvement in schools. When district reforms are conceived with social justice in mind, Starr explains, schools move toward fulfilling the longstanding promise of equitable education in America.

An incisive case study of changemaking in action, Stuck Improving analyses the complex process of racial equity reform within K-12 schools. Decoteau Irby emphasizes that racial equity is dynamic, shifting both as our emerging racial consciousness evolves and as racism asserts itself anew.

Reimagines higher education with a focus on the most fundamental of functions: student learning. In Students First, Paul LeBlanc advocates for an entire higher education ecosystem in which students have the flexibility to gain, assess and certify their knowledge on their own terms and timelines.

Provides an introduction to intellectual virtues - the personal qualities and character strengths of good thinkers and learners - and outlines a pragmatic approach for teachers to reinforce them in the classroom.

Highlights the challenging and necessary work of fostering social justice in schools. Integral to this work are the teachers and school leaders who enact the principles of social justice - racial equity, cultural inclusivity, and identity acceptance - daily in their classrooms.

Offers a framework and essential set of strategies for successfully implementing project-based learning (PBL) in the classroom. Centering on teaching practice, this work moves beyond project planning to focus on the complex instructional demands of the student-centered PBL approach.

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.

Makes the case for restorative justice as a practice as much as it is a paradigm. Through essays, case studies, and interviews, the book outlines for educators and teacher educators how restorative justice can be leveraged to teach across disciplines.

Highlights the structural conditions that have undermined the success of the standards movement and challenges us to confront them. The book offers an impassioned argument about the ways that our decentralized educational systems undermine the pursuit of educational equity and excellence.

Describes the phenomenon of unconscious racial bias and how it negatively affects the work of educators and students in schools. Through personal anecdotes and real-life scenarios, Unconscious Bias in Schools provides education leaders with an essential roadmap for addressing this issue directly.

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.

Written by two leading experts in education research and policy, Common-Sense Evidence is a concise, accessible guide that helps education leaders find and interpret data and research, and then put that knowledge into action.

Illustrates how educators have effectively applied the six core principles of continuous improvement in practice. The book highlights relevant examples of rigorous, high-quality improvement work in districts, schools, and professional development networks across America.

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.

Brings together the perspectives of scholars, educators, and researchers to address the many issues that affect adolescents' emerging identities, especially in relation to students' experience of and engagement with school.

Provides a practical, step-by-step guide for putting the principles of universal design into action. The book offers multiple ways to access, engage with, and transform the higher education environment, and is filled with applications, examples, recommendations, and above all, a framework in which to conceptualize UDHE.

Argues that educational institutions need to make the topic of employment a central element in their educational offerings. The book demonstrates that a far greater emphasis on teaching students about the work world will be necessary if colleges are to give disadvantaged students a realistic chance for professional and economic success.

Offers a set of bold, new ideas for dramatically raising the achievement of students with mild to moderate disabilities and students experiencing serious academic, social and emotional, and behavioural difficulties. This book is both a call to action and a critical guide for administrators looking to close the achievement gap.