Bøger i Educational Innovations Series serien

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.

Examines how variations in state governance determine how federal initiatives are implemented and makes recommendations for approaching reform from this perspective. The book defines the key ways in which state policy environments differ, illustrates how those differences matter, and encourages reformers to achieve more equitable improvement.

Inspired by his conversations with young, would-be reformers who are passionate about transforming education, the book offers a window into Frederick M. Hess's thinking about what education reform is and should be. Hess writes that ""reform is more a matter of how one thinks about school improvement than a recital of programs and policy proposals.

Looks in detail at five school districts that have been honoured in recent years by The Broad Foundation, whose annual award is granted ""each year to the urban school districts that demonstrate the greatest overall performance and improvement in student achievement while reducing achievement gaps among poor and minority students"".

Offers a balanced perspective on how different countries approach key policies and what the United States can learn from those programs. Jason Delisle and Alex Usher have gathered a diverse group of experts to examine systems across the globe with a focus on the trade-offs between access, cost, and quality.

Offers a balanced perspective on how different countries approach key policies and what the United States can learn from those programs. Jason Delisle and Alex Usher have gathered a diverse group of experts to examine systems across the globe with a focus on the trade-offs between access, cost, and quality.

Examines the shifting federal role in education across the presidential administrations of George W. Bush and Barack Obama. While the administrations were vastly different, one thing remained constant: an ongoing and significant expansion of the federal role in education.

Examines the contexts in which new initiatives in education are taking shape. The contributors inquire into the impact of entrepreneurship on the larger field - including the development and deployment of new technologies - and analyse the incentives, barriers, opportunities, and tensions that support or constrain innovation.

In this provocative volume, two experts with very different points of view address the growing concern that student loan programmes are not a sustainable solution to the problem of mounting college costs. They argue that the time has come to reform the financial aid system so that it is more effective in promoting college affordability, access, and completion.

Will today's education policies fit tomorrow's schools? In schools across the country, educators are experimenting with new models for recruiting, training, and supporting teachers. They are using strategies like differentiated roles and the use of technology to deploy teachers' talents to best effect. However, most of the policy measures currently under consideration to ensure teacher quality are designed with a one-size-fits-all approach that threatens to constrain these cutting-edge efforts. Frederick M. Hess and Michael Q. McShane, the editors of Teacher Quality 2.0, have convened a diverse array of contributors to examine promising innovations in teacher preparation, compensation, and evaluation. Together, they investigate whether current efforts to improve the quality of our nation's teachers will be able to keep up with these innovations--or, worse, will hold them back. Teacher Quality 2.0 is a volume in the Educational Innovation series. "Recent changes in the state and federal stance toward teaching have been nothing short of a policy revolution. But revolutions in policy do not solve all of the underlying problems, and they create new problems of their own. Teacher Quality 2.0 provides useful insights and new ideas on where the teacher quality revolution needs to go next." -- Douglas N. Harris, associate professor of economics and director of The Education Research Alliance for New Orleans, Tulane University "Everyone talks about education reform, but systemic thinking about reform is lacking--until now. Teacher Quality 2.0 provides rich historical context, pulls together successful elements of current reforms, and then pioneers new, systemic ways of thinking about the third rail of education--teacher quality. A must-read for anyone serious about real and lasting reform for all kids." -- Rick Ogston, CEO, Carpe Diem Schools Frederick M. Hess is a resident scholar and director of education policy studies at the American Enterprise Institute (AEI). Michael Q. McShane is a research fellow in education policy studies at AEI.

Examines an innovative approach to school district management that has been adopted by a number of urban districts in recent years: a portfolio management model, in which ""a central office oversees a portfolio of schools offering diverse organisational and curricular themes, including traditional public schools, private organisations, and charter schools.

Reorients discussions about school reform by moving away from "whole school” solutions to customized services and products. While the best-known entrepreneurial efforts have sought to fix problems at a school wide level, this volume looks at "how providers might use new tools to deliver or customize services that do not conform to conventional [school] policies or structures.” It surveys the current landscape of customised entrepreneurial activity in education, looks closely at particular customized innovations by schools and education entrepreneurs, and addresses persistent concerns that arise in connection with customized reforms.

When the school district of Philadelphia teamed up with the Microsoft Corporation in 2006 to redesign the American high school, the result was the School of the Future, hailed NBC News as ""next-generation education."" While technology was a crucial element at the School of the Future, the redesign sought fundamentally to rethink the models for teaching and learning.

Philanthropic foundations play an increasingly influential role in education research, policy, and practice - yet this sector has been subject to little research-informed analysis. In The New Education Philanthropy, Frederick M. Hess and Jeffrey R. Henig convene a diverse group of scholars and analysts to examine the shifting role of education philanthropy.