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 sober yet encouraging look at how urban public schools have confronted challenges, defied expectations, and continued to improve. In The Enduring Promise of America's Great City Schools, Michael Casserly presents a forthright assessment of the past performance and future potential of large urban PreK-12 school districts in the United States. From a vantage of nearly five decades of work within the Council of the Great City Schools, which now represents seventy-eight of the nation's largest urban public school districts, Casserly expertly distills data on student performance, school enrollment, and the impact of strategic reforms to draw a balanced picture of progress and setbacks in urban schools. Casserly contends that America's urban public schools have played a critical role in expanding democracy, advancing equity, and enhancing opportunities, especially for students from historically underserved groups. He illustrates how urban school leaders have proven themselves adept at handling crises, including the global pandemic. The book outlines the many strengths of large urban districts: they were early adopters of the college and career-ready standards, stalwart supporters of reforms that raised expectations for their students, and engineers of instructional and systems improvements that have led to landmark gains in both math and reading achievement. Casserly leaves readers with thoughts on organizational change in the wake of declining enrollment and funding, among other challenges in education, confident that urban districts will continue to be architects of their own improvement"--

"Expert advice and effective strategies for community college leaders who endeavor to embed equity and social justice in institutional policies, practices, and structures. Pamela Eddy and Kim VanDerLinden offer discerning guidance for advancing social justice and addressing persistent opportunity gaps in US higher education in A Blueprint for Equity-Driven Community College Leadership. Eddy and VanDerLinden argue that, given the diverse population of students that community colleges serve, these institutions are uniquely positioned to enact impactful equity-informed agendas that can promote social change, remedy inequitable and unjust structures and systems, and build opportunities for all students to be successful. They encourage presidents, provosts, directors, and faculty at community colleges to seize the chance afforded by COVID-19 upheavals to address urgent issues of equity on campus. Drawing from interviews and surveys of longtime community college leaders as well as literature on community college leadership and social justice initiatives, Eddy and VanDerLinden outline a three-part model that can strengthen collaboration among institutional leaders and create resilient, equitable communities of practice. They advise stakeholders to increase self-awareness through reflective exercises and examination of personal bias. Their model directs leaders to develop contextual competency by evaluating external forces that influence focus in institutions of higher education, including employer and community needs; state and national campaigns and calls for graduates; and backlash against diversity, equity, and inclusion (DEI) measures. This insightful work gives community college leaders across all positions and titles an introduction to strategies to promote organization-level change. "--

"An investigation into how schooling can enhance and hinder critical-racial consciousness through the making of the Latinx racialized group. In How Schools Make Race, Laura C. Châavez-Moreno uncovers the process through which schools implicitly and explicitly shape their students' concept of race and the often unintentional consequences of this on educational equity. Châavez-Moreno sheds light on how the complex interactions among educational practices, policies, pedagogy, language, and societal ideas interplay to form, reinforce, and blur the boundaries of racialized groups, a dynamic which creates contradictions in classrooms and communities committed to antiracism. In this provocative book, Châavez-Moreno urges readers to rethink race, to reconceptualize Latinx as a racialized group, and to pay attention to how schools construct Latinidad (a concept about Latinx experience and identity) in relation to Blackness, Indigeneity, Asianness, and Whiteness. The work explores, as an example, how Spanish-English bilingual education programs engage in race-making work. It also illuminates how schools can offer ambitious teachings to raise their students' critical consciousness about race and racialization. Ultimately, Châavez-Moreno's groundbreaking work makes clear that understanding how our schools teach about racialized groups is crucial to understanding how our society thinks about race and offers solutions to racial inequities. The book invites educators and scholars to embrace ambitious teaching about the ambivalence of race so that teachers and students are prepared to interrogate racist ideas and act toward just outcomes"--

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

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.

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.

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.

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.

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.

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.

Using original data, this book confronts the ways, direct and indirect, in which US Immigration and Customs Enforcement policies disrupt education. It explores the impact of these policies not only on the students at risk for being directly affected by enforcement, but also the consequences for their classmates, educators, and communities.

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.

Provides a powerful cautionary tale about the challenges involved in enacting large-scale educational change. The book, chronicling the Expanded Success Initiative, a study focused on improving the educational outcomes of Black and Latinx males in New York City public high schools, covers what worked, what didn't, and what we can learn.