Bøger udgivet af Harvard Educational Publishing Group

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.

As a field, education has largely failed to learn from experience. Time after time, promising education reforms fall short of their goals and are abandoned as other promising ideas take their place. Learning to Improve argues for a new approach. The authors believe educators should adopt a rigorous approach to improvement that allows the field to "learn fast to implement well".

Explores student resistance through a variety of perspectives, arguing that oppositional behaviours can be not only instructive but productive. The focus of teachers' efforts, Eric Toshalis says, should not be about "managing" adolescents but about learning how to read their behaviour and respond to it in developmentally productive, culturally responsive, and democratically enriching ways.

This book offers practical suggestions for helping teachers to engage ELL students in simultaneously learning subject-area content, analytical practices, and language and shows how to integrate formative assessment.

In this incisive and practical book, H. Richard Milner IV provides educators with a crucial understanding of how to teach students of colour who live in poverty. Milner looks carefully at the circumstances of these students' lives and describes how those circumstances profoundly affect their experiences within schools and classrooms.

I Can Learn from You shares simple yet profound strategies for improving learning dynamics between teachers and boys. It also outlines a wide range of modes for interacting with boys and getting male students to shed their "emotional armor."

Almost all of the new money poured into school facilities reinforces an existing - and obsolete - model of schooling. In Blueprint for Tomorrow, Prakash Nair explores the hidden messages that our school facilities and classrooms convey. He provides simple, affordable, and versatile ideas for adapting or redesigning school spaces to support student-centered learning.

This book develops a practical framework for fostering student success in community colleges. Wyner explores ways these colleges can improve degree completion, student outcomes, job market attainment, and other areas of concern.

Tells the compelling story of the Montgomery County (Maryland) Public Schools and its transformation - in less than a decade - into a system committed to breaking the links between race and class and academic achievement. In chapters organised around six core themes, the authors lay out the essential elements of MCPS's success.

Tells the stories of eight very different schools following the Data Wise process of using assessment results to improve teaching and learning.

How can an understanding of adolescent development inform strategies and practices for supporting first-generation college goers? In Ready, Willing, and Able, Mandy Savitz-Romer and Suzanne Bouffard focus on the developmental tasks and competencies that young people need to develop in order to plan for and succeed in higher education.

In a diverse school with many disabled students, Bill Henderson became a blind principal and a leader of equity. The Blind Advantage explores his journey, why his condition made him a stronger leader, and how he helped students and teachers succeed.

Pioneered by leading experts at Harvard University, instructional rounds have become a proven strategy for cultivating teachers and classroom outcomes. This book explains how school leaders can implement this innovative learning method.

This book shows how instructional rounds are essential for school reform. These rounds offer solutions for districts and teachers seeking systemic progress through professional development programs, open dialogue, and continuing education.

How can we systemically improve the quality of classroom instruction and the learning and achievement of students? In an era when isolated examples of excellence are not good enough, we need systems that support improvement and excellence for all. This book describes how systems can effectively engage in this complex, challenging, and crucial work.

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.

Highlights effective practices that are common to high-functioning boards around the country-boards that are working successfully with their superintendents and communities to improve teaching and learning.

Based on a collaboration dating back nearly a decade, the authors, a behavioural analyst and a child psychiatrist, reveal their systematic approach for deciphering causes and patterns of difficult behaviours and how to match them with proven strategies for getting students back on track to learn. It includes user-friendly worksheets and other helpful resources.

The inspiration for this timely book is the pressing need for fresh ideas and innovations in U.S. higher education. At the heart of the volume is the realization that higher education must evolve in fundamental ways if it is to respond to changing professional, economic, and technological circumstances, and if it is to successfully reach and prepare a vast population of students--traditional and nontraditional alike--for success in the coming decades. It examines the current higher education environment and its chronic resistance to change; the rise of the for-profit universities; the potential future role of community colleges in a significantly revised higher education realm; and the emergence of online learning as a means to reshape teaching and learning and to reach new consumers of higher education. Combining trenchant critiques of current conditions with thought-provoking analyses of possible reforms and new directions, Reinventing Higher Education is an ambitious exploration of possible future directions for revitalized American colleges and universities. "This collection of well-researched essays offers a comprehensive view of an educational landscape that is changing under our feet. People who think they understand American higher education are likely to find many surprises in this insightful book." -- Richard H. Brodhead, president, Duke University "U.S. higher education is both enormously successful and essential to our future, yet it is endlessly frustrating for its lack of innovation and ruthlessly rising costs. This important volume tackles the conundrums that surround this most conservative of enterprises and points the way toward improvements in the educational performance of our colleges and universities. Essential reading for both those within and outside the academy." -- David W. Breneman, University Professor and Newton and Rita Meyers Professor in Economics of Education, University of Virginia "In the twentieth century, America built the world's best system of higher education, one that combined openness with excellence. But can it maintain its lead in the twenty-first century? Reinventing Higher Education offers not only a clear-eyed assessment of the state of American higher education--it also provides a compelling, indeed inspiring, blueprint for how the system can remain the best in the world. This book is essential reading for America's captains of higher learning--and indeed for anybody who cares about the future of the country." -- Adrian Wooldridge, management editor and Schumpeter columnist, The Economist Ben Wildavsky is a senior fellow in research and policy at the Kauffman Foundation. His most recent book is The Great Brain Race: How Global Universities Are Reshaping the World. Andrew P. Kelly is a research fellow in education policy studies at the American Enterprise Institute. His writings have appeared in Teachers College Record, Educational Policy, Policy Studies Journal, Education Next, Education Week, and Forbes. Kevin Carey is a policy director at Education Sector. His writings have appeared in Washington Monthly, the New Republic, the American Prospect, Democracy, the Washington Post, Los Angeles Times, InsideHigherEd, and the Chronicle of Higher Education.

This book provides practical advice for teachers who have students in their classrooms with oppositional disorders or anxiety. It includes strategies for engaging these students, planning activities, and using tech-based learning programs.

What would classrooms look like if teachers asked fewer questions and students asked more? The authors of Make Just One Change argue that question formulation is a fundamentally important skill that should be deliberately taught to all students.

Meeting Wise provides a checklist for school leaders to facilitate more effective, efficient meetings. This organizational concept is usable in staff meetings, at teacher summits, and throughout the school district.

Illustrates how educators can support the positive development of LGBTQ students in a comprehensive way so as to create truly inclusive school communities. Using examples from classrooms and schools, Michael Sadowski identifies emerging practices such as creating an LGBTQ-inclusive curriculum; fostering a whole-school climate that is supportive; and providing adults who can act as mentors.

Social Network Theory and Educational Change offers a provocative and fascinating exploration of how social networks in schools can impede or facilitate the work of education reform. Leading scholars examine networks among teachers and school leaders, contrasting formal and informal organizational structures and exploring the mechanisms by which ideas, information, and influence flow from person to person and group to group. The case studies provided in the book reflect a rich variety of approaches, showcasing the range and power of this dynamic new mode of analysis. This unique volume provides an invaluable introduction to an emerging and increasingly important field of education research. "This book brilliantly shows that the essence of effective educational reform is not to be found in plans, punishments, or performance incentives, but in professional interactions and relationships. A good idea is only worth something if you can spread it around, and this book shows you just how that's done. Using leading-edge thinking and solid research techniques, it demonstrates in clear and accessible prose why networks are the core means by which change does or doesn't happen. It should and will be essential reading for all researchers and reformers eager for effective change that will spread and last." -- Andy Hargreaves, Thomas More Brennan Chair in Education, Lynch School of Education, Boston College "Alan Daly and his team of scholars are to be commended for bringing social network analysis to bear on pressing issues in education. This powerful new analytic strategy offers a window into the social workings of schools in ways that previous methods have not. The authors in this volume have asked important questions about the role of social networks in school reform, the expansion of teacher professional knowledge, and the diffusion of innovative practices. It will be read with interest by scholars and practitioners alike." -- Megan Tschannen-Moran, associate professor, The College of William & Mary "If you're interested in the rescue of urban school children and wondering why the top-down 'superhero' superintendents aren't having much success with organizational change that stands the test of time, Daly provides many of the answers. This groundbreaking book explores the social networks and relationships that are a critical part of the work in schools, especially those relationships that are meaningful to classroom teachers and principals--the truly heroic people who make a difference in the lives of children on a daily basis . . . A must-read for reformers at all levels." -- Carl A. Cohn, professor and codirector, Urban Leadership Program, Claremont Graduate University (former superintendent of the Long Beach and San Diego school systems) Alan J. Daly is an assistant professor of education at the University of California, San Diego.

Demonstrates how examining test scores and other classroom data can become a catalyst for important school wide conversations that will enhance schools abilities to capture teachers knowledge, foster collaboration, identify obstacles to change, and enhance school culture and climate.

Drawing on research from psychology, philosophy, business, political science, and neuroscience, illiam T. Gormley offers a contemporary definition of critical thinking and its relationship to other forms of thinking, including creative thinking and problem solving. When defined broadly and taught early, he argues, critical thinking is a ""potential cure for some of the biggest problems we face".

Explores the persistence of failure in today's urban schools. At its heart is the argument that most education policy discussions are disconnected from the daily realities of urban schools, especially those in poor and beleaguered neighbourhoods.