Bøger udgivet af Harvard Educational Publishing Group

Specifies the conditions that district leaders can implement to help principal supervisors take a teaching and learning approach to their work. In particular, Meredith Honig and Lydia Rainey explore how these supervisors can most effectively support principals in becoming instructional leaders and developing the capacity to lead their own learning.

Goes beyond existing social emotional learning programs to introduce a new framework for integrating the development of key skills needed for academic success into daily classroom practice. The framework spells out the competencies, processes, and strategies that P-12 educators need to employ to build students' social and emotional learning.

Addresses a crucial issue in teacher training and professional education: the need to prepare pre-service and in-service teachers for the racially diverse student populations in their classrooms. A down-to-earth book, it aims to help practitioners develop insights and skills for successfully educating diverse student bodies.

Addresses how schools can help youth of colour resist the negative effects of racial injustice and challenge its root causes. Scott Seider and Daren Graves draw on a four-year longitudinal study examining how five different mission-driven urban high schools foster critical consciousness among their students.

Drawing on decades of research, policy, and practice, Jennifer O'Day and Marshall Smith show how strategies for pursuing educational quality and equal outcomes for all students can be linked, presenting an ambitious idea of the future of American education and a comprehensive theory of change for enacting that vision.

Outlines a powerful argument about the importance of the school as an organisation in nurturing high quality teaching. Based on case studies conducted in fourteen high-poverty, urban schools, the book examines why some schools failed to make progress, while others achieved remarkable results.

Offers a paradigm shift in how we think about family engagement with schools. Soo Hong challenges the conventional depiction of parents and teachers as "natural enemies", and shows how, through teachers' initiative and commitment, they can become natural allies instead.

Examines how language and culture matter for effective science teaching. Bryan Brown argues that, given the realities of our multilingual and multicultural society, teachers must truly understand how issues of culture intersect with the fundamental principles of learning.

Offers a richly detailed study of public Montessori schools, which make up the largest group of progressive schools in the public sector. As public Montessori schools expand rapidly as alternatives to traditional public schools, the story of these schools, Mira Debs points out, is a microcosm of the broader conflicts around public school choice.

Today teachers must prioritize problem-solving ability, adaptability, critical thinking, and the development of interpersonal and collaborative skills over the passive transmission of knowledge. This book examines what this means for teacher preparation and showcases programs that are educating for deeper learning, equity, and social justice.

A comprehensive resource for educators and policy makers seeking to understand the scope, impact, and causes of chronic student absenteeism. The editors present a series of studies that address which students are missing school and why, what roles schools play in contributing to patterns of absenteeism, and ways to assess student attendance.

Shows how teachers in grades 5-8 can leverage the use of personalized learning plans (PLPs) to increase student agency and engagement, helping youth to establish learning goals aligned with their interests and assess their own learning - particularly around essential skills that cut across disciplines.

Introduces a new paradigm and framework for career development focused on teaching skills that all students need to set long-term goals and experience post-secondary success. This book shows how educators can leverage the use of individual learning plans to help students identify their interests and create their own career pathways.

Building upon the theoretical and practical foundation outlined in their previous book, Educating English Learners, the authors show classroom teachers how to develop a repertoire of instructional techniques that address K-12 English learners at different English proficiency and grade levels, and across subject areas.

Focuses on how school leaders can effectively serve minoritized students - those who have been historically marginalized in school and society. The book demonstrates how leaders can engage students, parents, teachers, and communities in ways that positively impact learning by honouring indigenous heritages and local cultural practices.

Provides a closely observed account of a decade-long effort to reshape the scope, direction, and quality of the Boston Public Schools' early childhood programs. Drawing on multiple perspectives and voices from the field, the authors highlight the reflective, collaborative, inquiry-driven approach undertaken by the program and share lessons learned.

Offers an innovative five-step framework to help school leaders and teacher teams design and implement blended and personalized learning initiatives based on local needs and interests. The book helps educators define their own rationale for personalized learning, and guides them as they establish small pilot initiatives.

Offers a comprehensive examination of how US public schools receive and spend money. Drawing on extensive longitudinal data and numerous studies of states and districts, Bruce Baker provides a dismaying portrait of the stagnation of state investment in public education and the challenges of achieving equity and adequacy in school funding.

Argues that there are surprisingly pervasive and stubborn myths about diversity on college and university campuses, and that these myths obscure the notable significance and admirable effects that diversity has had on campus life. Julie Park counters these myths and explores their problematic origins.

Offers a timely and insightful portrait of Black women leaders in American colleges and universities. Carolyn R. Hodges and Olga M. Welch are former deans who draw extensively on their experience as African American women to account for both the challenges and opportunities facing women of colour in educational leadership positions.

Introduces educators to a new model for anytime, anywhere schooling and provides tools and curriculum resources for redesigning the traditional structures of K-12 schools. This book shows how educators can design central elements of competency-based education - including performance tasks, personal learning plans, and grading systems - to meet the needs and interests of all students.

Offers a research-based model and actionable approach for using data strategically at community colleges to increase completion rates as well as other metrics linked to student success. The authors draw from the fields of psychology, neuroscience, and behavioural economics to show how leaders and administrators can build good habits for engaging with data constructively.

Presents a system of research-based practices for assessing and developing the conditions that support adult and student learning in schools. At the heart of the book is a survey and rubric that can help schools better understand their strengths and weaknesses and the kinds of supports they need to support student learning.

Karin Chenoweth draws on her decade-long journey into neighbourhood schools where low-income students and students of colour are learning at unexpectedly high levels to reveal a key ingredient to their success: in one way or another, their leaders have confronted the traditional ways that schools are organised and adopted new systems, all focused on improvement.

Provides a practical guide for education leaders who are seeking to address issues of equity in their schools and want to pursue this approach. The book provides a step-by-step description of the process, augmented by case studies of four education leaders. The book also includes a series of "excursions into theory" that discuss the research basis for design-based improvement.

Demonstrates how education leaders can learn to deliver feedback in a way that strengthens relationships as well as performance and builds the capacity for growth. Drawing on constructive-developmental theory, the authors describe four stages of adult growth and development and explain how to differentiate feedback for colleagues with different "ways of knowing".

Drawing on research and methods developed in the Justice in Schools project at the Harvard Graduate School of Education, this volume introduces a new interdisciplinary approach to achieving practical wisdom in education, one that honours the complexities inherent in educational decision making and encourages open discussion of the values and principles we should collectively be trying to realize.

Offers a comprehensive, up-to-the-minute guide for creating fully accessible college and university programmes. This second edition has been thoroughly revised and expanded, and it addresses major recent changes in universities and colleges, the law, and technology.

Describes the author's first few years as a school principal committed to enacting a powerful vision of leading and learning. Drawing thoughtfully on the literature of school reform and change leadership, Fiarman discusses a wide range of topics, including empowering teachers, building trust, addressing racial and economic inequities, and supporting a culture of continuous learning.