Bøger udgivet af Harvard Educational Publishing Group

"An insightful inside perspective on the implementation of instructional improvement measures in a large urban K-12 district. In When Reform Meets Reality, Jonathan A. Supovitz and contributors examine the qualities that make ambitious educational reforms impactful and identify common tensions that can thwart continuous improvement. Supovitz brings together educational researchers, district and school leaders, teachers, and professional development providers to reflect on the successes and stumbles of an ambitious district-wide reform effort-the Ongoing Assessment Project (OGAP), a program for mathematics education-as it was introduced and scaled up over five years in the School District of Philadelphia. Using OGAP as a lens, the volume explores larger themes of instructional reform, including the potential of new instructional approaches to improve the quality of teaching and learning, the contexts that can either support or hinder efforts to introduce meaningful pedagogical change, and how supporters can engage in ongoing, deeper implementation of reform measures at different levels of the educational system through multi-level learning. It also addresses the utility of metrics of learning and performance, including benchmark and formative assessments, that can provide the rare and sought-after evidence that correlates reform efforts with increases in student performance. The book underscores the ways in which school systems can foster sustained organizational learning. It suggests actions by which school faculty, working in conjunction with district leaders, reform developers, and staff, can cultivate a culture of inquiry to build deep ownership of ambitious instructional reforms"--

A blueprint for structuring the school environment around teacher learning and collaboration as a foundation for equitable learning and student engagement

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

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

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

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.

Educating the Top 100 Percent assesses the decline of higher education funding and offers ambitious policy recommendations to restore the possibility of accessible, affordable education for all.

Civil Rights and Federal Higher Education offers a renewed vision for higher education policy making, presenting an incisive analysis of the connections between educational politics and educational inequality.

The series of education reforms that began under New York City mayor Michael Bloomberg and former school chancellor Joel Klein constitutes the most ambitious effort undertaken by any large urban system in the country. Aimed at instituting evidence-based practices to produce both higher and more equitable outcomes for all students, these policies represent an attempt at organizational improvement and systemic learning unparalleled in U.S. public education. The tremendous scope of the reforms, the multiple and interrelated challenges involved in their implementation, and their undeniable impact all underscore their importance in providing lessons for the field and in framing the conversation about the next level of work in district-based reform. In Education Reform in New York City, leading scholars document and analyze particular components of the Children First reforms, and examine the tensions and tradeoffs that played out as these reforms were implemented. Together, these thoughtful and thoroughly researched analyses promise to inform improvement in other urban systems and add to our understanding of systemic learning in education. "An extraordinary analysis of the New York reform effort: the volume is respectful of the scope and intensity of the Bloomberg-Klein reforms, yet it penetrates the hype. These collected chapters present big city education reform in their true light: as very hard work requiring years of sustained effort. If you want feel-good fairy tales about Gotham, read elsewhere. If you want compassionate truth, read this book." -- Charles Taylor Kerchner, professor, Claremont Graduate University and author of Learning from L.A.: Institutional Change in American Public Education "Education Reform in New York City provides clear and comprehensive analyses of an extremely complex set of very high-profile reforms. It also provides a template for analyzing multipart, interrelated efforts that escape easy characterization and appraisal. The authors have done a splendid job of bringing clarity to a complicated story." -- Susan H. Fuhrman, president, Teachers College, Columbia University "This is an important book. Its breadth does justice to the ambition and complexity of New York City's Children First reforms, as seen through the perspectives of both critics and advocates. Let the debates continue and enrich other communities wrestling with the challenge of turning around urban schools." -- Andrés A. Alonso, CEO, Baltimore City Public Schools "This outstanding volume provides a highly engaging and thorough look at a critical era in New York City's public schools. The authors clearly articulate distinct approaches to systemic reform while highlighting the interconnections between them. Education Reform in New York City offers insights applicable to reform efforts all over the country." -- Ellen Moir, CEO, New Teacher Center Jennifer A. O'Day is a managing research scientist at the American Institutes for Research and director of the New York City Education Reform Retrospective project. Catherine S. Bitter is a senior research analyst at the American Institutes for Research. Louis M. Gomez is the Helen P. Faison Professor of Urban Education at the University of Pittsburgh.

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.

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.

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.

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.

Assessing the Nation's Report Card examines the history of the National Assessment of Educational Progress (NAEP) and outlines potential plans for improving and modernizing the program. The book deftly explores why NAEP is considered the gold standard of educational assessments yet is less widely known than other standardized testing. For more than 50 years, this ambitious federal testing program has informed the decisions of policy makers and educational leaders as they advocate for educational improvements in the United States. Acknowledging the nation's evolving need for actionable information about students and schools, Chester E. Finn, Jr. provides an assured overview of the existing program and proposes possibilities for the future. "If you want to know how 'The Nation's Report Card' became the most reliable gauge of what and whether American children are learning, this book is a must read. Checker Finn knows the history better than anyone because he was present at NAEP's founding and has been its most persistent and thoughtful advocate ever since."--Lamar Alexander, former US Secretary of Education "Finn's vision of the future of NAEP is nuanced--balancing the technological possibilities of modern assessment with the many limits that now shape NAEP. This is a powerful book written by a master of exposition and analysis informed by a long personal history with 'The Nation's Report Card.'" --Mark Schneider, director, Institute of Education Sciences "Finn makes the very dense topic of NAEP easy and enjoyable to read while also preserving the critical place it holds for our country's future." --David Driscoll, former Massachusetts Commissioner of Education and former chair of the National Assessment Governing Board Chester E. Finn, Jr. is a distinguished senior fellow and president emeritus at the Thomas B. Fordham Institute and a senior fellow at Stanford University's Hoover Institution.

An indispensable manual for the most demanding position in higher education, The College President Handbook supports campus leaders in becoming powerful and effective stewards of their institutions.

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.

The engaging profiles of English Learners at Home and at School offer access to a deeper and broader understanding of the lived experiences of English learners and their families. Such knowledge is essential for all educators in order to anticipate the needs of and best support English learners.

In this thought-provoking volume, editors Rebecca Taylor and Ashley Floyd Kuntz invite readers to explore the many facets of on-campus ethical dilemmas and the careful, nuanced decision-making processes required to address them.

Historian of education Larry Cuban reflects on education reforms and his experiences with them as a student, educator, and administrator. Interwoven with Cuban's evaluations and remembrances are his ""confessions,"" in which he accounts for the beliefs he held and later rejected, as well as areas of weakness that he has found in his own ideology.

Gives educators and policymakers an accessible, actionable framework to address one of the most important educational priorities: improving high school graduation and postsecondary preparedness rates. The guidance offered will enable educators to create their own powerful solutions for student success.

Explores how the use of project-based learning in elementary science education fosters a lifelong scientific mindset in students. The book provides educators with the teaching practices to help students develop an overall science literacy that aligns with Next Generation Science Standards.

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.

This inspiring account of bipartisan political success delivers an expert breakdown of how and why Kansas - a politically conservative state - was able to craft a stable, balanced and equitable system of funding for its public schools.

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.